An Integrated Approach to Recruiting and Retaining Appalachian Engineering Students

Autor/inn/en	Winn, Gary; Hensel, Robin; Curtis, Reagan; Taylor, Lydotta M.; Cilento, Gene
Titel	An Integrated Approach to Recruiting and Retaining Appalachian Engineering Students
Quelle	In: American Journal of Engineering Education, 2 (2012) 2, S.1-16 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2516
Schlagwörter	Engineering Education; Student Recruitment; High School Students; Academic Persistence; Intervention; Standards; College Freshmen; Grants; Rural Areas; Summer Programs; Student Interests; Mathematics Instruction; Student Attitudes; Program Descriptions; Calculus; Student Placement; Grades (Scholastic); College Preparation; West Virginia + Suchen Sie Ihr Suchwort? Ingenieurausbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Standard; Studienanfänger; Grant; Finanzielle Beihilfe; Rural area; Ländlicher Raum; Sommerkurs; Studieninteresse; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Schülerpraktikum; Notenspiegel
Abstract	Recruiting and retaining Appalachian engineering students is difficult for a variety of ecological and cultural reasons. At West Virginia University an NSF STEP grant has allowed the development of specific interventions to evolve from an ecological model we describe here. The interventions include web-based, realistic engineering design exercises linked to state and federal content standards and objectives; a week-long residential summer camp addressing social and academic challenges for rural and minority students; a full set of retention efforts including "rescue courses" targeting struggling college freshmen in early stages of academic difficulty coupled with required study labs to underscore time management and persistence skills early in a freshman's academic career. Process and impact measures suggest that this package of interventions is effective in building interest in engineering not only in high school teachers but in the high school students themselves. While freshman retention has improved remarkably to an all time high of 84%, we conclude that it may take longer than five years to establish among youth in Appalachia an "engineering identity" as a cultural norm. We discuss the key aspects of our 5 year NSF project along with findings and conclusions. (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01