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Cited by 122Higher Education Research StudiesCareer Development and DiversityMathematics Education and Programs

Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs

Open access
Ashley, Michael, Cooper, Katelyn M., Cala, Jacqueline M., Brownell, Sara E.·2017·CBE—Life Sciences Education
DOI 10.1187/cbe.17-05-0085PMC PMC5749972
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Abstract

Summer bridge programs are designed to help transition students into the college learning environment. Increasingly, bridge programs are being developed in science, technology, engineering, and mathematics (STEM) disciplines because of the rigorous content and lower student persistence in college STEM compared with other disciplines. However, to our knowledge, a comprehensive review of STEM summer bridge programs does not exist. To provide a resource for bridge program developers, we conducted a systematic review of the literature on STEM summer bridge programs. We identified 46 published reports on 30 unique STEM bridge programs that have been published over the past 25 years. In this review, we report the goals of each bridge program and whether the program was successful in meeting these goals. We identify 14 distinct bridge program goals that can be organized into three categories: academic success goals, psychosocial goals, and department-level goals. Building on the findings of published bridge reports, we present a set of recommendations for STEM bridge programs in hopes of developing better bridges into college.

Verified 2026-11-03 · 1 reference not checked yet

AI snapshot

Written from the paper’s full text.

TL;DR

This review synthesizes 46 published reports on 30 unique STEM summer bridge programs from 1992 to 2016, describing program characteristics, goals, and reported success. It concludes that programs often report positive outcomes but vary widely in design and assessment, and it offers recommendations to improve documentation, evaluation, and alignment of goals with measured outcomes.

Key findings

  • The review identified 46 reports on 30 unique STEM bridge programs; 26 reports (57%) were peer-reviewed and 20 (43%) were in other formats. Most programs were at public doctoral-granting institutions (n = 23, 77%), focused on first-year students (n = 28, 93%), and were engineering-specific (n = 15, 50%) or open across STEM (n = 10, 33%). Program length ranged from 3 days to 8 weeks, with one online program having no set length.
  • Programs targeted varying populations: 50% specified URM students, 20% women, 20% academically underprepared students, and 10% highly academically prepared students; 10% were open to anyone and 13% did not specify a target population.
  • Reported outcomes were generally positive among programs that measured them: all 5 programs with remediation goals that assessed remediation reported success; 15 of 18 programs measuring GPA (83%) reported success; all 15 programs measuring retention reported positive impacts; and all 4 programs measuring graduation rates reported success. However, many goals were not measured, and assessment designs varied widely.
  • The authors recommend publishing bridge program descriptions and outcomes, reporting lessons from unsuccessful iterations, providing implementation details (costs, recruitment, size, curriculum, follow-up), and using backward design to align program goals with measured outcomes.

Methods

  • Literature search conducted November 2016–March 2017 in Google Scholar, ERIC, and Arizona State University Library One Search, using terms such as bridge, summer bridge, boot camp, and college preparation program, plus snowball sampling; included STEM bridge programs from 1992 to 2016 and both peer-reviewed and gray literature.
  • The search yielded 46 published reports on 30 unique programs. Two authors independently coded program characteristics (subject, institution type, first-year vs. transfer, length, target population) and reached consensus on discrepancies.
  • Goals were coded with a rubric indicating whether each program succeeded, did not succeed, or did not measure the goal; reliability was established on subsets until consensus exceeded 95%, with final coding consensus of 99%.

Limitations

  • Stated: many bridge programs likely have no published reports and are missing from the review; programs at master’s colleges, baccalaureate colleges, and community colleges may be underrepresented compared with PhD-granting institutions; the authors may have missed published reports; and findings rely on bridge authors’ interpretations of whether their programs succeeded, so positive impacts should be interpreted with caution.
  • Stated: the identified goals may not represent all bridge programs because not all programs have published reports, and the conclusions are limited to published reports.
  • Evident from the text: programs vary widely in length, target population, goals, and assessment methods, with no set formula, making it difficult to draw conclusions about what aspects lead to positive outcomes; many programs did not measure their stated goals, and self-selection/volunteer bias and lack of control for prior academic ability limit causal inference in many evaluations.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1187/cbe.17-05-0085

Cites

59 of 60 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

39 of 124 cited sources checked · 24 supported · 2 flagged · accuracy not yet measured

  • Findingcitation

    One STEM bridge program used propensity score matching to compare bridge students with nonparticipants with similar characteristics including gender, race/ethnicity, and prior academic ability.

    “One program used propensity score matching to compare bridge students with students with similar characteristics (including gender, race/ethnicity, and prior academic ability) who did not participate in the bridge program (Windsor et al., 2015).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Windsor et al., 2015

      The General Framework explicitly says the authors chose propensity score reweighting rather than propensity score matching. The Demographics and Results sections do describe comparisons between MemphiSTEP participants and nonparticipants that account for prior performance and demographic differences, but the claimed method is incorrect. Page numbers are unavailable in our copy. (LLM, conf=0.90)

      Checked by a reasoning model — may be wrong.

