Abstract

Research ascribes that a variety of factors (e.g. course load, poor instruction, financial restraints) contribute to students' decisions to change majors and to drop out of college. Less well understood, however, is the influence of a sense of belonging on student persistence, particularly within engineering. Several studies have connected sense of belonging with retention, but few have focused on the relationship between specific programs and longitudinal retention among engineering students. In this study, researchers examined the long-term effects of a suite of strategies designed to enhance a sense of belonging of engineering students. To evaluate these reforms, an interrupted time series approach was utilized. Fourteen annual cohorts were examined from 1998 through 2013. Trends were first evaluated among the engineering students as a whole, and then by gender and ethnicity. Overall, the rate of retention increased at an average rate of 1.1% per year. Prior to reforms, retention was on the upswing but only at a rate of 0.9% per year. Following the new strategies, this rate nearly doubled to 1.6% per year. Finally, it is noted that the increase in retention occurred alongside an increase in the overall size of the engineering student body.

Original languageEnglish (US)
Title of host publicationProceedings - Frontiers in Education Conference, FIE
PublisherInstitute of Electrical and Electronics Engineers Inc.
Volume2015-December
ISBN (Print)9781479984534
DOIs
StatePublished - Dec 2 2015
Event2015 IEEE Frontiers in Education Conference, FIE 2015 - El Paso, United States
Duration: Oct 21 2015Oct 24 2015

Other

Other2015 IEEE Frontiers in Education Conference, FIE 2015
CountryUnited States
CityEl Paso
Period10/21/1510/24/15

Fingerprint

Students
engineering
student
reform
student body
drop-out
time series
persistence
ethnicity
Time series
instruction
gender
trend

Keywords

  • co-curricular
  • persistence
  • retention
  • sense of belonging
  • student support programs

ASJC Scopus subject areas

  • Computer Science Applications
  • Software
  • Education

Cite this

Judson, E., Ernzen, J., Chen, Y-C., Krause, S., Middleton, J., & Culbertson, R. (2015). What is the effect of establishing programs that address sense of belonging on undergraduate engineering retention? In Proceedings - Frontiers in Education Conference, FIE (Vol. 2015-December). [7344202] Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/FIE.2015.7344202

What is the effect of establishing programs that address sense of belonging on undergraduate engineering retention? / Judson, Eugene; Ernzen, John; Chen, Ying-Chih; Krause, Stephen; Middleton, James; Culbertson, Robert.

Proceedings - Frontiers in Education Conference, FIE. Vol. 2015-December Institute of Electrical and Electronics Engineers Inc., 2015. 7344202.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Judson, E, Ernzen, J, Chen, Y-C, Krause, S, Middleton, J & Culbertson, R 2015, What is the effect of establishing programs that address sense of belonging on undergraduate engineering retention? in Proceedings - Frontiers in Education Conference, FIE. vol. 2015-December, 7344202, Institute of Electrical and Electronics Engineers Inc., 2015 IEEE Frontiers in Education Conference, FIE 2015, El Paso, United States, 10/21/15. https://doi.org/10.1109/FIE.2015.7344202
Judson E, Ernzen J, Chen Y-C, Krause S, Middleton J, Culbertson R. What is the effect of establishing programs that address sense of belonging on undergraduate engineering retention? In Proceedings - Frontiers in Education Conference, FIE. Vol. 2015-December. Institute of Electrical and Electronics Engineers Inc. 2015. 7344202 https://doi.org/10.1109/FIE.2015.7344202
Judson, Eugene ; Ernzen, John ; Chen, Ying-Chih ; Krause, Stephen ; Middleton, James ; Culbertson, Robert. / What is the effect of establishing programs that address sense of belonging on undergraduate engineering retention?. Proceedings - Frontiers in Education Conference, FIE. Vol. 2015-December Institute of Electrical and Electronics Engineers Inc., 2015.
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