June 14, 2015
June 14, 2015
June 17, 2015
26.1576.1 - 26.1576.22
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
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