dr. david gonzález barreto dr. antonio a. gonzález quevedo engineering faculty members

International Conference on Engineering EducationInternational Conference on Engineering EducationEducation, Research and Development: Fostering Economic GrowthEducation, Research and Development: Fostering Economic Growth

July 23-28, 2006July 23-28, 2006San Juan, Puerto RicoSan Juan, Puerto Rico

Attracting a more diverse Attracting a more diverse student population to the School student population to the School of Engineering of the University of Engineering of the University

of Puerto Rico in Mayagüezof Puerto Rico in MayagüezDr. David González BarretoDr. David González Barreto

Dr. Antonio A. González QuevedoDr. Antonio A. González QuevedoEngineering Faculty MembersEngineering Faculty Members

Office of Institutional Research and PlanningOffice of Institutional Research and PlanningUniversity of Puerto Rico at MayagüezUniversity of Puerto Rico at Mayagüez

Oficina de Investigación Institucional yPlanificación

July 27, 2007 ICEE 2006

Outline of PresentationOutline of Presentation►AbstractAbstract►Motivation for the studyMotivation for the study►General information about UPRM and General information about UPRM and

the College of Engineeringthe College of Engineering►Admissions resultsAdmissions results►Admissions criteriaAdmissions criteria►Admissions stratificationAdmissions stratification►Admissions success ratesAdmissions success rates►Findings and conclusionsFindings and conclusions

July 27, 2007 ICEE 2006

AbstractAbstractIn the past years, the In the past years, the undergraduate enrollment undergraduate enrollment

population of the School of Engineeringpopulation of the School of Engineering at the University of at the University of Puerto Rico in Mayagüez Puerto Rico in Mayagüez exhibits biases in geographic exhibits biases in geographic distribution, gender, type of school and family incomedistribution, gender, type of school and family income, and the , and the interactions among these elements. The data available provides interactions among these elements. The data available provides for a comparison among the profiles of the admitted-registered, for a comparison among the profiles of the admitted-registered, the admitted not registered and the not admitted groups in the the admitted not registered and the not admitted groups in the School of Engineering. This comparison is based on School of Engineering. This comparison is based on demographic, high school academic performance, entrance demographic, high school academic performance, entrance examination test scores, and financial data of the students examination test scores, and financial data of the students applying to our institution. In addition, a slight decrease of applying to our institution. In addition, a slight decrease of applications and admissions in the university as a whole has applications and admissions in the university as a whole has been observed. Using the elements previously listed, been observed. Using the elements previously listed, a a representative profile of our potential applicantsrepresentative profile of our potential applicants will be will be developed for our entering first year class to assist in improving developed for our entering first year class to assist in improving diversity in our engineering student population. With the diversity in our engineering student population. With the developed representative profile, developed representative profile, the gaps with our real profilethe gaps with our real profile will be identified. The identification of the gaps between the will be identified. The identification of the gaps between the representative and the real profile will contribute to the representative and the real profile will contribute to the development of strategies to attract a more diverse student development of strategies to attract a more diverse student populationpopulation in the School of Engineering. in the School of Engineering.

July 27, 2007 ICEE 2006

Motivation of the StudyMotivation of the Study►In recent years, the undergraduate In recent years, the undergraduate enrollment population of the enrollment population of the Engineering School at the University of Engineering School at the University of Puerto Rico at Mayagüez exhibits a Puerto Rico at Mayagüez exhibits a regional bias. regional bias. ►In general, at our campus the In general, at our campus the enrollment has decreased slightly. enrollment has decreased slightly. ►This work establishes a comparison This work establishes a comparison among the profiles of the admitted-among the profiles of the admitted-registered, the admitted not registered registered, the admitted not registered and the not admitted groups. and the not admitted groups. ►The objective of the study is to The objective of the study is to identify areas in which the admission identify areas in which the admission office of the institution can direct its office of the institution can direct its efforts to improve the profile of our efforts to improve the profile of our undergraduate engineering enrollment.undergraduate engineering enrollment.

