Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Diversity and NSF Grantees Poster Session
Purpose: The purpose of the Sustainable Bridges from Campus to Campus project (NSF IUSE #1525367, known locally as Engineering Ahead) is to establish summer bridge programs that serve Engineering students at regional campuses of The X University. Summer bridge programs for incoming Engineering students were started at the A, B, and C campuses. Recruitment focuses on enrolling racially underrepresented domestic students in Engineering (i.e., African American, Hispanic American, Native American, Pacific Islander) into the bridge programs. The project also supports an established summer bridge program for racially underrepresented incoming Engineering students at the flagship Y campus. As of this writing, we are completing Year 4 of the 5-year project. This paper presents aggregated data for the first three cohorts of Engineering Ahead participants and a sample of matched comparison students who did not participate in the program through their second year of college through the entrance-to-major process. Goals: The overarching goal of this project is to increase retention and graduation among racially underrepresented Engineering students, with a focus on students who start their University education at a regional campus. Institutional retention data indicate that retention in Engineering among students at a regional campus is nearly half that of Engineering students who start at the Y campus. Part of that difference in retention is likely related to social integration and access to academic support. Thus, an intent of this project is to implement academic and social support strategies (pre-college summer bridge program & clustered enrollment in the same first-year seminar) to improve junior-year retention among racially underrepresented Engineering students. We aim to improve retention in Engineering in the junior year by 20 percentage points. The central research question is to examine whether academic outcomes and retention in Engineering differed as a function of participation in the support strategies. To examine variation in outcomes among participants in our program, we will examine contextual factors such as whether the bridge program was residential or non-residential, whether the bridge program was located at a student’s assigned campus for the fall or at a different campus in the University system, and whether the student completed the degree at one campus or transitioned from a regional campus to the flagship campus (native vs. 2+2 students). Method: Accepted incoming Engineering students at the A, B, C, and Y campuses were encouraged to apply to a summer bridge program to support success in math and science during the first year via letter, email, and presentations at accepted student programs. The bridge programs for incoming first-year students consist of 5 summer bridge programs across 4 campuses in the University system. The total sample size is 490, with 245 participants and 245 comparison students. To assess the effectiveness of these academic and social support strategies for incoming undergraduate Engineering majors, we will examine math course grades, grade point average, entrance-to-major status (i.e., did a student enroll in an Engineering major, another STEM major, or a non-STEM major), and enrollment status (i.e., whether or not still at the University). Students were matched on gender, race, campus assignment, and SAT Math score (within 1 standard deviation). Results: Statistical analyses are being conducted currently. Conclusions: Conclusions are pending following completion of data analysis.
Cohan, C. L., & Bandyopadhyay, P. K., & Hassler, R. S., & Johnson, M. W., & Kagan, M., & Schmiedekamp, A. M., & Shull, P. J., & Butler, P. J., & Peeples, T. L. (2020, June), Sustainable Bridges from Campus to Campus: Aggregate Results for Engineering Ahead Cohorts One to Three Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35259
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