Keeping up With Technology: Transitioning Summer Bridge to a Virtual Classroom

Brinkley, Kendra Woodberry; Rankins, Falcon; Clinton, Stevara; Hargraves, Rosalyn Hobson

doi:10.18260/1-2--19893

Cited by 3 publications

(4 citation statements)

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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%

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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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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“…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%

“…They also did not feel that the program exposed them to opportunities and careers in STEM or oriented them to the various academic resources at VCU, two goals of the transition program. More comparison results are discussed in Brinkley et al (2014). As a result of the OSTP comparison study findings, the VCU LSAMP leadership team designed a hybrid summer transition program and began offering the Hybrid Summer Transition program in the summer of 2014.…”

Section: History and Evolution Of The Summer Transition Program @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%

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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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Engineering Boot Camp: A Broadly Based Online Summer Bridge Program for Engineering Freshmen

Harkins¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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This paper describes an evidence-based practice implemented by the College of Engineering at the University of North Carolina Charlotte with objectives to increase retention and success of first year engineering students. Freshmen accepted into the engineering program typically were very successful in high school, leading many to falsely believe that the same habits that led to high school success will lead to college success. Combined with the new campus environment, the lack of study skills and unrealistic expectations may result in more instability than most have experienced in their young lives. Students who do not swiftly recognize their deficiencies and adapt to more effective habits and tools may perform poorly in their classes, leading to low first semester GPAs. This in turn may cause them to question their career choice and doubt their ability to successfully complete the engineering program. Such negative self-belief could result in a low retention rate for the College of Engineering. To help address these problems, the online Boot Camp program is designed to help students improve perseverance, math readiness, and spatial visualization. It also helps them adjust to campus life, set realistic academic expectations, choose or confirm their choice of major, introduce them to academic and administrative resources, and provide opportunities to interact with upper class students and other freshmen prior to their arrival on campus in August.Few students will need to address all areas, but most students have needs in two or more areas. The program is designed to be inexpensive to administer and require low maintenance while accommodating about 500 students each summer. Students enroll in the program during summer orientation and are urged to complete it on a voluntary basis before the fall semester begins. Results from the first two years of the program look promising.

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Keeping up With Technology: Transitioning Summer Bridge to a Virtual Classroom

Cited by 3 publications

References 10 publications

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

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

Implementing a Hybrid Summer Transition Program

Engineering Boot Camp: A Broadly Based Online Summer Bridge Program for Engineering Freshmen

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