July 27, 2007 ICEE 2006

Background Information about Background Information about UPRMUPRM

► University of Puerto Rico at Mayagüez (UPRM) is University of Puerto Rico at Mayagüez (UPRM) is part of the University of Puerto Rico (UPR) part of the University of Puerto Rico (UPR) system that consists of 11 Colleges and system that consists of 11 Colleges and Universities.Universities.

► UPRM consists of four colleges and has a UPRM consists of four colleges and has a student population of more than 12,000 student student population of more than 12,000 student out of which 1,000 are graduate students.out of which 1,000 are graduate students.

► UPRM is the only campus of UPR which has a UPRM is the only campus of UPR which has a College of Engineering and a College of College of Engineering and a College of Agricultural Sciences.Agricultural Sciences.

► UPR system has a Board of Trustees UPR system has a Board of Trustees responsible for establishing institutional policies responsible for establishing institutional policies for all the units.for all the units.

July 27, 2007 ICEE 2006

General and comparative information General and comparative information about the UPRM College of Engineering about the UPRM College of Engineering

(2003-2004)(2003-2004)► Our engineering undergraduate enrollment Our engineering undergraduate enrollment

places our college in the 14th position of United places our college in the 14th position of United States of America Engineering Schools.States of America Engineering Schools.

► Purdue University ranked number 1 with 6,049 Purdue University ranked number 1 with 6,049 students.students.

► Our engineering college granted 622 bachelor’s Our engineering college granted 622 bachelor’s degrees in 2003-2004, ranking number 1 in the degrees in 2003-2004, ranking number 1 in the degrees granted to Hispanics and 23rd in the degrees granted to Hispanics and 23rd in the USA.USA.

► The second position belonged to PUPR with 312 The second position belonged to PUPR with 312 degrees, and the third place belonged to degrees, and the third place belonged to Florida International University with 136 Florida International University with 136 bachelor’s degrees awarded.bachelor’s degrees awarded.

July 27, 2007 ICEE 2006

Profile of ApplicantsProfile of Applicants

► Student admissions data to the University of Puerto Student admissions data to the University of Puerto Rico at Mayagüez (UPRM) was obtained for Rico at Mayagüez (UPRM) was obtained for academic years 2001-02 through 2004-05 for the academic years 2001-02 through 2004-05 for the four colleges.four colleges.

► 4 out of 10 applicants are admitted and registered 4 out of 10 applicants are admitted and registered in the College of Engineeringin the College of Engineering

► The profile include variables such as:The profile include variables such as: gendergender school type (public or private)school type (public or private) geographic location of high schoolgeographic location of high school high school grade point average (GPA)high school grade point average (GPA) admission index (IGS)admission index (IGS) parents incomeparents income Faculty where student registeredFaculty where student registered

July 27, 2007 ICEE 2006

Map of Puerto Rico showing the Map of Puerto Rico showing the senatorial districtssenatorial districts

Ponce Guayam

a

Humacao

Arecibo

Mayagüez

Carolina

Bayamón San Juan

July 27, 2007 ICEE 2006

Summary of Admissions Process Summary of Admissions Process for Engineering Schoolfor Engineering School

58.7%

5.5%

35.8%

CategoryAdmitted - RegisteredAdmitted Not RegisteredNot Admitted

Results of Admission Process

July 27, 2007 ICEE 2006

Admissions Results by Type of SchoolAdmissions Results by Type of School

61.3%

8.6%

30.1%

PRIVADA

57.3%

3.5%

39.1%

PUBLICA CategoryAdmitted - RegisteredAdmitted Not RegisteredNot Admitted

Results of Admission Process by High School Type

Panel variable: HS_TYPE (Privada = Private, Publica = Public)

July 27, 2007 ICEE 2006

Description of Admissions Description of Admissions CriteriaCriteria

► The admission index, which is called the IGS, is The admission index, which is called the IGS, is composed of the high school grade point average, composed of the high school grade point average, the verbal aptitude test score and the mathematics the verbal aptitude test score and the mathematics aptitude test score from the College Board Entrance aptitude test score from the College Board Entrance ExaminationExamination

