http://orcid.org/0000-0003-0337-7607
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Abstract
This three-year study examined academic outcomes of students in an engineering school supported by two student support models: (a) a decentralized model typical of the institution and (b) a partnership model in which a student affairs professional was embedded within the engineering school. Descriptive statistics and a logistic regression model demonstrated differences in outcomes for students experiencing each model. Results indicate a statistically significant improvement in academic outcomes for students who experienced the partnership model.