      Experimental — accuracy not yet measured
  • Findingcitation

    One STEM bridge program used matched pairs, individually matching bridge students to students of similar characteristics who did not participate.

    “One program used matched pairs, individually matching students in the bridge program to students of similar characteristics who did not participate in the bridge program (Windsor et al., 2015).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Windsor et al., 2015

      The General Framework says the authors chose propensity score reweighting rather than matching estimators. The Results describe exact matching on project year and freshman standing within that reweighting approach, not individually pairing bridge participants with similar nonparticipants. (LLM, conf=0.90)

      Checked by a reasoning model — may be wrong.

      Experimental — accuracy not yet measured
  • Findingcitation

    Another STEM bridge program using a pre- and posttest with ACT math questions showed that bridge participants increased test scores by more than 40%.

    “Another program gave students a pre- and posttest with questions taken from the math section of the ACT and showed that bridge participants increased test scores by more than 40% (Raines, 2012).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Raines, 2012

      The Program Findings report pre- and posttests and an average score increase of 47.9%, supporting the claimed increase of more than 40%. The Description identifies the pretest as a 27-question assessment in MyMathTest; our copy does not say the test questions were taken from the ACT math section. The ACT math subscores reported in Program Findings are separate from the pre- and posttest scores. (LLM, conf=0.88)

      Experimental — accuracy not yet measured
  • Findingcitation

    A third STEM bridge program using a developer-created math pre- and posttest found that students' algebra and trigonometry scores increased by 15% and 14%, respectively.

    “A third bridge program gave students a math pre- and posttest that the program developers created themselves; they found that students’ algebra and trigonometry scores increased by 15% and 14%, respectively (Russomanno et al., 2010).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Russomanno et al., 2010
  • Findingcitation

    Another STEM bridge program reported the number of former bridge students who went on to conduct PhD-level research.

    “and another program reported the number of former bridge students who went on to conduct PhD-level research (Summers and Hrabowski, 2006; Maton et al., 2009, 2012, 2016; Stolle-­McAllister, 2011; Stolle-McAllister et al., 2011).”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites Summers and Hrabowski, 2006 source
    • cites Maton et al., 2009 source

      The Summer Bridge section identifies a mandatory bridge program for Meyerhoff students, and Results > Post-College Outcomes reports the percentages who later entered STEM PhD programs. The paper measures PhD-program entry, not whether former bridge students went on to conduct PhD-level research; the cited passage also gives percentages rather than a number of such researchers. Page numbers are unavailable in our copy. (LLM, conf=0.83)

      Experimental — accuracy not yet measured
    • cites Stolle-McAllister, 2011
  • Classified as probably not a substantial claim. 42
  • May combine two claims. 48

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    One STEM bridge program measured student research self-efficacy using six items from a scientific self-efficacy scale.

    “One program measured student research self-efficacy using six items from a scientific self-efficacy scale, which probes student confidence in performing common research practices such as technical skills or generating a research question (Maton et al., 2016).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Maton et al., 2016 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    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).”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites Thompson and Consi, 2007
    • cites Lenaburg et al., 2012 source

  • May combine two claims.

    Findingcitation

    One STEM bridge program examined preparedness for precalculus, another assessed students' sense of preparedness regarding future STEM courses, and two focused on preparedness for college in general.

    “One program examined preparedness for precalculus (Raines, 2012), another program assessed students’ sense of preparedness regarding future STEM courses (Pritchard et al., 2016), and two programs focused on preparedness for college in general (Russomanno et al., 2010; Tomasko et al., 2013, 2016).”
    Quote in the paperNot a substantial claim2 of 3 sources checked
    • cites Raines, 2012
    • cites Pritchard et al., 2016 source
    • cites Russomanno et al., 2010

      The Mathematics Bridge Bootcamp section reports that students felt the program prepared them for STEM courses and describes instruction in mathematics skills needed for STEM study. This supports a focus on preparation, but the cited program's reported focus was not preparedness for college in general. The other programs in the sentence are attributed to other citations and are not assessed here. (LLM, conf=0.85)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Premisecitation

    Student sense of belonging to a community has been shown to influence student academic motivation, student well-being, and student academic achievement.

    “Student sense of belonging to a community has been shown to influence student academic motivation, student well-being, and student academic achievement (reviewed in Anderman and Freeman, 2004; Trujillo and Tanner, 2014).”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites Anderman and Freeman, 2004 source
    • cites Trujillo and Tanner, 2014 source

  • May combine two claims.

    Findingcitation

    Only two of the STEM bridge programs with an interest goal reported measuring student interest, and both demonstrated success in increasing student interest.

