This is a work-in-progress paper. To significantly improve the retention rate of first-year students in the School of Engineering at University X, First-year Academy (FA) was implemented. This academy aims to strengthen the underprepared students by helping them in three main categories: academic support, transitioning to college, and building a sense of belonging. Closer monitoring of underprepared students and developing a significant support structure can improve the success rate of underprepared students and improve the School’s retention rates. The academy will be especially beneficial to women and under-represented minorities, thereby strengthening diversity in the School of Engineering.  

Students in FA have access to a Peer Mentor, Faculty Advisor, Academic Coach, Peer Tutors, and a peer support structure to help navigate a successful transition into the University community. As FA works with the School of Engineering, the inclusive, excellence-driven community will grow to include a more diverse student population. Participation in FA is at no cost to the students. However, the program is the beneficiary of corporate sponsorship. The value proposition for the corporate partner is the strengthening of diversity in the talent pipeline. The criteria used to invite students included financial aid eligibility, representing family’s economic strength, race/ethnicity (self-reported), high school GPA, and gender. Due to a delay in funding, only nine students participated in the information sessions and started in the academy. Our target size for next year is 20 students.

The academy began virtually in the Summer II term. In this 7-week term, the students took a 3-credit computer programming course and a 0-credit Learning Strategies course. During the seven weeks, there was peer tutoring support available. The Peer Mentor helped with study habits and general questions, as well as conducting social events aimed at cultivating a sense of community. Given the three credits completed in summer II, the students are taking 13 credits in the Fall semester. The reduced academic load, combined with the metacognition knowledge learned in the Learning Strategies course is likely to result in better performance in the remaining 13 credits.

As students begin their Fall and Spring semester, they are cohorted in several courses to continue building their community for peer support. The Peer Mentor, Faculty Advisor, Academic Coach, and Peer Tutors will continue to interact with FA students during their first year. Academic support will be provided in the form of weekly Study Tables, and social events will foster community building throughout the first semester.

To measure the success of FA, the Fall math grades of FA students will be compared to other first-year students because performance of students in their first math course tends to correlate to their overall first-year success. Additionally, the Fall and Spring average midterm grade and GPA of FA students will be measured against those received by other first-year students. The final key performance indicator will compare the retention rate of FA students to the other first-year students. Specifically, this comparison will focus on students who were identified as high-risk, in terms of failing or transferring, at orientation, per the CSI College Student Inventory survey.