College Exposure Activities
Key Issue Overview
For many students, particularly those from historically underrepresented groups, the idea of attending college can feel abstract or unattainable. College exposure activities, such as campus visits and summer programs, help bridge this gap by providing students with firsthand experiences of college environments. These activities are designed to help students better understand what college is like, visualize themselves in that setting, and make more informed decisions about their postsecondary pathways (King, 2012).
However, access to these opportunities is often limited and unequal. Students in under-resourced schools may face logistical barriers such as transportation and cost or may be unaware of programs available to them. Even when such opportunities exist, it is often unclear how to ensure students are fully engaged or benefit meaningfully from them. Here, we discuss the evidence on the impact of college exposure activities in shaping students' postsecondary aspirations and decisions and explore strategies to enhance their effectiveness.
These studies examine the effect of providing hands-on experiences to students in middle and high school. These interventions include campus visits, often paired with supplemental information or activities, as well as college-based STEM summer programs. Overall, multiple studies suggest that early and meaningful exposure to college environment can positively influence students' postsecondary planning, self-efficacy, aspirations, and long-term outcomes. Together, these findings highlight the value of hands-on, engaging experiences in helping students visualize and pursue their postsecondary pathways.
College Visits
What the Studies Tested:
- These studies tested how campus visits affect students’ short-term outcomes—like college and career planning, self-efficacy, or interest in specific fields—and long-term outcomes such as college enrollment and persistence. Two of the studies examined campus visits embedded within broader programs (e.g., Florida CHOICES or GEAR UP), while the other two focused on stand-alone, structured campus visits.
What the Studies Found:
Campus visits increased students’ interest in specific areas and their self-efficacy related to postsecondary planning. Compared to students who only received college information or who visited campus without additional engagement, those who participated in interactive activities showed even stronger gains. Also, the studies show that exposing younger students—those in middle school-- to campus can help students develop their postsecondary aspirations.
Click the dropdowns below to read summaries of each study included in the overall synthesis. Unless noted otherwise, all reported effects are statistically significant at the p<.05 level. Studies are linked (see author name and publication date). When available, we link an open access version of the study. Explore our methodology
Study: “Yes, I Can”: Testing an Intervention to Increase Middle School Students’ College and Career Self‐Efficacy (Glessner et al., 2017)
Intervention: The intervention combines a virtual career exploration program (Florida CHOICES) with a local college visit, aimed at increasing middle school students' college and career self-efficacy.
- The intervention is four days in total. During the first three days, students engage with the Florida CHOICES program, which allows students to learn and develop a career and education plan. On the fourth day, students visit a local college for a campus tour, academic advising session, interactive activities, financial aid discussion, and a panel with first-year college students.
Context:
- The study was conducted in two public schools in a semirural West Central Florida district. The sample included 173 eighth-grade students with a mix of demographic and socioeconomic backgrounds. It examines the effects on students' college-going and career decision self-efficacy.
Research Design: Randomized Controlled Trial
Findings: Compared to nonparticipants, eighth grade students who participated in the program reported:
- Stronger confidence in their ability to go to college.
- Stronger confidence in making career decisions.
Study: Promoting Educational Success: Which GEAR UP Services Lead to Postsecondary Enrollment and Persistence? (Kim et al., 2018)
Intervention: Effects of specific GEAR UP Iowa services. This study examined which specific GEAR UP Iowa services were most effective in helping students enroll in and stay in college, comparing students who received specific services to similar students who didn't receive those particular services.
- This study examined the relationship between various GEAR UP Iowa services and their impact on college enrollment and persistence; our write-up focuses on a select subsect of these services.
- GEAR UP is a federal program that aims to support low-income students prepare for and succeed in college. The program typically begins in 7th grade and provides services through high school.
Context:
- The sample included 682 students who started seventh grade in a GEAR UP Iowa school district during the 2008-09 academic year. These students attended 19 high schools within the Mississippi Bend Area Education Agency (MBAEA), which includes a mix of city, suburb, town, and rural schools. This region serves a higher proportion of students of color and students eligible for free and reduced-price lunch.
Research Design:
- Propensity Score Matching
Findings:
- Participating in a college visits was associated with a:
- 9.4 percentage point increase in college enrollment within one year of HS graduation (8.5 percentage point increase within two years of HS graduation).
- 12.6 percentage point increase in college persistence to a second year (among college enrollees).
- Participating in college campus activities beyond a general visit (e.g., shadowing college students) was associated with a:
- 7.6 percentage point increase in college enrollment within one year of HS graduation (but no statistically significant effect on enrollment within two years of HS graduation).
- 10.2 percentage point increase in college persistence to a second year (among college enrollees).
Study: Campus Visits: Impact of a College Outreach Strategy on Student STEM Aspirations (Kitchen et al., 2020)
Intervention: Campus visits. This study evaluates the impact of campus visits on high school students’ interest in STEM careers (among current college enrollees)
Context:
- This retrospective study examined the role that high school campus visits played for current college students. The sample included 15,847 first-year college students from 27 two- and four-year colleges across the U.S., with data collected through a survey administered to first-year students during their first semester in 2013.
Research Design: Propensity Score Weighting
Findings: Compared to students who did not go on a campus visit…
- A regular campus visit did not impact students’ STEM career interests.
- Students who met a STEM professor during a visit had 30% higher odds of reporting an interest in pursuing a STEM career by the end of high school.
