This paper explores the persistent challenges of student engagement and retention within lower-division electrical engineering courses, particularly highlighting the struggles faced by first-generation and minority college students. An extensive review of existing literature identifies six critical factors that significantly influence students' decisions to discontinue their technical education. These include the perceived classroom and academic climate, students’ grades and conceptual understanding, their self-efficacy and confidence, prior high school preparation, evolving interests and career aspirations, and the impacts of race and gender dynamics.

In response to these challenges, this paper introduces the integration of CTE (Career Technical Education) & HE (Higher Education) courses specifically designed to captivate students by incorporating practical skills that bridge the gap between secondary CTE pathways and collegiate technology degrees. This innovative approach is aimed at facilitating a fluid transition for students moving through different educational stages—from secondary schools to community colleges and universities. A major emphasis is placed on project-based learning methodologies, which have been shown to significantly boost student engagement and retention.

Moreover, the program addresses critical gaps in the availability of qualified instructors and the need for adequately equipped learning environments tailored to electrical engineering education. Initial findings from the implementation of these CTE & HE courses indicate a notable enhancement in the students' sense of belonging within the engineering domain. Such improvements are anticipated to have a substantial positive impact on overall retention rates and student academic outcomes.

The importance of early exposure to engineering disciplines within secondary education is particularly emphasized. This early introduction is crucial for fostering sustained interest and increasing retention rates as students progress into higher educational tiers. By integrating hands-on, practical experiences from the outset, the initiative aims to demystify the field of engineering and make it more accessible and appealing to a broader demographic of students, thereby tackling the root causes of attrition.

The paper contributes significantly to the ongoing discourse on refining educational practices within STEM fields. It underscores the transformative potential of early and consistent exposure to practical engineering tasks and projects. By aligning educational trajectories with industry demands and the evolving career landscape, the CTE & HE program not only prepares students more effectively for the workforce but also enhances their academic engagement and success. Through a detailed exploration of the multi-layered factors affecting student retention, this study illuminates the pathway forward for educational institutions seeking to cultivate more inclusive, effective, and engaging engineering programs.

Keywords: CTE &amp, HE, Retention, Sense of Belonging.