    “Only two of these programs reported measuring student interest, and both demonstrated success in increasing student interest (Thompson and Consi, 2007; Bruno et al., 2016).”
    Quote in the paperNot a substantial claim2 of 2 sources checked
    • cites Thompson and Consi, 2007
    • cites Bruno et al., 2016 source

  • Classified as probably not a substantial claim. May combine two claims.

    Findingown data

    The review had difficulty finding information about the costs of bridge programs, including overall program cost, cost per individual student, and the source of program funds, although some reports do provide specific cost information.

    “We had difficulty finding information about the costs of programs, including how much programs cost overall, program costs per individual student, and where the funds to run the program come from, although some reports do provide specific information (e.g., Wischusen and Wischusen, 2007).”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Wischusen and Wischusen, 2007 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    One STEM bridge program used a single-item measure of student interest in the major on the postprogram survey.

    “One of these programs used a single-item measure of student interest in the major on the postprogram survey (Russomanno et al., 2010);”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Russomanno et al., 2010

      The Mathematics Bridge Bootcamp section says that students completed a post-Bootcamp survey and that Table 1 summarizes their responses to statements about the program. The passages in our copy do not identify a single survey item measuring interest in the major, so that specific part of the claim is not supported. (LLM, conf=0.82)

      Experimental — accuracy not yet measured

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    For one STEM bridge program, it is not clear from the published paper how many items were used to measure interest.

    “for the other program, it is not clear from the published paper how many items were used to measure interest (Thompson and Consi, 2007).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Thompson and Consi, 2007

  • May combine two claims.

    Findingcitation

    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).”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites Russomanno et al., 2010

      The “Mathematics Bridge Bootcamp” section (page unavailable) reports an attitude survey and focus groups, and lists three program goals that do not explicitly include increasing student interest. It says some students gained motivation to learn mathematics and that information about STEM careers widened their views, but it does not report a measured increase in student interest. The reported pre/post increase was in mathematics test performance, not interest. (LLM, conf=0.82)

      Experimental — accuracy not yet measured
    • cites Lenaburg et al., 2012 source
    • cites Pritchard et al., 2016 source

  • Classified as probably not a substantial claim.

    Interpretationcitation

    Any comparison of bridge program participants with nonvolunteers should be viewed with caution, as there are likely motivation differences among these students.

    “any comparison of the participants with nonvolunteers should be viewed with caution, as there are likely motivation differences among these students (Brownell et al., 2013)”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Brownell et al., 2013 source

  • May combine two claims.

    Findingown data

    Four of the STEM bridge programs with a research participation goal measured students' participation in research, and all reported successfully meeting this goal.

    “Four of these programs measured students’ participation in research, and all reported successfully meeting this goal.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Some programs focus on only high academic-ability URM students, but no programs with published reports explicitly report focusing only on low academic-ability URM students.

    “Notably, some programs focus on only high academic–ability URM students (e.g., University of Maryland Baltimore County’s [UMBC] Meyerhoff Scholars Program), but no programs with published reports explicitly report focusing only on low academic–ability URM students.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Bridge programs vary widely in length and last from 3 days to 8 weeks.

    “Bridge programs vary widely in length and last from 3 days to 8 weeks; one online bridge program allows students to participate as long as they want between when they attend new student orientation and when they begin college classes (Figure 2D).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingnone given

    Most of the STEM bridge programs that reported research participation did not report a change in the percentage of students conducting research after implementing the bridge program and did not use a comparison group.

    “Of note, most of these programs did not report a change in the percentage of students who were conducting research after implementing the bridge program and did not use a comparison group of students.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    There are only two chemistry-specific programs, one biology-specific program, one geoscience-specific program, and one nursing-specific program with at least one published report.

    “There are only two chemistry-specific programs (College of Saint Benedict and Saint John’s University FoCuS program and Monmouth College’s SOFIA program), one biology-specific program (Louisiana State University’s [LSU] BIOS program), one geoscience-specific program (Kapiolani Community College’s HaKilo program), and one nursing-specific program (University of Cincinnati’s Leadership 2.0 program)”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingcitation

    Five STEM bridge programs had remediation as a goal and assessed student remediation.

    “Five STEM bridge programs had remediation as a goal of their program; all five programs assessed student remediation and concluded that they were successful in remediating students (Ami, 2001; Boykin et al., 2010; Gleason et al., 2010; Reisel et al., 2012; Cairncross et al., 2015; Nite et al., 2015).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Ami, 2001
    • cites Boykin et al., 2010

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Gleason et al., 2010

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingown data

    UMBC's Meyerhoff Scholars Program and LSU's BIOS program make up 24% of the total publications on bridge programs, with 11 published reports between them.

    “Nine of the programs have multiple reports published about them; the two programs with the most reports, UMBC’s Meyerhoff Scholars Program and LSU’s BIOS program, make up 24% of the total publications on bridge programs, with 11 published reports between them.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingnone given

    The specific measures used in pre-post designs and the extent to which evaluators use statistical analyses to determine effect size and significance vary widely.

