ABSTRACT
In an effort to assist minority populations who are at risk of attrition in science, mathematics, and engineering programs, university administrators have launched and evaluated minority support programs. This chapter examines if an effect on academic achievement occurred throughout the participants’ sophomore years of study and if participants in the program were more likely to remain within the College of Engineering as a result of program involvement. Although benefits to academic achievement due to academic support encountered during the freshman year may possibly diminish over time, the effects of engaging in such programs on actual retention remain of significant interest to program administrators and researchers. A minority engineering program (MEP) was created which considered both the cognitive and noncognitive needs of African-American students. The practical intent of the MEP is to retain students within the College of Engineering by providing them with essential skills which will help them to succeed in their chosen major.
