Publications

Résumé exécutif

Creating pathways for college students to enter university programs is a great way to enhance accessibility and promote diversity in competitive career paths, such as engineering programs. Queens University recently developed a pathway for students who have completed an engineering technology diploma at one of several participating Ontario colleges.  

To better understand how to support students following such a pathway, the authors of this study conducted a series of interviews with staff and faculty at postsecondary institutions across Canada.  

Developing bridging pathways is one strategy for opening access in educational avenues that have traditionally been closed-off for underrepresented students in postsecondary education. Engineering faculty and staff play a crucial role in overseeing the entry and experiences of students from an institutional perspective. These findings offer valuable insights for enhancing engineering education through tailored support mechanisms and fostering inclusivity. 

Underrepresented Groups:  

In the context of this study, participants debated whether supports should be specifically tailored for underrepresented students in the engineering field. Underrepresented groups include students from diverse backgrounds who may face challenges transitioning from their existing support networks to new institutions.  

Participants suggested that universities should help underrepresented students draw on communities of support, accommodate scheduling differences, and provide accessible services. They should also offer financial assistance, housing accommodations, and mentorship.  

Student-Facing Barriers

A degree program can represent a significant transition for many students coming from a college background, and several studies have noted that institutions often fail to provide transfer students with the same amount of supports as direct entry students. Financial concerns frequently deter students from pursuing transfer pathways. Acknowledging and addressing these student-facing barriers become pivotal in identifying the types of actions and collaboration required to support learners in the bridging pathway program as well as support the accessibility of transfer services. 

Figures:

Transfer Pathway Impact Diagram

The following diagram presents three clusters of relevant stakeholder categories (Student-facing, systematic, organization-wide) that detail the types of actions required to support learners in the bridging pathway program. The Venn diagram also accounts for areas of overlap where necessary actions to implement a successful bridging pathway program can be achieved through collaborative efforts and inclusive decision-making.

Policy Implications and Recommendations 

Specific supports for underrepresented students

Creating support systems involves recognizing that students come from a variety of educational, social, and economic backgrounds that each present their own barriers to entering the postsecondary sector. Systematic supports should prioritize accommodating these varied student circumstances by designing specific supports for underrepresented students. One way to understand the unique barriers and needs of underrepresented students begins with ensuring their representation in the decision-making process, such as serving on transfer pathway committees. Specialized support for underrepresented students should encompass culturally responsive resources, dedicated advisors, and tailored assistance to address their unique needs.

Improving cross-institutional/organizational collaboration

The current state of transfer in Ontario postsecondary institutions reflects a lack of dialogue and receptivity regarding data sharing between sectors and institutions. To address this, there should be increased cross-sectoral collaboration focused on enhancing the use of transfer experience and admissions data. This collaboration would help in developing specialized tools and resources, ultimately facilitating smooth transitions for transfer students.