Engineering Attrition and University Retention

Abstract

College of Engineering and Mineral Resources. She holds a Ph.D. in chemical engineering from the Pennsylvania State University. She teaches freshman engineering courses and supports the outreach and recruiting activities of the college. Her research interests include neural tissue engineering, stem cell research, absorption of air pollutants in human upper airways, attrition and university retention, Increasing student awareness and interest in research and engineering, STEM education, and recruitment and retention of women and minorities.

Tracking Skills Development and Self-efficacy in a New First-year Engineering Design Course

“…For the progression of technical skills, Table 2 provides the most helpful results in demonstrating the transition from beginner to non-beginner. As previous literature states, students' confidence in their ability to be proficient in technical skills is key to their engineering self-efficacy [11,18]. Students viewing themselves as non-beginners is a positive step in that direction, indicating an increased self-assurance in utilizing those skills in this course, as well as courses to come.…”

Professional Development for K-12 Math Teachers and Its Immediate Effect on Engineering Self-efficacy

“…They found that students who placed in College Algebra or below accounted for only 10% of engineering graduates and those who placed in Pre-calculus accounted for nearly 40% of dropouts. Likewise, Santiago and Hensel [5] found that 34% of students who left engineering due to academic difficulties noted specific difficulty with Calculus I.…”

Introduction to Entrepreneurial-minded Learning for Faculty of Foundational STEM Courses Using the KEEN Framework

“…They found that students who placed in College Algebra or below accounted for only 10% of engineering graduates and those who placed in Pre-calculus accounted for nearly 40% of dropouts. Likewise, Santiago and Hensel [32] found that 34% of students who left engineering due to academic difficulties noted specific difficulty with Calculus I. Students take longer to complete core requirements when they fail to place into Calculus I or above, which increases the possibility of them leaving engineering.…”