(Summer) Bridging the Gaps:Enriching Summer Bridge Programs for the 21st Century

Charles C.M. Kellom, Lesley-Ann Brown-Henderson, Kourtney Cockrell, & Robert Brown

Introductions

• Name, Institution, Gender Pronouns

• Why did you choose this session?

• What if/any challenges are you facing with summer bridge programs on your campus?

Goals & Outcomes for TodayBy participating in this workshop, NASPA members will, or will be able to:

1. Explain at least one needs-based strategy for the effective recruitment of a diverse student body to their summer bride programs;

2. Explain at least one strategy for the development of co-curricular workshops that compliment what students learn in the classroom;

3. Identify at least one quantitative instrument for the assessment of student learning as a result of a summer bridge program

4. Identify at least two qualitative methods for the assessment of student learning as a result of a summer bridge program;

5. Discuss how participants might apply at least one of these strategies at their campuses, with feedback from the facilitators.

Northwestern University

• Private, highly-selective research institution

• Approx. 8500 undergraduate students

• Predominantly White Institution

• Highly selective:

– Tied for 12th best National University by US News & World Report (2017)

– 20th in the world by Times of Higher Education (2017)

Campus Inclusion & Community (CIC)

• Adapted Tri-Sector Model of Cultural Practice (Jenkins & Walton 2006)

• Each department takes the lead on a sector of the model.

• Compliments our Division's Mission: Educate. Engage. Enrich.

Summer Academic Workshop (SAW)

• Founded in 1966 to help NU recruit Black / African-American students. 50th Anniversary in 2016.

• Basic structure: Classes and workshops academic and leadership skills.

• Program evolved over time, informed by university priorities and leadership.

– 2001: SAW begins to focus on writing skills.

– 2003: Gratz v. Bollinger (Michigan) informs new recruitment process.

Summer Academic Workshop (SAW)

• 2014: SAW is restructured under CIC.

• Assessment data:

– Sense of community is strong; Workshops are fun, but redundant with Orientation.

– Low-income / first-generation students being missed from recruitment pool. Connects to changes in demographics across higher education.

– At graduation: “I feel like I survived this place, barely.”

Summer Academic Workshop (SAW)

• New structure:

– Recruitment takes an intersectional approach: Writing skills; First-gen /Low-income; Students of color; Sexual orientation; Self-selection via application

– Capacity for 40 incoming first-year students.

– Six peer Counselors, one Graduate Assistant.

– Cost of the program is completely covered by the university.

– Students take classes for credit in the mornings; afternoon workshops to help them thrive at Northwestern.

Theoretical Framework

• Thriving vs. Surviving: Self-Efficacy & Resilience

– “Students with strong resilience and self-efficacy are more likely to remain in college, ultimately achieving a degree (Allen, 1999).

– Self-Efficacy: “Influences courses of action…the level of accomplishment [people] realize.” (Bandura, 1997)

– Resiliency: Social competence; Problem-solving skills; Autonomy; Sense of purpose & future goals. (Bernard, 1995)

Theoretical Framework

• New framework informed content of afternoon workshops.

• CIC developed learning outcomes for each, invite guest presenters to lead based on expertise:

– Asking for Help: Scenario-based

– Time-Management: Create schedule, reflect on personal habits

– On the Street Interviews: Practice asking for what you need

• Learning & Study Skills Inventory (LASSI) as our pre/post instrument

Learning Outcomes

• LASSI: measures students awareness about and use of learning and study strategies across 10 scales.

– ANX = Anxiety– ATT = Attitude– CON = Concentration– INP = Information Processing– MOT = Motivation

– SMI = Selecting Main Ideas– SFT = Self Testing– TST = Test Strategies– TMT = Time Management– UAR = Using Academic Resources

• Post-SAW Survey distributed a month after the program, three weeks into classes. (N=30)

• Highest difference:

– Information Processing

– Selecting Main Ideas

– Self Testing

– Test Strategies

– Time Management

– Using AcademicResources

* p < .05, ** p < .01, *** p < .001

Participants showed significant gains on all scales:

Learning Outcomes

* p < .05, ** p < .01, *** p < .001

Learning Outcomes• Students reported

significant increases from pre-SAW to post-SAW regarding their study skills.

• The extent to which students agreed on the survey that their study skills developed positively, corresponded somewhat to their scores on five scales on the LASSI:

– Self-Testing

– Test Taking

– Using Academic Resources

– Attitude

– Information Processing

Learning Outcomes

* p < .05, *** p < .001

Learning OutcomesSummer Survey:• “All of the programs and resources that were talking about during SAW have been a great

help. Though the true benefit of going to SAW has been the people I met, I had the benefit of having a large support team right at the beginning of classes.”

• “Being low-income and a minority, i never really saw myself as privileged but SAW introduced me to many privileges that I never really thought of. One of which is being a male in a society that often displays sexism. My personal identities will allow me to reevaluate my actions and be considerate to what others are going through that i have not experienced.”

• “It was not something that I necessarily learn, but it was something I felt. I felt a sense of belonging and welcoming. I knew I could rely on my SAW friends, and although I might not find another group like SAW, I can always find my SAW friends as resources and help in time of need.”

Challenges

• Recruitment: Students who could benefit the most do not necessarily apply.

• Tension points: Competing priorities with other campus issues.

• Partnering with academics: Only program with students in multiple colleges / schools at NU

• Territorialism: Feeling of competition with other campus programs, priorities.

Challenges

• Staff support: Balancing expectation with primary responsibilities and work/life, especially in the summer

• Student expectations: What the program used to be vs. what it is becoming.

• Counselor expectations: Wanting to preserve the past.

Beyond SAW

Compass Mentor Program

• Cohort Model; Weekly Workshops & Bi-Weekly 1:1s

• 32 First-Year Students; 9 Mentors• Stipends for Mentors• Priority Application Status for SAW Alumni

SAW 2017 & Beyond

• Leadership Transition

• GA & Counselor early initiation

• Intentional outreach to future participants

• Program manual development

• Continued assessment

– Post-post LASSI

– Focus Group

Discussion

• What has resonated with you?

• What questions still feel unanswered?

Thank You

Charles Kellom – charles.kellom@northwestern.edu

Robert Brown - robert.brown2@northwestern.edu

Lesley-Ann Brown-Henderson – labrown@northwestern.edu

Kourtney Cockrell – k-cockrell@northwestern.edu