2026 ASEE Annual Conference & Exposition

WIP: Preparing First-Time College Students for Engineering Success: Implementation and Evaluation of the STEP Program

Presented at FPD: WIP Papers - Access, Bridge Programs, Retention, and Pathways

Preparing First-Time College Students for Engineering Success: Implementation and Evaluation of the STEP Program
This work in progress will describe the Successful Transition to an Engineering Program (STEP) initiative designed to support first-year students during the summer prior to their initial semester in engineering studies. The [University] Engineering Academy program is a first-of-its-kind dual-enrollment initiative that provides an innovative pathway to an engineering degree by partnering with ten two-year colleges. Unlike traditional transfer programs, students admitted into an Engineering Academy are dually enrolled at both University and a partner community college. While completing core curriculum courses at the community college, students simultaneously enroll in [University] engineering courses taught by [University] faculty embedded at the partner institution. This unique model improves access, affordability, and degree completion—three critical goals of the program. On average, students save $4,100 per semester in tuition and fees compared to full-time enrollment at [University]. The program primarily attracts financially constrained students who may not have otherwise considered a high-tier engineering institution.
Recognizing the academic challenges that first-time-in-college (FTIC) students often face, the Engineering Academy launched the Successful Transition to an Engineering Program (STEP) initiative in Summer 2022. The STEP program is a summer bridge intervention designed to prepare incoming FTIC students for the rigors of engineering coursework before their first fall semester. Over the past three years, the program has been continuously adapted in response to student performance data and participant feedback.
In Summer 2024, [University] Engineering conducted a comprehensive survey of prior Engineering Academy participants. The findings highlighted academic underperformance among FTIC students, particularly in three foundational areas: (1) Precalculus and Calculus readiness, (2) Python programming, and (3) Chemistry for Engineers. These insights led to further refinement of the STEP curriculum to better align with student needs and the demands of first-semester coursework. Notably, a new module focused on Chemistry for Engineers was added in Summer 2025 to complement existing instruction in math and programming.
The STEP program now consists of three core components:
1. Introduction to Engineering Math – a foundational module focusing on algebra and pre-precalculus concepts.
2. Introduction to Python Programming – an applied module covering logic, syntax, and problem-solving fundamentals.
3. Introduction to Chemistry for Engineers – a conceptual refresher and preparatory course aligned with the [University] chemistry curriculum.
Delivered in hybrid format to accommodate students across the state, the program includes asynchronous content, diagnostic assessments, and peer mentoring.

This paper presents an analysis of Fall 2023 - 2025 student outcomes, comparing academic performance between STEP participants and non-participants across the three subject areas. Key performance indicators include course success rates (defined as a grade of C or better), academic persistence, and self-reported confidence levels. The implementation strategies, including instructional design, student engagement techniques, and lessons learned over three years of iteration, are discussed in detail.
Preliminary data suggest that STEP participants perform better in first-semester STEM courses and exhibit higher levels of academic preparedness and retention. These findings support the continued investment in pre-college interventions for engineering students and highlight the vital role that community college partnerships can play in broadening participation and success in engineering education.
This work offers a scalable model for other institutions seeking to address first-year challenges through targeted, data-informed, and equity-centered interventions.

Authors

Mr. Ed Bassett http://orcid.org/0009-0001-2946-1017 Texas A&M University [biography]

Currently: Director of Engineering Academies and Engineering Co-Enrollment programs, Texas A&M Engineering Experiment Station and Texas A&M University College of Engineering, College Station, TX

- Lead academic and outreach initiatives for TAMU College of Engineering’s statewide two-year partnership program for transitioning general engineering students to Texas A&M University’s Engineering majors.
- Facilitate smooth transitioning of co-enrolled students from two year partners to 4 year Texas A&M University College of Engineering through coordination of institutions departments
- Regularly evaluate the impact that co-enrollment with 2yr partners, curriculum/academic pathways, and non-traditional coursework have on the recruitment and retention of a diverse student population.
- Membership – American Society of Engineering Education (ASEE); National Institute for the Study of Transfer Students (NISTS); League for Innovation Community Colleges; American Management Association (AMA); Texas Association for College Admission Counseling (TACAC)
- Presentation(s) - Bassett, E., Gutierrez, A., "Incorporating an Academic Coaching Role to Regional Recruiters Employed in a Co-Enrollment Program in Engineering" (ASEE 2024), Bassett, E., De Sousa, D., “Stay Local, Save Money: An Innovative Engineering Education Pathway”, NISTS Conference, Portland OR. 1/2023; Onate, P., Bassett, E., De Sousa, D., Innovation Conference, “Texas A&M – Dallas College: A New Way to an Engineering Degree” (3/2023); Cedor, T., Bassett, E., Onate,P. TRACS Summit, “Promoting Social Capital and Environmental Citizenship: Partnership between A&M, Dallas College, and Chevron.” Bassett, E., De Sousa, D., TACAC Conference “Alternative Pathways to Engineering Majors” (9/2022).
Dr. Cecelia Diane Lawley http://orcid.org/0000-0001-6551-6348 Texas A&M University [biography]

Dr. Lawley is responsible for the PK-12 Engineering Education Outreach Program, the Engineering Academies Program, the Professional and Continuing Education Program, the System-wide Engineering Academic Program, TEES Regional Divisions, and the Conference and Events Division for Texas A&M Engineering. She has a Ph.D. in Higher Education Administration from Purdue University, a M.A. in Education from the University of Alabama, and a B.S. in Computer Information Systems from Mississippi University for Women. She has over 30 years of experience in project management, with over 25 years in Higher Education. Dr. Lawley does research in engineering education, PK-12, professional and continuing education, and workforce development. Over the last 30 years, Dr. Lawley has worked extensively with industry and academia in creating a talent pipeline, upskilling, and reskilling workers, as well as providing pathways for underserved populations to obtain degrees in engineering. Dr. Lawley was recently selected by the Texas A&M Board of Regents as a Regents Fellow, one of the highest honors bestowed on an individual within the Texas A&M University System. Dr. Lawley is the PI on five ($32 M total) workforce development projects with the Department of Defense to create a talent pipeline for the defense industry These project initiatives collaborate with regional stakeholders across Texas and the U.S. to understand their specific local workforce shortfalls and skills gaps. These projects engage stakeholders (industry, academia, and community) to identify and address the skills, tools, and techniques (including manufacturing and other competencies) needed to succeed in STEM fields and increase awareness of DoD manufacturing workforce needs.
Anna Gutierrez Texas A&M University [biography]

Currently: Associate Director of Engineering Academies and Engineering Co-Enrollment programs, Texas A&M Engineering Experiment Station and Texas A&M University College of Engineering, College Station, TX

- Leads academic recruitment and retention outreach initiatives for TAMU College of Engineering’s statewide two-year partnership program for transitioning general engineering students to Texas A&M University’s Engineering majors.

- Co-facilitates smooth transitioning of co-enrolled students from two-year partners to 4-year Texas A&M University College of Engineering through coordination of the institution’s departments

- Membership: American Society of Engineering Education (ASEE); Texas Association for College Admission Counseling (TACAC); Engineering Staff Advisory Council (ESAC) at Texas A&M University

- Volunteer Work: Staff First-Generation College Student Mentor in the Aggie Mentoring Network; Staff Advisor for the Texas A&M Engineering Academies Student Organization (TEASO)

- Presentation: Bassett, E., Gutierrez, A., "Incorporating an Academic Coaching Role to Regional Recruiters Employed in a Co-Enrollment Program in Engineering" (ASEE 2024)

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