Research Publications on Freshman Engineering and STEM Retention, College Student Retention, and Engineering Education
The research described on this page presents a systems approach to undergraduate STEM and engineering retention in the freshman year, when most of the attrition occurs. It includes an analysis based on high school experiences and preparation, an analysis for student success based on a career course and ideas for systems thinking for student success using the Baldrige framework and lean six sigma. Most of the empirical research is based on research conducted at the University of Michigan, a leading university in engineering and STEM graduation rates.
As an overview on STEM retention, read “Improving the Educational Experience of STEM Majors” and review the slide highlights from Innovation in Engineering Education, presented at the 2008 ASQ World Conference by Dr. Veenstra.
The Influence of High School Experiences
The following research shows that high school experiences prior to college were significant for first year academic success and college student retention and have policy implications. The research verified that the ACT Math and Science scores were significant predictors for engineering academic success and gave better prediction than the SAT scores. In this research, freshman engineering retention was compared to freshman STEM retention and freshman non-STEM retention.
Transition to College: Educational Model on Freshman Engineering Retention Based on Pre-College Characteristics
A Model for Freshman Engineering Retention by Cindy P. Veenstra, Eric L. Dey and Gary D. Herrin, Advances in Engineering Education, Winter 2009, ASEE
This paper describes a literature-based educational model for both freshman engineering and freshman college retention. It includes a bibliography on freshman engineering retention. This research established that different factors are significant for freshman engineering retention compared to general college retention. Click here for a brief description of our freshman retention model. It can be used for both engineering and general college retention assessments.
This paper is useful for a general understanding of the factors that affect first-year college student retention and provides a framework for a discussion with our consultant on variables that are important at your college for student assessment, strategic and proactive planning for an increased graduation level.
Empirical Validation of Model for First-Year College Student Retention
Is Modeling of Freshman Engineering Success Different from Modeling of Non-Engineering Success? by Cindy P. Veenstra, Eric L. Dey and Gary D. Herrin, Journal of Engineering Education, October 2008, ASEE
This research provides validation of the success of using our model for four sectors of students at the University of Michigan. It also shows that the predictors for academic success for engineering students are different than predictors for STM and social science students. The UCLA/HERI CIRP survey was used in this verification.
Putting It Together—A Strategy that Colleges Can Use
A Strategy for Improving Freshman College Retention by Cindy P. Veenstra, Journal for Quality and Participation, ASQ, January 2009.
Using our retention model, this paper suggests a strategy for improving student success by considering the strengths and weaknesses of each freshman. It also addresses that a college needs to set up a student-focused culture to ensure that the retention decision made by a student at the end of the freshman year is to return. The cost of the student support system can be weighed against the cost of recruiting transfer students when freshmen leave.
Generational issues as Students Enter College and the Success of Survey Courses
Research has also shown that experiences during the first year of college—including survey courses—influence retention. This next paper discusses models for student success, generational issues and highlights the importance of a survey course on engineering careers.
Importance of a First-Year Survey Course on Engineering
Does a Survey Course on Engineering Careers Improve First-Year Engineering Retention? by Cindy P. Veenstra and Gary D. Herrin, 2009 ASEE Conference Proceedings, ASEE.
This paper shows that enrollment in a survey course in engineering careers improves first-year engineering retention and discusses the importance of identity as an engineer and teaching the “social good” of engineering in the course. Significantly an empirical relation was found between enrollment in the survey course, concern about finances and improved retention.
Systems Thinking In STEM Education
The Diversity of STEM Majors and a Strategy for Improved STEM Retention by Cindy P. Veenstra, 2010.
A discussion of the definition of STEM for college majors, a summary of interest in the STEM majors as freshmen enter college, a discussion of the gender differences in STEM interest and a strategy for improved student retention based on the diversity of the STEM disciplines.
Systems Thinking, Baldrige and Lean Six Sigma—approaches that really work!
Innovation Using the Baldrige Process by Cindy P. Veenstra, 2007 Frontiers in Education Conference proceedings
This FIE peer-reviewed paper discusses why engineering colleges are not using the Baldrige Education criteria for systems-thinking and why they are missing out on a quality system approach for improving their educational excellence.
College Student Retention: Can It Be Improved? by Cindy P. Veenstra, ASQ Higher Education Brief, October 2008.
This Paper discusses college student retention within the Baldrige framework.
Using Critical Thinking to Improve Engineering Retention by Cindy P. Veenstra, Third Annual Research and Scholarship in Engineering Education Poster Session, University of Michigan, 2008.
A poster presentation that uses Lean Six-Sigma approach. It presents a hypothetical example of using a strategic X-matrix for Lean Six Sigma thinking in engineering colleges.
Systems Thinking Using Baldrige in Engineering Colleges, Panel Discussion Session at 2010 ASEE National Conference. Dr. Veenstra’s presentation slides
An introduction to the session and to the Baldrige Education Criteria and compares it to the ABET accreditation.
To sum up these articles, preparation and taking math and science courses in high school can make the difference in success as a STEM major in the first year of college. Confidence in math abilities or overall academic abilities also counts. Academic performance defined by the high school GPA and rank are predictive of success. A career course on engineering in the first year definitely helps students understand what a career in engineering is about and leads to a higher retention in engineering. Student support programs must be budgeted and with that there are tradeoffs. The benefits in increased student support programs can be measured by increased student retention and less need for recruiting transfer students to replace freshmen who have dropped out of a STEM program. The Baldrige framework and Lean Six Sigma can help universities improve their academic programs and student retention.
