the

Best Practices and Strategies for Retaining

Engineering, Engineering Technology
and Computing Students

Inside
Overview/Introduction to Student
Retention Best Practices Page 2
A Summary of Reported Student
Retention Best Practices Page 7
Selected School Submissions Page 15
The American Society for Engineering Education
invites you to explore promising practices and
strategies for retaining students in Engineering,
Engineering Technology and Computing (including
Computer Science, Computer Engineering, Computer
Technology, and related disciplines) programs.

On February 8, 2012, President Obama recognized the com-

mitment of engineering deans to enhancing the retention and
graduation of engineering, engineering technology, and com-
puting (EETC) students. The Presidents Council on Jobs
and Competitiveness is committed to increasing the number
of graduates in EETC disciplines over the next ten years.1
Although there is no consensus over the specific number of
EETC graduates needed to fill current openings, 2 it is reason-
able to agree on the value of retaining those talented students
who gain admission to EETC programs.

2
Individual and Institutional Variables
Affect EETC Retention

Education research conducted by EETC faculty has shown a

combination of individual and institutional factors contribute
to variability in student retention across programs, disciplines
and types of students. One conclusion of a pilot study con-
ducted by ASEE was that some variability in retention can be
explained by the level of student preparedness for engineering
programs. For example, more selective schools tend to have
higher student retention than less selective schools. The pilot
study also showed a large degree of variability in retention
and graduation by race, ethnicity, and gender. For example,
the six-year graduation rate of Asian Americans was 66.5%,
Caucasians 59.7%, Hispanics 44.4%, Native Americans
38.6%, African Americans 38.3%, females 61%.

Other studies have shown that a primary reason for the at-
trition of students from engineering is their perception of
a learning environment that fails to motivate them and is
unwelcoming; it is neither the students capabilities nor their
potential for performing well as engineers that determines
their persistence.3 The study authors assert that many EETC
schools can improve student retention by changing the way
they currently operate and adopting best practices and strate-
gies for retaining students.

3
 ASEE asked Engineering, Engineering Technology
and Computing deans and chairs of two-year and
four-year schools to send us examples of their most
successful retention activities.

As part of a larger ASEE study of student retention, ASEE

conducted a review of literature and documented over 60
strategies and practices that were identified as effective in
retaining students in engineering. We divided these strategies
into three groups: student-focused strategies and practices;
faculty-focused strategies and practices; and institutional-
and departmental-focused strategies and practices. ASEE
asked deans and chairs to send us brief descriptions of their
most successful departmental and college-wide retention ac-
tivities in each of the three categories. We provided a number
of examples found in the literature. We also asked deans and
chairs to send us evidence showing that the practice was effec-
tive. We received close to 60 best-practice submissions.

4
Schools reported multiple efforts to
improve retention.

Best practices identified in the literature were used to code We regrouped best practices and created crosswalk tables
those mentioned in each schools submission. The practices showing which schools applied which practices. These tables
cited by schools spanned the full range of retention strate- reveal the breadth of practices reported by schools. The
gies found in the literature. Most schools took a holistic groupings of best practices should not be viewed as exhaus-
approach to improving retention; rather than focusing on one tive. Submissions had to adhere to word limits, so schools may
approach, they pursued multiple strategies. Academic support not have reported all their efforts to support student retention.
and enrichment were the most common, followed by research Some submissions are included in this report, chosen on the
and work opportunities. Frequently mentioned types of sup- basis of their clarity and supporting data.
port included:

tutoring;
mentoring;
learning centers;
programs specifically developed for at-risk students;
programs specifically for first-year students;
academic advising; and
career awareness.

Mentioned least often were practices focusing on faculty

training and student preparation for graduate school.
Almost all schools reported that their specific practices fur-
thered the intangible but important goal of developing a com-
munity among EETC students and faculty, which contributed
to student retention and graduation.

5
Resources Sources

American Society for Engineering Education 1. The Jobs Council. 2011 End of Year Report: Road-
http://www.asee.org map to Renewal. 2011. http://files.jobs-council.com/
files/2012/01/JobsCouncil_2011YearEndReport1.pdf
Engineering Trends
http://www.engtrends.com/IEE/0206A.php 2. Leonard Lynn and Hal Salzman. Is The President Right
When He Says the United States Needs 10,000 Engineers
National Academy of Engineering A Year? Why Not Let The Market Decide? 2011. Manu-
http://www.nae.edu facturing and Technology News http://www.manufactur-
ingnews.com/news/11/1031/engineers.html
Sloan Career Cornerstone Center
http://www.careercornerstone.org 3. American Society for Engineering Education. Creating a
Culture for Scholarly and Systematic Innovation in Engi-
The Computer Research Association neering Education. 2009. http://www.asee.org/about-us/
http://cra.org the-organization/advisory-committees/CCSSIE

6
A Summary of
Reported Student
Retention Best Practices
ASEE invites you to explore the following
crosswalk tables showing which schools applied
which retention practices.
Focus on Student Learning Through Tutoring/Mentoring
Student Programs and Financial Aid
Student Academic Enrichment Programs
Student Research/Work Experience
Curriculum and Class Enhancements
Institutional/Educational Research
Change in Institutional/Departmental Policy

7
Focus on Student Learning Through Tutoring/Mentoring
University Type of School Tutoring Peer Mentoring Learning Learning Peer Study Mentoring
Community Center Group by faculty
or graduate
students