    “However, the specific measures used in pre–post designs (e.g., one item from a survey, a previously validated survey, student interviews) and the extent to which evaluators use statistical analyses to determine the effect size and significance of bridge student gains vary widely.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    There has been an increase in the number of published reports on STEM bridge programs over the past 25 years, including a rise in peer-reviewed publications in recent years.

    “Over the past 25 years, there has been an increase in the number of published reports on STEM bridge programs, including a rise in the number of peer-reviewed publications in recent years (Figure 1B).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    STEM bridge programs with published reports have been developed at public doctoral-granting institutions (n = 23, 77%), private doctoral-granting institutions (n = 2, 7%), private master's degree-granting institutions (n = 2, 7%), and private bachelor's degree-granting institutions (n = 3, 10%).

    “STEM bridge programs with published reports have been developed at public doctoral-granting institutions (n = 23, 77%), private doctoral-granting institutions (n = 2, 7%), private master’s degree–granting institutions (n = 2, 7%), and private bachelor’s degree–granting institutions (n = 3, 10%; Figure 2B).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Of all bridge programs with published reports, some explicitly welcome any incoming student (n = 3, 10%) or do not specify a specific target population (n = 4, 13%).

    “Of all the bridge programs with published reports, some explicitly welcome any incoming student (n = 3, 10%) or do not specify a specific target population (n = 4, 13%).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Findingnone given

    The STEM bridge program that reported whether students went on to conduct PhD-level research did use a comparison group of students who had declined attending the program.

    “The program that reported whether students went on to conduct PhD-level research did use a comparison group of students who had declined attending the program.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingreasoning

    The number of covariates used in the match, the criteria for determining appropriate matching, and the technique used to create matched-pair groups vary extensively.

    “The number of covariates used in the match, the criteria for determining whether the bridge and non–bridge students are appropriately matched, and the technique that evaluators use to create matched-pair groups (e.g., propensity score matching, using statistical tests to compare group averages) also vary extensively.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingnone given

    Some evaluators compare bridge students with a larger group of students with similar demographics, while others compare bridge students with a matched-pair group.

    “For example, some evaluators compare bridge students with a larger group of students with similar demographics, while other evaluators choose to compare bridge students with a matched-pair group, with individual non–bridge students matched with individual bridge students using characteristics such as race/ethnicity, gender, and high school grade point average (GPA).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    One online bridge program allows students to participate as long as they want between new student orientation and when they begin college classes.

    “Bridge programs vary widely in length and last from 3 days to 8 weeks; one online bridge program allows students to participate as long as they want between when they attend new student orientation and when they begin college classes (Figure 2D).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Although more than half of the STEM bridge programs targeted an underrepresented group in STEM, only 11 bridge programs (37%) explicitly stated that increased diversity in a STEM major was a goal.

    “Although more than half of the STEM bridge programs targeted an underrepresented group in STEM (e.g., URMs or women), only 11 bridge programs (37%) explicitly stated that increased diversity in a STEM major was a goal of the program.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingnone given

    One of the graduation-focused STEM bridge programs focused on higher academic-ability students from underrepresented backgrounds, while the other three focused on underrepresented students of no specific academic ability.

    “Notably, one of these programs focused on higher academic–ability students from underrepresented backgrounds, while the other three focused on underrepresented students of no specific academic ability.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    It was often difficult to ascertain the size of bridge programs from the published literature, because sizes were not reported or programs scale up over time and reports did not break down program enrollment by year.

    “From the published literature, it was often difficult to ascertain the size of programs, because sizes were not reported or programs often scale up over time and reports did not break down program enrollment by year.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    The fourth STEM bridge program used a pre-post survey design but only provided the post survey score in the published report.

    “while the fourth program used a pre–post survey design, although they only provided the post survey score in the published report (Tomasko et al., 2013, 2016).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Tomasko et al., 2013

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Tomasko et al., 2016 source

  • May combine two claims.

    Findingown data

    No STEM bridge programs specifically reported sense of preparedness as a goal, but four programs reported measuring students' sense of preparedness, and all reported having a positive impact.

    “While no programs specifically reported sense of preparedness as being a goal, these four programs did report measuring students’ sense of preparedness, and all reported having a positive impact.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingcitation

    Another STEM bridge program measured student interest by interviewing nursing students after the program and coding the interviews; 92% of students were more interested in nursing after the program.

    “Another program measured student interest by interviewing nursing students after the program and coding the interviews for student interest; 92% of students were more interested in nursing after the program (Pritchard et al., 2016).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Pritchard et al., 2016 source

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Findingnone given

    The number of peer-reviewed journal publications on STEM bridge programs has increased in recent years.

    “While the STEM bridge literature is growing and the number of peer-reviewed journal publications has increased in recent years, we have identified some areas for improvement in the current literature on bridge programs.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    Success in enhancing diversity was determined by increased numbers of underrepresented groups in the major after implementation of the bridge program.

