A Model for Freshman Engineering Retention
With the current concern over the growing need for more engineers, there is an immediate need to improve freshman engineering retention. A working model for freshman engineering retention is needed. This paper proposes such a model based on Tinto's Interactionalist Theory. Emphasis in this mode...
Gespeichert in:
| Veröffentlicht in: | Advances in engineering education 2009, Vol.1 (3) |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | 3 |
| container_start_page | |
| container_title | Advances in engineering education |
| container_volume | 1 |
| creator | Veenstra, Cindy P Dey, Eric L Herrin, Gary D |
| description | With the current concern over the growing need for more engineers, there is an immediate need to improve freshman engineering retention. A working model for freshman engineering retention is needed. This paper proposes such a model based on Tinto's Interactionalist Theory. Emphasis in this model is placed on pre-college characteristics as predictors for student academic success and retention. Through a literature search of both engineering education and general empirical studies, a list of significant pre-college characteristics important for modeling freshman engineering student success and retention was developed. Significant differences were found between the engineering education and general empirical studies. The final model is described in terms of a block diagram with an extension to statistical modeling. Tables of empirical studies that have included pre-college characteristics as predictors for student success and retention are included. An application using data from a University of Michigan study is discussed. |
| format | Article |
| fullrecord | <record><control><sourceid>eric</sourceid><recordid>TN_cdi_eric_primary_EJ1076050</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1076050</ericid><sourcerecordid>EJ1076050</sourcerecordid><originalsourceid>FETCH-LOGICAL-e92t-2162bce5dc37a18cb6770f62beb81faf85131a38d7c23c936a95c68846f1019c3</originalsourceid><addsrcrecordid>eNpNjcFqAjEURYNU0KqfIGRdGMhLzEuyFBlri0UQ95LJvOiIZkpmNv69Ql10dQ9nce6AjcEtoACD-PaPR-y96y5CaIdKjtnHkv-0NV15bDNfZ-rON594mU5NIspNOvE99ZT6pk1TNoz-2tHstRN2WJeH1abY7j6_VsttQU72hQSUVSBdB2U82FChMSI-HVUWoo9WgwKvbG2CVMEp9E4HtHaBEQS4oCZs_pd93ofjb25uPt-P5TcIg0IL9QALhzrC</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>A Model for Freshman Engineering Retention</title><source>ERIC - Full Text Only (Discovery)</source><source>Education Source</source><source>EZB-FREE-00999 freely available EZB journals</source><creator>Veenstra, Cindy P ; Dey, Eric L ; Herrin, Gary D</creator><creatorcontrib>Veenstra, Cindy P ; Dey, Eric L ; Herrin, Gary D</creatorcontrib><description>With the current concern over the growing need for more engineers, there is an immediate need to improve freshman engineering retention. A working model for freshman engineering retention is needed. This paper proposes such a model based on Tinto's Interactionalist Theory. Emphasis in this model is placed on pre-college characteristics as predictors for student academic success and retention. Through a literature search of both engineering education and general empirical studies, a list of significant pre-college characteristics important for modeling freshman engineering student success and retention was developed. Significant differences were found between the engineering education and general empirical studies. The final model is described in terms of a block diagram with an extension to statistical modeling. Tables of empirical studies that have included pre-college characteristics as predictors for student success and retention are included. An application using data from a University of Michigan study is discussed.</description><identifier>ISSN: 1941-1766</identifier><identifier>EISSN: 1941-1766</identifier><language>eng</language><publisher>American Society for Engineering Education</publisher><subject>Academic Achievement ; Academic Persistence ; College Freshmen ; Engineering Education ; Goal Orientation ; Grade Point Average ; Learner Engagement ; Literature Reviews ; Mathematics Skills ; Michigan ; Predictor Variables ; Prior Learning ; Regression (Statistics) ; School Holding Power ; Student Characteristics ; Study Habits ; Success</subject><ispartof>Advances in engineering education, 2009, Vol.1 (3)</ispartof><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,687,776,780,881,4009</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1076050$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Veenstra, Cindy P</creatorcontrib><creatorcontrib>Dey, Eric L</creatorcontrib><creatorcontrib>Herrin, Gary D</creatorcontrib><title>A Model for Freshman Engineering Retention</title><title>Advances in engineering education</title><description>With the current concern over the growing need for more engineers, there is an immediate need to improve freshman engineering retention. A working model for freshman engineering retention is needed. This paper proposes such a model based on Tinto's Interactionalist Theory. Emphasis in this model is placed on pre-college characteristics as predictors for student academic success and retention. Through a literature search of both engineering education and general empirical studies, a list of significant pre-college characteristics important for modeling freshman engineering student success and retention was developed. Significant differences were found between the engineering education and general empirical studies. The final model is described in terms of a block diagram with an extension to statistical modeling. Tables of empirical studies that have included pre-college characteristics as predictors for student success and retention are included. An application using data from a University of Michigan study is discussed.