Promoting Student Achievement With Effective Objectives

In contrast to the perception that the low graduation rates in the SMET (Science, Mathematics, Engineering, and Technology) disciplines are a result of a “normal weed-out process,” studies show that large percentages of students are capable but choose not to persist, while others despite their dissatisfaction persist to graduation. 30, 27, 29 Primary reasons for dissatisfaction and departure include non-sustained student interest in the discipline and a lack of the sense of belonging. 30, 32 Moreover, affective measures have been shown to be better indicators of early student departure. For students who do persist to graduation, dissatisfaction negatively affects employee qualities identified by ABET and the National Association of Colleges and Employers (NACE 2001). 1 Most of these factors, such as honesty/integrity, teamwork skills, interpersonal skills, motivation/initiative, strong work ethic, flexibility/adaptability, and self-confidence, fall into the affective domain. Because the development of affective qualities has been correlated with student achievement, the aim of affective efforts need not be on retaining students, but rather on student achievement and retention will naturally follow. 30