2026 ASEE Annual Conference & Exposition

Title: GIFTS: First-year Engineering Program Success Through High-Contact Support

Abstract: This GIFTS paper will discuss implementation of high contact resources in a wholistic support program for first-time full-time Engineering majors. The purpose of the program is to support students who self-identify as needing additional resources in their transition to learning in higher education. Components of the program include support for academic success skills, career development, and applications of mathematics in engineering and engineering science. Students submit a written application to express interest in the program. Admission to the program is offered based on an applicant’s motivation towards an engineering degree, previous problem-solving experiences, feelings about math, and a resource match to the program – rather, the applicant’s expressed needs for support matches support that the program can offer. Eligibility to participate is tied to the admitted student’s math enrollment during the first fall semester of their engineering degree. In a year of programmatic growth, we increased the number of eligible math courses to increase the number of students supported in their engineering degree. The initial number of students in the cohort increased accordingly. However, that year also had a number of students leave the program or change their major out of engineering entirely. While some losses are expected in any program, we noticed that many of these students left the program or major unexpectedly – without any form of discussion with program faculty. We often learned about these changes in a student’s life after they had been initiated with their advisor.

We were motivated to maintain programmatic growth while additionally retaining students. During the year of increased enrollment, we noticed that the intention of the program was facing a mismatch with the implementation of its components. If our program is for students who need additional support, our support could not occur only in large group settings, like in class. In the remainder of the first year with that first large cohort and into each of the following academic cycles, we have increased the amount of contact with students in several ways primarily focused on creating a relationship-rich educational environment. This includes 1-on-1 support meetings with program faculty, facilitated study groups for mathematics, assigned mentors with faculty or staff outside of the program, visits logged with peer learning assistants, and typed reflections and handwritten journals with program faculty. We additionally wrap up these components in an open and honest instructor communication strategy so that all instructors in the program are up to date on recent happenings with each student. Some of these components had existed in some capacity before, but they now combine in a way that allows individualization of the supports offered to each student that is responsive to the student’s goals and definition of success.

Assessment of these components is multi-pronged. First, and most quickly assessed, is the percentage of students retained in the program, College of Engineering, and university after certain early milestones. So far, these numbers confirm that modifications towards higher contact occurred alongside retention moving back to the expected numbers. Additionally, when students made decisions to leave the university or their major, the faculty knew that it was coming well ahead of time. There have been no retention-related surprises so far, one year later. Furthermore, when students are lost from the program, it is often outside of the program’s control. We cannot use academic success skills or professional development to help a student’s family pay for their education or navigate around other larger-than-life problems. We will consider ourselves successful if the retention of this cohort is seen in all future admission cycles.

Our next steps in assessment of these components will include interviews of students to discuss the impact of different components on skills and confidence growth, engineering identity development, student identity development, and professional skills development. Assessment will continue in the long term as well, as we assess this cohort’s 6-year graduation rate and other student success indicators in comparison to the previous cohorts and to the College of Engineering as a whole.