Arizona State University Engineering

Boise State University Engineering
Bucknell University Engineering
Engineering and
California State University, Fullerton
Computer Science
City College of the City University
Engineering
of New York

Dartmouth College Engineering

Georgia Institute of Technology Engineering
Engineering,
Indiana University-Purdue
Technology and
University Fort Wayne
Computer Science
The Johns Hopkins University Engineering
Kansas State University Engineering
Engineering and
Lehigh University
Applied Science
Michigan State University Engineering
Mississippi State University Engineering
New Mexico State University Computer Science
The Pennsylvania State University Engineering
Purdue University Engineering
Rochester Institute of Technology Engineering
Swarthmore College Engineering
Texas A&M University Engineering
Engineering and
University of Cincinnati
Applied Science
Engineering and
University of Colorado-Boulder
Applied Science
University of Houston Computer Science
Sciences and
University of Houston-Downtown
Technology
University of Illinois at Urbana-
Engineering
Champaign

University of Louisville Engineering

University of Nebraska, Lincoln Engineering
University of Nevada, Reno Engineering
Computer Science
University of South Florida
and Engineering
University of Southern California Engineering
University of Texas at San Antonio Engineering
The University of Toledo Engineering
University of Wisconsin, Madison Engineering
Engineering and
Washington University in St. Louis
Applied Science
Engineering and
West Virginia University
Mineral Resources

8
Student Programs and Financial Aid
University Type of School Programs Programs Honors Programs Stipend Scholarships Fellowships
designed designed programs designed
specifically specifically specifically
for at-risk for first year for transfer
students students students

Boise State University Engineering

Bucknell University Engineering
California State University, Engineering and
Fullerton Computer Science
City College of the City Engineering
University of New York
Georgia Institute of Engineering
Technology
Engineering,
Indiana University-Purdue
Technology and
University Fort Wayne
Computer Science
Engineering and
Lehigh University
Applied Science
Michigan State University Engineering
Mississippi State University Engineering
The Pennsylvania State Engineering
University
Purdue University Engineering
Rochester Institute of Tech- Engineering
nology
San Diego State University Engineering
Swarthmore College Engineering
Texas A&M University Engineering
Engineering and
University of Cincinnati
Applied Science
University of Colorado- Engineering and
Boulder Applied Science
University of Houston Computer Science
University of Houston- Sciences and
Downtown Technology
University of Illinois at Engineering
Urbana-Champaign
University of Louisville Engineering
University of Nevada, Reno Engineering
University of Pennsylvania Engineering
University of Portland Engineering
Engineering and
University of Rochester
Applied Sciences
Computer Science
University of South Florida
and Engineering
University of Southern Engineering
California
University of Tennessee Engineering
The University of Toledo Engineering
Washington University in Engineering and
St. Louis Applied Science
Engineering and
West Virginia University
Mineral Resources

9
Student Academic Enrichment Programs
University Type of School Academic Summer Summer Bridge Academic Skills Building Seminar for
support Academic Program (for Advising Seminar first year
program or Enrichment high school students on
services students) what is
engineering

Arizona State University Engineering

Boise State University Engineering
Bucknell University Engineering
Engineering
California State University,
and Computer
Fullerton
Science
City College of the City
Engineering
University of New York

Dartmouth College Engineering

Georgia Institute of Technology Engineering
Engineering,
Indiana University-Purdue Technology
University Fort Wayne and Computer
Science
Engineering and
Lehigh University
Applied Science
Michigan State University Engineering
Mississippi State University Engineering
The Pennsylvania State
Engineering
University

Purdue University Engineering

Rochester Institute of Technology Engineering
San Diego State University Engineering
Swarthmore College Engineering
Engineering and
University of Colorado-Boulder
Applied Science
Sciences and
University of Houston-Downtown
Technology
University of Illinois at Urbana-
Engineering
Champaign

University of Louisville Engineering

University of Nebraska, Lincoln Engineering
University of Nevada, Reno Engineering
University of Pennsylvania Engineering
University of Portland Engineering
Computer
University of South Florida Science and
Engineering
University of Southern California Engineering
University of Wisconsin, Madison Engineering
Engineering and
Washington University in St Louis
Applied Science
Engineering
West Virginia University and Mineral
Resources

10
Student Research/Work Experience
University Type of Career Introducing Research Internship Coopera- Research Giving Inviting Symposiums
School Aware- under- Opportuni- tive Experience students Industry with
ness graduate ties with Education practical work Partners speakers
research faculty experiences in to work from
experience their intended on team industry
as early as major to apply project
possible their learning

Boise State
Engineering
University
Dartmouth
Engineering
College
Grand Valley
State Engineering
University
Indiana Engineering
University- Technology
Purdue and
University Computer
Fort Wayne Science
Michigan
State Engineering
University
Mississippi
State Engineering
University
The
Pennsylvania
Engineering
State
University
Purdue
Engineering
University
San Diego
State Engineering
University

Engineering
University of and
Cincinnati Applied
Science
University of Computer
Houston Science
University of Sciences
Houston- and
Downtown Technology
University
of Nevada, Engineering
Reno

Engineering
University of and
Rochester Applied
Sciences
Computer
University of
Science and
South Florida
Engineering
University of
Southern Engineering
California
The
University of Engineering
Toledo