- Students who met both a STEM professor and a STEM student during their campus visit had 40% higher odds of reporting a STEM career interest.
- A campus visit that included a meeting with only a STEM student had no significant effect on STEM interest.
Study: An Evaluation of the Educational Impact of College Campus Visits: A Randomized Experiment (Swanson et al., 2021)
Intervention: This study explored the impact of field trips to the University of Arkansas on eighth-grade students. The treatment group participated in three field trips and received an informational packet, while the control group only received the informational packet.
- Each visit had a different focus:
- Visit 1 (Late September - Early October): College information session and campus tour.
- Visit 2 (Late October - Early November or Mid-February): Interactive, content-specific activities with two or three academic departments.
- Visit 3 (Late March - Mid-April): Exposure to campus spirit.
Context:
- The study involved 1,478 eighth-grade students across two cohorts, many of whom were from historically underrepresented backgrounds, including racial/ethnic minorities, low-income families, and first-generation college students.
- All participating schools were located within a 1.5-hour drive of the University of Arkansas, with over half located in rural areas. The intervention was tested during the 2017-18 and 2018-19 school years, with outcomes measured at the end of each year.
Research Design: Randomized Controlled Trial
Findings: Compared to eighth grade students who received only the informational packet, students who participated in the field trips experienced:
- 3 percentage point increase in college knowledge.
- 10% increase in college-related conversations with school staff.
- 3 percentage point decrease in likelihood of saying they planned to attend a technical school after high school.
- No other statistically significant impacts on postsecondary intentions (e.g., finding job, entering military, attending community college or four-year university).
- No statistically significant change in socioemotional skills (e.g., college efficacy, grit, self-management, academic engagement).
- 5 percentage point increase in likelihood of enrolling in advanced science / social science course in 9th grade.
- No impact on likelihood of enrolling in 9th grade advanced math or advance ELA course.
College-Based Summer Programming
What the Study Tested:
- Kitchen et al., 2018 examined whether participating in college-and university-run summer STEM programs influenced high school student’s aspirations to pursue STEM careers. It focused on the impact of real-world exposure provided during the programs.
What the Study Found:
Students who participated in these summer programs were more likely to express interest in pursuing a STEM career by the end of high school. The effect was even stronger for students in programs that emphasized the real-life relevance of STEM.
Click the dropdowns below to read summaries of each study included in the overall synthesis. Unless noted otherwise, all reported effects are statistically significant at the p<.05 level. Studies are linked (see author name and publication date). When available, we link an open access version of the study. Explore our methodology
Study: The Impact of College- and University-Run High School Summer Programs on Students’ End of High School STEM Career Aspirations (Kitchen et al., 2018)
Intervention: STEM-focused college-based summer programs. This study evaluates the impact of college- and university-run high school STEM summer programs (among current college enrollees).
Context:
- This retrospective study examined the role that college-run STEM-focused summer programs played for current college students. The sample included 15,847 first-year college students from 27 two- and four-year colleges across the U.S., with data collected through a survey administered to first-year students during their first semester in 2013.
- Students were asked whether they had participated in a college-run STEM summer program during high school and, if so, whether the program had exposed them to the real-life relevance of STEM. Students were also asked to report their end-of-high school career interests, which the study team categorized into STEM or non-STEM career aspirations.
Research Design:
- Propensity Score Weighting
Findings:
- Students who participated in a college-run STEM summer program had 40% increased odds of reporting STEM career interests at the end of high school than non-participants.
- Students who participated in a program that showed the real-life relevance of STEM had 80% increased odds of reporting STEM aspirations than non-participants.
- Students who participated in a program that did not show the real-life relevance of STEM were no more likely to report STEM aspirations at the end of high school compared to non-participants.
- Addressing Capacity and Transportation Issues: When planning campus visit opportunities for students, consider selecting campuses strategically and prioritizing those that can offer high-quality interactive experiences relevant to your students’ interests and needs. Which campuses provide the most relevant experiences aligned with your students’ career interests and goals? Could partnering with neighboring districts to share transportation and coordinate visits help overcome logistical constraints? Are there effective virtual or hybrid campus-visit options available?
- Partnerships with Local Colleges: Since campus visits can require additional planning and effort from staff, your district might consider partnering with local colleges to help lighten the workload. In addition, creating and maintaining a list of regional college programs, along with application timelines and eligibility requirements can reduce last-minute planning. Have you identified specific staff or district contacts who can regularly communicate with local colleges to maintain partnerships? Are there existing summer programs at local or regional colleges that could reduce planning burdens and provide meaningful experiences for your students?
- Be Intentional with Campus Visits: The success of campus visits often depends on having structured programs that include interactive activities. What meaningful interactions, such as department tours, demonstrations, faculty meetings, or student panels, can you incorporate to make visits more engaging and informative? How will your district help students reflect and build upon what they learn from their visits, connecting these experiences explicitly to future academic and career planning?
- Targeting Younger Students for College Exposure: Several studies highlight the importance of early exposure to college environments. For rural students, the timing of their first visit to an educational campus is positively associated with increased postsecondary enrollment (Smith et al., 2022). In addition, a campus visit can serve as a gateway to other programs available for middle and high school students. Some institutions, such as NYU's College Connections, offer various programs. How can your district expand college visit opportunities to reach younger students? What types of hands-on activities, such as dorm or dining hall tours, coding workshops, or photo scavenger hunts, can be included to keep younger students engaged and excited?