When they stay and when they don't: Examples of first semester retention rates and relationships to learning styles

Abstract

Our research presents initial findings of a pilot-scale project performed at The Herff College of Engineering, The University of Memphis, in the 2004-2005 academic year. This project investigates the persistent issues surrounding difficulties in retention of first-semester engineering students and examines the possibilities of variances in student learning style preferences as potential contributors to students leaving engineering programs. While the researchers acknowledge the limitations associated with a small sample due to research constraints in both time and funding, attempts to mitigate these issues were undertaken by the comparison of data from three separate programs of study: Civil Engineering, Electrical Engineering and Computer Science Engineering, and Mechanical Engineering. A mixedmethods approach was used consisting of pre/post semester surveys, distribution and analysis of KoIb's Learning Styles Inventory, and qualitative individual interviews with a sample of students who made the decision to leave engineering. Differences between retained and not retained student scores in one of the combined scores from the Kolb Learning Style Inventory were statistically significant for students majoring in Mechanical Engineering at The University of Memphis. Retained students had a stronger preference for abstract conceptualization, while students that were not retained preferred concrete experience. Future plans seek further examination of these findings through refinement of the study instruments combined with repeat data collection and expansion of the methodology to include data from three other engineering institutions in the 2005-2006 academic year. © American Society for Engineering Education, 2007.

Publication Title

ASEE Annual Conference and Exposition, Conference Proceedings

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