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Four-year engineering programs often assume calculus readiness, leaving academically talented but underprepared students from low-income backgrounds needing additional preparation and time to succeed. The NSF-funded Redshirt in Engineering Consortium (formed in 2016) supports these students to graduate with bachelor’s degrees in engineering. Implementation and evaluation across six universities identify key lessons and define five model pillars that guide adoption.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-redshirt-in-engineering-model-lessons-learned-through-implementation-across-six-institutions/589290/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-redshirt-in-engineering-model-lessons-learned-through-implementation-across-six-institutions/589290.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why was the Redshirt in Engineering Consortium created?","Question",{"text":112,"@type":113},"It was created to broaden access to engineering education and help academically talented but underprepared students from low-income backgrounds successfully graduate with bachelor’s degrees in engineering.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the origin of the term “redshirt” in the program?",{"text":117,"@type":113},"The name comes from college athletics, where underprepared athletes are given an extra year of eligibility to prepare for college-level competition.",{"name":119,"@type":110,"acceptedAnswer":120},"Which five pillars define the Redshirt in Engineering Model?",{"text":121,"@type":113},"The model centers on: (1) supporting high-achieving students from low-income or educationally disadvantaged backgrounds; (2) an expected five-year graduation timeline; (3) personal, professional, and study skills development; (4) intrusive advising; and (5) community-building and social support.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589290,1792165185,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\n2024: VOLUME 12 ISSUE 1  \nThe Redshirt in Engineering Model: Lessons Learned through Implementation Across Six Institutions  \nEMILY KNAPHUS-SORAN University of Washington  \nJESSICA BALDIS  \nUniversity of California San Diego  \nSONYA CUNNINGHAM Cornell University  \nDONNA LLEWELLYN Boise State University  \nJANA MILFORD  \nUniversity of Colorado Boulder  \nSHELLEY PRESSLEY  \nWashington State University  \nEVE RISKIN  \nStevens Institute of Technology  \nABSTRACT  \nThere is a critical need to broaden access to engineering education in order to build a strong and diverse engineering workforce. However, four-year engineering programs are typically designed for students who are calculus-ready, so many students who wish to study engineering may need additional preparation and time to succeed. The NSF-funded Redshirt in Engineering Consortium was formed in 2016 to enhance the ability of academically talented but underprepared students from low-income backgrounds to successfully graduate with bachelor’s degrees in engineering. The “redshirt” name is derived from the practice of giving some college athletes an extra year of eligibility to prepare for college-level competition. Implementation and evaluation of Redshirt programs across six universities participating in the Redshirt in Engineering Consortium revealed important lessons for schools considering a Redshirt program, including the importance of alignment with a college-wide commitment to increasing equity; sufficient funding for a full-time administrator; ability to fit shared curricular experiences within existing degree requirements; and attention to Redshirt’s unique role in the landscape of existing equity programs. Over the course of the five-year grant, understanding of the Redshirt in Engineering Model also evolved to center on five key pillars: (1) a focus on  \n74 2024: VOLUME 12 ISSUE 1  \nADVANCES IN ENGINEERING EDUCATION  \nThe Redshirt in Engineering Model:  \nLessons Learned through Implementation Across Six Institutions  \nsupporting high-achieving students from low income or educationally disadvantaged backgrounds;  \n(2) an expected five-year graduation timeline; (3) personal, professional, and study skills development; (4) intrusive advising; and (5) community-building and social support. This article defines the key elements of the Redshirt in Engineering Model, describes model adaptations and lessons learned through implementation and evaluation across the consortium, and suggests considerations for other institutions interested in implementing a Redshirt in Engineering program.  \nKey words: undergraduate: first-year, socioeconomic status, equity  \nINTRODUCTION  \nFor many students from economically disadvantaged backgrounds, a college degree can provide a pathway to upward mobility, particularly in fields like engineering and computer science. However, students from economically disadvantaged backgrounds are underrepresented in engineering and face considerable barriers to degree completion (Lundy-Wagner et al. 2014; Ohland et al. 2012; Engle and Tinto 2008) . Such students may be academically talented and perform well in high school, but they are frequently less prepared for college compared to students who attended better-resourced schools (Ennis et al. 2010) . The need for an extra year of targeted support for such students inspired the creation of an engineering “Redshirt” program at the University of Colorado Boulder (CU-B) in 2009, with the aim of enhancing the ability of academically talented but underprepared students from low-income backgrounds to successfully graduate with bachelor’s degrees in engineering. The name was derived from “redshirting” in college athletics where athletes who show great potential but are under-prepared to compete at the college level are given an extra year to prepare (Ennis et al. 2011) . The University of","cbCaifBPhPsK4kqv","https://ap.wps.com/l/cbCaifBPhPsK4kqv","pdf",2337790,28,"English","# Abstract\n# Introduction\n# Redshirt in Engineering Model overview\n## Five key pillars of the model\n# Key lessons for implementation across institutions","[{\"question\":\"Why was the Redshirt in Engineering Consortium created?\",\"answer\":\"It was created to broaden access to engineering education and help academically talented but underprepared students from low-income backgrounds successfully graduate with bachelor’s degrees in engineering.\"},{\"question\":\"What is the origin of the term “redshirt” in the program?\",\"answer\":\"The name comes from college athletics, where underprepared athletes are given an extra year of eligibility to prepare for college-level competition.\"},{\"question\":\"Which five pillars define the Redshirt in Engineering Model?\",\"answer\":\"The model centers on: (1) supporting high-achieving students from low-income or educationally disadvantaged backgrounds; (2) an expected five-year graduation timeline; (3) personal, professional, and study skills development; (4) intrusive advising; and (5) community-building and social support.\"}]","The Redshirt in Engineering Model - Lessons Learned through Implementation Across Six Institutions | PDF",1792066908,71]