Evaluating support for underrepresented students in engineering degree programs

Abstract

A study was undertaken to examine sources of support and challenges to retention of underrepresented women and minorities at Northern Arizona University. The study was evaluative in nature in that it sought to understand how well underrepresented students are being supported to complete their degree programs, and to gain insights into how programs might be enhanced or developed to support these students to degree completion. A mixed-methods research design involving a survey and in-depth interviews of students, faculty and staff yielded several factors that support and challenge students toward degree completion at this institution. Applications to programmatic decision-making are discussed. © American Society for Engineering Education, 2007.