Groppi, K. M., & Tappero, S. (2015, June), Increasing Success and Retention in Engineering and other STEM Fields  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24286

\bibitem{asee_peer_24286}
  Groppi, K. M., \& Tappero, S. (2015, June), \emph{Increasing Success and Retention in Engineering and other STEM Fields}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24286

Karen M. Groppi P.E. and Susan Tappero.  "Increasing Success and Retention in Engineering and other STEM Fields".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://strategy.asee.org/24286 Internet.  08 Jun, 2024

\bibitem{asee_peer_24286}
  Karen M. Groppi P.E. and Susan Tappero.
  "Increasing Success and Retention in Engineering and other STEM Fields".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://strategy.asee.org/24286 Internet.  08 Jun, 2024

@INPROCEEDINGS{asee_peer_24286
author = "Karen M. Groppi P.E. and Susan Tappero"
title = "Increasing Success and Retention in Engineering and other STEM Fields"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/24286}
number = {10.18260/p.24286}
}

TY  - CPAPER
AB  -        Increasing Success and Retention in Engineering and other STEM                                    FieldsTo increase the number of students making progress toward STEM degrees, a partnership amongmathematics and engineering faculty produced some innovative STEM models directed towardthe recruitment, retention and persistence of community college students with a focus onparticipation from underrepresented minorities in science and engineering disciplines. Sustainability and energy issues form a theme in the recruitment activity and some of theretention activities. Common threads in all the models that were developed, delivered andinstitutionalized are; 1.) building cohorts and learning communities, 2.) use of hands-on projects,3.) use of peer mentors and, 4.) service learning. Special emphasis is placed on initiatives that arereadily transferable across various institutional types.Students originating at community colleges make up a significant percentage of STEMgraduates. According to the National Science Foundation's Science and Engineering Indicators2012, almost 20 percent of US residents who were awarded science and engineering doctoraldegrees and 46 percent who graduated with bachelor's and master's degrees in science andengineering in recent years earned credits at a community or two-year college.This session will focus on interventions that were originally funded by NSF under the STEMTalent Expansion Program (STEP). These are; 1.) a Summer Energy Academy to interest andengage students in the study of engineering and other STEM disciplines; 2.) a PrecalculusReadiness and Excellence program (PREP) for committed STEM majors at risk of changingmajors due to unsuccessful attempts of gateway math courses; 3.) an on-campus internshipprogram; and 4.) a vibrant learning space which provides a supportive community and environment most conducive to student retention and successful transfer in STEM majors.Details of these successful programs and the effect of these practices on underrepresented andunderprepared students will be discussed. Effective and reproducible models and strategies inand out of the classroom for advancing students to transfer will be the focus.Pedagogies employed include:         enhancing engagement with themed contextualized learning         related community service,         project-based learning         hands-on activities and exploration         peer based learning         use of more advanced students as teaching assistants and mentorsData collected show increased success rates for program participants using multiple measures.Comparison groups were used to measure the effects of interventions more closely. Campuseffects include an increased STEM awareness and participation in general, with a more thanthree-fold increase in the number of underrepresented groups pursuing STEM majors over thesix year course of the grant. Recruiting efforts resulted in over 45% of participating studentswith undeclared majors changed to STEM majors after the interventions. Retention, persistence and success rates all increased significantly. The greatest increase in bothGPA and the success rates in precalculus occurred among the female Hispanic students, whocomprised approximately 1/4th of the participants. Outcomes suggest that there was success inidentifying and addressing barriers to underlying causes for lack of participation of females andunderrepresented groups.    Precalculus Success Rates: PREP vs Non-PREP students via Gender and Ethnicity                                                          Completion   Enrollment         Completion        Success                                           Success Rate                                                          Rate         Count              Count             Count    College Total: Fall 2011-Spring 2013         52.64%      70.88%                 625            443            329        PREP Total                               63.38%      80.28%                 71                 57             45            Female     Total                     68.97%      82.76%                 29                 24             20                 Hispanic                        71.43%      85.71%                 14                 12             10                 White Non-Hispanic              66.67%      80.00%                 15                 12             10            Male      Total                      59.52%      78.57%                 42                 33             25                 Hispanic                        50.00%      72.73%                 22                 16             11                 White Non-Hispanic              70.00%      85.00%                 20                 17             14        NOT PREP Total                           51.26%      69.68%                 554            386            284            Female     Total                     52.13%      63.98%                 211            135            110                 Hispanic                        45.21%      61.64%                 73                 45             33                 White Non-Hispanic              55.80%      65.22%                 138                90             77            Male      Total                      50.88%      73.39%                 342            251            174                 Hispanic                        43.48%      71.30%                 115                82             50                 White Non-Hispanic              54.63%      74.45%                 227            169            124
AU  - Karen M. Groppi P.E.
AU  - Susan Tappero
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Increasing Success and Retention in Engineering and other STEM Fields
UR  - https://strategy.asee.org/24286
DO  - 10.18260/p.24286
ER  -