Sharing College Knowledge

While undergraduate enrollment is increasing among historically underrepresented students, completion rates remain lower than their peers. A lack of college knowledge may be partly responsible. We used Gardner, Csikszentmihalyi, and Damon’s (2001) Good Work model to develop 2 programs to introduce historically underrepresented students to the expectations of college, that is, to improve their college knowledge. Assessment data (n = 44 in Program 1; n = 50 in Program 2) showed that while the programs were only somewhat effective at improving students’ understanding of what it means to do academic good work, students valued participating in the program. Authors’ Note We would like to thank Ms. Elizabeth G. Lucas and Dr. Joan F. Miller, Professor Emeritus, Department of Nursing, Bloomsburg University of Pennsylvania for their support of our university’s Good Work Initiative. We also thank the General Psychology Teaching Assistants, as well as the faculty and staff of Bloomsburg University of Pennsylvania who volunteered to help implement the Good Work reflective sessions. In addition, we extend our gratitude to Dr. Irvin Wright and Dr. Kristin Austin of the ACT101/Educational Opportunity Program for their support. Finally, we are indebted to Dr. Howard Gardner and his colleagues at Project Zero, including Wendy Fischman, Lynn Barendsen, Margot Locker, Paromita De, and Daniel Mucinskas for their thoughtful consultation and encouragement.

Interdisciplinary summer bridge programs to improve student outcomes

The Biology Undergraduate Scholars Program (BUSP) at UC Davis provides additional academic support and advising for a small (<40 students) cohort in the biological sciences each year. Students come from historically underrepresented racial or ethnic groups, the educational opportunity program, or have a disability. As part of the program, students participate in a two-week biology bridge program to prepare them for introductory ecology and evolution. The bridge program involves active learning assignments and team-based learning with a focus on the connection between biology and mathematics. We found that BUSP participants improved their biology knowledge through the summer bridge program. However, math confidence, SAT scores, Grit measures, and performance in the bridge program were not predictive of success in their biology course. We also found that BUSP students were more likely to remain in Life Science major and graduate.

Interdisciplinary summer bridge programs to improve student outcomes

The Biology Undergraduate Scholars Program (BUSP) at UC Davis provides additional academic support and advising for a small (<40 students) cohort in the biological sciences each year. Students come from historically underrepresented racial or ethnic groups, the educational opportunity program, or have a disability. As part of the program, students participate in a two-week biology bridge program to prepare them for introductory ecology and evolution. The bridge program involves active learning assignments and team-based learning with a focus on the connection between biology and mathematics. We found that BUSP participants improved their biology knowledge through the summer bridge program. However, math confidence, SAT scores, Grit measures, and performance in the bridge program were not predictive of success in their biology course. We also found that BUSP students were more likely to remain in Life Science major and graduate.

Making Sense of One’s Place in an Educational Opportunity Program

A college degree has been shown to decrease the income gap, but disadvantaged students are at a greater risk of dropping out of college. This study explores meaning-making of students in an educational opportunity program (EOP), the Search for Education Elevation and Knowledge (SEEK) in the City University of New York system. It is important to examine the experiences of students who are receiving additional support to understand how they develop through this complex transition process. Forty-six first-year SEEK students and 38 upperclassmen responded to a set of five narrative prompts of different genres. Using values analysis, the data showed that over half of the values guiding participants’ narratives (53.30%) discussed the many benefits of SEEK and the sources of support youth rely on. Participants used the genres to express the complexities of transitioning to college as freshman, along with a settling in the later years. The findings of this study demonstrate youth perspectives on the ways in which EOPs can significantly contribute to student retention.