Talley, K. G., & Spencer, B. J. (2020, June), Where Do All the Pre-Majors Go? A Self-Study of Student Stumbling Points in the Pre-Construction Curriculum  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35508

\bibitem{asee_peer_35508}
  Talley, K. G., \& Spencer, B. J. (2020, June), \emph{Where Do All the Pre-Majors Go? A Self-Study of Student Stumbling Points in the Pre-Construction Curriculum}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35508

Kimberly Grau Talley P.E. and Bobbi J. Spencer.  "Where Do All the Pre-Majors Go? A Self-Study of Student Stumbling Points in the Pre-Construction Curriculum".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35508 Internet.  12 Jan, 2025

\bibitem{asee_peer_35508}
  Kimberly Grau Talley P.E. and Bobbi J. Spencer.
  "Where Do All the Pre-Majors Go? A Self-Study of Student Stumbling Points in the Pre-Construction Curriculum".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35508 Internet.  12 Jan, 2025

@INPROCEEDINGS{asee_peer_35508
author = "Kimberly Grau Talley P.E. and Bobbi J. Spencer"
title = "Where Do All the Pre-Majors Go? A Self-Study of Student Stumbling Points in the Pre-Construction Curriculum"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35508}
number = {10.18260/1-2--35508}
}

TY  - CPAPER
AB  - Enrollment figures for the construction program at Texas State University indicate an imbalance in the ratio between pre-majors and matriculated majors.  The pre-major program is designed to take three semesters but contains two-thirds of the majors in the construction program.  This paper reports on the work in progress self-study to determine the stumbling points for students in this pre-major program.  Institutional research data will be used to identify courses in the pre-construction curriculum with the highest rates of students receiving unsatisfactory grades (D, F, or W) for credit in order to identify any courses creating an unintended gate to matriculation.  In addition to the examination of course grades, student enrollment and retention data will be examined to determine if there is any disparate effect of the pre-major program on a particular group. The self-study is ongoing and will eventually include surveys on student belonging in major and motivations, these initial results show that there are some non-major courses in the pre-major program with high DFW rates that could be causing student to take longer to matriculate or drop out of the major.  Further, an examination of retention rates showed that, although there is some variation over the years, typically females and minority students are retained at lower rates than their male and white counterparts.  This self-study is presented in order to highlight any issues unique to construction majors that could be common across construction programs.
AU  - Kimberly Grau Talley P.E.
AU  - Bobbi J. Spencer
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Where Do All the Pre-Majors Go? A Self-Study of Student Stumbling Points in the Pre-Construction Curriculum
UR  - https://peer.asee.org/35508
DO  - 10.18260/1-2--35508
ER  -