    “Success was determined by increased numbers of underrepresented groups in the major after implementation of the bridge program.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingcitation

    Two STEM bridge programs conducted one-on-one or focus group interviews with bridge students, analyzed interviews for themes of belonging, and used survey items for identifying a sense of community.

    “Two of these programs conducted one-on-one or focus group interviews with bridge students and analyzed interviews for themes of belonging and used survey items for identifying a sense of community (Maton et al., 2000, 2012; Stolle-McAllister, 2011; Stolle-McAllister et al., 2011; Pritchard et al., 2016).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Maton et al., 2000 source
    • cites Stolle-McAllister, 2011
    • cites Pritchard et al., 2016 source

  • May combine two claims.

    Findingreasoning

    BIOS and the Meyerhoff Scholars Program are very different in their target populations and length of time.

    “Although BIOS and the Meyerhoff Scholars Program are very different in their target populations (open to anyone compared with targeting high academic–ability URM students, respectively) and length of time (5 days compared with 6 weeks), there may be particular elements of these programs that do not generalize to other STEM bridge programs.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    In some peer-reviewed bridge program publications, programs have goals that they do not report measuring, while in other cases programs report outcomes but do not explicitly state that those outcomes were goals of the program.

    “In some cases of peer-reviewed publications of bridge programs, programs have goals that they do not report measuring, while in other cases, programs report outcomes, but do not explicitly state that those outcomes were goals of the program.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Findingnone given

    Some bridge programs extend their programming by combining national grant funding with private donor funding, while others have their institutions take on the financial responsibility for their programs.

    “Some programs seem to extend their programming by combining national grant funding with private donor funding, while others have their institutions take on the financial responsibility for their programs.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingreasoning

    This STEM bridge program did not use a pre-post survey design; it reported students' research self-efficacy scores but did not measure how the program influenced the level of student research self-efficacy.

    “However, this program did not use a pre–post survey design; they reported students’ research self-efficacy scores but did not measure how the program influenced the level of student research self-efficacy.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Findingnone given

    There is little information about which bridge programs have been able to become self-sustaining after national funding runs out.

    “To our knowledge, there is little information about which programs have been able to become self-sustaining after national funding runs out.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    This STEM bridge program also gave students a pre-post survey that measured constructs of sense of belonging such as student social support on campus, feelings of connectedness, and being part of a group.

    “This program also gave students a pre–post survey that measured constructs of sense of belonging such as student social support on campus, feelings of connectedness, and being part of a group.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    When surveying the literature on bridge programs, little information was presented about how to run the day-to-day activities of a bridge program.

    “When we surveyed the literature on bridge programs, we were struck by how little information was presented about how to run the day-to-day activities of a bridge program.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    One STEM bridge program measured retention after the first year, the third semester, the fifth semester, and the seventh semester.

    “and one program measured retention after the first year, the third semester, the fifth semester, and the seventh semester (Gilmer, 2007).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Gilmer, 2007

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Findingnone given

    Much still needs to be established about the impact of STEM bridge programs.

    “there is much that still needs to be established about the impact of STEM bridge programs”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    A major theme from the review of the STEM bridge program literature is that outcomes are being measured in many different ways, some of which are not aligned with best practices and may not be the most direct or rigorous way to measure a specific outcome.

    “A major theme from our literature review on STEM bridge programs is that outcomes are being measured in many different ways, some of which are not aligned with best practices and may not be the most direct or rigorous way to measure a specific outcome.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductcitation

    Coding reliability was established by having another author review subsets of eight reports, comparing coding, discussing discrepancies, and revising the rubric until consensus estimate was greater than 95%.

    “This process was repeated on two additional subsets of eight reports until the authors’ consensus estimate was greater than 95% (Stemler, 2004).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Stemler, 2004

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductreasoning

    These goals may not be representative of all bridge programs because not all bridge programs have published reports, so conclusions are limited to published reports.

    “We acknowledge that these goals may not be representative of all bridge programs, because not all bridge programs have published reports, so our conclusions are limited to what we can say about the published reports.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: There are likely many bridge programs for which no reports exist.

  • May combine two claims.

    Interpretationreasoning

    Evaluators use quasi-experimental designs and can reduce bias by controlling for variation between bridge students and the comparison group.

    “Thus, evaluators use quasi-experimental designs and can reduce bias by controlling for the variation between bridge students and the comparison group of students.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Tinto's theory of college student departure suggests that students must experience social integration and academic integration to maximize their chances of graduating from college.

    “For example, Tinto’s theory of college student departure suggests that students must experience social integration (e.g., form relationships with peers and faculty) and academic integration (e.g., achieve good grades) to maximize their chances of graduating from college (Tinto, 1975, 1987).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Tinto, 1975, 1987

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Interpretationreasoning

    There is no set formula for creating a STEM bridge program, which makes it difficult to draw conclusions about what aspects of bridge programs may lead to positive outcomes.

