Pre-university outreach is often talked about as if it were a single, shared endeavour with a unified focus. In practice, though, the term refers to everything from summer programmes and campus visits to school partnerships and community-based learning. When I first took on my role as executive director of the Center for Engineering Excellence and Discovery (CEED), I found it a bit vague.
Pre-university outreach is most effective when we are clear about what we are trying to achieve – and design accordingly. Broadly speaking, I see two complementary forms of pre-university outreach. Both matter. But they require different choices.
The first is what I would describe as cohort-building. This is outreach that aims to support recruitment – helping universities connect with prospective students, particularly those who might not have considered applying or are on the fence. It often includes pre-college programmes for older secondary students, information sessions and opportunities to experience campus life. Some educators are reluctant to call this work outreach.
The second form focuses on expanding awareness and opportunity more broadly. Here, the goal is not tied to application or enrolment. Instead, it is about ensuring that more students – regardless of their future plans – have access to the ideas, tools and possibilities that higher education can offer.
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For public land-grant universities, in particular, this second form is not optional. It is core to the mission to extend knowledge beyond campus boundaries and into the communities we serve.
The key is not choosing one approach over the other but being intentional about both. Based on my experience, a few practical principles can help.
Name your goal
Before launching any pre-university effort, ask a simple question: are we trying to build a cohort or expand opportunity? This decision should shape everything that follows – who you target, how you select participants, what you teach and how you measure success.
If the goal is cohort-building, it makes sense to focus on students who are at a stage where they are actively considering university. You might prioritise rising juniors and seniors, review transcripts or prior experiences during an admissions process, and design programmes that align closely with degree pathways.
If the goal is broader outreach, those same choices can limit your reach. Instead, focus on accessibility: open participation, minimal barriers to entry and programmes that meet students where they are – whether that is in a local school, a community centre or an online space.
Clarity at the outset prevents confusion later – for both institutions and participants.
Design with access in mind
Often, one of the most consequential decisions in outreach is cost. For recruitment-focused programmes, charging a fee may be appropriate. Families often see these experiences as investment in the admissions process. But for broader outreach – especially at the middle-school level – cost can quickly become a barrier.
If expanding opportunity is your goal, consider:
- offering low- or no-cost options
- subsidising programmes through institutional funds or partnerships
- delivering shorter, community-based experiences that reduce travel and time commitments
Even small adjustments can significantly widen participation.
Bring the university to the community
Traditional outreach often assumes that students will come to campus. But, for many, that is not feasible, and universities can end up offering programmes that only reach students who already have access to university.
You might also want to consider workshops delivered in public schools. The content can be simpler, the time shorter and the logistics less complex – but participation could double. More importantly, you may reach students who had never previously engaged with engineering in any form.
Make it relevant – and active
In engineering, engagement is strongest when students are doing, not just listening. Hands-on, problem-based activities – design challenges, collaborative projects, real-world scenarios – help students connect abstract concepts to tangible outcomes.
At the same time, be intentional about what aspects of your field you highlight. Engineering is exceptionally broad. Deciding whether to focus on general concepts, specific disciplines or emerging areas such as artificial intelligence should depend on your audience and your goals.
Extend the impact beyond the student
Outreach does not happen in isolation. For many students, particularly those who are the first in their families to consider university, support systems matter. Whenever possible, consider ways to involve families and communities:
- offer information sessions that parents or caregivers can attend
- provide follow-up resources that demystify university pathways
- create opportunities for continued engagement after a programme ends
These efforts help turn a single experience into a sustained pathway.
Build continuity, not just moments
A one-off event can spark interest but sustained engagement builds confidence. Where possible, design outreach as a series of touch points rather than a single interaction. This might include follow-up virtual sessions, repeat programmes or partnerships with schools that allow you to stay connected over time. Continuity is particularly important for students who might need more time and support to see higher education as an option.
Leverage partnerships to sustain the work
Resource constraints are a reality for most institutions. Outreach – especially when it is not directly tied to recruitment – can be difficult to fund. Partnerships can help. Industry organisations, government agencies and foundations often have a shared interest in expanding access to fields such as engineering. Collaborating with these partners can provide both financial support and additional expertise.
Be intentional in a changing landscape
Finally, outreach does not exist in a vacuum. As institutions navigate evolving policies and constraints, it becomes even more important to be thoughtful about programme design. Whether you are focusing on geographic representation, first-generation students or other forms of access, the goal is the same: to ensure that opportunities are reaching those who might otherwise be left out.
That starts with a simple question: are we building a cohort or expanding opportunity? When we know which one we are doing, we can do both better.
Walter Lee is professor in the department of engineering education and executive director of the Center for Engineering Excellence and Discovery at Virginia Tech.
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