2025 ASEE Annual Conference & Exposition

As engineering graduate programs increasingly adopt holistic admissions strategies to foster diversity and equity, understanding the nuanced experiences of applicants and the evaluation priorities of admissions committees becomes critical. This scoping literature review (ScLR) explores research published since 2000 to examine how the admissions and application processes for engineering graduate school are structured, perceived, and evaluated. Through a systematic search across multiple databases, 16 peer-reviewed publications were selected and thematically analyzed into three domains: admissions process, application package components, and program fit. The review reveals significant disparities in access to admissions information, debates around the predictive validity and equity implications of GRE scores, and inconsistencies in how statements of purpose are assessed. It also highlights emerging practices, such as holistic review rubrics and bridge programs, which aim to align applicant strengths with program goals while reducing systemic barriers. Findings demonstrate the importance of transparent communication between faculty and applicants, the value of mentorship programs for underrepresented students, and the need for admissions models that account for diverse pathways to graduate education. This review concludes with recommendations for future research to support evidence-based reforms in engineering admissions policies and enhance institutional capacity to assess program fit and student potential more equitably.