scholarly journals Investigating the Effect of Freshman Minority Engineering Student Participation in a Minority Summer Bridge Program on Engineering Self-Efficacy and Early Academic Success at a Predominantly-White Institution

2018 ◽  
Author(s):  
Javon Adams ◽  
James Carter
Keyword(s):  
Academic Success ◽  
Predominantly White ◽  
Self Efficacy ◽  
Student Participation ◽  
Summer Bridge Program ◽  
Engineering Student ◽  
Summer Bridge ◽  
Predominantly White Institution ◽  
Bridge Program ◽  
White Institution

scholarly journals A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

2017 ◽  
Vol 16 (1) ◽  
pp. ar17 ◽  
Author(s):  
Katelyn M. Cooper ◽  
Michael Ashley ◽  
Sara E. Brownell
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Comparative Method ◽  
Learning Experiences ◽  
Summer Bridge Program ◽  
Introductory Biology ◽  
Summer Bridge ◽  
Bridge Programs ◽  
Bridge Program ◽  
Transition From High School

National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other’s experiences in active learning.

Promoting Diversity and Inclusion: Developing Partnerships Between Historically Black Colleges and Universities and Predominantly White Institutions

2017 ◽  
Vol 6 (4) ◽  
pp. 368-374
Author(s):  
Sarah Price ◽  
Richard H. Williams ◽  
Christopher Wilburn ◽  
Portia Williams ◽  
Danielle Wadsworth ◽  
...  
Keyword(s):  
Predominantly White ◽  
Historically Black ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Predominantly White Institution ◽  
Bridge Program ◽  
Diversity And Inclusion ◽  
White Institution ◽  
Black Colleges And Universities

This article presents an overview of how faculty in the School of Kinesiology at Auburn University (AU) are working with minority-serving institutions in similar disciplines to promote diversity and inclusion. Florida A&M (FAMU) and Albany State University (ASU) are both Historically Black Colleges and Universities (HBCU), and AU is a Predominantly White Institution (PWI). Part of this initiative has been accomplished through the development of AU’s Future Scholars Summer Research Bridge Program in partnership with south-eastern HBCUs. Success has been measured as an increase in student recruitment and increased opportunities for students from underrepresented groups seeking graduate opportunities. The partnership between FAMU and AU has also provided opportunities for faculty and students to promote diversity and be more inclusive through research collaborations. These partnerships are addressing this important need to be more purposeful in our efforts of establishing greater diversity and being a more inclusive discipline.

scholarly journals Summer Bridge Inventory

2019 ◽  
Vol 18 (2) ◽  
Author(s):  
Tremayne O. Waller
Keyword(s):  
Predominantly White ◽  
Engineering Students ◽  
The United States ◽  
Goal Commitment ◽  
Summer Bridge Program ◽  
Summer Bridge ◽  
Bridge Program ◽  
Adjustment Issues ◽  
Institutional Attachment ◽  
Southeastern Region

This study used a mixed methods approach to investigate various adjustment issues of participants in a summer bridge program for engineering students at a predominantly White insitution (PWI) in the mid-southeastern region of the United States. Specifically, the academic, social, personal-emotional, and goal commitment and institutional attachment subscales of the Student Adaption to College Questionnaire (SACQ) were utilized for this purpose. The Summer Bridge Inventory (SBI) that was employed in this research revealed the summer bridge participants' opinions about the strengths and weaknesses of the program and its related activities.

NCOBPS Fifty Years

2020 ◽  
Vol 1 (1) ◽  
pp. 132-135
Author(s):  
William J. Daniels
Keyword(s):  
Predominantly White ◽  
Black Student ◽  
Personal Narrative ◽  
Fundamental Rights ◽  
The Political ◽  
Political Protest ◽  
Predominantly White Institution ◽  
Significant Events ◽  
White Institution ◽  
The 1960S

This personal narrative recounts the experiences of an NCOBPS founder, who discusses significant events in his life from student to faculty that motivated his professional journey, including his participation in the founding of NCOBPS. It reflects on what it meant to be a black student, and later, a black faculty member teaching at a predominantly white institution in the political science discipline in the 1960s. It also provides a glimpse into how the freedom movements shaped his fight for fundamental rights as a citizen. Finally, it gives credence to the importance of independent black organizations as agents for political protest and vehicles for economic and social justice.

SUMMER BRIDGE PROGRAM INCREASES INDIGENOUS ENROLLMENT IN THE GEOSCIENCES

2016 ◽  
Author(s):  
Barbara C. Bruno ◽  
◽  
Johanna L.K. Wren ◽  
Keolani Noa ◽  
Elisha M. Wood-Charlson ◽  
...  
Keyword(s):  
Summer Bridge Program ◽  
Summer Bridge ◽  
Bridge Program

International students’ lived experiences in a predominantly White institution in Southwest Florida

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Clarisse Halpern ◽  
Hasan Aydin
Keyword(s):  
Higher Education ◽  
International Students ◽  
Predominantly White ◽  
Lived Experiences ◽  
Global Education ◽  
The United States ◽  
Predominantly White Institution ◽  
Southwest Florida ◽  
White Institution ◽  
Dominant Society

AbstractYearly, thousands of international students seek the United States to further their education, bringing cultural and financial capital into the country. Though previous studies have examined international students’ experiences adapting to the receiving country, research is needed to investigate their lived experiences in a predominantly White institution (PWI). Thus, a narrative inquiry was applied to explore international students’ life stories at a PWI in Southwest Florida. Data collection comprised in-depth individual interviews with 12 participants that resulted in four themes: multiracial identities, otherness, self-representation in the dominant society, and perceptions of the dominant culture. The narratives revealed challenges related to isolation, segregation, and feelings of inferiority, contributing to understanding the value of diversity and global education in higher education. Recommendations are included to better serve international students in higher education institutions.

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