Keeping up With Technology: Transitioning Summer Bridge to a Virtual Classroom

Kendra Woodberry Brinkley; Falcon Rankins; Stevara Clinton; Rosalyn Hobson Hargraves

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: Diversity Redefined: Nontraditional Views in Traditional Environments
Tagged Division: Minorities in Engineering
Page Count: 14
Page Numbers: 24.5.1 - 24.5.14
DOI: 10.18260/1-2--19893
Permanent URL: https://peer.asee.org/19893
Download Count: 667

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Paper Authors

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Kendra Woodberry Brinkley Virginia Commonwealth University

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Mrs. Brinkley received a Bachelor’s of Science in Chemical Engineering from the University of Virginia in May 2009. In August of the same year she joined Virginia Commonwealth University (VCU) seeking a Ph.D. in Chemical and Life Science Engineering. She was awarded an Outstanding Teaching Assistant Award for her dedication during TA assignments, and a GANN fellowship. She earned her master’s degree in the fall semester of 2011 and intends on completing her Ph.D. in December of 2014. Kendra is as dedicated to research as she is to education. As a doctoral student, she developed and taught a new Chemical and Life Science Engineering (CLSE) course for VCU freshmen CLSE majors. She also taught a summer chemistry class for the VCU Summer Transition Program which is an NSF funded preparatory program for incoming underrepresented minority STEM majors.

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Dr. Rosalyn Hobson Hargraves has been at Virginia Commonwealth University since 1996. Dr. Hargraves holds a joint appointment in the Schools of Engineering and Education where she is Associate Professor of Electrical and Computer Engineering and Associate Professor of Teaching and Learning. She received her B.S., M.S., and Ph.D. degrees in Electrical Engineering from the University of Virginia. Her research interests are K-16 STEM education, biomedical signal and image processing with machine learning and international development STEM activities. She served as the Engineering Associate Dean for Graduate Studies for five years and in 2003 she was awarded the American Association for the Advancement of
Science Diplomacy Fellowship.

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Abstract

Keeping Up With Technology: Transitioning Summer Bridge to a Virtual Classroom For decades colleges and universities have used summer bridge programs to ease thetransition of incoming freshmen academically and culturally into their new educational setting.These programs typically targeted students traditionally underrepresented in the science,technology, engineering and mathematics (STEM) fields. While statistically such on-campusprograms have proven effective, increasing the retention and success of minority students in theSTEM fields; they have been largely constrained by an institution’s ability to financially supportthem. They typically demand extensive financial and administrative support; even whenservicing a small number of students (20-40 students). With the rapid growth of educational andcourse management technology it is reasonable to consider using such tools for implementationof a summer bridge program, ideally decreasing the costs of such programs withoutcompromising the end result. As part of the Virginia-North Carolina Alliance for Minority Participation, VirginiaCommonwealth University (VCU), following the lead of its partner institution George MasonUniversity, launched its inaugural Online Summer Transition Program during the summer of2013. Program facilitators utilized an intelligent tutoring system, ALEKS, as well as universitycourse management software to implement and expand the enrollment of its summer bridgeprogram. The use of a virtual classroom allowed students to access course material throughoutthe summer at their leisure and subsequently taught the importance of self-motivation, and timemanagement. However, financial incentives were used to motivate students to complete theactivities by the end of the summer. Our research explores VCU’s efforts to transform this once on-campus learningenvironment into a virtual classroom. We, further, explore the notion that the virtual classroomnot only offers the same advantages as a traditional classroom but develops a class of studentswho are self-motivated, self-reliant and are able to actively participate in their education.

Citation
Format

Brinkley, K. W., & Rankins, F., & Clinton, S., & Hargraves, R. H. (2014, June), Keeping up With Technology: Transitioning Summer Bridge to a Virtual Classroom Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--19893

TY  - CPAPER
AB  -        Keeping Up With Technology: Transitioning Summer Bridge to a                           Virtual Classroom        For decades colleges and universities have used summer bridge programs to ease thetransition of incoming freshmen academically and culturally into their new educational setting.These programs typically targeted students traditionally underrepresented in the science,technology, engineering and mathematics (STEM) fields. While statistically such on-campusprograms have proven effective, increasing the retention and success of minority students in theSTEM fields; they have been largely constrained by an institution’s ability to financially supportthem. They typically demand extensive financial and administrative support; even whenservicing a small number of students (20-40 students). With the rapid growth of educational andcourse management technology it is reasonable to consider using such tools for implementationof a summer bridge program, ideally decreasing the costs of such programs withoutcompromising the end result.         As part of the Virginia-North Carolina Alliance for Minority Participation, VirginiaCommonwealth University (VCU), following the lead of its partner institution George MasonUniversity, launched its inaugural Online Summer Transition Program during the summer of2013. Program facilitators utilized an intelligent tutoring system, ALEKS, as well as universitycourse management software to implement and expand the enrollment of its summer bridgeprogram. The use of a virtual classroom allowed students to access course material throughoutthe summer at their leisure and subsequently taught the importance of self-motivation, and timemanagement. However, financial incentives were used to motivate students to complete theactivities by the end of the summer.       Our research explores VCU’s efforts to transform this once on-campus learningenvironment into a virtual classroom. We, further, explore the notion that the virtual classroomnot only offers the same advantages as a traditional classroom but develops a class of studentswho are self-motivated, self-reliant and are able to actively participate in their education.
AU  - Kendra Woodberry Brinkley
AU  - Falcon Rankins
AU  - Stevara Clinton
AU  - Rosalyn Hobson Hargraves
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  -  Keeping up With Technology: Transitioning Summer Bridge to a Virtual Classroom
UR  - https://peer.asee.org/19893
DO  - 10.18260/1-2--19893
ER  -