► The highest possible value of the IGS is 400The highest possible value of the IGS is 400► The weight of the GPA is 50%, while the weight for The weight of the GPA is 50%, while the weight for

each of the two aptitude tests is 25% each of the two aptitude tests is 25% ► Each academic program establishes its minimum IGS Each academic program establishes its minimum IGS

for admission to the university and program. For this for admission to the university and program. For this year these index are:year these index are:

Civil – 324Civil – 324 Industrial – 320Industrial – 320 Surveying – 313 Surveying – 313 Computer – 338Computer – 338 Mechanical – 337 Mechanical – 337 Electrical – 331Electrical – 331 Chemical – 335 Chemical – 335

July 27, 2007 ICEE 2006

IGS of Applicants by DistrictIGS of Applicants by DistrictIG

S

DISTRITOsexo

San J uanPonceMayagüezHumacaoGuayamaCarolinaBayamónAreciboMFMFMFMFMFMFMFMF

400

350

300

250

200

150

100

IGS per District and Gender

(Sexo = Gender, Distrito = District)

July 27, 2007 ICEE 2006

IGS of Applicants by District and Type of IGS of Applicants by District and Type of SchoolSchool

July 27, 2007 ICEE 2006

Students Admitted and Registered by Students Admitted and Registered by GenderGender

Year

Pro

port

ion

2004200320022001

1.0

0.8

0.6

0.4

0.2

0.0

Variable%F%M

Engineering Applicants by Gender

July 27, 2007 ICEE 2006

Gender Gap in the School of Gender Gap in the School of EngineeringEngineering

July 27, 2007 ICEE 2006

Admissions Results by District and Type of Admissions Results by District and Type of SchoolSchool

Count

DISTRITO

San

Juan

Ponc

e

Maya

güez

Humac

ao

Guay

ama

Caro

lina

Baya

món

Arec

ibo

1200

1000

800

600

400

200

0

San J u

an

Ponc

eMay

agüe

z

Humac

ao

Guay

ama

Caro

lina

Baya

món

Arec

ibo

PRIVADA PUBLICA AdmissionStatusAdmitted - RegisteredAdmitted Not RegisteredNot Admitted

Results of Admission Process to Engineering School by District and Type of School

PRIVADA = PRIVATE, PUBLICA = PUBLIC

July 27, 2007 ICEE 2006

Number of Applicants to Engineering per Number of Applicants to Engineering per District, Type of School and GenderDistrict, Type of School and Gender

Count

DISTRITO

San J

uan

Ponc

e

Mayag

üez

Humac

ao

Guay

ama

Caro

lina

Baya

món

Arec

ibo

1000

800

600

400

200

0

San J

uan

Ponc

e

Mayag

üez

Humac

ao

Guay

ama

Caro

lina

Baya

món

Arec

ibo

F M HS_TYPEPRIVADA

PUBLICA

Panel variable: Gender (Private = Privada, Publica = Public)

Number of Applicants per District ,Type of School and Gender

July 27, 2007 ICEE 2006

Gaps in Regional ApplicationsGaps in Regional ApplicationsRegional Fulfillment Ratios per Type of School

0%

50%

100%

150%

200%

250%

300%

350%

Arecib

o

Bayam

on

Carolin

a

Guaya

ma

Humacao

May

ague

z

Ponce

San Ju

an

Senatorial District

Fu

lfil

lmen

t R

atio Public Regional Fulfillment

Ratio

Private Regional FulfillmentRatio

Ideal Fulfillment Ratio

July 27, 2007 ICEE 2006

Distribution of Parents’ Distribution of Parents’ IncomeIncome

► At UPRM several professors have suggested a difference in At UPRM several professors have suggested a difference in parents’ income as a potential explanation for the low figures parents’ income as a potential explanation for the low figures of applicants from public school of the metropolitan area.of applicants from public school of the metropolitan area.

► The next figure shows the distribution for parents’ income for The next figure shows the distribution for parents’ income for the applicants to the engineering school at UPRM.the applicants to the engineering school at UPRM.