</description><subject>Academic Achievement</subject><subject>Academic Persistence</subject><subject>College Freshmen</subject><subject>Engineering Education</subject><subject>Goal Orientation</subject><subject>Grade Point Average</subject><subject>Learner Engagement</subject><subject>Literature Reviews</subject><subject>Mathematics Skills</subject><subject>Michigan</subject><subject>Predictor Variables</subject><subject>Prior Learning</subject><subject>Regression (Statistics)</subject><subject>School Holding Power</subject><subject>Student Characteristics</subject><subject>Study Habits</subject><subject>Success</subject><issn>1941-1766</issn><issn>1941-1766</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2009</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNpNjcFqAjEURYNU0KqfIGRdGMhLzEuyFBlri0UQ95LJvOiIZkpmNv69Ql10dQ9nce6AjcEtoACD-PaPR-y96y5CaIdKjtnHkv-0NV15bDNfZ-rON594mU5NIspNOvE99ZT6pk1TNoz-2tHstRN2WJeH1abY7j6_VsttQU72hQSUVSBdB2U82FChMSI-HVUWoo9WgwKvbG2CVMEp9E4HtHaBEQS4oCZs_pd93ofjb25uPt-P5TcIg0IL9QALhzrC</recordid><startdate>2009</startdate><enddate>2009</enddate><creator>Veenstra, Cindy P</creator><creator>Dey, Eric L</creator><creator>Herrin, Gary D</creator><general>American Society for Engineering Education</general><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>2009</creationdate><title>A Model for Freshman Engineering Retention</title><author>Veenstra, Cindy P ; Dey, Eric L ; Herrin, Gary D</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-e92t-2162bce5dc37a18cb6770f62beb81faf85131a38d7c23c936a95c68846f1019c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2009</creationdate><topic>Academic Achievement</topic><topic>Academic Persistence</topic><topic>College Freshmen</topic><topic>Engineering Education</topic><topic>Goal Orientation</topic><topic>Grade Point Average</topic><topic>Learner Engagement</topic><topic>Literature Reviews</topic><topic>Mathematics Skills</topic><topic>Michigan</topic><topic>Predictor Variables</topic><topic>Prior Learning</topic><topic>Regression (Statistics)</topic><topic>School Holding Power</topic><topic>Student Characteristics</topic><topic>Study Habits</topic><topic>Success</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Veenstra, Cindy P</creatorcontrib><creatorcontrib>Dey, Eric L</creatorcontrib><creatorcontrib>Herrin, Gary D</creatorcontrib><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>Advances in engineering education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Veenstra, Cindy P</au><au>Dey, Eric L</au><au>Herrin, Gary D</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1076050</ericid><atitle>A Model for Freshman Engineering Retention</atitle><jtitle>Advances in engineering education</jtitle><date>2009</date><risdate>2009</risdate><volume>1</volume><issue>3</issue><issn>1941-1766</issn><eissn>1941-1766</eissn><abstract>With the current concern over the growing need for more engineers, there is an immediate need to improve freshman engineering retention. A working model for freshman engineering retention is needed. This paper proposes such a model based on Tinto's Interactionalist Theory. Emphasis in this model is placed on pre-college characteristics as predictors for student academic success and retention. Through a literature search of both engineering education and general empirical studies, a list of significant pre-college characteristics important for modeling freshman engineering student success and retention was developed. Significant differences were found between the engineering education and general empirical studies. The final model is described in terms of a block diagram with an extension to statistical modeling. Tables of empirical studies that have included pre-college characteristics as predictors for student success and retention are included. An application using data from a University of Michigan study is discussed.</abstract><pub>American Society for Engineering Education</pub><tpages>33</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1941-1766 |
| ispartof | Advances in engineering education, 2009, Vol.1 (3) |
| issn | 1941-1766 1941-1766 |
| language | eng |
| recordid | cdi_eric_primary_EJ1076050 |
| source | ERIC - Full Text Only (Discovery); Education Source; EZB-FREE-00999 freely available EZB journals |
| subjects | Academic Achievement Academic Persistence College Freshmen Engineering Education Goal Orientation Grade Point Average Learner Engagement Literature Reviews Mathematics Skills Michigan Predictor Variables Prior Learning Regression (Statistics) School Holding Power Student Characteristics Study Habits Success |
| title | A Model for Freshman Engineering Retention |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-21T11%3A32%3A27IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=A%20Model%20for%20Freshman%20Engineering%20Retention&rft.jtitle=Advances%20in%20engineering%20education&rft.au=Veenstra,%20Cindy%20P&rft.date=2009&rft.volume=1&rft.issue=3&rft.issn=1941-1766&rft.eissn=1941-1766&rft_id=info:doi/&rft_dat=%3Ceric%3EEJ1076050%3C/eric%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=EJ1076050&rfr_iscdi=true |