Retention rates in Science, Technology, Engineering, and Math (STEM) majors have been a serious concern nationwide for many years. The Consortium for Student Retention Data Exchange’s 2002-2003 STEM Retention Report provides sobering data on our national retention rates. The report shows that retention rates at Carnegie-Masters type institutions for incoming first-year students in STEM majors that continue and graduate in a STEM discipline within six years are less than 28% nationwide. At California State University, Chico, the numbers are less than 23%. These numbers are not consistent with those seen when looking at all disciplines. The same Consortium report found that nationally, retention rates for all majors at Carnegie- Masters schools hovers near 40%, while at CSU, Chico the retention rate for all majors averages 47%. Why do STEM disciplines lose such a high percentage of students? In the landmark study by Seymour and Hewitt, and reported in their book Talking About Leaving: Why Undergraduates Leave the Sciences, many of the common myths about retention were dispelled. Students are not leaving due to a lack of skill or subject matter knowledge. The most common factor influencing their decision to leave was a loss of interest in the subject matter. In addition, poor quality teaching and advising were serious concerns for all students. This data clearly indicates that something in our standard approach to teaching is not working. The question becomes, what can we do better? This paper reviews current programs nationwide that are targeted at improving student involvement and retention. Changes made in both teaching methodology and curriculum are identified and the resulting effects of these changes are discussed. The intent of this paper is to provide a resource for other engineering educators on effective educational approaches to improve retention.
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