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2026 ASEE Annual Conference & Exposition

WIP: Implementing Early Momentum Metrics to Improve Retention in Engineering and Technology Programs

Presented at FPD: WIP Papers - Access, Bridge Programs, Retention, and Pathways

This work-in-progress project explores the application of the Early Momentum Metrics (EMM) Framework to improve student retention in the College of Engineering and Technology (CET) at a predominately undergraduate institution. EMM indicators, such as gateway course completion, credit accumulation, and term-to-term persistence, have proven predictive of long-term student success, particularly in STEM disciplines. Drawing on institutional data from Fall 2021–2023 cohorts, the CET observed a 61.9% third-term retention rate, below the university-wide average of 75.5%. Analysis revealed that completion of MATH 153 (Precalculus) and enrollment in 15+ credits during the first term were critical predictors of persistence, especially for Engineering Technology (ET) and Electrical and Computer Engineering Technology (ECET) majors.

Building on these insights, the CET proposes a pilot retention initiative for Fall 2025 that integrates targeted advising, early academic interventions, and program belonging strategies. The initiative includes proactive outreach to students with unsatisfactory early grades or those not enrolled in MATH 153, peer-led engagement events, and structured advising to promote momentum milestones. This paper outlines the logic model guiding the intervention and shares preliminary design elements. Future phases will assess the impact of these strategies on retention and degree efficiency, contributing to broader efforts to operationalize EMM in engineering education.

Authors

Dr. Gretchen Dietz Western Carolina University [biography]

Gretchen A. Dietz is the Director of Engineering Discovery and an Assistant Professor of Civil Engineering in the College of Engineering and Technology at Western Carolina University. Her research interests include broadening participation in STEM, first year engineering, engineering identity development, and sense of belonging.
Jessica Ottie Western Carolina University [biography]

Jessica Ottie is the Senior Academic Advisor for the College of Engineering and Technology at Western Carolina University. With a background spanning K-12 and higher education, Jessica's advising approach integrates developmental and appreciative models to provide holistic student support. She uses data-driven retention information to support student persistence and academic success for students in STEM fields.
Anne Oxenreider Western Carolina University [biography]

Anne Oxenreider is a Senior Data Analyst at Western Carolina University, specializing in student success research, institutional effectiveness, and equity-driven analytics. As a member of the most recent NCES Data Institute research cohort, her work on early momentum metrics includes developing Power BI retention dashboards for engineering programs and translating complex institutional datasets into actionable strategies for enrollment and retention policy.
Kristin Daiber Western Carolina University

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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