    “These differences among programs highlight that there is no set formula for creating a STEM bridge program, which makes it difficult to draw conclusions about what aspects of bridge programs may lead to positive outcomes.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductown data

    Two authors independently reviewed each bridge report and recorded program characteristics, compared findings, and reached consensus on discrepancies.

    “The reviewers compared their findings and came to consensus about any discrepancies.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    It is possible that the review missed published reports.

    “while we have tried to be as comprehensive as possible, we acknowledge that it is possible to have missed published reports.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductown data

    The two authors separately reviewed every program and achieved a consensus estimate of 99% for final codes.

    “The two authors then separately reviewed every program and recorded which goals were reported, which goals were measured, and whether the program reported successfully meeting each goal using the revised rubric. The reviewers compared their final codes, achieving a consensus estimate of 99%, and came to consensus about any final discrepancies.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductcitation

    Including non-peer-reviewed reports (gray literature) was done to provide maximum information and to avoid focusing only on programs most likely to produce favorable or statistically significant results.

    “We did this so that we can provide readers with the maximum amount of information about current bridge programs and to avoid only focusing on programs that were most likely to produce favorable or statistically significant results (Rothstein et al., 2005).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Rothstein et al., 2005 source
    • Rests on an assumption: Many bridge programs have not led to a peer-reviewed publication in a journal.

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    Some findings should be interpreted with caution regarding the positive impacts of the bridge programs.

    “As such, some of these findings should be interpreted with caution as far as the positive impacts of the bridge programs.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisereasoning

    Because students usually self-select into bridge programs and often need to meet specific criteria to be eligible, evaluators are usually unable to conduct randomized experiments.

    “However, because students usually self-select into bridge programs and often need to meet specific criteria to be eligible for the program, evaluators are usually unable to conduct randomized experiments.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Students usually self-select into bridge programs and often need to meet specific criteria to be eligible.

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Study design and conductreasoning

    Programs developed at master's colleges and universities, baccalaureate colleges, and community colleges may be underrepresented in this review compared with programs at PhD-granting research institutions due to greater incentives for faculty at R1 institutions to publish their findings.

    “Specifically, programs developed at master’s colleges and universities, baccalaureate colleges, and community colleges may be underrepresented in this review compared with programs at PhD-granting research institutions due to the greater incentives for faculty at R1 institutions to publish their findings.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    Some bridge programs may be underwritten by national funding agencies, and in such cases the priorities of those agencies may influence the demographics of students recruited to the program.

    “Alternatively, programs may be underwritten by national funding agencies. In such cases, the priorities of national funding agencies may influence the demographics of students recruited to a bridge program.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: National Science Foundation funding is awarded in part based on broader impacts and often focuses recruitment into the program on underrepresented or underserved groups in science.

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationnone given

    Some bridge programs may be funded by their institutions, and when an institution is interested in increasing retention rates, the program's focus may be on academically underprepared students predicted not to be retained through their first year of college.

    “Some programs may be funded by an institutions, and if an institution is interested in increasing retention rates, then the focus of the program may be on academically underprepared students who are predicted to not be retained through their first year of college.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Scaling up a program comes with its own set of challenges.

    “scaling up comes with its own set of challenges (Elias et al., 2003; Klingner et al., 2003)”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Elias et al., 2003 source
    • cites Klingner et al., 2003 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    The authors previously made specific recommendations to use backward design when designing course-based undergraduate research experiences and independent research experiences because of disconnects between goals and measured outcomes in the literature on undergraduate research.

    “Recently, we have made specific recommendations to use backward design when designing course-based undergraduate research experiences and independent research experiences because of disconnects between goals and measured outcomes in the literature on undergraduate research (Cooper et al., 2017c).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Cooper et al., 2017c

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationreasoning

    Similar disconnects between goals and measured outcomes may be happening for bridge programs, and a backward design approach could help program developers ensure that the activities in their program are designed to meet their larger program goals.

    “It appears as though similar disconnects may be happening for bridge programs, and a backward design approach could help program developers ensure that the activities in their program are being designed to meet their larger program goals.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Only 15% of students at a large research institution reported that an instructor knew their names in a typical high-enrollment biology course.

    “As an example, only 15% of students at a large research institution reported that an instructor knew their names in a typical high-enrollment biology course (Cooper et al., 2017b).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Cooper et al., 2017b

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Interpretationreasoning

    The lack of current information available, combined with the zeal for developing bridge programs, means that new programs are likely being developed without building on the experiences and advice of others.

    “The lack of current information available, combined with the zeal for developing these bridge programs, means that we are likely developing new programs without building on the experiences and advice of others.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    Recruiting students to bridge programs can be difficult because recruited students have not yet attended the 4-year institution, so communication can be complicated.

    “Recruiting students to bridge programs can be difficult, because by definition, students who are recruited for bridge programs have not yet attended the 4-year institution, so communication can be complicated.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Self-efficacy has been suggested to be important for retention in science.