► The incomes are divided into ten categories.The incomes are divided into ten categories.► The percentage of parents for students from private schools The percentage of parents for students from private schools

within the highest income category exceeds 33%, while for within the highest income category exceeds 33%, while for parents with students in public schools, less than 10% belongs parents with students in public schools, less than 10% belongs to that same category.to that same category.

► Moreover, around 25% of the parents for students from public Moreover, around 25% of the parents for students from public schools exhibit income of $12,499 or less.schools exhibit income of $12,499 or less.

► For this same category, the percentage of the parents from For this same category, the percentage of the parents from private schools is less than 10%. private schools is less than 10%.

July 27, 2007 ICEE 2006

Students Registered by Faculty and Parents Students Registered by Faculty and Parents IncomeIncome

Num

ber

of Stu

dents

FACULTAD_MAT

3500

3000

2500

2000

1500

1000

500

0

Income

$15000 - $17499

$17500 - $19999$20000 - $29999

$30000 - $39999$40000 - $49999

$7500-$12499> $ 50000

$ 0

$1 - $7499$12500 - $14999

Students Registered by Faculty and Parents Income

Facultad_Mat = Faculty

July 27, 2007 ICEE 2006

Distribution of Parents Income Distribution of Parents Income by Districtby District

Not

Rep

orte

d

< $

7499

$750

0-$1

2499

$125

00-$

1499

9

$150

00-$

1749

9

$175

00-$

1999

9

$200

00-$

2999

9

$300

00-$

3999

9

$400

00-$

4999

9

>$5

0000

Are

cibo

Bay

amón

Car

olin

a

Gua

yam

a

Hum

acao

May

agüe

z

Pon

ce

San

Jua

n

0

50

100

150

200

250

Number of Students

Parents Income

Arecibo

Bayamón

Carolina

Guayama

Humacao

Mayagüez

Ponce

San Juan

District

July 27, 2007 ICEE 2006

Distribution of Parents Income by Type Distribution of Parents Income by Type of School – Registered Engineering of School – Registered Engineering

StudentsStudents

38.6%> $ 50000

4.5%$7500-$12499

12.2%$40000 - $49999

12.7%$30000 - $39999

16.2%$20000 - $29999

5.2%$17500 - $19999

3.4%$15000 - $174992.9%

$12500 - $149993.2%$1 - $7499

1.0%$ 0

0.2%

PRIVADA

7.4%> $ 50000

16.7%$7500-$12499

7.7%$40000 - $49999

13.0%$30000 - $39999

22.3%$20000 - $29999

6.4%$17500 - $19999

6.4%$15000 - $17499

7.3%$12500 - $14999

11.7%$1 - $74991.0%

$ 00.2%

PUBLICA

Distribution of Parents Income by Type of School - Registered Engineering Students

Panel variable: HS_TYPE (Privada = Private, Publica = Public)

July 27, 2007 ICEE 2006

Income Distribution in the San Juan Income Distribution in the San Juan DistrictDistrict

► San Juan is the district with the biggest difference for the number San Juan is the district with the biggest difference for the number of applicants when private and public schools are compared. In of applicants when private and public schools are compared. In fact the ratio is about 5 to 1 in favor of private schools applicants.fact the ratio is about 5 to 1 in favor of private schools applicants.

► Since the income for parents from private schools students are Since the income for parents from private schools students are higher on average, an income distribution for both type of higher on average, an income distribution for both type of schools for the district of San Juan is shown in the following schools for the district of San Juan is shown in the following figure.figure.

► Approximately 50% of the parents from private schools report Approximately 50% of the parents from private schools report income in the highest category as compared to close to 12% for income in the highest category as compared to close to 12% for the parents of public schools students.the parents of public schools students.

► This fact supports the hypothesis that financial aspects may be a This fact supports the hypothesis that financial aspects may be a factor to consider in understanding the difference in the factor to consider in understanding the difference in the representation ratio for this district.representation ratio for this district.

► Additionally, students from the San Juan district from the public Additionally, students from the San Juan district from the public schools showed lower IGS scores when compared to the ones schools showed lower IGS scores when compared to the ones from private schools.from private schools.

