Early identification of at-risk students in a lower-level engineering gatekeeper course

Abstract

Engineering Mechanics (Statics) is a challenging sophomore course and an essential prerequisite for many branches of engineering. Unfortunately, the Statics course often becomes a gatekeeper course for numerous engineering students. This paper focuses on the process and the tools developed for effective identification of at-risk students in the Statics course. Effective early identification of at-risk students allows for timely interventions and for the informed use of teaching resources. In this paper, the authors describe the methods employed to effectively identify at-risk student and accurately assess students' mastery of prerequisite material. Moreover, the authors describe herein the interventions employed to improve student success. It is argued that the described activities have increased and will continue to increase student engagement in learning and their persistence to pass the Statics course. Preliminary assessment results show promising accomplishments in addressing knowledge and student retention and engagement.