    “Self-efficacy is a student’s perception of his or her ability to complete a task (Bong and Skaalvik, 2003) and has been suggested to be important for retention in science (Seymour and Hewitt, 1997).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Bong and Skaalvik, 2003 source
    • cites Seymour and Hewitt, 1997

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    The disconnect between stated goals and outcomes may indicate that some STEM bridge programs are not being backward designed.

    “This disconnect between stated goals and outcomes may indicate that some STEM bridge programs are not being backward designed.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    The authors interpreted the decrease in self-efficacy to be an unintended benefit of the program.

    “Thus, the authors interpreted this to be an unintended benefit of the program.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationnone given

    Different institutions have varying levels of institutional support for applying for grants or developing relationships with potential donors, so conclusions about how best to fund and sustain bridge programs are likely specific to institution type.

    “It is worth noting that different institutions have varying levels of institutional support for applying for grants or developing relationships with potential donors, so conclusions about how best to fund and sustain programs are likely specific to institution type.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Students from low socioeconomic backgrounds are less likely to persist in college than their economically advantaged peers.

    “who are less likely to persist in college than their economically advantaged peers (Thayer, 2000)”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Thayer, 2000

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Student relationships can lead to enhanced student sense of belonging, sense of community, and retention in a degree program.

    “Conceptualized as social integration in Tinto’s theory of college student departure (Tinto, 1975), student relationships can lead to enhanced student sense of belonging, sense of community, and retention in a degree program (Tinto, 1987; Cabrera et al., 1993; Gerdes and Mallinckrodt, 1994).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Tinto, 1987

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Cabrera et al., 1993

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Gerdes and Mallinckrodt, 1994 source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Diversity in STEM has been proposed to be important for ameliorating socioeconomic disparities, increasing the total number of talented scientists, and minimizing bias in scientific findings.

    “Diversity in STEM has been proposed to be important for ameliorating socioeconomic disparities, increasing the total number of talented scientists, and minimizing bias in scientific findings by having individuals from diverse backgrounds counteract each other’s biases (Intemann, 2009).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Intemann, 2009 source

  • May combine two claims.

    Premisecitation

    Some literature suggests that overestimation of self-efficacy can result in lower probability of completing a task and lower student motivation.

    “While a decrease in self-efficacy could be interpreted as a failure of the program, some literature suggests that overestimation of self-efficacy can result in lower probability of completing a task and lower student motivation. Therefore, a student may benefit from calibrating his or her self-efficacy (Schunk and Pajares, 2009), which is what the authors described as possibly happening in this”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Schunk and Pajares, 2009

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    The length of summer bridge programs outlined in Figure 2 may be misleading if a program continues to support students for an additional 4 years.

    “Thus, the length of summer bridge programs outlined in Figure 2 may be a bit misleading if a program continues to support students for an additional 4 years.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationreasoning

    Selecting for students with certain characteristics (e.g., high motivation or commitment to the major) may influence outcome measures such as retention, and programs would need to control for these characteristics to determine whether the intervention had an impact on a particular outcome.

    “selecting for students with certain characteristics (e.g., high motivation or commitment to the major) may influence outcome measures (e.g., retention), and programs would need to control for these characteristics to determine whether the intervention had an impact on a particular outcome.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Premisenone given

    Theoretical frameworks such as Tinto's theory of college student departure can guide developers in selecting short-term goals (e.g., social integration) that are theorized to lead to accomplishing long-term goals (e.g., increased retention in the major).

    “Theoretical frameworks, such as Tinto’s theory of college student departure, can guide developers in selecting short-term goals (e.g., social integration) that are theorized to lead to accomplishing long-term goals (e.g., increased retention in the major).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Interpretationnone given

    Different institutions (e.g., community colleges compared with research universities) may have different challenges for incoming students.

    “Different institutions (e.g., community colleges compared with research universities) may have different challenges for incoming students”
    Quote in the paperNot a substantial claim
76 of 76

  • The paper relies on this without support.

    Many bridge programs have not led to a peer-reviewed publication in a journal.

    “Many bridge programs have not led to a peer-reviewed publication in a journal, so we chose to include reports that have not been peer-reviewed in a journal (e.g., conference abstracts).”

  • The paper relies on this without support.

    There are likely many bridge programs for which no reports exist.

    “However, we recognize that there are likely many bridge programs for which no reports exist, and as such, these programs are not included in our review.”

  • The paper relies on this without support.

    Bridge programs take substantial time, effort, and resources due to their immersive nature.

    “Bridge programs take substantial time, effort, and resources due to their immersive nature, so a question that often arises is, What is the impact of bridge programs on students?”

  • The paper relies on this without support.

    Students usually self-select into bridge programs and often need to meet specific criteria to be eligible.

    “However, because students usually self-select into bridge programs and often need to meet specific criteria to be eligible for the program, evaluators are usually unable to conduct randomized experiments.”

