ASEE Annual Conference Proceedings
At the University of Portland, studies show that students who are behind in their degree progress are not retained at similar rates as their on-track cohort and can be considered “at-risk”. For the past three years, with NSF support, we developed a voluntary retention program to support students who are considered “at-risk” of leaving the Shiley School of Engineering. “At-risk” students start behind or fall behind in their STEM courses, although they are in good standing academically i.e., they are not on academic probation. The Program includes multiple interventions targeted at increasing the persistence and ultimately the retention of these at-risk students, including, among others, year-long counseling focused on community building and academic support, and various opportunities for students to regain cohort status academically. Throughout the NSF-funded Program, we assessed particular interventions using both quantitative and qualitative studies. In this poster, our objective is to present the various iterations we made to the Program based on the ongoing assessments.
University of Portland. Shiley School of Engineering; Education, Higher; Engineering--Study and teaching; Educational evaluation
Citation: Pilot Scholars Version (Modified MLA Style)
Jones, Sharon A.; Cairncross, Caitlin; and VanDeGrift, Tammy, "Using Assessment to Continuously Improve the Retention & Persistence of At-Risk Engineering Students" (2017). Engineering Faculty Publications and Presentations. 53.