Engineering
West Virginia
and Mineral
University
Resources

11
Curriculum and Class Enhancements
University Type of School Offering a New Course Moving design and Emphasis on Projects
socially relevant Development systems courses teaching of integrated
curriculum that and practical undergraduate into classes
emphasizes engineering and undergrad-
service laboratories earlier uate learning
learning in the curriculum

Boise State University Engineering

The Johns Hopkins University Engineering
Engineering and
Lehigh University
Applied Science
Michigan State University Engineering
Engineering and
University of Cincinnati
Applied Science
University of Houston Computer Science
University of Louisville Engineering
University of Maryland, College Engineering
Park
University of Nevada, Reno Engineering
University of Pennsylvania Engineering
University of Portland Engineering
Engineering and
University of Rochester
Applied Sciences
University of Southern California Engineering
University of Texas at San Antonio Engineering
University of Wisconsin, Madison Engineering
Engineering and
Washington University in St Louis
Applied Science
Engineering and
Wright State University
Computer Science

12
Institutional/Educational Research
University Type of School Intervention Means to Tracking persistence and Research on Create or Early
programs measure progression patterns for what attracted update a alert and
that address student all students/application and convinced retention intervention
academic learning to help track and students to plan system.
preparation and outcomes manage student enroll annually
performance retention
issues

Bucknell University Engineering

Engineering,
Indiana University-
Technology
Purdue University
and Computer
Fort Wayne
Science
Michigan State
Engineering
University

Purdue University Engineering

Swarthmore
Engineering
College
University of Engineering and
Colorado-Boulder Applied Science
University of
Engineering
Louisville
University of
Engineering
Nevada, Reno
University of
Engineering
Notre Dame
University of
Engineering
Portland

Computer
University of South
Science and
Florida
Engineering
University of
Engineering
Southern California
University of
Engineering
Tennessee
University of Wis-
Engineering
consin, Madison
Washington Uni- Engineering and
versity in St Louis Applied Science

13
Change in Institutional/Departmental Policy
and Faculty Development
University Type of School Title III Collaboration Mandatory Diversity Workshop on Working with
or between advising, one- Sensitivity Teaching math and
Title V academic on-one and training physics
funding affairs and face-to-face, professors to
student between faculty add engineering
affairs and students content to math
and physics
courses

Boise State University Engineering

Engineering
California State University,
and Computer
Fullerton
Science
City College of the City
Engineering
University of New York

Engineering and
Louisiana Tech University
Science
Michigan State University Engineering
San Diego State University Engineering
Swarthmore College Engineering
Texas A&M University Engineering
Engineering and
University of Cincinnati
Applied Science
Engineering and
University of Colorado-Boulder
Applied Science
University of Illinois at Urbana-
Engineering
Champaign

University of Louisville Engineering

Computer
University of South Florida Science and
Engineering
University of Southern California Engineering
Washington University in Engineering and
St Louis Applied Science
Engineering
West Virginia University and Mineral
Resources

14
Selected School Submissions
ASEE invites you to explore retention strategies
used by the following selected schools.
Bucknell University, College of Engineering
Purdue University, West Lafayette, College of Engineering
University of Colorado-Boulder, College of Engineering and Applied Science
University of Maryland, School of Engineering
University of Southern California Viterti, School of Engineering
Washington University in St. Luis, School of Engineering and Applied Science
West Virginia University, College of Engineering and Mineral Resources

15
Bucknell University, College of Engineering

In a program called Engineering Success Alliance (ESA), Bucknells College of Engineering works with the Office of
Admissions to identify and assist incoming students from disadvantaged urban backgrounds and from groups that are
historically underrepresented in engineering. Students enter the school as a supportive cohort, and are provided with
additional academic support. The program is evolving, but early data are promising.

History
The Engineering Success Alliance (ESA) is an academic success ESA prior to matriculation. Indicators that are used to select partici-
program that provides students from under-resourced high schools pants are SAT scores, high school coursework, and underrepresented
with the skills they need to be successful at Bucknell University in status in engineering.
a nationally recognized engineering program. The ESA program Implemented in the fall of 2010, the ESA began by assisting 13 first-
was developed to work in partnership with the students recruited to year members of the class of 2014. This cohort consisted of eight men
through the Posse Foundation. The Posse Foundation assists univer- and five women. Seven were Hispanic, four were Black, one was Asian
sities in recruiting students with strong leadership potential from and one was Caucasian. A second cohort of 15 first-year students
urban schools in major metropolitan areas. Bucknell works with the from the class of 2015 was added in the fall of 2011. This cohort con-
Posse Foundation to recruit students from Washington D.C., Boston sisted of nine men and six women. Seven were Hispanic, three were
and Los Angeles. Black, three were biracial and two were Asian.
The College of Engineering has partnered with Parsons Brinker-
hoff and other companies to implement a program that aims to be-
come an innovative part of the national effort to increase the diversity
of the engineering workforce. The College of Engineering, in conjunc-
tion with the Office of Admissions, indentifies incoming students
from targeted recruiting programs, such as Posse, and from groups
that are historically underrepresented in engineering whose math
and science experience may not be consistent with that of traditional
engineering applicants. These students are invited to be a part of the

