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1. Equity and Retention: Strategies to Increase Engineering Enrollment, Retention, and Success of Underprepared Students

   https://doi.org/10.18260/1-2--43404  

   Espiritu, Doris J.; Todorovic, Ruzica; O'Connell, Bridget (June 2023, ASEE Conferences)
2. Investor Retention in Equity Crowdfunding

   https://doi.org/10.1145/3292522.3326037  

   Zakhlebin, Igor; Horvát, Emoke-Ágnes (June 2019, WebSci '19: Proceedings of the 10th ACM Conference on Web Science)

   Crowdfunding platforms promise to disrupt investing as they bypass traditional financial institutions through peer-to-peer transactions. To stay functional, these platforms require a supply of investors who are willing to contribute to campaigns. Yet, little is known about the retention of investors in this setting. Using four years of data from a leading equity crowdfunding platform, we empirically study the length and success of investor activity on the platform. We analyze temporal variations in these outcomes and explain patterns using statistical modeling. Our models are based on information about user's past and current investment decisions, i.e., content-based and structural similarities between the campaigns they invest in. We uncover the role of past successes and diversity of investment decisions for novice vs. serial investors. Our results inform potential strategies for increasing the retention of investors and improving their decisions on crowdfunding platforms. 

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3. Learning Retention through Glossary Development

   Stephen, H. (January 2022, UNLV Best Teaching Practices Expo.)
4. Understanding Student Retention in Engineering

   Hensel, Robin A.; Dygert, Joseph; Morris, Melissa Lynn (June 2020, 2020 ASEE Virtual Annual Conference Content Access)

   The Academy of Engineering Success (AcES) program employs known best practices to support engineering students with the goal of retaining them through graduation and diversifying the engineering workforce. The AcES program started in 2012 and has been supported by NSF SSTEM award number DUE-1644119 since 2016. Cohorts from 2016, 2017, 2018, and 2019 consist of 12, 20, 22, and 17 students, respectively. Twenty-one renewable S-STEM supported scholarships have been awarded to students since 2016. AcES students participate in a one-week pre-fall bridge experience, a common fall professional development course, and a course emphasizing the role of engineers in societal development in the spring semester. Starting in the bridge experience and continuing until graduation, students participate in curricular and co-curricular activities with the goals of: (1) fostering feelings of belonging in engineering and institutional inclusion, (2) encouraging professional development, and (3) supporting academic achievement and student success. These goals are achieved by providing: (1) opportunities for interaction between students and peers, faculty, and industry mentors; (2) major and career exploration opportunities; and (3) academic support and student success education in areas such as time management and study skills. AcES students participate in the GRIT, LAESE, and MSLQ surveys, as well as in focus groups and one-on-one interviews at the start and end of each fall semester and at the end of the spring semester. The surveys provide a quantitative measure of students’ GRIT, general self-efficacy, engineering self-efficacy, test anxiety, math outcome efficacy, intrinsic value of learning, inclusion, career expectations, and coping efficacy. Qualitative data from the focus group and individual interview responses are used to provide insight into the quantitative survey results. Surprisingly, a previous analysis of the 2017 cohort survey responses revealed that students who left engineering had higher baseline values of GRIT, career expectations, engineering self-efficacy, and math outcome efficacy than those students who retained. Hence, the 2018 cohort survey responses were analyzed in relation to retention and are presented along with qualitative results to provide a holistic understanding of student retention. Results from both the 2017 and 2018 cohorts are presented and discussed in the paper and poster. 

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5. 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. 

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