Faculty as a Critical Juncture in Student Retention and Performance in Engineering Programs

2008 ◽  
Vol 97 (1) ◽  
pp. 27-36 ◽  
Author(s):  
Christina M. Vogt
Keyword(s):  
Student Retention ◽  
Critical Juncture ◽  
Engineering Programs ◽  
And Performance

scholarly journals Cohort Analysis and Reporting for Graduate Attribute Assessment

2018 ◽  
Author(s):  
Aneta George ◽  
Liam Peyton
Keyword(s):  
Performance Management ◽  
Performance Indicators ◽  
Cohort Analysis ◽  
Information Analysis ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Historic Data ◽  
And Performance ◽  
Analysis System ◽  
The University

The Graduate Attribute Information Analysis system (GAIA) was developed at the University of Ottawa to support data collection and performance management of graduate attributes for engineering programs at the program level and at the course level [10]. This paper reports on our research to develop support for cohort analysis and reporting by providing a single consistent view of graduate attributes (GA) and performance indicators for groups of students who started and finished an engineering program at the same time. This is supported by two special purpose reports: Graduate Attribute Report per Cohort (GAR/C) and Course Progression Report per Cohort (CPR/C). The former shows average GA data per attribute, the latter tracks student achievement as students progress in their program. It also adds to the historic data trend analysis for a program. Furthermore, a COOP Progress Report per cohort (COOPR/C) is generated.

scholarly journals Difficulties and Performance in Mathematics Competences: Solving Problems with Derivatives

2020 ◽  
Vol 10 (4) ◽  
pp. 35 ◽  
Author(s):  
Verónica Díaz Quezada
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Quantitative Methods ◽  
Engineering Students ◽  
Mathematical Thinking ◽  
Mathematical Functions ◽  
Engineering Programs ◽  
Thinking Processes ◽  
And Performance ◽  
Everyday Problems

The objectives of this research are to assess the performance of engineering stu-dents when using mathematical competences to solve problems with derivatives, to analyze their difficulties, and to observe which secondary school contents are essential for this purpose. The study is descriptive and exploratory with the use of quantitative methods. The participants are students of three competence-based engineering programs of a Chilean University. The results show a limited knowledge of secondary education mathematical contents like algebra, the main mathematical functions, and proportional geometry. The presence of difficulties associated to mathematical thinking processes and the complexity of mathematical objects are also evident. However, everyday problems in an artificial or fantasy context were more appealing for students, who solved most of them correctly. Even though these problems are imaginary, they were formulated using situations that engineering students face every day.

scholarly journals Principals as Agents? Investigating Accountability in the Compensation and Performance of School Principals

ILR Review ◽  
2007 ◽  
Vol 61 (1) ◽  
pp. 90-107 ◽  
Author(s):  
Sherrilyn M. Billger
Keyword(s):  
Student Retention ◽  
School Principals ◽  
Poor Performance ◽  
Retention Rates ◽  
Dropping Out ◽  
Schools And Staffing Survey ◽  
Cross Sectional ◽  
College Matriculation ◽  
Secondary Principal ◽  
And Performance

Although school accountability incentives and standards, such as district-mandated goals and state sanctions for poor performance, are increasingly common, few studies have investigated their effectiveness. The author of this paper seeks evidence on whether such policies affect public secondary principal pay and school performance. An analysis of cross-sectional variation in data from the 1999–2000 Schools and Staffing Survey indicates that accountability policies coincided with lower college matriculation rates and lower principal pay, particularly for the best principals. On the other hand, the policies were associated with higher student retention rates at the worst schools. Though principals at those schools may not have been directly rewarded through accountability policies, these principals appear to have acted as agents for students in danger of dropping out.

Critical Imperatives for Studying Queer and Trans Undergraduate Student Retention

2020 ◽  
Vol 21 (4) ◽  
pp. 431-454 ◽  
Author(s):  
Jason C. Garvey
Keyword(s):  
Student Retention ◽  
Undergraduate Student ◽  
Critical Juncture ◽  
Scholarly Community ◽  
Institutional Researchers

The dearth of retention scholarship that centers (or includes) queer and trans (QT) students has resulted in inadequately capturing the nuanced dimensions of student retention. As a scholarly community, we are at a critical juncture where it is academically, administratively, and morally necessary to reexamine assumptions about retention to better acknowledge and center QT people in this body of work. The purpose of this article is to provide critical imperatives for studying QT undergraduate student retention, including methodological, institutional, interpersonal, and individual contexts. I close with implications for education scholars, institutional researchers, and assessment professionals when studying QT student retention.

scholarly journals EXPERIENCE TEACHING CIRCUIT COURSES TO CIVIL ENGINEERS

2021 ◽  
Author(s):  
Michael Cooper-Stachowsky ◽  
Ayman El-Hag
Keyword(s):  
Student Satisfaction ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Deep Understanding ◽  
Circuit Theory ◽  
Engineering Programs ◽  
Experience Teaching ◽  
And Performance ◽  
The University ◽  
Civil Engineers

At the University of Waterloo, students from many non-electrical engineering programs are required totake basic circuits courses. These courses are often disliked by students who do not see their relevance andcannot contextualize the material. In 2019 a new version of this course was developed to cater to the specific needs of civil engineering students. The new course was based around teaching civil engineers circuit theory through relevant examples and focusing on the content that civil engineers would reasonably be expected to see in the field.  Lab exercises were developed to encourage independent capacity in circuit building and deep understanding of sensors and instrumentation. Student satisfaction with the course and performance on assessments has increased with the changes.

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