16
The Program
Students who agree to be a part of the ESA participate in an ongoing instill a sense of confidence in problem-solving and in teamwork, as
program during the academic year that is focused on facilitating their well as to support the classroom mathematics courses.
transition to college, access to professional development opportuni- In the summer of 2012, a new week-long pre-orientation program
ties, and improving their study and communication skills and fluency named Backstage Bucknell will be added to the ESA program for
in the use of mathematics. The program is led by a professional math incoming first-year students. The program, conducted prior to the
educator who also serves as director of the ESA. The pedagogy of the official first-year arrival date, will focus on preparing the students for
program is designed to support its goal of fostering academic success the transition to college-level academics and to help students build
and empowerment. Some students work one-on-one with the ESA their support network on campus.
director on specific math, study, or organizational skills. There are A key component of the ESA program is its Industry Advisory
also peer tutors available to work with students. The ESA program Committee. This committee serves to mentor the ESA students,
reflects research demonstrating the increased power of positive, assist in fundraising for the program, and help provide professional
community-related activities and instruction over more traditional development opportunities for the students, such as internships.
tutoring and remediation methods. Early efforts to build an academic The program will initially be funded by Parsons Brinkerhoff for the
community among the students have led to a critical program ele- first five years at $50,000 per year and then supported by an endow-
ment called Math Lab, inspired by the Emerging Scholars Program ment. The advisory committee and the university play key roles in
built on the work of Uri Treisman at the University of California, soliciting support for the ESA endowment through their connections
Berkeley. Once or twice a week, students gather to work collabora- within the engineering industry.
tively on challenge problems in their respective calculus classes as
well as non-curricular brain teasers and puzzlers. Math Lab strives to

Data
The data for the ESA program is preliminary, since the program is
still new, but show a strong improvement in student retention. Before
the ESA began, 16 Posse scholars were enrolled in the College of
Engineering. The retention rate in engineering of these students was
62.5% and only one student had a GPA above the college average of
3.2. Currently, of the 18 additional students who have participated
in the ESA who are also Posse scholars, eight have a GPA above a 3.2.
The retention rate of these students is 83%.

17
Purdue University, West Lafayette, College of Engineering

Purdue University recently implemented a student academic enrichment program aimed at retaining minority students in
engineering. The program strategies drew from institutional research conducted by the university showing that social cli-
mate and challenges in adjusting to a competitive academic culture contributed to minority student attrition in engineering.

Overview
Purdue University has implemented programs to attract and graduate
the very best underrepresented minority engineering talent from
across the country since the mid-1970s. A recent program, the Minor-
ity Engineering Program Academic Boot Camp (ABC), was launched
in the summer of 2005 in an effort to improve retention and decrease
the achievement gap between under-represented minority students
and the total cohort. Based on simple lean manufacturing principles,
the Academic Boot Camp was designed to identify, evaluate, and re-
solve bottlenecks in the academic process that hinder or prevent the
successful matriculation of competent engineers.

History
After benchmarking several first-year engineering bridge programs
and reviewing existing documentation on retention for underrepre-
sented students in engineering at majority institutions, the College of
Engineering found two key areas where these students needed help:

Adjusting to a social climate in which minorities find few other

students who look like them;

Adjusting to a fast-paced global academic environment and be-

ing ready to compete academically with the best domestic and
international students.

Academic Boot Camp (ABC) was developed with a core engineer-

ing focus and was offered to engineering students only. Participants
are first-time freshmen who will be enrolled in Purdue engineering
programs in the fall. The program was designed to expose students
to the different pace of learning and level of responsibility for college
students (as compared to their high school senior year) and establish
a sense of family and belonging to help minorities adjust to the
social climate at a majority university.

18
Program
Academic Boot Camp participants live in campus residence halls and
are exposed to the rigors of freshman-level courses (Chemistry, Cal-
culus, MATLAB and English), which are taught by graduate students
and reviewed by professors. The material covered simulates the first-
semester experience. Students are taught how to maximize account-
ability for time management and helped with socialization, study and
test-taking skills, and managing homework, quizzes, projects, and
exam schedules. The expected outcome: Students realign themselves
to be successful in the Purdue College of Engineering global academic
environment.

Data
Data show students in the Academic Boot Camp (ABC) have a higher
first-year retention rate than non-ABC students.

F04 F05 F06 F07 F08 F09 F10

1st Year
80% 81% 89% 82% 95% 87%
ABC
1st Year
67% 76% 75% 81% 76% 83% 74%
Non-ABC

19
University of Colorado-Boulder, College of Engineering and
Applied Science

The University of Colorado-Boulders retention strategy revolves around building a community in the engineering pro-
gram. Since 1987, the college has provided a shared living environment for engineering students. A second, smaller dorm
houses engineering honors students.

History
The College of Engineering and Applied Science (CEAS) at CU-Boul-
der has a quarter century of experience with community-building
programs in campus residence halls, which have led to higher reten-
tion rates. These efforts began in 1987 with the introduction of the
Quadrangle Engineering and Sciences Living and Learning Commu-
nity (aka the Quad).

