First Term Probation: Models for Identifying High Risk Students

1 This paper supported in part by National Science Foundation grant: EEC-9872498, Engineering Education: Assessment Methodologies and Curricula Innovations and Engineering Information Foundation grant 98-4. 2 Alejandro Scalise, University of Pittsburgh, School of Engineering, 1048 Benedum Hall, Pittsburgh, PA 15261, [email protected] 3 Mary Besterfield-Sacre3, University of Pittsburgh, School of Engineering, 1048 Benedum Hall, Pittsburgh, PA 15261, [email protected] 4 Larry Shuman, University of Pittsburgh, School of Engineering, 1048 Benedum Hall, Pittsburgh, PA 15261, [email protected] 5 Harvey Wolfe, University of Pittsburgh, School of Engineering, 1048 Benedum Hall, Pittsburgh, PA 15261, [email protected] Abstract  EC 2000 has heightened awareness among engineering faculty about the importance of student retention, especially the retention of first-year students. Previous research found that students placed on academic probation after their first term have a high probability of leaving engineering prior to graduation. Using five years of data, we examine the influence of the student’s initial preparedness, attitude toward his/her chosen career, and self-assessed confidence n areas such as study habits and communication skills, on first term probation and retention. Logistic regression approaches were used to develop models that have enabled us to determine the factors that most influence first term probation and to better identify students who require early interventions if they are going to successfully complete the engineering curriculum.