scholarly journals EXPANDING ACCESS TO ENGINEERING BY TEACHING PHYSICS THROUGH BIOENGINEERING: STUDENT IDENTITY REFLECTIONS

2020 ◽  
Author(s):  
Robyn Paul ◽  
Miriam Nightingale ◽  
Alina Ismaguilova ◽  
Laleh Behjat ◽  
Elena Di Martino ◽  
...  
Keyword(s):  
Identity Development ◽  
Engineering Students ◽  
First Year ◽  
Student Identity ◽  
Summer Bridge Program ◽  
Summer Bridge ◽  
Bridge Program ◽  
Diverse Backgrounds ◽  
Student Reflections ◽  
Engineering Physics

Diversity in engineering is a key goal, however a barrier for students from diverse backgrounds is the physics requirements in engineering. Often, they will have to choose between the three sciences, and don’t realize that without physics, their options are limited. We launched a pilot program in 2019 to expand access into engineering. Students without high school physics can take a summer bridge program to teach them the fundamentals and prepare them for first year engineering. Physics is taught through bioengineering to leverage their biology background knowledge. This paper presents a thematic analysis of student reflections in the program, using student identity development as a framework.

scholarly journals Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students

2019 ◽  
Vol 2 (2) ◽  
pp. 70-84
Author(s):  
Emily E Virtue
Keyword(s):  
Identity Development ◽  
Popular Literature ◽  
Transition To College ◽  
First Year ◽  
Summer Bridge Program ◽  
Summer Bridge ◽  
Identity Exploration ◽  
First Year Students ◽  
First Semester ◽  
Bridge Program

The transition to college can be difficult for many first-year students. Students who are conditionally enrolled may struggle more than their peers in terms of feeling comfortable in an academic setting. This case study explores how conditionally-enrolled students who participated in a summer bridge program read popular literature to explore their own struggles in the transition to college. Findings call for faculty and staff who work with conditionally-enrolled students to support and accept identity exploration in the classroom, particularly during the first semester.

scholarly journals Undergraduate Academic Experience for First-Year Engineering Students Through a Summer Bridge Program

2020 ◽  
Author(s):  
Jacqueline Hodge ◽  
Margaret Hobson ◽  
Bugrahan Yalvac ◽  
Magdalini Lagoudas ◽  
Jefferey Froyd ◽  
...  
Keyword(s):  
Engineering Students ◽  
First Year ◽  
Academic Experience ◽  
Summer Bridge Program ◽  
Summer Bridge ◽  
Bridge Program

scholarly journals A Meta-analysis of University STEM Summer Bridge Program Effectiveness

2021 ◽  
Vol 20 (2) ◽  
pp. ar21
Author(s):  
Brittany C. Bradford ◽  
Margaret E. Beier ◽  
Frederick L. Oswald
Keyword(s):  
Odds Ratio ◽  
Program Effectiveness ◽  
Meta Analysis ◽  
First Year ◽  
Summer Bridge Program ◽  
Summer Bridge ◽  
Bridge Programs ◽  
Bridge Program ◽  
University Retention ◽  
Future Program

A meta-analysis of university STEM summer bridge programs found that participation had a medium-sized effect on first-year overall GPA ( d = 0.34) and university retention (Odds Ratio OR] = 1.747). Although the analysis reflects the limited available data, it provides much-needed research on programs’ objective effectiveness and guides future program development.

scholarly journals Beyond the Bridge

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Makeda Turner ◽  
Carmen McCallum ◽  
Janella Benson
Keyword(s):  
Higher Education ◽  
Organizational Socialization ◽  
College Experiences ◽  
First Year ◽  
Summer Bridge Program ◽  
Structured Interviews ◽  
Summer Bridge ◽  
Socialization Theory ◽  
Bridge Program ◽  
The U.S

This qualitative study examines the experiences of seven students who were selected to attend a summer bridge program (SBP) located in the U.S. Midwest. Utilizing semi-structured interviews and organizational socialization theory, the study illuminates students’ preconceived notions about what it means to be in an SBP, experiences while in the program, and how those experiences help facilitate a successful transition into the first year of college and beyond. Findings revealed that participating in the SBP positively influenced students’ college experiences and ultimately their persistence to graduation. Recommendations drawn from the study are offered to higher education staff and administrators interested in starting or improving summer bridge or similar programs.

Sign in / Sign up

Export Citation Format

Share Document