2026 ASEE Annual Conference & Exposition

This Work in Progress Paper explores the long-term impact, sustainability, and iterative development of the Washington State Academic RedShirt (STARS) program, a cohort-based academic support initiative at the University of Washington, an R1 public institution in the western U.S. Our program is designed to increase retention and success among first- and second-year engineering and computer science students from historically underrepresented and underserved backgrounds. Now in its thirteenth year, our program remains one of the few surviving programs from a multi-institutional consortium originally funded to address equity gaps in engineering education. Its continued success is attributed to ongoing curricular redesign efforts and a commitment to inclusive student support.

Motivation: Despite national efforts to broaden participation in engineering, students from low-income, first-generation, and minoritized backgrounds continue to face systemic barriers to persistence and success in STEM fields. Drawing inspiration from the athletic concept of the “redshirt” year, our program was developed to address these challenges by providing incoming first-year engineering and computer science students with additional time, resources, and community. It aims to better prepare students for the rigor of engineering curricula through targeted academic support, community building, and skill development. As institutions seek sustainable models for equity-focused interventions, our program offers a compelling case study in long-term success and adaptation.

Background: Our redshirt program for engineering and computer science students started in 2013 and is a two-year, cohort-based initiative designed to increase access and retention in engineering and computer science. Our program begins with a summer bridge experience prior to students’ first year and continues through their first and second year with structured academic support in foundational courses such as mathematics, physics, and chemistry. It also includes workshops, tutoring, and seminars focused on personal and professional development. A dedicated staff of instructors, tutors, and advisors play a central role in delivering this support and maintaining continuity across program components. Since Autumn 2023, the program has undergone a curricular and structural redesign to better meet student needs. The summer bridge was expanded from two to four weeks to allow for deeper engagement with mathematics and college readiness topics, and to improve placement accuracy in fall math courses. An intensive advising model was adopted to better support students through individualized advising and a structured continuation policy for those on academic warning and escalated warning. Innovative instructional approaches in our supplemental workshops, such as teaching mathematical concepts through hands-on engineering, have been introduced to accelerate learning and foster interdisciplinary thinking. This paper details the history of our program as well as our current program structure and the curriculum design decisions that have shaped the program over time. We examine institutional factors that have shaped the program’s sustainability, such as faculty involvement and curricular integration, and address the complexities of operating the program at an R1 institution.

Methods/Assessment: This paper presents the impact of our program over its thirteen-year history, with a focus on the curricular and programmatic modifications in recent years. To assess impact, we have collected university-level data and administered surveys directly to the participants. Data sources include summer bridge surveys capturing students’ confidence in their math preparation, perceptions of placement accuracy, and overall program satisfaction; advising records documenting quarterly appointment frequency and continuation policy status; and mid quarter feedback surveys from supplemental workshop participants. Quantitative data were analyzed using descriptive statistics, while open ended survey items were thematically coded to identify patterns in student experience. In addition, we examined historical and recent institutional retention and graduation metrics to assess long term program impact and early indicators of post redesign outcomes. These datasets allow us to assess the effectiveness of redesigned program components and identify emerging patterns in student engagement, persistence, and academic outcomes.

Preliminary Results: Following the recent redesign to the summer bridge, advising model, and supplemental workshops, preliminary results for recent cohorts show high levels of engagement in advising, strong satisfaction with workshop instruction and learning support, and early retention rates comparable to or exceeding historical cohorts. Across the full 13 year program history, retention and graduation outcomes remain strong, while redesigned cohorts report improvements in preparedness, confidence, and sense of community. Ongoing analysis will evaluate the long term impact of these structural and curricular changes. The program’s iterative design has allowed it to remain responsive to changing student demographics, institutional priorities, and pedagogical innovations.

Conclusion and Next Steps: This work-in-progress paper contributes to the growing body of literature on equity-focused STEM interventions by documenting the long-term evolution and impact of a successful, thirteen-year-long academic redshirt program. It offers practical insights for institutions seeking to design or sustain similar initiatives, emphasizing the importance of iterative design, faculty engagement, and student-centered pedagogy. Ongoing analysis will continue to evaluate the long-term impact of these structural and curricular changes.