Early Alert & Intervention System in Early Math Courses for Engineering Students

The retention and graduation rates of undergraduate students, particularly in STEM fields are attracting significant attention nationwide.Several academic and non-academic factors can be barriers to student persistence or contribute to student retention and graduation.Many students admitted to the College of Engineering (COE) at the University of Nebraska-Lincoln (UNL) are underprepared and therefore experience challenges and need extra attention, coaching, and support to ensure they are successful and achieve their academic goals.Through the implementation of an Early Alert & Intervention System (EAIS), the institution, college, and academic units will be able to provide individualized support for students who may not persist without interventions.Personal contact from the COE retention coordinator and advisors provides a catalyst to positively impact the persistence and resilience of at-risk students.This paper provides a work-in-progress description of an EAIS process which was implemented in Spring 2022 for the Calculus I class required of all COE students.Results of this pilot study show promising improvements for future implementation in this course as well as other courses.