2026 ASEE Annual Conference & Exposition

Since its inception in Fall 2009, the Scholars of Excellence in Engineering and Computing Studies (SEECS) program, supported by the NSF S-STEM initiative, has prioritized student retention and success in STEM disciplines. This paper presents a longitudinal analysis of undergraduate retention and graduation trends across engineering and computing programs at a private, primarily undergraduate institution, with a focus on the impact of SEECS participation on student persistence and degree completion. Using institutional data spanning academic years 2009–2025, the study compares year-to-year outcomes between SEECS participants and similarly eligible non-participants within the School of Engineering and Computing.
Retention outcomes are examined across multiple dimensions, including STEM retention or graduation, institutional retention or graduation, and academic and program-connected measures such as retention with a cumulative GPA ≥ 3.0, retention within a SEECS major, and continued SEECS eligibility. Results show that SEECS participation is associated with higher retention across these outcomes, with the most pronounced and statistically significant differences occurring during the first academic year, particularly among students with high unmet financial need. These findings highlight the role of early, targeted financial support combined with structured academic and programmatic engagement in mitigating early attrition risks.
Although retention and graduation rates converge in later years as students progress toward degree completion, SEECS participants consistently maintain equal or higher outcomes across all student years and definitions of success. This study provides evidence of the sustained impact of early, integrated financial and academic support structures on STEM persistence and informs future NSF S-STEM program design and institutional retention strategies

The analysis also explores shifts in retention patterns before and after the COVID-19 pandemic to identify key factors influencing student persistence during periods of disruption and recovery. Findings demonstrate how structured financial support, faculty and peer mentoring, and a cohort-based learning model have contributed to higher retention and completion rates—particularly among first-generation and underrepresented students in STEM.

By integrating quantitative institutional data with qualitative insights from student experiences, this paper offers a comprehensive assessment of long-term program effectiveness and its influence on institutional retention strategies. The outcomes provide evidence-based guidance for sustainable program design, inclusive student success initiatives, and future NSF S-STEM program development.