Impact of targeted interventions on success of high-risk engineering students

A focus on historically underrepresented students in STEM

Bibliographic Data

ID22161992
AuthorsEmmanuel Atindama (Clarkson University), Michael Ramsdell, Michael W Ramsdell (Clarkson University), David P Wick (0000-0001-6868-796X, Rochester Institute of Technology), Sumona Mondal (0000-0002-0197-9148, Clarkson University), Prashant Athavale (0000-0003-4563-9556, Clarkson University, corresponding author)
Year2025
Volume10
Publication date2025-02-13
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2025.1435279
OpenAlexW4407554466
LanguageEN
Citations received1
References cited31

Introduction The study examines the impact of targeted educational interventions on the academic success and retention of engineering students identified as high-risk, with a focus on two student groups historically underrepresented in STEM: underrepresented minority (URM) and female students. These interventions included an alternative curriculum pathway, a co-calculus support course, and spatial visualization training. Building on our previous work, we evaluated the outcomes of interventions designed to improve retention and graduation rates among the most academically underprepared students from these groups, who were consequently categorized as high-risk. Methodology We analyzed data from 10 student cohorts, covering 5 years before and 5 years after the interventions were implemented. We utilized a two-population proportion test to compare the groups' retention rates, graduation rates, and success in early STEM courses during pre- and post-intervention periods. Additionally, we constructed logistic regression models to identify key factors influencing on-time graduation. Results Our results show that the interventions significantly increased both the 4- and 6-year graduation rates for high-risk URM students by nearly 20 percentage points. Although high-risk female students improved retention and graduation rates, these changes were not found to be statistically significant. However, their performance in early foundation STEM courses, particularly Physics I and Calculus I, significantly improved post-intervention. Discussion Logistic regression models indicated a shift in the significance of the graduation rate predictors post-intervention, demonstrating the efficacy of these tailored strategies. The reduced importance of Physics I grades in predicting on-time graduation during the intervention years suggests a benefit of the alternative curriculum pathway, which decoupled this course from Calculus I for high-risk students. Additionally, the intervention mitigated the previously significant predictor of being non-URM for on-time graduation, indicating a leveling effect for URM students. These findings highlight the potential of customized interventions to enhance the academic outcomes and retention of high-risk students in STEM disciplines

Business · Engineering ethics · Engineering management · Medical education · Physics · Psychological intervention · Underrepresented Minority · Career Development and Diversity · Computer Science · Engineering · Higher Education Research Studies · Medical Education and Admissions · Medicine · Psychology

Tools

Open DOIOpen Access