More Like this

1. Learning and Engineering Student Retention

   Ernst, J.V. (October 2019, Proceedings of the annual midyear conference of the Engineering Design Graphics Division American Society for Engineering Education)

   This study investigates institutional student retention for engineering majors in a 4-year university setting. Student participant retention was tracked for engineering majors within the institution following enrollment in an introductory to engineering design graphics course that employed active learning sequences. Student retention data was compared to an institution baseline of engineering majors following enrollment in the engineering design graphics course where differences were examined. Notable student retention differences were identified through analysis of the institutional baseline data for participating students. 

   more » « less
2. Flowpath and retention of snowmelt in an ice-covered arctic lake: Flowpath and retention of snowmelt

   https://doi.org/10.1002/lno.10549  

   Cortés, Alicia; MacIntyre, Sally; Sadro, Steven (September 2017, Limnology and Oceanography)
3. Harmonizing Privacy Regarding Data Retention and Purging

   https://doi.org/10.1145/3538712.3538718  

   Scope, Nick; Rasin, Alexander; Lenard, Ben; Heart, Karen; Wagner, James (July 2022, Harmonizing Privacy Regarding Data Retention and Purging)

   Data privacy requirements are a complex and quickly evolving part of the data management domain. Especially in Healthcare (e.g., United States Health Insurance Portability and Accountability Act and Veterans Affairs requirements), there has been a strong emphasis on data privacy and protection. Data storage is governed by multiple sources of policy requirements, including internal policies and legal requirements imposed by external governing organizations. Within a database, a single value can be subject to multiple requirements on how long it must be preserved and when it must be irrecoverably destroyed. This often results in a complex set of overlapping and potentially conflicting policies. Existing storage systems are lacking sufficient support functionality for these critical and evolving rules, making compliance an underdeveloped aspect of data management. As a result, many organizations must implement manual ad-hoc solutions to ensure compliance. As long as organizations depend on manual approaches, there is an increased risk of non-compliance and threat to customer data privacy. In this paper, we detail and implement an automated comprehensive data management compliance framework facilitating retention and purging compliance within a database management system. This framework can be integrated into existing databases without requiring changes to existing business processes. Our proposed implementation uses SQL to set policies and automate compliance. We validate this framework on a Postgres database, and measure the factors that contribute to our reasonable performance overhead (13% in a simulated real-world workload). 

   more » « less
4. Academic Success and Retention of Underprepared Students

   https://doi.org/10.18260/1-2--36635  

   Hensel, Robin A.; Dygert, Joseph; Morris, Melissa Lynn (July 2021, 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference)

   null (Ed.)

   The Academy of Engineering Success (AcES) program, established in 2012 and supported by NSF S-STEM award number 1644119 throughout 2016-2021, employs literature-based, best practices to support and retain underprepared and underrepresented students in engineering through graduation with the ultimate goal of diversifying the engineering workforce. A total of 71 students, including 21 students supported by S-STEM scholarships, participated in the AcES program between 2016-2019 at a large R1 institution in the mid-Atlantic region. All AcES students participate in a common program during their first year, comprised of: a one-week summer bridge experience, a common fall professional development course and spring “Engineering in History” course, and a common academic advisor. These students also have opportunities for: (1) faculty-student, student-student, and industry mentor-student interaction, (2) academic support and student success education, and (3) major and career exploration – all designed to help students develop feelings of institutional inclusion, engineering self-efficacy and identity, and academic and professional success skills. They also participate in the GRIT, Longitudinal Assessment of Engineering Self-Efficacy (LAESE), and the Motivated Strategies for Learning Questionnaire (MSLQ) surveys plus individual and focus group interviews at the start, midpoint, and end of each fall semester and at the end of the spring semester. The surveys provide a measure of students’ GRIT, their beliefs related to the intrinsic value of engineering and learning, their feelings of inclusion and test anxiety, and their self-efficacy related to engineering, math, and coping skills. The interviews provide information related to the student experience, feelings of inclusion, and program impact. Institutional data, combined with the survey and interview responses, are used to examine four research questions designed to examine the relationship of the elements of the AcES program to participants’ academic success and retention in engineering. Early analyses of the student retention data and survey responses from the 2017 and 2018 cohorts indicated students who ultimately left engineering before the start of their second year initially scored higher in areas of engineering self-efficacy and test anxiety, than those who stayed in engineering, while those who retained to the second year began their engineering education with lower self-efficacy scores, but higher scores related to the belief in the intrinsic value of engineering, learning strategy use, and coping self-efficacy. These results suggest that students who start with unrealistically high expectations of their performance leave engineering at higher rates than students who start with lower personal performance expectations, but have stronger value of the field and strategies for meeting challenges. These data appear to support the Kruger-Dunning effect in which students with limited knowledge of a specific field overestimate their abilities to perform in that area or underestimate the level of effort success may require. This paper will add an analysis of the academic success and retention data from 2019 cohort to this research, discuss the impact of COVID-19 to this program and research, as well as illuminate the quantitative results with the qualitative data from individual and focus group interviews regarding the aspects of the AcES program that impact student success, their expectations and methods for overcoming academic challenges, and their feelings of motivation and inclusion. 

   more » « less
5. Accuracy of retention model parameters obtained from retention data in liquid chromatography

   https://doi.org/10.1002/jssc.202100911  

   Brau, Tyler; Pirok, Bob; Rutan, Sarah; Stoll, Dwight (September 2022, Journal of Separation Science)