2026 ASEE Annual Conference & Exposition

This Complete Evidence-Based Practice paper integrates known best practices in supporting the transition of students from high school into first year engineering programs. This work couples a summer bridge program with early career exposure and innovative teaching methods to prepare students for success in the required calculus course sequence. Engineering remains an in-demand profession and many students are interested in pursuing careers in the field. Despite strong interest in engineering careers, many high school graduates cannot meet rigorous admissions standards of university engineering programs. One of the major reasons students may not be accepted to the engineering program of their choice is mathematics preparation as demonstrated through high school coursework and standardized test scores. While mathematics readiness has been an ongoing challenge for students interested in engineering for many years, the Covid-19 pandemic resulting in major changes in high school mathematics instruction has further exacerbated students readiness for advanced mathematics. Many students, especially those from rural and/or low-income backgrounds, were limited in their access to highly qualified mathematics instructors, as well as experienced difficulties in maintaining continuity of instruction during the global pandemic. Many high schools have also had challenges in hiring qualified mathematics instructors. Students who experienced limited access to quality mathematics instruction present themselves on college campuses with mathematics content gaps. For many students, these gaps present a barrier to entry into engineering degree programs.

In 2025, engineering and mathematics faculty at East Carolina University (ECU) partnered to offer a five-week summer bridge program. The primary target audience for this bridge program were students who were unable to be admitted to ECU's BS in Engineering program or students who were admitted to the program but were not yet ready for calculus. Students were given an in-person mathematics assessment upon arrival and targeted, personalized instruction was developed to address any gaps in preparation that were identified. The bridge program also allowed students early access to two introductory engineering courses, allowing students to earn 3 total semester hours of engineering credit prior to starting the fall semester. To motivate students to persist in their mathematics preparation and to continue their pursuit of an engineering degree, the program also included field trips to local industrial sites where students were able to meet engineering alumni working in various careers.

This paper presents the results of a pilot summer bridge program designed to improve math readiness. Outcomes in math readiness are showcased including gains in math readiness for all program participants. Lessons learned in implementation of such a program are also addressed.