NSBE - Fall 2009 - 11

From the ExecutiveDirector Keeping the Dreams By Sarah A. Rajala Introduction by Carl B. Mack, NSBE Executive Director NSBE Family, I am very proud that this writer accepted my invitation to speak to you here, not only because of who she is — an educator, at my collegiate alma mater, who has achieved rare heights in her field — but because of what she has to say. Her message should strike a chord with all who know why NSBE was founded. students enter universities/colleges in many different ways. In some cases, freshmen are directly admitted to engineering programs. In others, freshmen are admitted to a general engineering or general education program before matriculating to a major. Or students may transfer in from another college or university. In spite of the complexity, we hope to identify a set a criteria that would allow for the collection of retention data nationwide. At the MSU Bagley College of Engineering, we are committed to finding ways to facilitate the success of all of our students. We have begun a retention study of our freshmen and transfer students. We are also attempting to determine the correlation among academic I thank NSBE for giving me the opportunity to share some thoughts about a serious problem plaguing our profession: retention of undergraduate students in engineering. It is not only important to me as the dean of engineering at Mississippi State University (MSU) and immediate past president of the American Society for Engineering Education (ASEE); it is also one of the National Directives of your national chair, Stacyann Russell of The Ohio State University. Furthermore, your executive director, Carl B. Mack, is a graduate of Mississippi State University and is also deeply committed to finding solutions to the retention problem. Each year, colleges of engineering admit new classes of enthusiastic freshmen, yet six years later, only about 50 percent of these students are awarded bachelor’s degrees in engineering. For underrepresented minority students, this percentage is often 10 to 20 percent lower. Many studies have identified a number of contributing and correlated factors, including high school GPA, standardized test scores and preparation in K–12 math and science courses. However, cognitive factors such as these explain only a small fraction of the overall variability. Other studies confirmed the importance of noncognitive variables such as students’ confidence in their college-level math and science ability, their sense of belonging and their learning styles. What is clear is that retention in engineering is complex, it is still not well understood, and it will take all of us to find the answers. So what can be done? One of the challenges is the lack of data at a national level. ASEE recently held a workshop to begin developing a strategy for collecting retention data. One would think this was straightforward, but “…Retention in engineering is complex, it is still not well understood, and it will take all of us to find the answers.” performance in first-year courses, high school preparation and various noncognitive factors. Students will be an important part of these studies, not just contributing their data but developing the solutions. For example, if selfconfidence is an important factor, peer-to-peer mentoring of freshmen could play a key role. Significantly improving retention in engineering programs will not be easy, but if we all work together, I am confident we will find ways to ensure that many more of our freshmen leave four to six years later with their bachelor’s degrees in engineering. Let’s not limit anyone’s potential or discourage their dreams. We all have much to offer the field of engineering. ■ Sarah A. Rajala is dean and professor of the Bagley College of Engineering at Mississippi State University. She is immediate past president of the American Society for Engineering Education. nsbe magazine www.nsbe.org • fall 2009 • 11

NSBE - Fall 2009

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