| Project Name |
Project Description |
Target Population |
Anticipated Outcomes |
Known Outcomes |
| Academic Excellence Workshops (AEW) |
Small-group, active-learning experience for calculus and foundation engineering courses. 7-year-old program; seeking improved integration with Mathematics. |
All 1st and 2nd year students |
Mastery of calculus, increased retention |
More than 250 students enroll in AEW each year. Major contributing factor to 50% reduction in 2-year attrition since 1995. Role as "AEW facilitator" for 25 top students each year provides wealth of leadership experience that is highly valued by employers.
|
| STAR Program (Students Taking Academic Responsibility) |
School of Ed GA works with at-risk students to improve time management, study skills, goal setting, career planning, etc. 2-year-old program. |
All 1st-semester students; all 1st-year students on probation; selected sophs |
Increased retention, especially when considering ECS students who graduate from any school/college. |
Well received by students; many on probation "turn it around" in 2nd semester. Numerous referrals to Counseling Center. |
| ECS SummerStart Initiative |
ECS enhancement of SummerStart includes additional financial aid from donors, daily ECS seminars, AEW workshops, required math course, industry tours and visitors. |
Incoming frosh |
Increased retention, development of student leaders. |
Program now includes ~25% of incoming ECS students; 1-year retention rate is equal to ECS number, which is excellent considering %age of at-risk students |
| Mathematics placement |
Long-term ECS/CSTL study of math placement outcomes and efforts to improve placement |
All incoming students |
Selection of course that is best suited to abilities of each incoming student will lead to success of student, increase in confidence, and enhanced retention. |
Major contributing factor to 50% reduction in 2-year attrition since 1995, but placement accuracy can be improved. |
| WISE |
Series of programs to support women engineering students, including mentoring and advising programs, a Learning Community, and an SU-wide seminar series. |
Women students |
Increased number of women applicants, admits, A/C's, and graduates. |
Increase in number of women faculty provides an environment in which WISE can have a meaningful impact. |
| Exploring Your Options |
Partnership with SAIP to help students on academic probation who have the talent and desire to succeed in other schools/colleges. |
High-quality students who do not perform well in analytically demanding courses. |
Increased graduation rate when considering students who enter into ECS but graduate from any school/college. |
1st-year pilot underway. |
| Enhancement of curricular flexibility |
In mid to late 1990's, ECS programs increased flexibility so that students can take advantage of breadth of SU to customize their programs of study and/or pursue other interests |
All students, especially talented ones who have diverse interests or specific, interdisciplinary career goals. |
Increased student satisfaction, increased interest in other SU programs, more demand by employers. |
More than 40% of ECS graduates in 2000-01 received a minor. |
| PRIDE Recognition Program |
Special program to publicly recognize academic achievers and student leaders. |
All students, especially high-achieving students. |
Enhanced relationship with students, increased satisfaction of students and parents (who are invited to semi-annual event) |
Difficult to measure |
| Enhanced communication and tracking for 1st-year students at risk |
Increase efforts to communicate with students, their parents, and their instructors so that every ECS student can be tracked and supported in meaningful ways. |
At-risk students. |
Better information about which students are at risk and what can be done to support them. Better support programs. Increased retention. |
Program started in December 2001 with letter to parents of 1st-year students. To be fully implemented on a trial basis in summer 2002. |