  • The paper relies on this without support.

    Prior academic ability is often a strong predictor of future GPA.

    “Because prior academic ability is often a strong predictor of future GPA, it is important to control for a measure of prior academic ability to examine the impact of a program.”

  • The paper relies on this without support.

    Bridge programs tend to require significant time, funding, and resources to develop and implement.

    “Unlike some teaching innovations that are relatively low cost and easy to implement, bridge programs tend to require significant time, funding, and resources to develop and implement.”

  • The paper relies on this without support.

    There are bridge programs that exist that do not have any published reports written about them.

    “We also acknowledge that there are bridge programs that exist that do not have any published reports written about them, so they are missing from our analysis.”

  • The paper relies on this without support.

    Building relationships with peers can help students feel as though they are part of the college community.

    “Building relationships with their peers can help students feel as though they are part of the college community.”

  • The paper relies on this without support.

    National Science Foundation funding is awarded in part based on broader impacts and often focuses recruitment into the program on underrepresented or underserved groups in science.

    “For example, funding from the National Science Foundation is awarded in part based on broader impacts and often focuses the recruitment into the program on underrepresented or underserved groups in science.”
9 of 9

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Cites

Flagged first, then by citations

3 of the 63 references couldn’t be matched to a known paper.

Research works printed but not linked: 21

  1. American Association for the Advancement of Science, 2011, Vision and change in undergraduate biology education: A call to action
  2. Bhattacharya B., 2015, Peer Review, 17, 19
  3. Cooper K. M., 2017, Journal of Microbiology and Biology Education, 18
  4. Gilmer T. C., 2007, Journal of STEM Education: Innovations and Research, 8, 11
  5. Graham K. J., 2013, Abstracts of Papers of the American Chemical Society, 245, 46
  6. Hurtado S., 2014, Reversing underrepresentation: The impact of undergraduate research programs on enrollment in STEM graduate programs
  7. Kezar A., 2000, Summer bridge programs: Supporting all students (Report No. BBB32577)
  8. Lamport M. A., 1993, Adolescence, 28, 971
  9. Moore L. J., 2013, Abstracts of Papers of the American Chemical Society, 245, 744
  10. President’s Council of Advisors on Science and Technology, 2012, Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics
  11. Raines J. M., 2012, Journal of STEM Education: Innovations and Research, 13, 22
  12. Russell S. H., 2006, Evaluation of NSF support for undergraduate research opportunities: Synthesis report
  13. Russell S. H., 2006, Evaluation of NSF support for undergraduate research opportunities: Follow-up survey of undergraduate NSF program participants: Draft final report
  14. Russomanno D. J., 2010, Journal of STEM Education: Innovations and Research, 11, 69
  15. Stemler S., 2004, Practical Assessment, Research, and Evaluation, 9, 1
  16. Stolle-McAllister K., 2011, Science Educator, 20, 12
  17. Thompson M. K., 2007, Journal of STEM Education: Innovations and Research, 8, 75
  18. Wheatland J. A., 2000, The relationship between attendance at a summer bridge program and academic performance and retention status of first-time freshmen science, engineering, and mathematics students at Morgan State University, an historically Black university (Doctoral dissertation)
  19. Wheeler E. R., 2014, Electronic Journal of Science Education, 18, 1
  20. Wiggins G., 1998, Understanding by design
  21. Windsor A., 2015, Journal of STEM Education: Innovations and Research, 16, 11

Cited by

Sorted by citations

Related

Authors
Ashley, M., Cooper, K. M., Cala, J. M., & Brownell, S. E.
Affiliations
Arizona State University (US)
Corresponding author
Brownell, Sara E.
ORCID
Venue
CBE—Life Sciences Education
Publisher
American Society for Cell Biology (ASCB)
Published
2017-12
Volume
16
Issue
4
Pages
es3
ISSN
1931-7913 (ISSN-L)
DOI
10.1187/cbe.17-05-0085
PMC
PMC5749972
OpenAlex
W2769441158
Semantic Scholar
d32ba91a5cc109398cf320d96642aded893248ce
Cited by
122
References
63
Citations by year
2026: 12 · 2025: 17 · 2024: 35 · 2023: 12 · 2022: 10 · 2021: 14 · 2020: 11 · 2019: 5 · 2018: 6
FWCI
21.31
Type
journal article
Language
en
Open access
Licence
cc-by-nc-sa
Locations
  • CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
  • Europe PMC (PubMed Central) (publishedVersion, cc-by-nc-sa)
  • PubMed Central (publishedVersion, cc-by-nc-sa)
  • PubMed (publishedVersion)
  • Arizona State University Library Digital Repository (Arizona State University) (submittedVersion, cc-by-nc-sa)
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, STEM education, transition to college, student persistence, academic performance, psychosocial outcomes, program objectives, program evaluation
MeSH terms
Curriculum, Engineering, Goals, Mathematics, Science, Technology

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-11-03.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-11-03.

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