As part of the 2024–25 Program Review process at SUNY Broome, the Engineering Science A.S. program is engaging in a data-informed reflection on program performance. While the full data packet includes a wide range of metrics—such as admissions funnel data, demographics, earned credit hours, course outcomes, retention, graduation, and transfer trends—this snapshot highlights a few key indicators. By examining trends in enrollment, credit hour generation, graduation rates, and transfer outcomes, faculty are equipped to make data-informed decisions that support student achievement, strengthen program alignment with institutional goals, and enhance transfer readiness.
Enrollment Trends
Enrollment in the Engineering Science A.S. program has reflected steady student engagement over the past several years. Full-time enrollment has shown some declines since its peak in Fall 2018 at 92 students but then increased in Fall 2021 from 60 FT students to 81 in Fall 2023. Fall 2024 had lower FT enrollment at 63 students, but the program is working to take steps towards improving enrollment. Part-time enrollment has remained relatively stable, contributing to the program’s overall consistency and sustained appeal for part-time students.
Earned Credit Hours Trends
The credit hour rate earned for Engineering Science A.S. students have consistently remained above the College average. While it has been higher than the College average since Fall 2018, there was a small decline to 73% in Fall 2020, which has since increased to 76.3% in Fall 2023– a 3.3% gain for the program. This positive trend reflects continued academic momentum and strong student commitment to course completion.
Course Outcomes Trends
DFW Rates:
The Engineering Science A.S. program has consistently maintained lower DFW rates than the overall College average. In 2023–24, the program’s DFW rate (lower is better) was 21.7%, outperforming the College-wide rate of 23.9%, continuing a multi-year trend of strong course completion and academic resilience among Engineering Science students.
C or Better Rates:
The percentage of Engineering Science A.S. students earning a grade of C or better has remained consistently strong. Engineering students currently exceed the College-wide C or better rate by 1.5 percentage points, compared to the overall College rate of 73.6%. Over the past six years, the program has consistently outperformed the College average, highlighting continued student success and academic strength within Engineering Science.
Retention Rates Trends
The Fall-to-Fall retention rate for Engineering Science A.S. students has shown significant improvement, rising from 44% in Fall 2021–Fall 2022 to 92.3% in Fall 2023–Fall 2024—a remarkable 48.3 percentage point increase in two years. This dramatic upward trend highlights enhanced student persistence, increased engagement, and the impact of targeted academic support and faculty dedication within the program. The lower retention rate for the Fall 2021 cohort may be attributed to the residual impact of the COVID-19 pandemic, which disrupted student progress and engagement. With the exception of the Fall 2021 cohort, Engineering Science has consistently maintained higher fall-to-fall retention rates than the overall College, with the most recent rate standing 36.7 percentage points above the College average.
Transfer Trends – First-Time, Full-Time Students:
The Engineering Science A.S. program has historically outpaced the overall College in transfer rates for First-Time, Full-Time students. Notably, the program achieved a peak transfer rate of 71.9% in Fall 2020, well above the College average of 39.1%. The subsequent drop in the transfer rate in Fall 2021 may be attributed to the ongoing impact of the COVID-19 pandemic on student completion and transfer patterns.
These highlights from the Engineering Science Program Review Data Packet reflect strong student performance in retention, academic outcomes, and transfer readiness. The Program Review process is a data-informed process enabling faculty to engage in meaningful reflection that drives continuous improvement. This evidence-based approach ensures the program remains responsive to student needs and aligned with institutional goals.
Submitted by: Office of Institutional Effectiveness
