Investigating the impact of a hybrid summer transition program

Griggs, Lauren; Stringer, J. K.; Rankins, Falcon; Hargraves, Rosalyn Hobson

doi:10.1109/fie.2016.7757527

Cited by 3 publications

(5 citation statements)

References 11 publications

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“…6.5 | Theme 5: The assessment articles in our study most frequently highlighted positive evaluative claims about program performance rather than assessing areas for change or assessing the impact of those changes Assessment results were typically used to highlight successful aspects of a program or provide evidence of its impact or effectiveness (Anderson-Rowland & Ruben, 2008;E. Brown, 2007;Clark et al, 2015;Griggs et al, 2016;Oliveira, 2010). For example, across articles, BPE stakeholders assert that their K-12 programs are effective based on an increase in positive attitudes and perceptions about STEM/CS, intent to pursue college, and intent to major in a STEM-related field (Ferreira, 2002;Ladeji-Osias et al, 2016).…”

Section: Nonexperimental-summativementioning

confidence: 99%

The assessment cycle: Insights from a systematic literature review on broadening participation in engineering and computer science

Holloman

Lee

London

et al. 2021

J of Engineering Edu

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Background: In the field of engineering education, assessment and evaluation have been given insufficient attention as they relate to broadening participation. We posit that this lack of attention negatively impacts our ability to develop and implement sustainable solutions at scale. Purpose: The purpose of this article is to explore the presence of an assessment cycle in the literature related to broadening participation in engineering. The assessment cycle refers to the process by which assessment/ evaluation is planned, enacted, and used to improve educational processes.Scope/Method: The scope of this study was influenced by it being situated in a larger study focused on broadening participation of Black Americans in engineering and computer science. We completed a literature map that illuminated a subset of literature broadly related to assessment/evaluation, and subsequently conducted a systematic literature review of 33 publications reporting on assessment/evaluation efforts. Our analysis of these efforts was grounded in a six-stage assessment cycle. Results:The results of this study highlight common publishing practices related to the assessment cycle in the context of broadening participation. We find that assessment/evaluation is generally published at the program level, focused on student development or academic success as a proxy for program effectiveness, and concentrated on positive claims. Conclusion:There is room to significantly improve how assessment/evaluation information is published. By highlighting productive and unproductive publishing practices related to assessment/evaluation, this research has important implications for the use and publishing of assessment/evaluation, particularly as it relates to broadening participation in engineering.

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Section: Nonexperimental-summativementioning

confidence: 99%

The assessment cycle: Insights from a systematic literature review on broadening participation in engineering and computer science

Holloman

Lee

London

et al. 2021

J of Engineering Edu

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“…The VCU LSAMP program offered various STEM SIPs over its fourteen-year history, including transition programs, research experiences, mentoring, scholarship programs, etc., that engage undergraduate AALANAI STEM majors. During that time, the VCU LSAMP team has conducted studies and evaluations to improve program outcomes (Alkhasawneh R. and Hobson, 2009;Alkhasawneh R. and Hobson, 2010;Alkhasawneh, R. and Hobson 2011;Alkhasawneh R. and Hargraves, 2012;Brinkley et al, 2014;Alkhasawneh R. and Hargraves, 2014;Griggs et al, 2016). In 2015, the VCU team conducted a preliminary research study on the design and implementation of the VCU LSAMP Hybrid Summer Transition Program and accompanying intervention programs, and to facilitate student academic and social integration into VCU.…”

Section: Virginia Commonwealth University Preliminary Study: An Exploration Of Factors Influencing Vcu Lsamp Students' Decisions To Stay mentioning

confidence: 99%

“…However, the most commonly cited reason for considering leaving STEM was unappealing employment opportunities. Further findings from the VCU LSAMP preliminary study are explored in Griggs et al (2016).…”

