Calle Müller, C., & Kayyali, M., & ElZomor, M. (2023, June), Board 139: Factors Affecting Enrollment, Retention, and Attrition of STEM Undergraduates at a Minority Serving Institution  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42461

\bibitem{asee_peer_42461}
  Calle Müller, C., \& Kayyali, M., \& ElZomor, M. (2023, June), \emph{Board 139: Factors Affecting Enrollment, Retention, and Attrition of STEM Undergraduates at a Minority Serving Institution}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42461

Claudia Calle Müller, Mais Kayyali, and Mohamed ElZomor P.E..  "Board 139: Factors Affecting Enrollment, Retention, and Attrition of STEM Undergraduates at a Minority Serving Institution".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://strategy.asee.org/42461 Internet.  16 Jun, 2024

\bibitem{asee_peer_42461}
  Claudia Calle Müller, Mais Kayyali, and Mohamed ElZomor P.E..
  "Board 139: Factors Affecting Enrollment, Retention, and Attrition of STEM Undergraduates at a Minority Serving Institution".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://strategy.asee.org/42461 Internet.  16 Jun, 2024

@INPROCEEDINGS{asee_peer_42461
author = "Claudia Calle Müller, Mais Kayyali, and Mohamed ElZomor P.E."
title = "Board 139: Factors Affecting Enrollment, Retention, and Attrition of STEM Undergraduates at a Minority Serving Institution"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/42461}
number = {10.18260/1-2--42461}
}

TY  - CPAPER
AB  - Higher education institutions experience a paramount problem of enrollment, retention, and attrition, which is particularly acute within the Science, Technology, Engineering, and Mathematics (STEM) fields. Based on the NCES, 48 percent of bachelor’s degree students who began STEM programs between 2003 and 2009 had left them by spring 2009, 28 percent switch to a non-STEM major, and 20 percent left the program and exited the education institution without earning a degree. That said, nearly half of STEM students change majors to a non-STEM program, perform deficiently in comparison to their peers in other programs, or leave the education institution prior to completing their degree and/or not earning academic credentials. Students’ higher education attrition occurs most frequently in the first and second year of their academic programs; in fact, more than 60% of dropouts occur in these years. Several factors play a significant role in STEM undergraduate students’ attrition, such as poor-quality teaching and advising, curriculum difficulty, lack of belonging, lack of interaction between students and faculty, financial difficulties, and lack of hands-on project activities. The goal of this study is to identify the main factors that hinder undergrad STEM students’ interest, success, and perseverance, therefore, contribute to career change or dropout, as well as how education institutions can increase enrollment and retention, while decrease attrition. To achieve these objectives, this study: (1) identified the main factors contributing to these problems of utmost importance to academia from previous literature; (2) gathered and analyzed data regarding enrollment and retention rates from one of the largest minority serving institutions in the United States; and (3) proposed strategies aimed at addressing these paramount difficulties. The data collected regarding retention rates shows that approximately (a) 13 percent of STEM, Engineering and Construction Management students are not retained after their first year in the academic institution; (b) 20 percent after their second year; (c) 25 percent after their third year; (d) 30 percent after their fourth year; and (e) 35 percent after their fifth year. This research proposes several strategies including orientation programs, early academic advising, peer-to-peer mentoring and tutoring, math review sessions/courses, early warning systems to identify potential switch-outs or dropouts, equitable financial aid mechanisms, and creation of more hands-on project activities. 
AU  - Claudia Calle Müller
AU  - Mais Kayyali
AU  - Mohamed ElZomor P.E.
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Board 139: Factors Affecting Enrollment, Retention, and Attrition of STEM Undergraduates at a Minority Serving Institution
UR  - https://strategy.asee.org/42461
DO  - 10.18260/1-2--42461
ER  -