2025 ASEE Annual Conference & Exposition

College access and success are the most critical postsecondary education concerns in the United States. This work emphasizes the necessity for colleges to address these concerns by prioritizing the needs of university students. It investigates the learning experiences of Pre-Engineering (PENG) students at a public university. The study intends to explore the barriers students feel when they first enroll in a pre-engineering program in addition to understanding and examining the perspectives of academic support such as professors and academic advisors. As a result, the challenge is: "How might we understand students' attitudes, struggles, and learning experiences regarding the support provided in pre-engineering?"
The research employs a human-centered design (HCD) process and a Theory of Change (ToC) framework in a three-phase mixed methods approach. The HCD process guarantees a user-centered approach, while the ToC framework directs the planning, monitoring, and assessment of program goals. The needs and viewpoints of important participants—students, teachers, and academic advisors—are being actively addressed.
Phase one of the study comprises a qualitative investigation of students' experiences during the pre-engineering admission process and throughout the program. Surveys and interviews with current and former pre-engineering students are used to gather data. The analysis is supported by an initial review of students' demographic and academic data from the university. Phase two involves interviewing Pre-Engineering faculty members and advisors to gather their insights related to the program. The responses from both phases were analyzed using qualitative and quantitative approaches, offering a thorough comprehension of the varied viewpoints. Phase three emphasizes a co-design session that promotes collaboration among PENG faculty members and advisors. The objective is to generate student-centered creative concepts, led by the ToC framework, to improve or redesign the Pre-Engineering program. Finally, student feedback and evaluations guarantee that the recommended resources and activities match the intended outcomes.
The study highlights the value of orientation workshops, advising services, peer mentoring, collaboration opportunities, and hands-on activities in improving Pre-Engineering programs. Stakeholder participation and data-driven methods are essential to fostering an inclusive and encouraging atmosphere for pre-engineering students. The practical ramifications of these findings for Pre-Engineering instructors and decision-makers will inform program development. The study also adds to the existing literature on engineering education by offering insightful information on practical methods and approaches that may be used to support student success in Pre-Engineering.