Expanding Pathways: A Summer Bridge Program for Community College STEM Students
Abstract
This paper addresses the transition of community college students to degree programs in science, technology, engineering, and mathematics (STEM). The paper presents the results of an evaluation of a two-week residential summer bridge program that recruited community college students from a wide range of academic, ethnic, and socioeconomic backgrounds and included traditional and innovative elements to address academic, social, and career needs. Evaluation data were obtained from pre- and postsurveys, focus groups, and annual tracking surveys about subsequent academic choices and course completion. Results identify the factors that increase the confidence and motivation of students to pursue STEM undergraduate degrees. Student rankings indicate that they found the innovative elements of the bridge program to be the most valuable and transformative in their academic success.
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Three additional STEM bridge programs measured student interest and reported increasing student interest, though this was not an explicit goal.
“Three additional bridge programs measured student interest and reported increasing student interest, though this was not an explicit goal of those programs (Russomanno et al., 2010; Lenaburg et al., 2012; Pritchard et al., 2016).”
From Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs (2017) · cites this paper as Lenaburg et al., 2012
Two of the STEM bridge programs that measured student interest used a single-item pre-post measure.
“Two of the programs that measured bridge student interest in the major used a single-item pre–post measure (Lenaburg et al., 2012; Bruno et al., 2016);”
From Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs (2017) · cites this paper as Lenaburg et al., 2012
The other two STEM bridge programs issued a postprogram survey with questions about the extent to which students met and networked with faculty.
“while the other two programs issued a postprogram survey with questions about the extent to which students met and networked with faculty (Thompson and Consi, 2007; Lenaburg et al., 2012).”
From Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs (2017) · cites this paper as Lenaburg et al., 2012
Cited by
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Ashley, M., Cooper, K. M., Cala, J. M., & Brownell, S. E. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.17-05-0085 · Cited by 122 · see citing works
- Authors
- Lenaburg, L., Aguirre, O., Goodchild, F., & Kuhn, J.-U.
- Affiliations
- California NanoSystems Institute (US)
- Corresponding author
- Lenaburg, Lubella
- Venue
- Community College Journal of Research and Practice
- Publisher
- Informa UK Limited
- Published
- 2012-01-09
- Volume
- 36
- Issue
- 3
- Pages
- 153-168
- ISSN
- 1066-8926 (ISSN-L)
- 1521-0413
- OpenAlex
- W1964161317
- Cited by
- 43
- References
- 0
- Citations by year
- 2025: 4 · 2024: 6 · 2023: 1 · 2022: 4 · 2021: 3 · 2020: 5 · 2019: 2 · 2018: 2 · 2017: 3 · 2016: 3 · 2015: 6 · 2014: 1 · 2013: 3
- FWCI
- 15.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Community College Journal of Research and Practice (publishedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Safety Research › Career Development and Diversity
- Physical Sciences › Mathematics › Modeling and Simulation › Mathematics Education and Programs
- Keywords
- summer bridge programs, community college students, STEM degree completion, residential programs, student self-confidence, student motivation, academic performance, program evaluation, socioeconomic diversity, ethnic diversity
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