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The Summer Undergraduate Research Bridge Experience for Community College Students: Providing Connections from Community College to the Four-year Institution

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Multidisiplinary Student Research Experiences

Tagged Division

Multidisciplinary Engineering

Tagged Topic

Diversity

Page Count

22

Page Numbers

26.1576.1 - 26.1576.22

DOI

10.18260/p.24913

Permanent URL

https://peer.asee.org/24913

Download Count

112

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Paper Authors

biography

Jeanne R. Garland New Mexico State University

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Jeanne Garland has worked at New Mexico Alliance for Minority Participation (New Mexico AMP) since August 2002. She received the B.A. from Baylor University and the M.A. from NMSU in English, with an emphasis in Rhetoric and Professional Communication. She worked for the College of Engineering’s Engineering Research Center (ERC) as Technical Writer, then was employed at Arizona State University (ASU) for nine years, teaching Technical Writing and also serving on the teaching team for the NSF Freshman Integrated Program for Engineering (FIPE). She returned to NMSU in 2002 and began working for New Mexico AMP, where she currently holds the position of Alliance Programs Manager. In this position, Jeanne works with the thirteen partner institutions statewide and helps with reporting and publications of New Mexico AMP. She is also involved with the professional development training of the Undergraduate Research Assistants (URAs), and each summer, Jeanne coordinates the Summer Community College Opportunity for Research Experience (SCCORE) program, a bridge program for community college students that provides research assistantships and assistance with transfer. SCCORE has been held at NMSU since 2002, and will also be held for the first time at several alliance university partner campuses.

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biography

Michele A. Auzenne New Mexico State University

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Michele Auzenne has 18 years of experience managing student support programs and has served as Program Manager and Assistant Director for the New Mexico Alliance for Minority Participation (New Mexico AMP) since 1997. She has served in the same capacity for the NMSU Hewlett Foundation Engineering Schools of the West Initiative (ESWI), the NSF Scholarships in STEM (S-STEM), the NSF STEM Talent Expansion Program (STEP), among others. Ms. Auzenne holds a B.A. in English and an M.A. in Technical and Professional Communication, both from NMSU. She is currently a Ph.D. student in the NMSU Rhetoric and Professional Communication program.

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biography

Ricardo B. Jacquez New Mexico State University

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Ricardo B. Jacquez, Ph.D, PE, is Regents Professor of Civil Engineering and Dean of Engineering at New Mexico State University. For the past 21 years he has served as the principal investigator and project director for the Louis Stokes New Mexico Alliance for Minority Participation.

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Abstract

The Summer Undergraduate Research Bridge Experience for Community College Students: Providing Connections from Community College to the Four-Year InstitutionThe New Mexico Alliance for Minority Participation’s Summer Community CollegeOpportunity for Research Experience (SCCORE), started in 2005, evolving from another NewMexico AMP bridge program, the Minority Engineering Transfer and Articulation (META) thattook place between 2001 and 2004 that was targeted to civil engineers at New Mexico StateUniversity and two partner community colleges. Because of the impressive outcomes, we tookthe successful components of META and redesigned the program, allowing it to become asustainable and successful program on its own merits. The SCCORE program targetsunderrepresented students in all Science, Technology, Engineering, and Mathematics (STEM)disciplines, providing research opportunities, fostering student success, and assisting students intransfer. The SCCORE program consists of the following components: 1) Summer BridgeProgram in which students are housed on campus and attend a credit-bearing seminar; 2)Research Assistantships; and 3) Year-Round Advising Support.The outcomes of the META and SCCORE programs from 2002-2013 are impressive. Out of 123total participants, there has been a 69.1% transfer rate (N=85), and of these 85 students, 58.9%(N=50) graduated with a B.S. degree and 41.1% (N=35) are on-track in STEM studies. Furtheroutcomes show that of the 24 students who are pursuing M.S. degrees, 62.5% (N=15) havegraduated with an M.S. degree, 20.8% (N=5) are on track in M.S. studies, with another 16.7%(N=4) applying for M.S. programs. Of the three (3) students who are pursuing a doctoral degree,33.3% (N=1) have graduated and 66.7% (N=2) are on-track in STEM Ph.D. programs.The SCCORE program was offered at one university for nine years, New Mexico StateUniversity — the lead institution for New Mexico AMP — and for the first time this year, theprogram was extended to other universities, so students could attend the program at theuniversity at which they want to transfer. The professional development training includesreading/writing an abstract; learning to develop and present a poster; exploring the STEMdisciplines; and participating in seminars and panel discussions. Students present their researchat a program-end symposium and at the New Mexico AMP Student Research Conference, heldin October following the summer program. Using other successful models that cultivate a STEMtransfer pathway, such as the prestigious Exploring Transfer/Exploring Research at VassarCollege and others, the program promotes the summer research experience as an importantvehicle for fostering skill development and laboratory and field experiences and retention inSTEM, as well as nurturing aspirations for graduate school. Pedagogical approaches of inquiry-based learning and undergraduate hands-on research used in this program are complementaryand mutually reinforcing (Healey and Jenkins 2009). Assessment methods include formative andsummative evaluation data, the former used to improve the program, and the latter, to assess theimpact and success of the program. Student and faculty pre- and post-surveys and exit interviewsare used for assessment, and students who transfer are surveyed regarding decision-making anduse of transfer processes.

Garland, J. R., & Auzenne, M. A., & Jacquez, R. B. (2015, June), The Summer Undergraduate Research Bridge Experience for Community College Students: Providing Connections from Community College to the Four-year Institution Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24913

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: © 2015 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