► Still the IGS scores for students from public schools in San Juan Still the IGS scores for students from public schools in San Juan are comparable to those of private schools in other districts.are comparable to those of private schools in other districts.

July 27, 2007 ICEE 2006

Distribution of Parents Income for the Distribution of Parents Income for the District of San Juan by Type of SchoolDistrict of San Juan by Type of School

July 27, 2007 ICEE 2006

Admission Success Rates by District - Admission Success Rates by District - EngineeringEngineering

Percent

Distrito

San Juan

Ponce

Mayagüez

Humacao

Guayama

Carolina

Bayamón

Arecibo

Success Rate PublicSuccess Rate PrivateOverall Success Rate








0.60.50.40.30.20.10.0

Distrito

HumacaoMayagüez

PonceSan Juan

Arecibo

BayamónCarolina

Guayama

Admission Success Rates by District for Engineering

July 27, 2007 ICEE 2006

Admission Success Rates by District - Admission Success Rates by District - ArtsArts

Percent

Distrito

San Juan

Ponce

Mayagüez

Humacao

Guayama

Carolina

Bayamón

Arecibo









0.90.80.70.60.50.40.30.20.10.0

Distrito

Humacao

MayagüezPonceSan Juan

AreciboBayamónCarolina

Guayama

Admission Success Rates by District - Arts

July 27, 2007 ICEE 2006

Findings and ConclusionsFindings and Conclusions► The data analyzed in this study suggests a number of gaps between an ideal The data analyzed in this study suggests a number of gaps between an ideal

representative profile and the real profile of entering class to the Engineering representative profile and the real profile of entering class to the Engineering School. To increase the geographic, type of school and gender distributions in School. To increase the geographic, type of school and gender distributions in our entering first year engineering students:our entering first year engineering students:

► Since the representation from public schools in San Juan is very low, Since the representation from public schools in San Juan is very low, especially for female students, mechanism should be developed to make it especially for female students, mechanism should be developed to make it possible for this underrepresented segment of our population to attend the possible for this underrepresented segment of our population to attend the College of Engineering of the University of Puerto RicoCollege of Engineering of the University of Puerto Rico

► A survey should be developed to better understand why the underrepresented A survey should be developed to better understand why the underrepresented students by geographical area and by type of school are not attending our students by geographical area and by type of school are not attending our college. The model presented by Anderson-Rowland of Arizona State college. The model presented by Anderson-Rowland of Arizona State University could be followed (1,2)University could be followed (1,2)

► Informing the students of the starting salaries for entry level engineers seems Informing the students of the starting salaries for entry level engineers seems to be a strong motivator to studying engineering as shown by Richard W. to be a strong motivator to studying engineering as shown by Richard W. Heckel of Michigan Technological University (4,5,6)Heckel of Michigan Technological University (4,5,6)

► Sponsoring high schools in areas of low recruitment by developing programs Sponsoring high schools in areas of low recruitment by developing programs where the students learn about engineering increases the pool of talented where the students learn about engineering increases the pool of talented students applying to our engineering programs. The article by Yates, et al. students applying to our engineering programs. The article by Yates, et al. provides a model where a major corporation provided the financial support to provides a model where a major corporation provided the financial support to pay special attention to underrepresented high schools (7)pay special attention to underrepresented high schools (7)

► Implement the fulfillment ratio as a criteria for geographical diversity in our Implement the fulfillment ratio as a criteria for geographical diversity in our engineering student populationengineering student population

► Implement the success rate performance criteria as a measurement of the Implement the success rate performance criteria as a measurement of the Admissions Office ability to attract the right applicants to our school.Admissions Office ability to attract the right applicants to our school.

July 27, 2007 ICEE 2006

ReferencesReferences► [1][1] Anderson-Rowland, Mary R., “Understanding engineering students for better Anderson-Rowland, Mary R., “Understanding engineering students for better

recruitment strategies: a four-year study,” recruitment strategies: a four-year study,” Proceedings of the 30th Frontiers in Education Proceedings of the 30th Frontiers in Education Annual ConferenceAnnual Conference, October 2000, v 1, pp T2E-19 - T2E-25., October 2000, v 1, pp T2E-19 - T2E-25.

