scholarly journals Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs

2017 ◽  
Vol 16 (4) ◽  
pp. es3 ◽  
Author(s):  
Michael Ashley ◽  
Katelyn M. Cooper ◽  
Jacqueline M. Cala ◽  
Sara E. Brownell
Keyword(s):  
Academic Success ◽  
Student Persistence ◽  
Review Of The Literature ◽  
Summer Bridge Programs ◽  
Summer Bridge ◽  
Bridge Programs ◽  
Bridge Program ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

Summer bridge programs are designed to help transition students into the college learning environment. Increasingly, bridge programs are being developed in science, technology, engineering, and mathematics (STEM) disciplines because of the rigorous content and lower student persistence in college STEM compared with other disciplines. However, to our knowledge, a comprehensive review of STEM summer bridge programs does not exist. To provide a resource for bridge program developers, we conducted a systematic review of the literature on STEM summer bridge programs. We identified 46 published reports on 30 unique STEM bridge programs that have been published over the past 25 years. In this review, we report the goals of each bridge program and whether the program was successful in meeting these goals. We identify 14 distinct bridge program goals that can be organized into three categories: academic success goals, psychosocial goals, and department-level goals. Building on the findings of published bridge reports, we present a set of recommendations for STEM bridge programs in hopes of developing better bridges into college.

The Summer Bridge Program

2019 ◽  
Vol 7 (2) ◽  
pp. 20-3
Author(s):  
Barbara L. Howard ◽  
Lonnie Sharpe Jr.
Keyword(s):  
Student Retention ◽  
Best Practice ◽  
Summer Bridge Program ◽  
Summer Bridge Programs ◽  
Summer Bridge ◽  
Stem Majors ◽  
Freshman Year ◽  
Bridge Programs ◽  
Bridge Program ◽  
And Mathematics

Student retention is a consequential effort of all institutions of higher learning today.  The survival of the institution is dependent upon the success of students in obtaining their degrees (Knox, 2005; Noel, 1978).  In order to continue to grow a base of Science, Technology, Engineering and Mathematics (STEM) students and produce quality graduates, it is imperative that best practices in student success and retention be identified, documented and replicated.  This study looked at the Tennessee Louis Stokes Alliance for Minority Participation Summer Bridge program results in STEM major retention and success in designated courses.  Three years of the TLSAMP Summer Bridge were randomly chosen from the inception of the first joint TLSAMP Summer Bridge Program in 2004 and the last one in 2013.  The years chosen for this study were 2008, 2012 and 2013.  The following information was gathered for participants in the 2008, 2012, and 2013 TLSAMP Summer Bridge Programs: (1) Major, (2) If student returned to school after freshmen year (3) If a change of major after freshman year, ( (4) First English course grade, and (5) First Math course grade.  TLSAMP Summer Bridge showed an indication to be a best practice for student retention and success in those targeted courses addressed in the bridge program.  From a broader perspective, it can be inferred that what works for STEM majors can also work for other majors when tailored for them and the culture of the institution.  Further study on the effectiveness and implementation of summer bridge programs on student recruitment and student retention is recommended.

scholarly journals Interdisciplinary summer bridge programs to improve student outcomes

2019 ◽  
Author(s):  
Easton R White
Keyword(s):  
Biological Sciences ◽  
Educational Opportunity ◽  
Summer Bridge ◽  
Sat Scores ◽  
Educational Opportunity Program ◽  
Bridge Programs ◽  
Bridge Program ◽  
And Performance ◽  
And Mathematics ◽  
Science Major

The Biology Undergraduate Scholars Program (BUSP) at UC Davis provides additional academic support and advising for a small (<40 students) cohort in the biological sciences each year. Students come from historically underrepresented racial or ethnic groups, the educational opportunity program, or have a disability. As part of the program, students participate in a two-week biology bridge program to prepare them for introductory ecology and evolution. The bridge program involves active learning assignments and team-based learning with a focus on the connection between biology and mathematics. We found that BUSP participants improved their biology knowledge through the summer bridge program. However, math confidence, SAT scores, Grit measures, and performance in the bridge program were not predictive of success in their biology course. We also found that BUSP students were more likely to remain in Life Science major and graduate.