Program
The Quads goal is to provide a shared living environment for EHP was founded by a CEAS faculty member who lives with his fam-
engineering and applied science students, and current offerings ily in Andrews Hall. Students who are accepted into the EHP must
include on-site supplementary calculus work groups, a computer live in Andrews Hall in their first year and are encouraged to remain
lab equipped with most programs needed for engineering classes, through senior year. The EHP costs each student an additional $850.
free drop-in tutoring every weeknight, late-night breakfasts before Andrews Hall also houses students from CUs five-year Engineering
important midterm exams, and an ongoing workshop series. CU- GoldShirt Program for motivated and talented engineering students
Boulder requires first-year freshmen to live in the on-campus resi- who arrive needing additional preparation, and some students from
dence halls their first year, so the Quad program is geared toward our BOLD Center, a diversity-building unit within the CEAS.
that first-year student.
In the past few years, the Quad community has blossomed through
close collaboration between the CEASs First-year Experience Co-
ordinator (a new position created in November 2008), and the Quad
Residence Hall Director.
Living in the Quad is optional and costs students an additional
$130 per year. Over 300 engineering freshmen lived in the Quad dur-
ing the 2010-2011 academic year.
A newer residential housing community sponsored by the CEAS is
Andrews Hall Residential College, home to over 200 students in the
Engineering Honors Program (EHP) and other selected groups. The

20
Data
The CEAS recently conducted an in-depth look at its fall 2010 cohort of Over all, of the 378 students from these groups who entered
715 first-year freshmen. The data show that the first-year retention rate between the fall of 2006 and the fall of 2010, 321 (or 85 percent) are
of students living in the Quad or Andrews Hall exceeded that of students still in our college or have graduated from our college. (Another 27
who lived elsewhere on campus (86.4 percent and 86.0 percent, respec- students are still enrolled at CU-Boulder in another school or college
tively, vs. 78.0 percent for those students who lived elsewhere). on campus.)
Retention rates in these programs are higher than the college-wide While the EHP students have strong academic credentials coming
averages. For example, the second-year return rate of students enter- in, and thus may be expected to be less likely than average to leave en-
ing in fall 2010 was 83 percent college-wide (vs. 88 percent for EHP gineering for performance reasons, the other two groups (GoldShirt
students, 84 percent for GoldShirt students, and 89 percent for BOLD and BOLD) have students who are more at risk, on average, compared
students in Andrews). The third-year return rate of students entering to the overall population, of not persisting in engineering, and yet
in fall 2009 was 84 percent for EHP, 81 percent for GoldShirt, and they have continued at or above average rates. And from the fall 2010
69 percent for BOLD students in Andrews, compared to a 10-year freshman cohort, Quad students GPA at the end of freshman year
college-wide average of about 67 percent. was 2.96 on average, compared to 2.87 for those students not living in
It is not necessarily the residence experience alone that is cor- the Quad or in Andrews Hall (thus not much difference academically
related with increased retention being part of a supportive com- between the Quad and other non-Andrews freshmen).
munity helps as well. For example, the fall 2006 EHP students had no The school attributes higher retention rates to community-
common residence hall experience, yet have the highest retention of building activities and support provided in the Quad and Andrews
any group (23 of 25 retained into the 6th year, with 22 of them having residence halls and programs.
already graduated).

21
University of Maryland, School of Engineering

University of Marylands A. James Clark School of Engineering revamped its first two years of classes by encouraging
and incentivizing the schools best teaching faculty from all departments to teach the most fundamental courses. Since
the program began in 2005, first- and second-year retention rates of engineering students have increased by about 10
percent, and the five-year graduation rate by five percent.

Program
The Clark School Academy of Distinguished Professors was estab- Keystone Professors teach one section of a Keystone Course each se-
lished to reexamine and revitalize the freshman and sophomore mester and are responsible for ensuring high-quality offerings. Core
programs in engineering offered at the University of Maryland. math and science courses taught outside of engineering cannot be
The resulting Keystone Program seeks to improve student success used to weed out prospective students. Keystone has taken the lead
and retention within engineering by providing an environment to ensure that the content and quality of these course offerings are in
and support structure that fosters student development during the alignment with the Clark Schools educational standards.
most formative first two years of their engineering studies, while at The Keystone Program has an annual budget of $450,000. Half
the same time inspiring and challenging students with the array of this amount supports a small central office. The remainder is used to
opportunities that an engineering educati on affords. Additionally, hire classroom support personnel (25 percent); to provide branded
the program encourages and incentivizes the Clark Schools best Keystone faculty members with supplements to support their teach-
teaching faculty members from all departments to teach the most ing endeavors (10 percent), and for laboratory maintenance/improve-
fundamental courses. ments (15 percent). Salaries of the 15 current full-time Keystone
Keystone is responsible for teaching many of the first and second- faculty members are paid entirely by their academic departments and
year engineering courses. Students from many departments must from research activities. Since students from all departments enroll
take these courses to complete their degree requirements, as these in Keystone Courses, all departments provide resources (for example,
serve as a foundation for their later discipline-specific coursework. faculty and teaching assistants) to Keystone consistent with their
Keystone also oversees a tutoring center, mentoring program, and commitment levels prior to when Keystone was formed.
undergraduate teaching fellow program. Each Keystone Course has a course leader who is responsible for
The seemingly obvious practice of placing dedicated teaching fac- making certain that all faculty assigned to the course are synchro-
ulty into first- and second-year courses began in 1998 with the initial nized. All courses are commonly taught that is to say, students from
offering of an integrated statics/mechanics course. These courses any section understand that they are receiving the same information
were taught by faculty members from many departments who were (albeit in different ways) on any given day regardless of the section in
screened beforehand to ensure they were competent teachers. which they are enrolled. This ensures quality and the consistency of
The Keystone Program officially formed in 2006 under then-dean student experiences.
Nariman Farvardin and was made possible by donations from corpo- Keystone represents a transformational leadership investment
rate partners, individual alumni donors and funds reallocated by the aimed at building a culture that rewards teaching excellence and
dean. Six of the Clark Schools best teaching faculty members were that values early undergraduate engineering education. The secret
given the title Keystone Professor. A Keystone Professor receives to Keystones success has been its ability to challenge, support and
a renewable three-year appointment, supplemental funds to support enlighten students with the prospects and rewards of a career in en-
their teaching, additional classroom support personnel, and a two gineering. By properly balancing challenge and support, Keystone has
percent base salary increase over and above any merit pay increases. motivated students to complete their intended degree programs.

