New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Diversity and NSF Grantees Poster Session
Funded by the NSF STEM Talent Expansion Program (STEP) our program has focused on two specific undergraduate populations where retention was low: 1) freshmen who do not qualify for the freshman engineering fundamentals program due to ACT math scores less than 28 and 2) women honor students. The program interventions have concentrated on increasing the retention within both groups and the long-term goal is to increase the graduation rates for these at-risk students. Interventions have include: 1) engineering only sections of precalculus with visits from engineering faculty and/or students and a living learning community for freshmen with ACT math scores of 27 or below; 2) a summer preparatory academic/community camp for students with math ACT scores of 27 encouraging them to take and pass the math placement test, enabling immediate entry into calculus and the engineering fundamentals program; and 3) undergraduate research assistantships and mentoring initiatives for the women honors students.
In the fifth year of the program five of the six undergraduate research assistants recruited in the Fall of 2011 have graduated and the first group of math campers are either seniors or juniors depending on if they participated in co-op opportunities. By the Spring of 2016 a second set of undergraduate research assistants and some of the first of the math campers will have graduated. Prior to our program only about 60% of the students that started in precalculus in the Fall semester enrolled in calculus and engineering fundamentals the following Spring semester. Tracking these students over the last three years shows an increase of about 10% for students enrolling in calculus and engineering fundamentals in the following Spring semester. Updates on the retention and graduate rates of both at risk groups will be compared to rates prior to the program and for students that participate in the program compared to students that did not participate in the program. An analysis of how many students the different interventions have served, the costs of the different interventions, and the retention of students in the college of engineering, STEM fields, and at the university for of each intervention will be provided.
Rawn, C. J., & Bennett, R. M. (2016, June), Research and Instructional Strategies for Engineering Retention Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26077
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015