TY - GEN
T1 - Exploring the Relationship between Non-Cognitive and Affective (NCA) Factors and First-Year Retention of Undergraduates in Engineering
AU - Scheidt, Matthew
AU - Major, Justin
AU - Ge, Julianna
AU - Godwin, Allison
AU - Chen, John
AU - Self, Brian
AU - Widmann, Jim
AU - Berger, Edward
N1 - Funding Information:
This material is supported by funding from the National Science Foundation under Grants. DUE-1626287 (Purdue), DUE-1626185 (Cal Poly), DUE-1626148 (UTEP), and DGE-133468 (GRF Program). Any opinions, findings, and conclusions or recommendations expressed are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© 2019 IEEE.
PY - 2019/10
Y1 - 2019/10
N2 - In this work in progress research paper, we investigated whether non-cognitive and affective (NCA) factors that predict academic success through GPA may relate to other forms of success such as student retention in engineering programs. Studies show that most students leave engineering within the first two years, making national retention rates in engineering less than 50%. Furthermore, the students who leave engineering are often academically talented, indicating a need to examine other success measures beyond GPA such as non-cognitive and affective (NCA) factors. Using data from a single institution (n = 540), we explore the NCA differences between students who remained in engineering after their first year and those who are no longer enrolled in engineering, or even in college at all. Results show that only one demographic and five NCA measures are statistically significant predictors of continued enrollment. Overall, a better understanding of student success as measured by retention using NCA profiles might assist researchers and practitioners with developing interventions and supportive environments that promote students' academic success and thriving in engineering.
AB - In this work in progress research paper, we investigated whether non-cognitive and affective (NCA) factors that predict academic success through GPA may relate to other forms of success such as student retention in engineering programs. Studies show that most students leave engineering within the first two years, making national retention rates in engineering less than 50%. Furthermore, the students who leave engineering are often academically talented, indicating a need to examine other success measures beyond GPA such as non-cognitive and affective (NCA) factors. Using data from a single institution (n = 540), we explore the NCA differences between students who remained in engineering after their first year and those who are no longer enrolled in engineering, or even in college at all. Results show that only one demographic and five NCA measures are statistically significant predictors of continued enrollment. Overall, a better understanding of student success as measured by retention using NCA profiles might assist researchers and practitioners with developing interventions and supportive environments that promote students' academic success and thriving in engineering.
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U2 - 10.1109/FIE43999.2019.9028532
DO - 10.1109/FIE43999.2019.9028532
M3 - Conference contribution
AN - SCOPUS:85082464288
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 2019 IEEE Frontiers in Education Conference, FIE 2019
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 49th IEEE Frontiers in Education Conference, FIE 2019
Y2 - 16 October 2019 through 19 October 2019
ER -