22
 Data
Significant accomplishments have already been made, with one-year
retention rates up 8.3 percent and two-year retention rates up 13.1
percent between fall 2005 (pre-Keystone) and fall 2010, the most
recent data available. Four-year graduation rates rose 8.9 percent
during the same period.
While Keystone is a relatively young program, the supporting data
available indicates that the model is effective. The authors whole-
heartedly believe in this approach and believe the program should
serve as a national model for increasing engineering retention and
graduation rates.

Clark School 1,2,3-Year Retention & 5-Year Graduation Rates

100

90.2
89.2
90 86.7
84.4 86
81.9
80.1
80
75.2
73.7 73.5

70.4
69.2
% Retained/Graduated in Engineering

70 67 68.1

62.7 62.7

60 58
1 Yr

2 Yr
50
3 Yr

4 Yr
40

30

20

PRE-KEYSTONE UNOFFICIAL KEYSTONE KEYSTONE

10

0
1991 1993 1995 1997 1999 2001 2003 2005 2007 2009 2011

New Freshman Fall Cohort Year

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University of Southern California, Viterbi School of Engineering

Viterbi School of Engineerings retention efforts build off of university-wide data collection and retention initiatives.
The school has achieved high retention and graduation rates through pre-enrollment efforts, strong advising, early de-
tection of performance problems, and associated student academic support.

Overview Pre-enrollment Efforts

Achieving a high level of student retention demands that engineering Work with some groups of engineering students begins prior to
schools make data-driven decisions about students, faculty, and cur- enrollment. Established in 1975, a first for a California private
ricula. This means compiling the right data, learning to analyze it in a institution, the Center for Engineering Diversity (CED) sponsors a
timely way, and deciding on a course of action. four-week, pre-enrollment Summer Institute for all incoming fresh-
In the USC Viterbi School of Engineering, responsibility for men from underrepresented groups. Students are exposed to research
school-level retention initiatives rests with Engineering Admissions practices by working in engineering laboratories with faculty mem-
and Student Affairs. The school hired a full time Retention Coordina- bers and graduate students. Parents are invited to hear from the CED
tor in 2005. Students are admitted with retention in mind. Faculty staff concerning how to best support their students in engineering.
members are involved in school-level initiatives through the Fresh- Current freshmen are uniquely open to advisement. USC Viterbi
men Academy program; the Merit Research Program; and the Divi- School of Engineering freshmen are monitored and advised relent-
sion of Engineering Education, founded in 2007. lessly. Freshmen are advised centrally by the school. Four to five
Much is accomplished by linking school and university resources. freshman academic advisers coordinate with advisers in the stu-
The USC Viterbi School of Engineering Senior Associate Dean for dents academic departments. Part of this effort is enabled by a key
Admissions and Student Affairs serves on a University Retention university-wide undergraduate advisement database that tracks all
Task Force. An annual evaluation of retention data is executed each academic activities for every undergraduate student, and which the
November by the University. Simultaneously, a review of strategies is Viterbi School has opted to replicate for use with graduate students.
completed by the school. Spring surveys of all Viterbi freshmen and Faculty members are strongly urged to report midterm grades for
sophomores focus on programmatic experiences. undergraduates, and most do.

Tutoring Exposure to Engineering

Early detection of performance problems draws an advisement Programs need to be in place to help new undergraduates simulta-
response from staff members specifically dedicated to retention. neously adjust and perform. The Viterbi Schools Freshman Year
Problems are individual, but can be addressed successfully once Excellence program includes, among other features, a spotlight
identified. The Viterbi Academic Resource Center (VARC) provides series that focuses on education about the engineering professions,
peer tutoring services and supplemental instruction for gateway relying on young alumni to explain to freshman what graduates need
courses. One-on-one and group tutoring sessions are provided free to understand about their fields. Undergraduates are encouraged to
of charge. A writing consultant is available to assist with the Gen- explore, succeed, and connect. The experience will be extended to
eral Education curriculum. the sophomore year.
Viterbi students begin their formal USC careers in Freshman The key element of the experience is the community building
Academies. These hands-on, topical, substantive, project-oriented, needed to create a genuine cohort, because cohorts develop coping
team-based experiences engage students and provide them with an skills individuals cannot. This is particularly important in the com-
immediate view of macro-level engineering. All of the instructors are plex metropolitan environments in which many research institutions
tenure-stream faculty, and half are female. Upper division undergrad- are located. At USC, the focus extends beyond the freshman year.
uates serve as course mentors. Founded in 2005, the Klein Institute for Undergraduate Engineering
Life (KIUEL) focuses on activities that enhance student life outside
the classroom. Capstone design innovations relate capstone courses
to societal themes and needs.

