Student Persistence Update Fall 2015 results:  Fall 2014 cohort: 86% still in Engineering, 93% still on campus  Fall 2009 cohort: 60% graduated Engineering, 77% graduated CU Comparison with national data (3-yr averages): Presentation by Robert Davis & Ken Anderson to the Engineering Advisory Council on 4/22/2016

Correlation of Various Factors with 2 nd -year Retention Average 2 nd -yr Persistence of Various Subgroups :  All students:84.4% Stayers, 6.2% Transfers, 9.4% Leavers  Women:84.0% Stayers, 8.7% Transfers, 6.8% Leavers  Nonresidents:81.2% Stayers, 6.4% Transfers, 12.1% Leavers  International:91.5% Stayers, 0.4% Transfers, 8.1% Leavers  Underrep. Min.:80.0% Stayers, 6.9% Transfers, 13.1% Leavers  Engr. Quad:88.0% Stayers, 5.5% Transfers, 6.5% Leavers  First-yr Course Takers:88% Stayers; Non-Takers: 79% Stayers  First-yr Course Fall Takers:85% Stayers; Non-Takers: 84% Stayers  D, F, W in Calc 1:59% left CU Engr within two yrs  GPA  2.5:54% left CU Engr within two yrs Be persistent. Longitudinal Study of Cohorts

Left Engineering Impact Factor Be data- driven. Impact Factor = # in Subpop # Total X (% Subpop Left - % Total Left) Impact Factors for Students Who Left Engineering ≤ 1 yr

Math Roundtable Multiple department/program effort Extensive look at the data Issues of culture Thinking of Leaving Report Factors influencing decision to leave engineering Improving our college culture Context: In 2013, Chancellor Phil DiStefano announced a goal of increasing six-year graduation rate from 68% to 80% by 2020 Retention Efforts Be thoughtful.

Impact of Pre-Calc on Student Success Grade in Calc 1DF Completed Pre-Calc1.8%6.5% Did Not Complete Pre-Calc10.7%23.4% Be prepared. Spring st -time takers of Calc 1 (112) (62)

Thinking of Leaving Report Survey Spring 2015 – Spring 2016 (79 respondents) Top reasons cited for leaving engineering Student interests not a good fit for engineering Developed interest in non-engineering field Unsatisfactory performance in engineering Top recommendations for improving retention Flexibility in degree programs and courses Improved college and classroom culture Be mindful.

Improvement Plans Student Interests New Student Welcome; Intro to Engineering; X + Y Unsatisfactory Performance in Engineering Peer mentoring programs and advisor/student ratios Flexibility in Degree Programs and Courses Adoption of the results of engineering education research throughout college Increased flexibility for general education courses Identify exemplars of flexible degree programs Improved college and classroom culture College Culture committee Implicit bias training in Intro to Engineering and all project courses Be better.

Charge to Breakout Groups Self-assemble into six groups 4 or 5 EAC members per group An A-dean will serve as liaison Appoint an EAC member to take notes & report out Suggested discussion items −Enhancement of student performance −Better fit of engineering & student interests −Improvement of college culture (faculty & students) Be Boulder.