Shorten the Math Gap for Pre-Engineering Students With Intensive Summer Bridge Program

2014 ◽  
Author(s):  
Yong Zhou ◽  
Nazmul Islam ◽  
Cheng-Chang (Sam) Pan ◽  
Sanjay Kumar
Keyword(s):  
High School ◽  
Engineering Students ◽  
Attendance Rate ◽  
Summer Bridge ◽  
Early Introduction ◽  
Bridge Programs ◽  
University Of Texas ◽  
Bridge Program ◽  
Calculus I ◽  
And Mathematics

Engineering Summer Bridge (ESB) program at the University of Texas at Brownsville (UTB) is designed to prepare the engineering freshmen intellectually for an early introduction to the engineering culture and mathematics and science expectation. The program curriculum and content were specifically designed to prepare underrepresented Hispanic students for their success in the coming science and engineering study at UT-Brownsville. More than 92% of the targeted students are underrepresented Hispanic, and English is the second language for 86% of them. Most of these targeted students are academically below the top 10% in their high school graduating classes due to the pre-selection of TOP10 Texas House Bill. The ESB program at UTB cultivates a diverse community of engineering and pre-engineering students and intensively enhances their mathematics preparation in Pre-Calculus and College Algebra. Statistics data from 2012 and 2013 ESB program indicates that more than 81% of the participants in both years did not take Pre-Calculus in high school. Another finding is that 71% of the ESB participants with at least an attendance rate of 50% earned a grade higher than a “B” in their Calculus I class later on, while only 43% from the group with an attendance rate lower than 50% earned a grade higher than a “B” in the Calculus I class. Students seem more successful in their Calculus I study if they attend the classes more frequently. It is also found the early contact with engineering faculty through Summer Bridge Programs, together with an early and longer engineering orientation seminar during the program, are successful ways to assist in the retention of engineering freshman [1–2].

scholarly journals Interdisciplinary summer bridge programs to improve student outcomes

2019 ◽  
Author(s):  
Easton R White
Keyword(s):  
Biological Sciences ◽  
Educational Opportunity ◽  
Summer Bridge ◽  
Sat Scores ◽  
Educational Opportunity Program ◽  
Bridge Programs ◽  
Bridge Program ◽  
And Performance ◽  
And Mathematics ◽  
Science Major

The Biology Undergraduate Scholars Program (BUSP) at UC Davis provides additional academic support and advising for a small (<40 students) cohort in the biological sciences each year. Students come from historically underrepresented racial or ethnic groups, the educational opportunity program, or have a disability. As part of the program, students participate in a two-week biology bridge program to prepare them for introductory ecology and evolution. The bridge program involves active learning assignments and team-based learning with a focus on the connection between biology and mathematics. We found that BUSP participants improved their biology knowledge through the summer bridge program. However, math confidence, SAT scores, Grit measures, and performance in the bridge program were not predictive of success in their biology course. We also found that BUSP students were more likely to remain in Life Science major and graduate.

Peer Coaching Program Development: A Framework of First-Year Latina/o Student Persistence Pursuing STEM Pathways at a Hispanic Serving Institution

2019 ◽  
pp. 153819271986709
Author(s):  
Carmen Cruz ◽  
Geetu Rajpal ◽  
Michael Lecocke ◽  
Ian Martines ◽  
Anna Lurie
Keyword(s):  
Academic Success ◽  
Student Persistence ◽  
Peer Coaching ◽  
South Texas ◽  
First Year ◽  
Hispanic Serving Institution ◽  
Science Technology ◽  
Stem Students ◽  
And Mathematics ◽  
Hispanic Serving

This study developed and examined the implementation of an intrusive peer-to-peer coaching program model at a private 4-year master’s degree granting Hispanic Serving Institution (HSI) located in South Texas. The coaching program provided support and promoted increased persistence among Latina/o students entering first-year science, technology, engineering, and mathematics (STEM). Findings positively indicated that first-year Latina/o STEM students can achieve academic success in college when they are matched and supported by culturally similar upperclassmen peer coaches.

scholarly journals A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

2017 ◽  
Vol 16 (1) ◽  
pp. ar17 ◽  
Author(s):  
Katelyn M. Cooper ◽  
Michael Ashley ◽  
Sara E. Brownell
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Comparative Method ◽  
Learning Experiences ◽  
Summer Bridge Program ◽  
Introductory Biology ◽  
Summer Bridge ◽  
Bridge Programs ◽  
Bridge Program ◽  
Transition From High School

National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other’s experiences in active learning.

Managing transitions, building bridges

2016 ◽  
Vol 10 (2) ◽  
pp. 206-216 ◽  
Author(s):  
Jennifer Michelle Johnson
Keyword(s):  
Demographic Data ◽  
Science Identity ◽  
Summer Bridge ◽  
Content Type ◽  
Engineering Programs ◽  
Bridge Programs ◽  
Bridge Program ◽  
High School To College ◽  
Transition From High School ◽  
And Mathematics

Purpose This paper aims to highlight the potential of science, technology, engineering and mathematics (STEM) summer bridge programs to promote college persistence by fostering a positive science identity among participants that is culturally consistent with the values and experiences of African American students. Design/methodology/approach This case study included demographic data, journals, a focus-group interview and program evaluation reports. Carlone and Johnson’s (2007) grounded model of science identity provided a culturally sensitive framework for examining science experiences of minority students. Findings In a program that emphasized the academic readiness of students pursing bachelor’s degrees in science and engineering programs, the salience of students’ science identity was intricately related to their commitment to STEM. Research limitations/implications Understanding the program’s cultural components was not a specific objective of the study, but emerged as an important feature of students’ experiences and commitment to degree completion. Practical implications The program could assist students’ development of a science identity through the deliberate inclusion of activities and experiences that are culturally congruent with the students’ racial/ethnic identity. Originality/value Little empirical research is available to assess bridge programs for African Americans pursuing STEM degrees. Analyzing students’ transition from high school to college, within the context of a summer bridge program, affords a better understanding of how students navigate the early social and academic aspects of college and how participation in bridge helps plug the leaky pipeline to careers in STEM.

