Bottomley, L., & Carter, J. S. (2020, June), Assessment of the Effects of Participation in a Summer Bridge Experience for Women  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--36013

\bibitem{asee_peer_36013}
  Bottomley, L., \& Carter, J. S. (2020, June), \emph{Assessment of the Effects of Participation in a Summer Bridge Experience for Women}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--36013

Laura Bottomley and James Samuel Carter III.  "Assessment of the Effects of Participation in a Summer Bridge Experience for Women".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/36013 Internet.  12 May, 2024

\bibitem{asee_peer_36013}
  Laura Bottomley and James Samuel Carter III.
  "Assessment of the Effects of Participation in a Summer Bridge Experience for Women".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/36013 Internet.  12 May, 2024

@INPROCEEDINGS{asee_peer_36013
author = "Laura Bottomley and James Samuel Carter III"
title = "Assessment of the Effects of Participation in a Summer Bridge Experience for Women"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36013}
number = {10.18260/1-2--36013}
}

TY  - CPAPER
AB  - The ESCape program was started in 2008 as a bridge program for incoming women students in the College of Engineering [1].  The program was first outlined in 2009 at the ASEE Annual Conference.  When the program was started, admitted students with the lowest math SAT scores were invited to attend.  This decision was taken, because internal research indicated that math performance was predictive of engineering retention, and it was desired to increase the retention of engineering students who identify as female. Over time, the SAT scores of admitted engineering students have increased significantly.  Additionally, the activities designed to instill confidence in mathematics were determined through assessment to have little effect.  Therefore, the activities of the camp were redesigned to focus more on community-building and connection-making with Engineering faculty and industry partners.  More emphasis has been placed on introducing students to engineering in both academic and industrial settings.  In 2016 a change was made to invite all admitted female-identifying engineering students and institute a selection process that values an essay about what the student anticipates they would get from participation in the bridge program.  The tenth anniversary of the program was in the summer of 2018, so a more comprehensive longitudinal study of outcomes for participants has been undertaken.  

As a living program that has been evolved based on formative assessment, the same essential goals of increasing the retention, success (measured by GPA) and graduation of women engineering students have been retained. The outcomes for student cohorts over the years compared to the general engineering student population of women who did not attend the program and of men have been collected. This paper presents some of the results for eight cohorts of fifty students each from the longitudinal study for student retention, graduation rates and GPA.  

AU  - Laura Bottomley
AU  - James Samuel Carter III
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Assessment of the Effects of Participation in a Summer Bridge Experience for Women
UR  - https://peer.asee.org/36013
DO  - 10.18260/1-2--36013
ER  -