Niemi, A. D., & Green, M. G., & Roudkovski, M. (2013, June), Evaluation of a First-Year Retention Project:  Findings at Halftime  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19565

\bibitem{asee_peer_19565}
  Niemi, A. D., \& Green, M. G., \& Roudkovski, M. (2013, June), \emph{Evaluation of a First-Year Retention Project:  Findings at Halftime}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19565

Alan D. Niemi, Matthew G. Green, and Melanie Roudkovski.  "Evaluation of a First-Year Retention Project:  Findings at Halftime".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19565 Internet.  15 Apr, 2025

\bibitem{asee_peer_19565}
  Alan D. Niemi, Matthew G. Green, and Melanie Roudkovski.
  "Evaluation of a First-Year Retention Project:  Findings at Halftime".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19565 Internet.  15 Apr, 2025

@INPROCEEDINGS{asee_peer_19565
author = "Alan D. Niemi, Matthew G. Green, and Melanie Roudkovski"
title = "Evaluation of a First-Year Retention Project:  Findings at Halftime"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19565}
number = {10.18260/1-2--19565}
}

TY  - CPAPER
AB  -        Evaluation of a First-Year Retention Project: Findings at HalftimeA decline in the annual retention and graduation rates of the engineering and engineeringtechnology program at a small, private university motivated an internal study (summer 2009) ofits underlying causes. Analyses of performance and predictor data, as well as surveys of theliterature and of non-retained students, produced several recommended actions based ondocumented best practices. The resulting 5-year retention project, funded by NSF-STEP, beganin August of 2010 and focuses on first-year retention initiatives, namely:         a faculty mentoring program for first-year students;         a peer mentoring program for first-year students;         an industrial contact mentoring program for first-year students;         exposure to engineering practice through two new freshman courses employing active-         learning and multidisciplinary projects aimed at answering the question “What do         engineers do?”During the first half of the project many assessment instruments have been developed anddeployed to help determine the effectiveness of the initiatives. These instruments include:       a pre-and post-engineering survey to determine attitudes toward the engineering       profession and program during their first semester;       a survey of first-year students to determine the effectiveness of first-year interest groups       and the mentors;       both a survey and focus group for the peer mentors;       a faculty mentor survey;       industrial mentor survey.This paper will provide details of the retention initiatives employed, and then present qualitativeand quantitative assessment results of the project to date, with the intention of contributing ourexperiences and findings to the dialogue on retention initiatives. Assessment result details willbe included to help answer such questions as: “Of the three mentor types, which is the mostimportant?”, “Is it important that a peer mentor have the same major as the first-year student?”,and “Which student attitudes toward engineering are most easily changed?”
AU  - Alan D. Niemi
AU  - Matthew G. Green
AU  - Melanie Roudkovski
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Evaluation of a First-Year Retention Project:  Findings at Halftime
UR  - https://peer.asee.org/19565
DO  - 10.18260/1-2--19565
ER  -