Asee peer logo

Evaluation Of Retention And Other Benefits Of A Fifteen Year Residential Bridge Program For Underrepresented Engineering Students

Download Paper |

Conference

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

Developing Young MINDS in Engineering: Part II

Tagged Division

Minorities in Engineering

Page Count

13

Page Numbers

14.595.1 - 14.595.13

Permanent URL

https://peer.asee.org/4858

Download Count

28

Request a correction

Paper Authors

author page

Stephen Roberts University of Florida

author page

Karen Bray University of Florida

author page

Vikram Shishodia University of Florida

author page

Jeff Citty University of Florida

author page

Deborah Mayhew University of Florida

author page

James Ogles University of Florida

author page

Angela Lindner University of Florida

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Evaluation of Retention and Other Benefits of a Fifteen-Year Residential Bridge Program for Underrepresented Engineering Students

Abstract

Since 1993, the College of Engineering at the University of Florida has conducted a first-year bridge program for over 600 underrepresented students in engineering. This program, entitled Successful Transition through Enhanced Preparation for Undergraduate Programs (STEPUP), consists of two major components, a six-week summer residential program and an eight-month non-residential program taking place during the students' first academic year.

The residential component of the program was developed to address the majority of the potential first-year issues and challenges that can negatively impact freshmen minority students. Some of these issues are addressed by providing quality role models and a positive exposure to the field of engineering. The rigorous six-week program involves a variety of components over a fourteen-hour day period, including supplemental instruction in chemistry and calculus, personal and professional development instruction, a course in problem-solving and design requiring use of AutoCAD (Autodesk, Inc., San Rafael, CA, USA) and MATLAB (The Math Works, Inc., Natick, MA, USA), and a course that introduces the students to every major offered in the College of Engineering. The non-residential component of the STEPUP program, conducted during the students' first fall and spring terms, involves a strong peer, faculty, and professional mentoring component along with extensive tutoring through required study halls. Other support structures of the program include corporate presentations and team-building activities.

This paper will present qualitative and quantitative results of the program, including improved retention, which is the primary objective of the STEPUP program. Less tangible, but equally important, benefits of STEPUP will also be discussed, especially as they relate to the positive impacts in the development of a peer community that remains intact throughout their undergraduate experience.

Introduction/Background

Diversity: essential for the engineering profession

One of the key challenges in engineering education outlined recently by the National Science Foundation1 involves retention of engineering students. The greatest attrition of engineering students is experienced during the first year, when students are often engaged in non-engineering classes and thus have no identity as an engineer offered to them.1 The average national retention experienced by students who begin their major as engineers is 60%, while females and minorities experience an even lower retention.1-3 As the United States rapidly approaches a population in which today’s minority will become the majority by 2042, 4 concerns have arisen within the engineering community over the lack of diversity in its workforce.5-6 Engineering designs will be targeted to an increasingly multiethnic population, thus calling for a mirroring of ethnicities in the design workforce. Recent reports echo this call to engineering educational institutions to recruit and retain a more diverse engineering student population and have prompted institutional studies to better understand what pedagogical and programmatic features in engineering education are most effective in retention of underrepresented students.7-12

Roberts, S., & Bray, K., & Shishodia, V., & Citty, J., & Mayhew, D., & Ogles, J., & Lindner, A. (2009, June), Evaluation Of Retention And Other Benefits Of A Fifteen Year Residential Bridge Program For Underrepresented Engineering Students Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/4858

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015