Section: Virginia Commonwealth University Preliminary Study: An Exploration Of Factors Influencing Vcu Lsamp Students' Decisions To Stay mentioning

confidence: 99%

What’s Your STEMspiration?: Adaptation and Validation of A Survey Instrument

et al. 2021

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Millions of dollars each year are invested in intervention programs to broaden participation and improve bachelor degree graduation rates of students enrolled in science, technology, engineering, and mathematics (STEM) disciplines. The Virginia–North Carolina Louis Stokes Alliance for Minority Participation (VA-NC Alliance), a consortium of 11 higher education institutions and one federal laboratory funded by the National Science Foundation (NSF), is one such investment., The VA-NC Alliance partners implement evidence-based STEM intervention programs (SIPs) informed by research and specifically designed to increase student retention and graduation rates in STEM majors. The VA-NC Alliance is conducting an Alliance-wide longitudinal research project based in Social Cognitive Career Theory (SCCT) titled “What’s Your STEMspiration?” The goal of the research project is to assess the differentiated impacts and effectiveness of the Alliance’s broadening participation efforts and identify emergent patterns, adding to the field of knowledge about culturally responsive SIPs. In other words, “What’s Your STEMspiration?” explores what influences and inspires undergraduates to pursue a STEM degree and career; and how does the development of a STEM identity support students in achieving their goals. In order to complete this research, the research team developed a survey instrument to conduct the quantitative portion of the study. Two preliminary studies, statistical analysis, and cognitive interviews were used to develop and validate the survey instrument. This paper discusses the theoretical and conceptual frameworks and preliminary studies upon which the survey is built, the methodology used to validate the instrument, and the resulting final survey tool.

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“…The VCU LSAMP program has offered various programs over its 13 years history. During this time several studies have been conducted to evaluate the programs and assess the influence those programs have on students' decisions to remain in STEM disciplines (Alkhasawneh and Hobson 2009;Alkhasawneh and Hobson 2010;Alkhasawneh and Hobson 2011;Hargraves 2012, Alkhasawneh andBrinkley et al, 2014;Griggs et al, 2016;Griggs and James, 2019). The current day VCU LSAMP programs include a hybrid summer transition program for new students including first time freshmen and transfer students, a spring transition program for new transfer students, a peer mentoring program, an academic success seminar in the fall semester, and career readiness series in the spring semester.…”

Section: Louis Stokes Alliance For Minority Participation @Virginia Commonwealth Universitymentioning

confidence: 99%

“…The HSTP may be one of many tools that motivated, engaged students are able to wield to build their own local communities in which they hold valuable academic and social capital. A more comprehensive exploration of the qualitative findings from the focus groups are presented in Griggs et al (2016) and from the interviews are presented in Griggs and James (2019), Brinkley et al (2014).…”

Section: Focus Groups and Interview Findingsmentioning

confidence: 99%

Implementing a Hybrid Summer Transition Program

et al. 2021

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The mission of the Virginia Commonwealth University Louis Stokes Alliance for Minority Participation (VCU LSAMP) program is to increase the retention and graduation rates of students from underrepresented racial and ethnic groups in science, technology, engineering, and mathematics (STEM) majors and those who matriculate into graduate programs. VCU LSAMP offers a hybrid summer transition program (HSTP) focused on facilitating the high school to college and two-year to four-year college transition process for students majoring in STEM disciplines. The goals of the program are to 1) build community among a cohort of students, 2) orient students to VCU, 3) prepare students for the academic rigors of their first year in a STEM discipline at VCU, 4) expose students to opportunities and careers in STEM, 5) engage them in the VCU LSAMP program, and 6) provide financial support. Five distinct components of the VCU HSTP are 1) a six-week online summer component, 2) a 1 week on-campus orientation, 3) a Design Project Challenge, 4) a transfer student track, and 5) an academic year component. Evaluation data reveals that the HSTP assisted participants with adjustment to the college schedule and setting, facilitated the formation of study groups, and increased overall motivation to graduate. The online courses helped familiarize students with both the academic topics in their chemistry and mathematics classes and the behaviors and norms of STEM majors. On average, participants in the HSTP had higher retention (85%) and graduation (73%) rates when compared with their peers (81% and 64%, respectively). Furthermore, those students who complete the online classes’ requirements had a higher probability of receiving a grade of B or better in their first mathematics or chemistry class.

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Investigating the impact of a hybrid summer transition program

Cited by 3 publications

References 11 publications

The assessment cycle: Insights from a systematic literature review on broadening participation in engineering and computer science

The assessment cycle: Insights from a systematic literature review on broadening participation in engineering and computer science

What’s Your STEMspiration?: Adaptation and Validation of A Survey Instrument

Implementing a Hybrid Summer Transition Program

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