![]() ![]() |
![]() |
|
|
|
||
Office of the Vice Provost and Dean of Undergraduate Education
Featured Links © UC Santa Cruz |
How does a student's major influence the likelihood that they will be retained and graduate? With the recent exception of the School of Engineering, UCSC does not admit freshmen applicants to a major at the time they are admitted to the campus. Entering freshmen arrive at UCSC with either a proposed major, based on the box they checked on the UC application, or as undeclared. Because nearly half of all incoming freshmen historically do not know which major they are intending, and some unspecified additional percentage may be intending majors for which they don’t yet know they are not actually inclined toward, it is difficult to track retention and graduation rates by major. Revisions to the academic advising program, which requires students to update their major intent at the end of the first year, will make it possible to better calculate graduation rates by major in the future, beginning with the 2005 freshmen cohort. The major migration study of the 1996 cohort shows the six-year graduation rates for the 1996 freshmen cohort by division, dividing the entering class into one of the five divisions or schools based on intended major plus the undecided. The table below indicates the percentages of entering freshmen from each division who go on to graduate with a major within that division, who graduate from a major in another division, or who do not graduate from UCSC at all.
Another study that attempts to analyze the relationship between major and graduation rates is available in the graduation rates and time-to-degree by major report. This report summarizes the percentages of third-year students who first entered UCSC as freshmen within each major who graduate in their declared major, a different major, or not at all. A summary by division is presented in the attached table; department level detail is presented in the report. Analysis of non-retained students by major may suggest populations to target for retention and graduation improvement.
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||