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2026 ASEE Annual Conference & Exposition

Strengthening Academic Readiness through a Collaborative Summer Bridge for HBCU Computing Students (Work in Progress)

Presented at Minorities in Engineering Division(MIND) Technical Session 8

The recruitment and retention of women and underrepresented minorities remain a challenge in computing-related majors. Many students at Historically Black Colleges and Universities (HBCUs) enter computing with limited exposure to programming and without access to learning communities that encourage persistence. To address this gap, this research explores how an intercollegiate, learning community-based intervention can prepare students academically and increase a sense of belonging among students in computing-related majors.

As part of the HBCU Learning Community-based Intervention in Computing (HBCU LCI-CS), the Collaborative Bridge Program provides students with foundational instruction in computer science and mathematics, along with workshops focused on study skills, time management, and navigating college resources. The program is a collaboration among six HBCUs. This multi-campus initiative combines virtual and in-person engagement to support students before they begin their first year of college.

The bridge program is built on a learning-community model that provides HBCU students and faculty with a setting to come together and prepare for the first-year experience. Through shared academic and social activities, the program promotes collaboration, confidence, and a sense of belonging. Its design aims to strengthen students’ technical and math skills while building relationships and increasing self-efficacy, which is critical to success in computing-related fields.

Evaluation instruments included pre- and post-assessments to track growth in computing and math knowledge, as well as surveys to assess self-efficacy, confidence, and belonging. Preliminary results from recent cohorts show increased performance on math and computing assessments, greater confidence in coding, and a stronger sense of belonging.

Early results suggest that being part of a collaborative, learning community-based summer bridge program can enhance academic preparation for underrepresented students in computing. Future work includes examining long-term retention outcomes and integrating lecture series and service-learning components during the academic year.

Authors

Dr. Briana Lowe Wellman University of the District of Columbia [biography]

Dr. Briana Lowe Wellman is a Professor of Computer Science and Information Technology at the University of the District of Columbia (UDC), where she also serves as Associate Dean of Academics in the School of Engineering and Applied Sciences. She joined UDC in 2012 after earning her Ph.D. in Computer Science from the University of Alabama. Her research interests include multi-robot systems, artificial intelligence, and computing education. Dr. Wellman is deeply committed to broadening participation in computing and developing innovative programs that prepare underrepresented students for success in STEM fields.
Dr. Lily Liang University of the District of Columbia [biography]

Dr. Lily Rui Liang is a full professor and Graduate Program Director at the Department of Computer Science and Information Technology, University of the District of Columbia. Dr. Liang joined the University of the District of Columbia in 2004 after receiving her Ph.D. in Computer Science and Engineering from the University of Nevada, Reno, Nevada. Her research areas include computer science education, cybersecurity, artificial intelligence, and digital image processing. She has mentored dozens of graduate and undergraduate students in research and K-12 outreach activities and is the Director of the Excellence in Computing and Information Technology Education (ExCITE) program. She is a fellow of the Center for the Advancement of STEM Leadership Program (CASL) and the Opportunities for Under-Represented Scholars (OURS) post-graduate institutional leadership certificate program and an alumna of the Frontiers of Engineering Education program (FOEE) of the National Academy of Engineering. She has been serving on the Project Kaleidoscope (PKAL) Capital Area Regional Network steering committee since 2016.
Dr. Felicia Doswell http://orcid.org/0000-0003-1934-3372 Norfolk State University
Dr. Latonya Garner-Jackson Mississippi Valley State University [biography]

Dr. Latonya Garner-Jackson is an Associate Professor of Mathematics at Mississippi Valley State University (MVSU), where she also serves as Chair of the Department of Mathematics, Computer, and Information Sciences (MCIS). She joined MVSU in 2007 after earning her Ph.D. in Mathematics with an emphasis in Statistics from the University of Mississippi. Her research interests include mathematics and computer science education, as well as advancing innovation in artificial intelligence and cybersecurity. Dr. Garner-Jackson is deeply committed to broadening participation in STEM, with a particular focus on preparing students from rural communities, underrepresented populations, and women for success in high-demand STEM fields.
Dr. Idongesit O Mkpong-Ruffin Florida A&M University [biography]

Dr. Idongesit Mkpong-Ruffin is an Associate Professor in the Department of Computer and Information Science and the Director of the Center of Cyber Security at Florida Agricultural and Mechanical University (FAMU). She also serves as the Coordinator for the B.S. Cybersecurity degree program. Dr. Mkpong-Ruffin's expertise spans cybersecurity, software engineering, and machine learning. Her research focuses on quantitative software risk assessment models, and she is the Principal Investigator on several grants, including projects from the National Science Foundation (NSF) dedicated to advancing AI and cybersecurity research at Historically Black Colleges and Universities (HBCUs)
Elvira Rebecca Caldwell
Thorna Humphries Norfolk State University
Dr. Jean Muhammad Hampton University [biography]

Will Provide
Deidre W. Evans Florida A&M University - Florida State University
Lisa Weiner
Uzma Amir
Alicia Lane Vanderbilt University

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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