Building College Readiness: Exploring the Effectiveness of the UNC Academic Summer Bridge Program

2016 ◽  
Vol 20 (1) ◽  
pp. 116-138 ◽  
Author(s):  
John Wachen ◽  
Joshua Pretlow ◽  
Karrie G. Dixon
Keyword(s):  
College Readiness ◽  
Propensity Score Analysis ◽  
Positive Association ◽  
College Level ◽  
Summer Bridge Program ◽  
Summer Bridge Programs ◽  
Summer Bridge ◽  
Bridge Programs ◽  
Bridge Program ◽  
The Impact

Many students enter college without the skills and knowledge needed to successfully perform college-level work. An important leverage point for increasing college readiness is the transition from high school to college. One strategy implemented at postsecondary institutions to ease this transition, boost academic and social readiness, and foster students’ academic momentum is the summer bridge program. The purpose of this study was to examine how summer bridge programs influence student persistence and completion. The study used propensity score analysis to examine the impact of five summer bridge programs operating in the UNC system from 2008 to 2014. The analyses showed a positive association between summer bridge participation and persistence to the second and third years. Participation in the program also increased the likelihood of graduating in 4 years. Additionally, we provide information on the costs of operating these programs.

scholarly journals Georgia State University Perimeter College LSAMP Transfer Bridge Program: A Path Forward for Broadening Participation in Stem

2021 ◽  
Vol 6 ◽  
Author(s):  
Angela Y. Birkes ◽  
Karen M. DeMeester ◽  
Margaret H. Major ◽  
Brian W. Simmons
Keyword(s):  
State University ◽  
Underrepresented Minority ◽  
Summer Bridge Programs ◽  
Summer Bridge ◽  
Bridge Programs ◽  
Bridge Program ◽  
Stem Disciplines ◽  
Early Results ◽  
Georgia State University ◽  
Post Baccalaureate

Summer Bridge Programs are increasingly becoming a popular strategy for Colleges and Universities to retain more historically underrepresented minority students in Science, Technology, Engineering, and Mathematics (STEM) disciplines. Retaining students in STEM disciplines is a necessary first step in order to accomplish the ultimate goal of diversifying the STEM workforce to create innovative solutions for today’s complex problems. In this paper, the authors describe an exploratory and descriptive study of the promising Georgia State University Perimeter College (GSU-PC) Louis Stokes Alliance for Minority Participation (LSAMP) Transfer Bridge Program. Most summer bridge programs are designed to facilitate seamless entry into college for incoming first year students, but the GSU-PC LSAMP Transfer Bridge program is designed to support the successful transition of underrepresented STEM students transferring from a 2-year to 4-year institution. Early results indicate that the Transfer Bridge participants were significantly more likely to enroll in a 4-year STEM program, receive a STEM bachelor’s degree, enroll in a post-baccalaureate STEM program, and receive a STEM post-baccalaureate degree than a comparison group of non-Transfer Bridge students at Georgia State University Perimeter College.

Fenny Roshayanti: A Biography of Science Educator for Our Time

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Sampling Technique ◽  
Science Educator ◽  
Data Sources ◽  
Negative Consequences ◽  
Academic Advisor ◽  
External Audit ◽  
Narrative Approaches ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

STEAM is an acronym for Science, Technology, Engineering, Art, Mathematics. STEAM defined as the integration of science, technology, engineering, art, and mathematics into a new cross-disciplinary subject in schools. The concept of integrating subjects in Indonesian schools, generally is not new and has not been very successful in the past. Some people consider STEAM as an opportunity while others view it as having problems. Fenny Roshayanti is science educator and researcher that consider STEAM as an opportunity. She has involved the study of STEAM, as an author, educator, academic advisor, and seminar speaker. This article examines what it has been and continues work from Fenny Roshayanti in the science education. Our exploration uses qualitative methods of narrative approaches in the form of biographical studies. Participants as data sources were selected using a purposive sampling technique which was collected based on retrospective interview and naturalistic observation. Data's validity, reliability, and objectivity checked by using external audit techniques. This work explores the powerful of female’s personal style in developing a form of social influence based on her forms of capital as well as address the positive and negative consequences that may follow while implement and research STEAM in teaching classroom.

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