New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Educational Research and Methods
This evidence-based practice paper in the Educational Research & Methods (ERM) Division focuses on the learning that occurs outside of the classroom and the ways in which these supplementary experiences impact the overall retention and academic success of undergraduate engineering students at a small, Midwestern, STEM-focused institution. Institutional strategies to support student success have been developed through a National Science Foundation (NSF) STEM Talent Expansion Program (STEP) grant.
The strategy highlighted in this research is the development and implementation of a STEM-focused retention center learning space. The paper will present the need for spaces of this nature, discuss the best practices for planning and development of a space, detail the implementation process, explain assessment methods, and highlight key initial outcomes.
The center supports success by offering a study location that is convenient to where students take classes; providing a comfortable, welcoming space for individual and group study; offering a location option for tutoring meetings; providing access to technology and resources; and acting as a connection point to assist students in locating and using other campus resources.
By intentionally developing and leveraging relationships with students, faculty, staff, and industry partners, the center can build capacity to provide expanded STEM-focused services to student users, ensuring a holistic approach to meeting their needs.
Preliminary results from the first two years of center operation have been obtained through analysis of user demographics, user survey responses, focus groups, and academic performance indicators.
Esqueda, J. M., & Curras, C. (2016, June), Implementation of an Engineering-Based Retention Center and its Impact on Student Success Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25579
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