2025 ASEE Annual Conference & Exposition

In higher education, graduation rates have become a fundamental measure responsible for shaping institutional accountability, professional reputation, accreditation, and the ability to secure funding. These rates also have a broader socioeconomic implication as they impact an individual’s potential financial stability, as well as strengthen the general labor market by providing an influx of qualified professionals. However, many students fail to achieve graduation in a timely manner due to a multitude of factors that extend beyond repeating courses or poor academic performance. Although changes in curriculum and program requirements often require significant time to design and implement, this study adopts a more student-focused approach to provide immediate interventions aimed at supporting successful student outcomes. Recognizing the importance of timely graduation, this study aims to explore strategies to increase graduation rates by 5% during the current academic year. It focuses on identifying and supporting "near-completers," students who, while slightly behind, need only a few additional credits to graduate at the end of the year. Using progress analytics, the study identified near-completers as those who have completed 70% or more of their degree requirements prior to the start of the current academic year. By analyzing factors such as degree progress, credit utilization, and barriers to completion, the study examines how targeted interventions can address common challenges faced by these students. Mid-year
evaluations conducted after the fall semester reassess student progress and inform refinements to spring enrollment plans, such as adding critical courses or substituting credits to facilitate degree completion. Collaboration with academic deans, advisors, and student success teams is key to implementing these adjustments, allowing the study to explore the dynamic and responsive nature of these interventions. The strategic use of financial resources is also being analyzed to understand its impact on supporting students with modest but critical needs. This iterative approach provides opportunities to measure the short-term effectiveness of interventions while generating insights into long-term strategies to improve retention and graduation rates. As the study progresses, it examines the broader implications of focusing on near-completers, including the potential for scalable models that other institutions can adopt. By integrating progress analytics and cross-departmental collaboration with a student-centered focus, this research aims to contribute to understanding how data-driven, targeted interventions can enhance institutional performance and student success. The emphasis on near-completers offers valuable insights into identifying students at a critical juncture in their academic journey and providing tailored support to ensure their transition from at-risk to successful graduates. Although the study is ongoing, early findings suggest that such approaches
not only address immediate goals but also align with the broader mission of fostering individual achievement and long-term success, highlighting the potential of focused intervention strategies.