Improving Retention in STEM Programs

Raj Desai

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Conference: 2025 ASEE -GSW Annual Conference
Location: Arlington, TX, Texas
Publication Date: March 9, 2025
Start Date: March 9, 2025
End Date: March 11, 2025
Page Count: 6
DOI: 10.18260/1-2--55056
Permanent URL: https://peer.asee.org/55056
Download Count: 12

Paper Authors

biography

Raj Desai Midwestern State University

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Raj Desai is Professor and Chair of the McCoy School of Engineering at Midwestern State University, Texas. He has worked at Midwestern State University, Texas for the last 9 years. Before that he worked at University of Texas, Permian Basin for 11 years. His background includes over 3 years in industry, 2 years of research, 4 years of community college teaching, and over 30 years of university teaching. He has program start-up experience at the community college level and at the university level with engineering and technology programs. He has research experience with programming, developing online programs in technology, and has several refereed papers on online education, recycling and innovation.

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Abstract

The topic of discussion: Science, Technology, Engineering, and Math (STEM) are rapidly growing fields and important disciplines for meeting the needs of a growing population. There are not enough students entering these fields and hence the need for increasing retention into degree programs that will prepare young adults for employment in STEM fields. Students from diverse backgrounds may have different developmental processes in college, impacting the ways in which they should be supported. If undergraduate students are to thrive at college, it is essential that they successfully adjust to the various academic and behavioral expectations they will face on most university campuses.

Methodologies: Freshmen students take MWSU 1230 which is a zero-credit course that has one-hour lectures for twelve weeks on goal setting, academic success, wellness, community, etc. Students also get a guidebook that has study tips on the upper right-hand corner of each weekly calendar. The guide book also has strategies and resources to support student academic success. The course provides new students the opportunity to develop the skills, knowledge, and mindset to achieve academic success. It is led by a faculty/staff mentor and a peer educator. It is free to students.

Preliminary results (if any): Suggestions from PEs (Peer Educators) include putting due dates on the syllabus, tracking adventure completion, including guest speakers, and something due each week to improve attendance. They also suggested continuing the guidebook. The mentors asked for more information on grading and rubrics for grading. Curriculum suggestions from mentors included more balanced material (some weeks had too much to cover while others did not have enough material), and more motivation to complete assignments.

Expected outcomes: There are five goals for this course: Students will set meaningful and realistic goals, students will create strategies to achieve and reevaluate their goals, students will develop self-awareness of their own wellness needs, students will use strategies and resources to support their academic success, and students will feel connected to the university community. Increased retention of freshmen students indicates that this course was successful in its goals. There is always room for improvement and based on the lessons learned, we plan to make some changes.

Citation
Format

Desai, R. (2025, March), Improving Retention in STEM Programs Paper presented at 2025 ASEE -GSW Annual Conference, Arlington, TX, Texas. 10.18260/1-2--55056

TY - CPAPER
AB - The topic of discussion: Science, Technology, Engineering, and Math (STEM) are rapidly growing fields and important disciplines for meeting the needs of a growing population. There are not enough students entering these fields and hence the need for increasing retention into degree programs that will prepare young adults for employment in STEM fields. Students from diverse backgrounds may have different developmental processes in college, impacting the ways in which they should be supported. If undergraduate students are to thrive at college, it is essential that they successfully adjust to the various academic and behavioral expectations they will face on most university campuses.

Methodologies: Freshmen students take MWSU 1230 which is a zero-credit course that has one-hour lectures for twelve weeks on goal setting, academic success, wellness, community, etc. Students also get a guidebook that has study tips on the upper right-hand corner of each weekly calendar. The guide book also has strategies and resources to support student academic success. The course provides new students the opportunity to develop the skills, knowledge, and mindset to achieve academic success. It is led by a faculty/staff mentor and a peer educator. It is free to students.

Preliminary results (if any): Suggestions from PEs (Peer Educators) include putting due dates on the syllabus, tracking adventure completion, including guest speakers, and something due each week to improve attendance. They also suggested continuing the guidebook. The mentors asked for more information on grading and rubrics for grading. Curriculum suggestions from mentors included more balanced material (some weeks had too much to cover while others did not have enough material), and more motivation to complete assignments.

Expected outcomes: There are five goals for this course: Students will set meaningful and realistic goals, students will create strategies to achieve and reevaluate their goals, students will develop self-awareness of their own wellness needs, students will use strategies and resources to support their academic success, and students will feel connected to the university community. Increased retention of freshmen students indicates that this course was successful in its goals. There is always room for improvement and based on the lessons learned, we plan to make some changes.

AU - Raj Desai
CY - Arlington, TX, Texas
DA - 2025/03/09
PB - ASEE Conferences
TI - Improving Retention in STEM Programs
UR - https://peer.asee.org/55056
DO - 10.18260/1-2--55056
ER -