The American Society for Engineering Education (ASEE) with funding from Alfred P. Sloan Foundation
held a discussion on undergraduate engineering student retention on April 25-26, 2013
at the Sheraton Crystal City
in Arlington, Virginia
Meeting Format – The purpose of this meeting was to get input on the Sloan Retention and Time-to-Graduation survey from a variety of stakeholders in the Engineering Education community. A major focus of this meeting was getting input from meeting attendees.
We have planned for five discussion group breakout sessions. These sessions convened in the main room to hear about a few topics and questions, have some initial discussion, and broke out into four groups of ten to discuss for about forty-five minutes. We then reconvene in the main room and had groups report on their discussions. Each breakout session had a designated note taker and reporter.
Below are the current topics and questions we recommended for the meeting. The questions and topics are flexible, and we could refine and change questions and topics, as needed.
Discussion Group Breakout 1
What is the best way for ASEE to calculate student retention and graduation?
What should we consider about the current reporting tools we plan to provide?
Are there other reporting tools ASEE should provide?
Discussion Group Breakout 2
Are there any other ways in which schools should be grouped when creating benchmarks?
What engineering education policies could be informed by the retention and time-to-graduation data we collect?
Discussion Group Breakout 3
What kinds of reports might ASEE want to consider creating based on retention and time-to-graduation data we collect?
What additional data could/should ASEE collect to inform engineering education policy?
How should ASEE account for transfer students (How should we best organize our time tomorrow when discussing transfer students)?
Discussion Group Breakout 4
How should ASEE account for transfer students? (Part 1)
Discussion Group Breakout 5
How should ASEE account for transfer students? (Part 2)