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The Ira A. Fulton School of Engineering at Arizona State University, Center for Engineering Diversity and Retention: A Study of Persistence and Graduation Rates for Participating and Exiting Undergraduate Engineering Students
| Content Provider | Semantic Scholar |
|---|---|
| Author | Newell, Dana C. Vance, Katrina Haag, Susan Roedel, Ronald J. |
| Copyright Year | 2005 |
| Abstract | In 2002, the Ira A. Fulton School of Engineering reorganized the recruitment and retention efforts for women and under-represented students. The reorganization resulted in the creation of the Center for Engineering Diversity and Retention (CEDAR) and the Center for Outreach and Recruitment (COR). Both programs are under the same department, Student Outreach and Retention Program (SORP). This paper will discuss the major program and implementation components of CEDAR. In addition, we will provide program evaluation results including student enrollment numbers, persistence and graduation rates, and program satisfaction. Data will reveal the difference in student participation as a result of the organization and will highlight increased involvement in engineering student diversity organizations. More specifically, this paper will provide critical data results concerning persistence and graduation rates on all ASU CEDAR participants since its creation in 2002. Survey results will reveal influences and enablers for those staying in engineering and will highlight barriers and impediments for those choosing not to persist. Finally, this paper will provide an evaluation of funding sources and a discussion on the increases in funding since the reorganization. It will also provide reasons why industry has provided additional funding and the relationship between those reasons and the reorganization of diversity retention efforts in the Fulton School of Engineering at Arizona State University. IntroductionThere is much interest in understanding enrollment and persistence rates for minority and female students in schools at all levels. In his article, “Research Currents: Cultural-Ecological Influences on Minority School Learning”, John Ogbu (2000) suggests that one possible solution would be for “teachers and schools to develop programs to enable the children to adopt the more pragmatic model of accommodation without assimilation”. Additionally, the interest in engineering as a choice for a major in colleges and universities is at a 30-year low. For all students regardless of gender and ethnicity, major issues that impact first-year retention include difficulty in the transition from high school to college, financial problems, and general misinformation about the engineering curriculum (Fletcher, S. and Anderson-Rowland, M., (2000). In addition, first-year engineering students generally have little exposure to engineering. Academically, the first-year curriculum consists primarily of fundamental courses (physics, mathematics, |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://journals.psu.edu/wepan/article/download/58430/58118 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
