At University of X, a mid-sized, private institution, 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”. With NSF support, we implemented a voluntary program three years ago to support first year students who are considered “at-risk” of leaving the School of Engineering because they are not on-track although they are in good standing academically. 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 an extensive summer scholar program for rising sophomores that allows them to regain cohort status academically. In this poster, we focus on the various iterations we made to the program based on ongoing assessments.
Sharon Jones is the Vice Chancellor for Academic Affairs at the University of Washington Bothell. She is a licensed civil engineer with degrees from Columbia University, the University of Florida, and Carnegie Mellon University. Her research interests foc
Caitlin is the STEP Academic Success Counselor for the Shiley School of Engineering. Her professional interests include retention, strengths-based advising, self-authorship, and inclusivity and access for underrepresented students.
Dr. Tammy VanDeGrift is a Professor of Computer Science at the University of Portland. Her research interests include computer science education, pedagogy, and best practices for retention and engagement.
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