Impacts of a Summer Bridge Program in Engineering on Student Retention and Graduation

Abstract

A summer bridge program was developed in an engineering program to advance the preparation of incoming freshmen students, particularly with respect to their math course placement. The program was intended to raise the initial math course placement of students who otherwise would begin their engineering studies in courses below Calculus I. One reason given for low retention rates in this particular engineering program was that students needed to spend too much time taking math courses in college just to be ready to take the Calculus I course expected of incoming freshmen in the program; this extended their total time in college and delayed their ability to take the engineering courses that interested them. The program was successful at meeting its immediate goal of raising the math course placement of these students. However, the program’s success with regards to improving math course placement did not lead to significantly improved odds of the students being retained in engineering or graduating from engineering in comparison to students of similar abilities who did not participate in this bridge program.