2026 ASEE Annual Conference & Exposition

This Work-in-Progress paper presents findings from the second year of an ongoing study investigating the influence of a summer bridge program on students’ perceived engineering self-efficacy. Low retention and graduation rates in engineering disciplines continue to pose challenges to sustaining the nation's technological leadership. One contributing factor is the difficulty students face transitioning from high school to college, particularly in academic, professional, and personal domains. In response, many engineering programs have adopted interventions such as first-year experiences, introductory engineering courses, and summer bridge programs to support student success.

This study focuses on the role of engineering self-efficacy—a key predictor of persistence and achievement in engineering education. Grounded in Bandura’s social cognitive theory, self-efficacy refers to an individual’s belief in their ability to successfully perform specific tasks (Bandura, 1977). It is context-specific and influences goal-setting, effort, and resilience in the face of challenges (Rittmayer & Beier, 2009).

To evaluate changes in self-efficacy, the Longitudinal Assessment of Engineering Self-Efficacy (LAESE) survey was administered to 27 participants (ages 18+) enrolled in a six-week residential summer bridge program. Pre- and post-surveys were conducted during the first and final weeks of the program, respectively. The LAESE instrument, validated for both male and female engineering students, includes subscales measuring self-efficacy, feelings of inclusion, career success expectations, and coping self-efficacy.

Of the 28 students who participated in the bridge program, 27 completed the pre- and post-surveys (~ 96% response rate) also completed the post-survey. Responses were deidentified using a coding scheme to enable pairwise comparison. Statistical analysis indicated modest gains in overall self-efficacy and highlights specific areas where students report lower perceived self-efficacy. Bridge program components—including academic coursework, experiential learning, cohort-based socialization, and administrative support—were examined in relation to these outcomes.

Findings from this study contribute to the ongoing evaluation and refinement of transition programs in engineering education. Insights gained may inform the design of future outreach and support initiatives aimed at improving student retention and success.