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Student Adjustment and Intervention
Student problems can be as fundamental as identifying priorities.
An unwillingness to accept minor, early adjustments is likely to lead
to larger, more disruptive changes later. Each student must be made
to understand that his or her decisions have an ultimate audience of
one, and that a capacity to adjust is a form of competitive advantage.
Sometimes interventions are external, such as providing supple-
mental instruction. The Center for Instruction in Mathematics for
Engineering Students (CIMES), founded in 2004, is a collabora-
tion between the USC Viterbi School of Engineering and the USC
Dornsife College of Letters, Arts and Sciences that places full-time
engineering faculty members in several sections of the Colleges cal-
culus sequence. In many fundamental, traditionally difficult courses,
Viterbi upper-division undergraduate students are hired to sit in on
lectures and then offer weekly, voluntary discussion sections. The
Departments of Mathematics, Biology, and Chemistry have followed
suit, and this has been very helpful.

Data
Southern California University shows high and consistently increas-
ing retention and graduation rates from 1998 to 2009.

Table 1 - USC Viterbi Return Rates and Graduation Rates - Engineering

(Fr-So) (So-Jr) (Jr-Sr) 4-Year 5-Year 6-Year

Cohort
Return Return Return Graduation Graduation Graduation
2010 98 -- -- -- -- --
2009 99 95 -- -- -- --
2008 97 94 93 -- -- --
2007 97 93 91 72 -- --
2006 97 95 92 72 88 --
2005 97 92 91 69 85 88
2004 96 91 90 66 82 87
2003 97 93 90 67 86 88
2002 97 93 91 58 84 87
2001 92 87 84 51 74 78
2000 93 87 85 53 77 80
1999 94 86 83 51 73 75
1998 94 85 83 44 69 73

Source: USC Office of the Provost.

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Washington University in St. Louis, School of Engineering and
Applied Science

Washington Universitys Engineering Students Services office interviews students to ascertain their reasons for leaving
engineering. Based on their responses the school has pursued a number of retention strategies since 2007.

History
Washington University in St. Louiss Engineering Students Services
office was reconfigured in 2007 to support undergraduate engineer-
ing student success. Staff members interact with undergraduates
from the time they are prospective students until they graduate. The
office focuses on admissions, advising, student records, interacting
with student groups, connecting students with campus resources,
coordinating actions with other internal and campus-wide depart-
ments, and providing academic support.
Each student who leaves engineering is given an exit interview and
the information provided is collected and reviewed. Consistently, the
reasons students give for leaving engineering cluster around three
primary areas:

Academic rigor,
Inflexible curriculum (i.e., inability to pursue multiple interests), and
Loss of interest/passion in the field of engineering (sometimes
owing to a lack of connection to the engineering school itself ).

This information has helped the office tailor specific support efforts.

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Resulting Initiatives
1. Strategic Admissions: The school chooses student applicants who an upper-class engineering student who has been academically
are the most academically prepared for the rigors of math, science successful in the course.
and engineering coursework and who also appear to have a genuine Progress Counseling. Academically low-achieving students are
long-term interest in pursuing engineering careers (based upon their counseled on a scheduled basis to monitor their progress and are
completed coursework, extra-curricular activities, and research expe- given recommendations and strategies to increase their success.
riences). 4. Freshman Engineering Seminar: This is a weekly hands-on course
2. Four-year Advising: In addition to having a faculty member assigned that provides freshmen an opportunity to meet other students, learn
to each student as a major adviser, each freshman has a four-year about the school, and discover the resources located throughout the
adviser for the duration of his or her enrollment. Advisers are changed university. Participants focus on effective methods of collaboration and
only if a student shifts majors, or when a faculty member goes on sab- communication while completing design and build-oriented projects
batical or leaves the institution. Faculty members typically know a in small groups. The intent is also to give students an overview of all
great deal about their own departments, but often do not know much areas of engineering. The course is taught primarily by upperclassmen,
about campus resources and general support services available to stu- which adds to their leadership skills and connection to the school.
dents. The four-year adviser serves as a general resource adviser and 5. A Pre-orientation Engineering Program offers incoming freshmen
forms a long-term connection between the student and the school. practical, hands-on experience solving engineering problems. Students
3. Academic Support: learn the steps of the design process, such as assessing an engineer-
Tutoring. Students may receive up to four hours per week of free ing problem, proposing solutions, creating a budget, and building the
one-on-one tutoring for each course, including math, chemistry project. Students get the opportunity to meet other freshmen and work
and physics courses. Upperclassmen in strong academic standing with upperclassmen.
are hired to be the tutors. 6. Experiences Abroad: Engineering students are encouraged to study
Calculus Help Room. Math graduate teaching assistants staff a abroad through department-sponsored programs, exchange programs,
help desk for calculus courses and differential equations, Monday and the same summer and semester-long programs offered to other
Friday, for walk-in assistance. Academic performance in calcu- students on campus.
lus courses is strongly linked to retention and academic success in 7. Mentoring of Student Groups: Engineering student groups are
engineering courses. supported with advice, mentoring, and funding of student design
Problem-solving Teams. Static study groups are created for competitions.
targeted engineering courses. Each study group is facilitated by

Data
Using freshmen who entered in fall 2006 as a baseline, Washington
University in St. Louis has seen an increase in retention in the years
since. A one-year drop occurred for freshmen who entered in fall 2010.
Through exit interviews, the school has traced the decline to the way
a specific freshmen introductory course was taught that year. Listed
below are our most recently tracked retention rates.

