Work in Progress: New Faculty Experiences in Integrating Retention Support Programming into Teaching

Faculty-student interaction on course and non-course matters as well as close coordination between the engineering faculty and academic/student support professionals at a campus are very important to increase the level of engagement and retention in the college environment. Also, this coordination would be very helpful for a new faculty whose responsibilities require a strong commitment with significant time management between participating in teaching, developing a research program, and engaging in service missions. This study highlights the experiences of a new faculty member participating in a collaborative retention program within the university and how the systematic approach implemented helped a new faculty member integrate service and teaching development needs for efficient use of time. The program, called Engineering Connect, was designed for the first-year students in an engineering department with the idea of increasing student success, engagement, and retention. The program was implemented into a Cornerstone Engineering Design course being offered for first-year students in the engineering department. The students were assigned to complete weekly reflections on the course Canvas space on matters related to their learning and campus experiences as an engineering student. The inputs from these weekly reflections were analyzed by faculty each week and an engagement plan was set in place with the students who were identified as needing help and guidance on coursework and/or campus related matters. Also, the students having a successful week were applauded during the classes and were encouraged to keep up with the good work in the courses. The benefits and challenges that new faculty experienced participating in this program are presented with the intention of guiding new faculty members who may be interested in implementing similar programs.