2025 ASEE Annual Conference & Exposition

This WIP paper presents the preliminary results of the redesign of our summer bridge program to support engineering students’ mathematical preparation for their first year.

Motivation: Our engineering bridge program at the University of Washington is designed to support talented but underrepresented incoming first-year students pursuing degrees in engineering and computer science. These students, who often possess unique multicultural perspectives and valuable life experiences, may face barriers to STEM education due to gaps in foundational academic preparation. To support these students, our redesigned four-week Summer Bridge component of our two-year program focuses on preparing first-year students for university-level math and easing their transition to the university. Research shows that bridge programs providing targeted academic preparation and mentorship are critical for increasing retention and success rates among students who may not have had equal access to rigorous STEM coursework prior to college. Similar programs across the U.S. have demonstrated success in closing academic gaps, improving retention, and fostering greater inclusivity in STEM fields.

Background: The Washington State Academic RedShirt (STARS) program at the University of Washington initially launched through an NSF grant twelve years ago. Our program was inspired by the athletic concept of the “red shirt” year to give first-year students extra preparation for success in engineering and computer science. Students engage in a two-year, cohort-based model that provides academic support in prerequisite courses through workshops, tutoring, and skill-building seminars. Our program is unique in its comprehensive approach, where we offer interdisciplinary collaboration across departments, such as mathematics, academic advising, and student support services, to provide students with holistic preparation for the academic rigor of STEM coursework. We also connect students with staff, faculty, and industry mentors to support students’ personal, professional, and leadership skill development. Our model recognizes that success in engineering and computer science extends beyond technical knowledge, encompassing a broader set of skills and resources necessary for academic achievement and personal growth.

This paper presents the preliminary analysis of the recent redesign to the summer bridge curriculum (occurring before students enter their first year), particularly the enhanced math component and interdisciplinary collaboration. Changes included doubling the length of instruction from two weeks to four, building a new curriculum aimed at preparing for university level calculus, and implementing weekly assessments to track student understanding. These improvements ensure students enter their first year with a strong foundation in mathematics, better preparing them for the challenges of STEM coursework. By strengthening math preparation and leveraging cross-departmental expertise, we aim to improve students’ academic performance and retention in engineering.

Methods: Our methods include both quantitative and qualitative assessment tools. We collected data through student feedback surveys administered after the summer bridge program, which provided insights into students’ experiences, perceptions of readiness, and areas for improvement. These surveys include Likert-style questions to quantify student confidence and preparedness in key areas such as math, as well as open-ended questions to gather qualitative feedback on students’ personal experiences and perceived challenges. In addition, we are tracking student progress throughout their first year to evaluate the long-term impact of the program, particularly the accuracy of our process in placing students in the correct math classes during their first year and whether accurate placement leads to greater retention. Our data analysis focuses on examining correlations between survey responses (e.g., self-reported preparation levels) and actual academic outcomes (e.g., grades in mathematics courses, retention in engineering majors), as well as conducting a thematic analysis of the open-ended survey responses to identify themes in students’ experiences. These analyses help us gauge the impact of the program, particularly students' academic performance in core STEM courses, persistence in major selection, and their sense of belonging within the engineering and computer science communities.

Preliminary Results: Preliminary results from the first year of the modified curriculum reveal positive trends in student satisfaction, confidence, and engagement. Students reported feeling better prepared for their STEM courses, particularly praising the increased emphasis on math skills, collaborative workshops, and interdisciplinary support networks established during the summer program. In our future work, we plan to interview students based on their survey responses, particularly those who felt that their mathematics course placement was incorrect, to understand why students felt that it was incorrect so that we can continue to improve our placement process and its accuracy. Our future analysis will also provide further insights into future curriculum modifications, such as exploring essential problem-solving and teamwork skills, as these are critical factors for long-term success in STEM fields. We anticipate that these findings will contribute to the growing body of research on the role of preparatory programs in promoting inclusive excellence and improving academic outcomes for underrepresented students in STEM.