The Washington state academic RedShirt (STARS) in engineering program

Abstract

Retention of economically and educationally disadvantaged students in engineering disciplines is a challenge facing all engineering programs across the nation. In Washington state, this issue is critical as 35% of its high schools have over half of their students receiving free or reduced priced lunch, an indicator of the challenge schools face in preparing students for the rigor of college study in an engineering field. Leveraging an opportunity afforded by the Washington state's legislature mandating an increase of 225 engineering degrees a year, the Washington State Academic RedShirt (STARS) program was conceived to increase the number of economically and educationally disadvantaged students who graduate with engineering degrees from both the University of Washington and Washington State University. This program couples Washington's two leading state universities in a partnership where best practices and lesson's learned are shared with the goal of retaining students not previously likely to have completed an engineering program. The STARS program, modeled after the University of Colorado Boulder GoldShirt Program, can be likened to the redshirt year used to develop talented athletes in college athletics. In this first redshirt year, STARS students are offered intensive support, preparing them with the academic and learning skills required to be successful in engineering the following four years. The academic focus of the STARS program is on bringing the student's math skills and efficacy up to levels required to successfully pass Calculus I, an early indicator of future success in an engineering program. Additionally, connecting students in a supportive academic and social community is emphasized. Overall, a high touch approach is being used to create an environment of growth and development not previously offered to these talented and motivated students. We present results from the first year of the programs as well as lessons learned in supporting at-risk students in engineering. © American Society for Engineering Education, 2014.