Session Format
Conference Session (20 minutes)
Target Audience
Post Secondary Education
Location
Research Burst 4 (PARB 255)
Abstract for the conference program
Persistence rates are low for engineering students across the United States with less than 40% graduating. Currently, China is producing ten engineers for each one the US graduates. The US must produce more engineers in the coming years to be competitive in a global economy. Approximately 30% of engineering students do not persist past their first year and this phenomenon has been studied in great depth. However, there are very few studies which examine reasons engineering students either persist or do not persist during their second and third years. Based upon Tinto’s Model of Student Retention, quantitative and qualitative reasons will be looked at in terms of institutional factors and individual factors for the 2014 entering class of 714 freshman engineering students at a mid-size research university who are currently enrolled in their fifth year (since less than 20% graduate in four years). This research proposal is for a dissertation.
Proposal Track
R1: Projects in Process
Start Date
3-22-2019 4:15 PM
End Date
3-22-2019 4:35 PM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Ball, Kimberly E., "An Investigation into Persistence and Nonpersistence of Second and Third Year Engineering Students" (2019). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 27.
https://digitalcommons.georgiasouthern.edu/stem/2019/2019/27
Handout
An Investigation into Persistence and Nonpersistence of Second and Third Year Engineering Students
Research Burst 4 (PARB 255)
Persistence rates are low for engineering students across the United States with less than 40% graduating. Currently, China is producing ten engineers for each one the US graduates. The US must produce more engineers in the coming years to be competitive in a global economy. Approximately 30% of engineering students do not persist past their first year and this phenomenon has been studied in great depth. However, there are very few studies which examine reasons engineering students either persist or do not persist during their second and third years. Based upon Tinto’s Model of Student Retention, quantitative and qualitative reasons will be looked at in terms of institutional factors and individual factors for the 2014 entering class of 714 freshman engineering students at a mid-size research university who are currently enrolled in their fifth year (since less than 20% graduate in four years). This research proposal is for a dissertation.