► [2][2] Anderson-Rowland, Mary R., “A first engineering student survey to assist Anderson-Rowland, Mary R., “A first engineering student survey to assist recruitment and retention,” recruitment and retention,” Proceedings of the 26th Frontiers in Education Annual Proceedings of the 26th Frontiers in Education Annual ConferenceConference, November 1996, v 1, pp 372-376., November 1996, v 1, pp 372-376.

► [3][3] González-Barreto, David R., González-Quevedo, Antonio A., “Student profile of González-Barreto, David R., González-Quevedo, Antonio A., “Student profile of the incoming First Year Class of the College of Engineering at UPRM and their academic the incoming First Year Class of the College of Engineering at UPRM and their academic performance after their first year,” performance after their first year,” Proceedings of the 30th ASEE Annual Conference and Proceedings of the 30th ASEE Annual Conference and ExpositionExposition, June 2005., June 2005.

► [4][4] Heckel, Richard W., “Engineering Freshmen Enrollments: Critical and Non-critical Heckel, Richard W., “Engineering Freshmen Enrollments: Critical and Non-critical Factors,” Factors,” Journal of Engineering EducationJournal of Engineering Education, v 85, no 1, January 1996, pp 15-21., v 85, no 1, January 1996, pp 15-21.

► [5][5] Heckel, Richard W., “Current and Emerging Trends in Engineering Education,” Heckel, Richard W., “Current and Emerging Trends in Engineering Education,” Journal of Engineering EducationJournal of Engineering Education, v 83, no 4, October 1994, pp 1-7., v 83, no 4, October 1994, pp 1-7.

► [6][6] Somers, G.M., “Where have all the engineers gone?” Somers, G.M., “Where have all the engineers gone?” Proceedings of the 21st Proceedings of the 21st Frontiers in Education Annual ConferenceFrontiers in Education Annual Conference, September 1991, pp 523-528., September 1991, pp 523-528.

► [7][7] Yates, Janet K. Voss, Madeleine, and Kuei-Wu, Tsai, “Creating awareness about Yates, Janet K. Voss, Madeleine, and Kuei-Wu, Tsai, “Creating awareness about engineering careers: innovative recruitment and retention initiatives,” engineering careers: innovative recruitment and retention initiatives,” Proceedings of the Proceedings of the 29th Frontiers in Education Annual Conference29th Frontiers in Education Annual Conference, November 1999, v 3, pp 13d7-9 – 13d7-14., November 1999, v 3, pp 13d7-9 – 13d7-14.

► [8][8] Fact Book, 2004-2005Fact Book, 2004-2005. Polytechnic University of Puerto Rico. . Polytechnic University of Puerto Rico. http://http://www.pupr.eduwww.pupr.edu..

► [9][9] ASEE PrismASEE Prism, “Databytes,” December 2005., “Databytes,” December 2005.► [10][10] ASEE 2004 Profiles of Engineering and Engineering Technology CollegesASEE 2004 Profiles of Engineering and Engineering Technology Colleges..► [11][11] http://http://www.tendenciaspr.comwww.tendenciaspr.com..

July 27, 2007 ICEE 2006

AcknowledgementsAcknowledgements

The authors want to acknowledge the The authors want to acknowledge the effort by Leo I Vélez and Irmannette effort by Leo I Vélez and Irmannette Torres from the Office of Institutional Torres from the Office of Institutional Research and Planning of the University Research and Planning of the University of Puerto Rico at Mayagüez for of Puerto Rico at Mayagüez for providing and validating the data used providing and validating the data used in this study.in this study.

July 27, 2007 ICEE 2006

Contact InformationContact Information

►Contact us at:Contact us at: [email protected]@uprm.edu [email protected]@ece.uprm.edu

►Download this presentation at:Download this presentation at:http://http://oiip.uprm.edu/pres.htmloiip.uprm.edu/pres.html

dr. david gonzález barreto dr. antonio a. gonzález quevedo engineering faculty members

Documents

school of engineering

engineering college

uprm college of engineering

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diverse student population

type of school

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