Same problem, different solutions: attempts at improving retention in engineering at a research vs. a teaching university

Two campuses in the University of Wisconsin system (UW-Madison and UW-Platteville) have recently attacked the problem of sub optimal retention of students who enter engineering as first year students. At both locations, independent analyses of students' reasons for leaving were conducted during the past two years, and efforts made to reduce the number of students who leave engineering degree programs shortly after entering. While it is too early to evaluate the long term success of any of these efforts, it is productive to compare the approaches at these two universities, one of which is a large, research oriented institution, and the other a smaller teaching oriented campus. The paper contrasts the data obtained on students' reasons for leaving engineering at these two schools, and the freshman level introduction to engineering courses implemented at each to help improve retention. It also raises the question of what retention goal we are seeking in engineering education.