Student success: what factors influence persistence?

Reyes, Maria A.; Anderson-Rowland, Mary R.; McCartney, Mary Ann

doi:10.1109/fie.1999.839109

Cited by 12 publications

(18 citation statements)

References 6 publications

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“…To ensure that minority students know each other and and are taught the benefits of groups study early on during their matriculation (which are necessary conditions for collaborative learning to occur), an orientation course for its minority freshmen should exist [101][102][103][104]. Ideally the course should span the entire academic year and award academic credit.…”

Section: ) Freshman Orientationmentioning

confidence: 99%

A Retrospective on Undergraduate Engineering Success for Underrepresented Minority Students

May

Chubin

2003

J of Engineering Edu

267

248

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This paper examines the various factors that contribute to the success of minority students in engineering programs by exploring past and current paradigms promoting success and analyzing models for advancing the participation of members of these populations. Included is a literature review of articles, government reports, Web sites, and archives published since 1980. Student success is correlated to several indicators, including pre‐college preparation, recruitment programs, admissions policies, financial assistance, academic intervention programs, and graduate school preparation and admission. This review suggests that the problem of minority underrepresentation and success in engineering is soluble given the appropriate resources and collective national “will” to propagate effective approaches.

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Section: ) Freshman Orientationmentioning

confidence: 99%

A Retrospective on Undergraduate Engineering Success for Underrepresented Minority Students

May

Chubin

2003

J of Engineering Edu

267

248

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“…The programs offered, events sponsored, and research conducted, by several of stakeholders contribute to the retention and persistence of underrepresented students in engineering programs across the country. Here again, MEPs and engineering societies collaborate to assist students through mentorship, course work assistance and skills workshops, study centers, and academic advising for course registration [21,[36][37][38][39]. Organizations like AISES, NSBE, SHPE, and SWE, sponsor student chapters and have developed programs that offer funding and scholarships to undergraduate, underrepresented students.…”

Section: Decision Point E: Graduating With a Bachelor's Degree In mentioning

confidence: 99%

“…Students often do not pursue graduate degrees due to lack of financial resources, lack of information about the variety of academic and research career paths, and lack of faculty mentorship and encouragement. An effective method for encouraging undergraduates to pursue advanced degrees in engineering is a productive undergraduate research experience that promotes confidence in ability to successfully complete a graduate program and increases contact with faculty [33, [39][40][41]. The amount of faculty involvement in a students' undergraduate career is a major indicator of an undergraduates' willingness to pursue a graduate degree [39].…”

Section: Decision: Continuing On To An Academic Careermentioning

confidence: 99%

Relationships Between Engineering Student and Faculty Demographics and Stakeholders Working to Affect Change*

Johnson

Sheppard

2004

J of Engineering Edu

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Recent data suggest that the United States is unable to meet the demand for individuals well prepared to contribute to science, mathematics, and engineering with their native workforce. Low participation rates of females and underrepresented minorities in these fields are major factors contributing to this situation. This study tracks the progress of the high school class of 1990 through the engineering pipeline and beyond, specifically focusing on the progress of female and underrepresented minority students within the class. Points along the pipeline where the participation rates of students dropped significantly are identified as critical decision points and factors contributing to students leaving at these decision points are discussed. Key stakeholder groups working with underrepresented minority and female students at these critical decision points are identified. The intent of this paper is to create a synthesized, national picture of the student and faculty who make up engineering schools in the United States, and of the stakeholder groups actively working to change this picture.

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“…A full time mentor (same person since inception) is assigned during the summer and is part time during the academic year. [3,4,5,6,7,8,9] for engineering students over the last three decades. We are unaware of any that lasted for the full ten week summer term and that enrolled students for credit in both College Algebra and Trigonometry.…”

Section: Introductionmentioning

confidence: 99%

Summer Engineering Enrichment Program Results Exceed Expectations

Whalin

Pang

2015 ASEE Annual Conference and Exposition Proceedings

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A long term ten week residence summer engineering enrichment program for incoming first year engineering majors with ACT Math scores of 17-25 (equivalent SAT Math scores of 470-620; 35%-80%) is exceeding retention/graduation in engineering expectations, especially time to graduate. Relatively unique program aspects are the ten week residence length, 8 semester hours of College credit [College Algebra (3), Trigonometry (3), University Success (2)], zero cost for the student, and 100% underrepresented minorities (not required). The first two cohorts produced twelve (20% or 12/61) 4 year engineering graduates which quadrupled the historical 4 year graduation rate of less than 5%. The five year engineering, STEM and university graduation rates for the first cohort (2009) were 29%, 42%, and 50% respectively. The 2009 and 2010 cohorts produced 19 engineering graduates to date with an average time to graduate of 4.18 years, a reduction of a year in the historical rate. Part of this larger than expected decrease in time to graduate is most likely due to the periodic offering of some upper division required courses in one or two departments due to small student numbers. Additionally, 15/19 (79%) graduates had ACT Math scores of 20-25 and 4/19 (21%) had ACT Math scores of 17-19 with similar numbers in each group (32 and 29 respectively). The program is increasing retention in engineering and increasing graduation rates.

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Student success: what factors influence persistence?

Cited by 12 publications

References 6 publications

A Retrospective on Undergraduate Engineering Success for Underrepresented Minority Students

A Retrospective on Undergraduate Engineering Success for Underrepresented Minority Students

Relationships Between Engineering Student and Faculty Demographics and Stakeholders Working to Affect Change*

Summer Engineering Enrichment Program Results Exceed Expectations

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