Engineering Retention Rates of Students who Entered as Freshmen

in Engineering

1st Yr 2nd Yr 3rd Yr 4th Yr

FL2010 84% -- -- --
FL2009 89% 81% -- --
FL2008 89% 80% 77% --
FL2007 89% 80% 77% 78%
FL2006 83% 74% 70% 69%

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West Virginia University, College of Engineering and Mineral
Resources

West Virginia University employs multiple retention strategies that run the gamut of best practices identified in the
literature. These strategies have evolved over a decade of collaboration among faculty within the college of engineer-
ing and across the university. The process begins at the time of recruitment and continues with activities that support
students academic, professional, and social growth throughout their undergraduate careers.

Overview
The Benjamin M. Statler College of Engineering and Mineral Resourc- agement skills; presenting undergraduate research, career preparation,
es at West Virginia University employs an integrated student support and study abroad opportunities; and facilitating their engagement in
and enrichment paradigm within the first-year program to encourage student organizations.
students to: develop appropriate time management and study habits; EngineerFEST, a student organization fair held early each fall
learn about various engineering careers; and become engaged in engi- semester, introduces and encourages early engagement with student
neering student organizations, mentorship relationships, undergradu- chapters of professional engineering societies and other engineering
ate research experiences, and study abroad and internship opportuni- student organizations that represent the college in national engineer-
ties. This multifaceted approach, which begins with recruitment and ing competitions, outreach and recruiting activities, and global service
appropriate math placement, has evolved though a decade of faculty projects. Early engagement helps students identify with and take
and administrative collaboration within the college and across the uni- pride in engineering, the college, and the university, and this tends to
versity, and has been successful in increasing engineering enrollment, increase their persistence.
retention, and graduation rates. Social support is provided through formal and informal mentor-
The heart of this program is appropriate course placement and aca- ing programs. In the more formal program, graduate students vol-
demic support. Incoming students are placed into initial math courses unteer to mentor two or three freshmen by getting to know them
based on math placement test results. Their path to degree completion through planned social events throughout the first year and serving
is determined by their initial math placement. Academic support is as resources to help them learn the ropes of college life. Additional
provided through the Freshman Engineering Learning Center, which support is provided through an engineering-dominant residence hall in
offers free tutoring in math, chemistry, physics, and freshman engi- which students live with others who have common course loads, have
neering coursework, group work rooms for students to work together engineering Resident Assistants (RAs) who understand the transition
on class projects, and access to advising assistance. All first-year stu- issues unique to engineering freshmen, and participate in co-curricu-
dents must spend at least two hours a week on homework or studying lar programming designed to support engineering students, including
in the Engineering Learning Center or another campus learning center. dinners with faculty and practicing engineers, study skills seminars,
The Statler College recruiting office is located within the Freshman and engineering-related activities and field trips. Informal mentoring
Engineering Learning Center so prospective students and parents can occurs as freshmen work alongside upper level students in the student
see the supportive environment that is described and highlighted in all organization activities, work with tutors and faculty in the Engineer-
recruiting materials. ing Learning Center, and engage in interactions with their engineering
The Statler College encourages students to become engaged in their RAs or Resident Faculty Leaders associated with their dorm.
chosen profession and the life of the college. All first-year students This program prepares students for a successful engineering career
participate in Out of Class Experiences (OCEs). These are designed or graduate studies and has been used as a model within WVU to im-
to foster excitement about and prepare students to succeed in an engi- prove overall university retention.
neering major and future career by teaching them study and time-man-

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 Supporting Data
Statler College first-to-second-year engineering retention rose from
64.9 percent (2001) to a high of 83.6 percent (2008) and averaged 79.3
percent throughout the past 5 years. Cohorts continuing to the third
year have increased steadily from 47.1 percent (2001) to 71.4 percent
(2009).

Graph of WVU Statler College Retention Data (AY 2003-2012)

90

80

70

Continued to 2nd Yr (%)

60
Continued to 3rd Yr (%)
Retention (in%)

50 Linear (Continued to 2nd Yr (%))

Linear (Continued to 3rd Yr (%))

40

30

20

10

2000 2002 2004 2006 2008 2010 2012

Cohort Year (Beginning Fall)

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 About the American Society for
Engineering Education

ASEE, founded in 1893, is committed to furthering educa-

tion in engineering and engineering technology by promoting
global excellence in instruction, research, public service, pro-
fessional practice, and societal awareness. ASEE is the only
professional society addressing opportunities and challenges
spanning all engineering disciplines (including computing),
working across the breadth of academic education, research,
and public service. We support engineering education:

at the institutional level, by linking engineering faculty

and staff to their peers in other disciplines to create en-
hanced student learning and discovery;

across institutions, by identifying opportunities to share

proven and promising practices; and

at the local, regional, and national levels, by forging and

reinforcing connections between academic engineering
and business, industry, and government.

http://www.asee.org

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Question or Comments?
Contact: Brian L. Yoder, Ph.D.
Director of Assessment, Evaluation,
and Institutional Research
[email protected] American Society For Engineering Education
Phone (202) 331- 3535 1818 N Street, N.W., Suite 600
Fax (202) 265-8504 Washington, DC 20036