Cindy P. Veenstra - Biography and Publications

Cindy P. Veenstra- Principal Consultant

Biography and Publications

Cindy Veenstra is principal consultant of Veenstra and Associates and leads the efforts of Veenstra and Associates. With her consulting experience and academic achievements, she guides colleges on strategies for improving student retention, especially for STEM and engineering majors. One of her guiding principles is the importance of the merging of Continuous Improvement Concepts with STEM Education research leads to a more comprehensive approach for a university's strategic plan for student success.

Academic Achievements

Ph.D. in Industrial and Operations Engineering, University of Michigan , Masters in Industrial Engineering and Statistics
Development of the Veenstra model for engineering student success
Published over 30 papers

Consulting Experience

Both in industry and academia
Quality improvement and quality systems

Teaching and Training Experience

past member of Eastern Michigan University's faculty, teaching quality engineering courses
Numerous Workshops on quality systems and statistical thinking

Industrial Experience

Engineering Statistician, Quality Engineer at General Motors
Quality Project Manager, QA Section Manager and Process/Statistical Engineer at Motorola

Professional Credentials

Chair of ASQ's Education Division
Elected Fellow of ASQ
Co-Chair of the 2011 ASQ Advancing the STEM Agenda in Education, the Workplace and Society Conference; Continuing as Co-Chair for the 2012 Advancing the STEM Agenda Conference at the University of Wisconsin-Stout.
Past Board Member of ASEE's College-Industry Partnerships Division
Associate editor of Quality Approaches in Higher Education, 2009 to present
Published papers in the Journal of Engineering Education, Advances in Engineering Education, Annals for Research in Engineering Education and the Journal for Quality and Participation
Presented research at the prestigious IUPUI Assessment Institute Conference, ASEE Conferences, and the ASQ World Conference
Chair for the 2011 and 2012 ASEE Isadore T. Davis Award for Excellence in Collaboration between Engineering Education and Industry Committee
Member of ASEE, ASQ, and ASHE

Research Publications: Research that Guides Strategies for Student Success in STEM and Engineering Education

High School Experiences Matter for STEM Student Success in College

The following research show that high school experiences prior to college were significant for first year STEM academic success and STEM student retention. Furthermore, successful policy implications are different for engineering majors than for non-engineering STEM majors.

Transition to College: Educational Model on Freshman Engineering Retention Based on Pre-College Characteristics

A Model for Freshman Engineering Retention by Cindy P. Veenstra, Eric L. Dey and Gary D. Herrin, Advances in Engineering Education, Winter 2009, ASEE

This paper describes a literature-based educational model for both freshman engineering and freshman college retention. It includes a bibliography of research literature on freshman engineering retention and college graduation. This research established that different factors are significant for freshman engineering retention, compared to general engineering retention. Click here for a brief description of our first year retention model. It can be used for both engineering and general college retention assessments.

This paper gives an overview of the factors that affect first-year college student retention and provides a framework for a discussion with our consultant on variables that are important at your college for student assessment, strategic and proactive planning for an increased graduation level.

Empirical Validation of Model for First-Year College Student Retention

Is Modeling of Freshman Engineering Success Different from Modeling of Non-Engineering Success? by Cindy P. Veenstra, Eric L. Dey and Gary D. Herrin, Journal of Engineering Education, October 2008, ASEE

This research provides validation of the success of using our model for two freshman classes at the University of Michigan. It also shows that the predictors for academic success for engineering students are different than predictors for STM and social science students. Let us know what your experience has been.

Putting It Together—A Strategy that Colleges Can Use

A Strategy for Improving Freshman College Retention by Cindy P. Veenstra, Journal for Quality and Participation, ASQ, January 2009.

Using the Veenstra retention model, this paper suggests a strategy for improving student success by considering the strengths and weaknesses of each freshman. It also addresses that a college needs to set up a student-focused culture to ensure that the retention decision made by a student at the end of the freshman year is to return. A justification for the cost of a student support system is included in this article.

Systems Thinking In STEM Education

The Diversity of STEM Majors and a Strategy for Improved STEM Retention, 2010.

A discussion of the definition of STEM for college majors, a summary of interest in the STEM majors as freshmen enter college, a discussion of the gender differences in STEM interest and a strategy for improved student retention based on the diversity of the STEM disciplines. Includes statistics on the technology fields.

Guest Editorial: Catching the Excitement of STEM Education: Its Challenges and Successes, ASQ Higher Education Brief, February 2011 (Vol. 4, No. 1).

A summary of the current challenges of STEM Education and the efforts by the ASQ Education Division to bring its knowledge to a discussion of these challenges.

Improving Student Success in College Through Course Design

The Importance of a First-Year Survey Course on Engineering

Does a Survey Course on Engineering Careers Improve First-Year Engineering Retention? by Cindy P. Veenstra and Gary D. Herrin, 2009 ASEE Conference Proceedings, ASEE.

This paper shows that enrollment in a survey course in engineering careers improves first-year engineering retention and discusses the importance of identity as an engineer and the teaching the “social good” of engineering in the course. Significantly, an empirical relation was found between enrollment in the survey course, concern about finances and improved retention.

The Importance of Scholarship of Teaching

Scholarship of Teaching and Student Retention, ASQ Higher Education Brief, August 2009.

A discussion of the impact of the research on scholarship of teaching and how scholarly teaching can improve student retention.

Understanding Strategies for Student Success Through Assessment

Community Colleges: Student Engagement and Workforce Development, ASQ Higher Education Brief, January 2010.

A discussion on the importance of assessment for understanding the low graduation rates at community colleges, and the importance of the instructor engaging students in the classroom for increasing graduation rates at community colleges.

Using the CIRP Survey to Develop a Strategy for Freshman Engineering Retention, ASEE North Central Section Conference Proceedings, 2010.

A discussion on the importance of the use of surveys such as the CIRP Freshman Survey for developing a strategy for continual improvement.

Using CIRP Surveys to Assess and Improve the First-Year STEM Experience, Highlights of a presentation at the 2010 IUPUI Assessment Conference Presentation, by Cindy Veenstra and Fernando Padro, October 26, 2010.

A discussion of Veenstra's 5-Step Assessment Process and Student Success Framework and a continuation of the discussion on research on STEM student success and future directions for education policies.

Systems Thinking, Baldrige and Lean Six Sigma Matter in the Big Picture of Student Success

Systems Thinking Using Baldrige in Engineering Colleges, Panel Discussion Session at 2010 ASEE National Conference. Dr. Veenstra’s presentation slides

An introduction to the session and to the Baldrige Education Criteria and compares it to the ABET accreditation.

College Student Retention: Can It Be Improved?by Cindy P. Veenstra, ASQ Higher Education Brief, October 2008.

This Paper discusses college student retention within the Baldrige framework.

Using Critical Thinking to Improve Engineering Retention by Cindy P. Veenstra, Third Annual Research and Scholarship in Engineering Education Poster Session, University of Michigan, 2008.

A poster presentation that uses Lean Six-Sigma approach. It presents a hypothetical example of using a strategic X-matrix for Lean Six Sigma thinking in engineering colleges.

Innovation Using the Baldrige Process by Cindy P. Veenstra, 2007 Frontiers in Education Conference proceedings

This FIE peer-reviewed paper discusses why engineering colleges are not using the Baldrige Education criteria for systems-thinking and why they are missing out on a quality system approach for improving their educational excellence.

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