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 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.

“I Know That I Should Be Here”: Lessons Learned From the First-Year Performance of Borderline University Applicants

2016 ◽  
Vol 20 (1) ◽  
pp. 92-115 ◽  
Author(s):  
Rebecca Covarrubias ◽  
Ronald Gallimore ◽  
Lynn Okagaki
Keyword(s):  
Standardized Test ◽  
Underrepresented Students ◽  
Lessons Learned ◽  
First Year ◽  
Summer Bridge ◽  
First Semester ◽  
Bridge Program ◽  
High School Grades ◽  
Campus Diversity ◽  
And Performance

At many higher education institutions, admissions decisions often rely on standardized test scores and high school grades; yet, they are less reliable predictors for applicants falling slightly below cutoff points, what we call borderline applicants. Since borderline applicants are often from underrepresented backgrounds and diverted to 2-year institutions, this may potentially jeopardize efforts to increase campus diversity. Using a mixed-methods approach, two studies investigated an “admissions experiment” designed to increase campus diversity by admitting 34 borderline applicants into a summer bridge program. Study 1 compared program participants’ performance to two comparison samples of regularly admitted students ( N = 912). Compared with a matched sample, borderline students performed better after the first semester and comparably after the first year. Study 2 identified program components that helped or undermined participants’ college adjustment and performance. Results suggested several program improvements that might enhance underrepresented students’ performance and experiences on 4-year campuses.

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 Closing the Gap: First Year Success in College Mathematics at an HBCU

2016 ◽  
Vol 16 (5) ◽  
pp. 92-106 ◽  
Author(s):  
Melissa A Harrington ◽  
Andrew Lloyd ◽  
Tomasz Smolinski ◽  
Mazen Shahin
Keyword(s):  
Academic Success ◽  
Developmental Mathematics ◽  
Retention Rate ◽  
First Year ◽  
Summer Bridge ◽  
First Year Students ◽  
Mathematics Courses ◽  
Stem Majors ◽  
Bridge Program ◽  
On Line

At our Historically-Black University, about 89% of first-year students place into developmental mathematics, negatively impacting retention and degree completion. In 2012, an NSF-funded learning enrichment project began offering the introductory and developmental mathematics courses on-line over the summer to incoming science, technology, engineering and mathematics (STEM) majors at no cost. Passing rates for the summer on-line classes were around 80%, and students in the on-line classes scored equivalently on the common departmental final exams as students taking the classes in the traditional format. For students who passed the on-line classes, their performance in the following classes (College Algebra and Trigonometry) exceeded that of students who progressed to those courses by taking the traditional series of in-person courses. Three years of data show that students who started college with an on-line mathematics course in a summer bridge program had a higher first year GPA, a better first year retention rate and earned significantly more credits in their first year than the overall population of STEM students. These results suggest that offering introductory mathematics courses on-line as part of a freshman bridge program is an effective, scalable intervention to increase the academic success of students who enter college under-prepared in mathematics. The positive results are particularly exciting since the students in our project were 87% minority.

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.

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

A Longitudinal Study of the Effects of Academic and Social Integration and Commitment on Retention

NASPA Journal ◽  
1999 ◽  
Vol 37 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Cheryl Beil ◽  
Carol A. Reisen ◽  
Maria Cecilia Zea ◽  
Robert C. Caplan
Keyword(s):  
Longitudinal Study ◽  
Social Integration ◽  
Academic Integration ◽  
Research University ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Academic And Social Integration ◽  
Private Research

This longitudinal study predicted retention from academic integration, social integration, and commitment to remain in college in a sample of first-year students at a residential, private research university. When assessed separately, first-semester reports of commitment mediated the effects of both academic and social integration on retention six semesters later.

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