Asee peer logo

Sustainable Bridges from Campus to Campus: The Creation and Conduct of Online Synchronous Summer Bridge Programs in 2020

Download Paper |

Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

NSF Grantees Poster Session

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

16

Permanent URL

https://peer.asee.org/37793

Download Count

29

Request a correction

Paper Authors

biography

Catherine L. Cohan Pennsylvania State University

visit author page

Catherine Cohan, Ph.D. has been a research psychologist for over 20 years. Her areas of expertise include engineering education, retention of underrepresented students, measurement, and assessment. She is currently an Assistant Research Professor and coordinates the Sustainable Bridges NSF IUSE project (Peter Butler, PI). Previously, she was the project coordinator the the Toys'n MORE NSF STEP project (Renata Engel, PI).

visit author page

biography

Lauren A. Griggs Pennsylvania State University

visit author page

Dr. Griggs received her B.S. in Engineering Science, with a concentration in Nanomedicine from The University of Virginia in 2012. As a doctoral student in the Department of Biomedical Engineering at Virginia Commonwealth University, Dr. Griggs was awarded the Ruth L. Kirschstein National Research Service Award Individual Predoctoral Fellowship through the National Institute of Health. As the Program Coordinator for the VCU Louis Stokes Alliance for Minority Participation program, she worked to increase the number of underrepresented minority students earning baccalaureate degrees and matriculating to graduate school. As a postdoctoral scholars at Vanderbilt University, Dr. Griggs explored novel techniques to investigate the intersection of diabetes and breast cancer progression. Dr. Griggs is now an Assistant Teaching Professor, Director of the Multicultural Engineering Program and Director of the Clark Scholars Program at Penn State University. In this role, Dr. Griggs drives initiatives to improve the recruitment and retention of underrepresented groups pursuing degrees in engineering and strives to foster a welcoming environment that celebrates culture and inclusion. Her passion lies in working directly with students, serving as an advisor, inspiring others through meaningful career discussions and helping others to gain confidence as well as succeed in their chosen degree fields.

visit author page

biography

Ryan Scott Hassler Pennsylvania State University

visit author page

Associate Teaching Professor of Mathematics

Research Interests:
First Year Engineering Student Success, summer bridge programs
Mathematics retention of underrepresented minority students
Conceptual Understanding, mathematical situation models
Hybrid learning, instructional technology
Early Algebra, textbook analysis

MS Applied Statistics
PhD Mathematics & Science Education

visit author page

biography

Mark William Johnson Pennsylvania State University, Altoona Campus

visit author page

Mark W. Johnson is Professor of Mathematics with primary research areas in Algebraic Topology and Category Theory, as
well as an ongoing interest in preparing future engineers, especially those from under-represented groups, for the mathematical challenges inherent in their chosen degree.

visit author page

biography

Michael Kagan Pennsylvania State University, Ogontz Campus

visit author page

Michael (Mike) Kagan is an associate professor of physics at Penn State Abington. He received a Ph.D. in Physics from the Pennsylvania State University. Dr. Kagan's research interests are diverse and include Quantum Gravity and Cosmology, Physical Applications of Graph Theory, as well as Physics Education. Dr. Kagan has over twenty years of experience teaching math, physics and astronomy at middle, high school and university level. For the last several years, he has implemented Investigative Science Learning Environment (ISLE) in his classes. Dr. Kagan has been an AP Physics Reader (grader) and a coach for the National Physics Team.

visit author page

author page

Peter J. Butler Pennsylvania State University

biography

Tonya L. Peeples Pennsylvania State University Orcid 16x16 orcid.org/0000-0003-0721-9622

visit author page

Professor Tonya Peeples joined the Penn State College of Engineering in August of 2018, as the Inaugural Associate Dean for Equity and Inclusion and Professor of Chemical Engineering. Prior to joining Penn State she worked at the University of Iowa and in her 23 years at UI, served to advance diversity and promote opportunities for all students to pursue education and careers in Science Technology Engineering and Mathematics (STEM). As an individual researcher, an administrator and as a leader in the state and national community, Dr. Peeples has made an impact on improving access to STEM careers through personal commitment, local partnerships, institutional leadership and effective collaboration.
Dr. Peeples is biochemical engineering researcher and served as Associate Director of the UI Center for Biocatalysis and Bioprocessing and on the coordinating committee for the National Institutes of Health (NIH) training grant in biotechnology. As a Professor, she has mentored a diverse group of high school, undergraduate and graduate students including three high school students, 64 undergraduate and 13 graduate students, and three postdoctoral fellows. Several of her graduate and undergraduate student researchers have won local, regional and national awards for their work.
Dr. Peeples is influencing faculty and institutional leaders through leadership in the Aspire Alliance, an NSF INCLUDES collaborative effort. On her academic leadership roles she has implemented search committee training on implicit bias and best practices for recruiting diverse faculty. As a leader in the University Center for Exemplary Mentoring funded by the Alfred P. Sloan Foundation, she trains faculty in mentoring minority students. These activities are “game changers” in helping engineering programs enhance enrollment growth and increasing numbers of women and minority students, faculty and staff. She has established collaborations to extend a welcoming environment to all students. She has received numerous awards for service to the local state and national STEM communities, including Outstanding Service Award from the American Institute of Chemical Engineers (AIChE) Minority Affairs Committee, the Collegiate Service Award from the UI CoE, the Michael J. Brody Award for Faculty Excellence in Service, the UI Diversity Catalyst Award. In 2015 she was the recipient of the Pioneers of Diversity Award from AIChE. In 2016 she was a fellow of the Executive Leadership in Academic Technology and Engineering and Sciences (ELATES) program. She is a fellow of the American Institute of Medical and Biological Engineering.

visit author page

Download Paper |

Abstract

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 Pennsylvania State University. In 2016, residential summer bridge programs for incoming Engineering students were started at the Abington, Altoona, and Berks campuses. Recruitment focuses on enrolling racially underrepresented domestic students (i.e., African American, Hispanic American, Native American, Pacific Islander) and first-generation students in Engineering into the bridge programs. The project also supports an established summer bridge program for racially underrepresented incoming Engineering students at the flagship University Park campus. In 2020 (Year 5 of the project) because of the COVID-19 pandemic and restrictions on in-person gathering, the Engineering Ahead residential bridge programs were converted to online synchronous summer bridge programs. This paper presents data on recruitment, enrollment, retention, lessons learned, and student perceptions of an online summer bridge program.

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 Penn State education at a regional campus. Since their inception, the Engineering Ahead summer bridge programs try to increase retention and graduation through three strategies: intensive math review (pre-calculus, calculus), community building, and professional development. Central topics and questions for this paper are how we conducted online bridges, what was offered, student enrollment and retention, what we learned from the process, can social integration among students be achieved virtually, and what were student perceptions of the online bridge experience?

Method: Accepted incoming Engineering students (summer and fall 2020) at the Abington, Altoona, Berks, and University Park campuses were encouraged to apply to an online summer bridge program to support success in math and science during the first year via letter, email, and presentations at accepted student programs. Eighty-six incoming students enrolled in the four online bridge programs for incoming first-year Engineering students.

Results: Data analysis is being conducted currently.

Conclusions: Conclusions are pending following completion of data analysis.

Cohan, C. L., & Griggs, L. A., & Hassler, R. S., & Johnson, M. W., & Kagan, M., & Butler, P. J., & Peeples, T. L. (2021, July), Sustainable Bridges from Campus to Campus: The Creation and Conduct of Online Synchronous Summer Bridge Programs in 2020 Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37793

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015