terrell l. strayhorn, ph.d. associate professor joey kitchen, marjorie dorime-williams, & todd...

Terrell L. Strayhorn, Ph.D.Associate Professor

Joey Kitchen, Marjorie Dorime-Williams, & Todd Suddeth

School of Educational Policy & LeadershipHigher Education & Student Affairs

Promoting Access and Success through Summer Bridge Programs

This research was supported by a CAREER grant from the National Science Foundation (NSF), Grant No. EHR-0747304. Opinions reflect those of the author and do not necessarily reflect those of the granting agency.


Outline of Seminar

(4)Method

(3)SBP Planning

(2)Overview of Webinar Objectives

(1)Introductions


Outline of Seminar

(9)Q&A

(8)Conclusions & Implications

(7)Highlights from Bridging the Pipeline

(6)LEAD Demographics, Assessment, and Outcomes

(5)LEAD Program Components & Benefits


1. Identify and describe challenges that students face in terms of academic and social preparation

2. Recall issues that should be considered when planning a summer bridge program

3. Describe why summer bridge programs hold promise for reducing challenges for at-risk students

4. Learn how to design a summer bridge program for college students

5. Name key components of a summer bridge program6. Identify techniques for assessing summer bridge

programs


Objectives


Planning a New Summer Bridge Program

Personnel Funding/Budget Issues Schedule

Recruitment and Selection of

Students

Holistic Selection Criteria

Academics

Demographic Information

Self-reported challenges to

college transition (essay)


Brief Question Break


eadership in a diverse world


L

A

E

D

xcellence in all endeavors

iversity as a core value in our program, the University and in society

chievement through academic success

What Does LEAD Stand For?

LEAD Summer Institute

LEAD Summer Institute Generally May 30 – July 3 Diverse group of 55 scholars

– Memphis, Nashville, Chattanooga, Knoxville, & Cherokee, NC



LSIProgram Components

English 101

- Basic Composition

- Multiple Sections: students mixed with non-UTLSI students

English 102 or Psychology 101

-If prior English 101 credit

English 103 & 104

-Writing Lab

-Provides support for basic composition

-Helps improve collegiate style writing

Counselor Education 212:

• Career and Personal Development

• Three Sections: LSI students only

• Four themes across sections:

1. Self Awareness 3. Academic Awareness

2. Career Exploration 4. Awareness of Others


LSI Courses

Benefits of LSI


• Begin the college transition during the relaxed summer atmosphere

• Take 7 hours of college credit early• English 101 & 103• Counselor Education 212 (Career

Development)• Math Preparation Courses

• Living – Learning Community• Adjust to residential life• Meet fellow freshman just like you


Benefits of LSI

• All tuition, fees, housing, meal plan, and books are covered for LSI Scholars (for summer)

• Scholars will receive a $1,500.00 grant

Social Personal Development

Academic Success

International &

Intercultural Awareness

Dimensions Covered


Who Has Participated? …How Have They Fared?


• 38 Females / 17 Males• 45=African American• 2=Hispanic American• 3=Asian American• 2=European American• 3=Cherokee Indian• Avg. GPA = 3.55• Avg. ACT = 20.4

• 35 Females / 20 Males• 45=African American• 3=Hispanic American• 3=Asian American• 3=European American• 1=Cherokee Indian• Avg. GPA = 3.56• Avg. ACT = 19.6

Student Demographics

2008 2009


Assessment Levels

• Primarily qualitative data collected during individual class meetings

Class

• Qualitative and quantitative data collected within a course over the entire summer session

Course

• Primarily quantitative data collected about student experiences throughout the program as a whole

Program

• Retention and achievement data collected about students at various points in their attendance at the university

Institution

LSI Course Grades


AVG GPA = 3.53 S A B+ B C+ C NC

ENGL 101 10 7 15 9 7 3

ENGL 102 1 1

ENGL 103/104 53

PSYCH 101 1 1

CE 212 49 6

Course Level

Goals Objectives Outcomes Methods

Assist with the transition of participating students

both socially and academically from high

school to college

1. Provide opportunities for safe, comfortable

interaction and collaboration among peers

within a college classroom.

a. Students demonstrate a greater level of comfort with college classroom environment. Reflection papersb. Students identify peers with similar interests and complementary skills.

2. Exemplify appropriate expectations and

behaviors within a college classroom.

a. Students express a greater understanding of what's expected in a college classroom.

In-class activitiesb. Students are able to interpret a syllabus by identifying expectations for participation and grading.

Program Level

SocialIncreased Academic Self-EfficacyEnhanced Academic SkillsKnowledge about College Life

AcademicSense of BelongingLeadership Among First-time Freshmen Peers




•

Highlights from Recent Summer Bridge Program Research


Summer Bridge Programs


Bridging the Pipeline: Increasing Underrepresented Students' Preparation for College Through a Summer Bridge Program

• To measure the effect of SBP participation on preparation for college in four areas:• 1) Academic self-efficacy• 2) Sense of belonging• 3) Academic skills• 4) Social skills

Purpose


Bridging the Pipeline: Increasing Underrepresented Students' Preparation for College Through a Summer Bridge Program

• 1) Summer Bridge positively affects specific academic skills.• Examples: Use of technology, Interpreting

syllabus

• 2) Positive beliefs about one’s academic skills and aptitude positively predict first semester grades in college

Key Results

QUESTIONS?

General Discussion


For more information, contact:

Terrell L. Strayhorn, Ph.D.Associate ProfessorSchool of Education Policy & LeadershipThe Ohio State University

(614) [email protected]


terrell l. strayhorn, ph.d. associate professor joey kitchen, marjorie dorime-williams, & todd...

Documents

lead summer institute

academic success

relaxed summer atmosphere

college students

lsi program components

lead program components

selection of students

collegiate style writing