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.

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 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.

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.

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.

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 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
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