student, for example, about program philosophy—engineering up front, availability of team design activities, etc., and about student outcomes in terms of retention, years to degree completion and securing jobs at graduation.

14. NSF should collect and/or fund collection, perhaps through ASEE or the Engineering Workforce Commission, of comprehensive data by engineering department/school on program philosophy and student outcomes such as, but not exclusively, student retention rates by gender and ethnicity, common reasons why students leave, where they go, percent of entering freshman that graduate, time to degree, and information on jobs and admission to graduate school.

Busch-Vishniac, I., and J. Jarosz. 2004. Can diversity in the undergraduate engineering population be enhanced through curricular change? Journal of Women in Science and Technology 10(3).