Sanders, E. A., & Goldstein, M. H., & Forman, G. M. (2020, June), Toward an Understanding of the Effect on Summer Programming on Early Engineering Student Outcomes  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35393

\bibitem{asee_peer_35393}
  Sanders, E. A., \& Goldstein, M. H., \& Forman, G. M. (2020, June), \emph{Toward an Understanding of the Effect on Summer Programming on Early Engineering Student Outcomes}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35393

Elizabeth A. Sanders, Molly H. Goldstein, and Gretchen M. Forman.  "Toward an Understanding of the Effect on Summer Programming on Early Engineering Student Outcomes".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://strategy.asee.org/35393 Internet.  05 Jul, 2024

\bibitem{asee_peer_35393}
  Elizabeth A. Sanders, Molly H. Goldstein, and Gretchen M. Forman.
  "Toward an Understanding of the Effect on Summer Programming on Early Engineering Student Outcomes".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://strategy.asee.org/35393 Internet.  05 Jul, 2024

@INPROCEEDINGS{asee_peer_35393
author = "Elizabeth A. Sanders, Molly H. Goldstein, and Gretchen M. Forman"
title = "Toward an Understanding of the Effect on Summer Programming on Early Engineering Student Outcomes"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/35393}
number = {10.18260/1-2--35393}
}

TY  - CPAPER
AB  - Introduction: Since 2013, the COE at (BLIND) University has conducted a bridge program for 30-50 entering students from the state to get a head start on their transition from high school to university. The program, entitled Summer Scholars, consists of an eight-week residential program where students take a rigorous and intensive University course (e.g. chemistry, calculus) with other (Blind) students, as well as a cohort-based elective (Engineering Projects, Research, or Professional Development). In addition, students are mentored in successful student behaviors such as study skills, and participate in activities that promote community-building as well as students’ growth as engineers (e.g., local industry visits). While Summer Scholars is open to all students, in-state underrepresented (in terms of race/ethnicity, gender, and low-sending counties) students are targeted with special invitation and scholarships. Moreover, this program differs from traditional summer bridge programs in that it targets students getting a “head start” rather than those seeking remediation course work.  

Objectives: The primary objective of this study was to understand the effect of this summer programming on students in the areas of retention, GPA, pathway changes, and sense of community. 

Methods: We have collected data from three cohorts of this program through surveys reporting students’ department, current GPA, demographics, and others. We used those surveys to create a purposeful sample of maximum variation for qualitative interviews with ten students from Summer Scholars 2018. We conducted 90-minute, in-depth interviews with these students to understand their experience in Summer Scholars and at the University since completion of the program. We analyzed the transcripts from the interview using an inductive approach to coding the data to uncover themes. 

Preliminary Results: Preliminary results suggest that the Summer Scholars program is impactful for students. Ongoing work will discuss the themes we discovered from our analysis and next steps for our research team. 

 
AU  - Elizabeth A. Sanders
AU  - Molly H. Goldstein
AU  - Gretchen M. Forman
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Toward an Understanding of the Effect on Summer Programming on Early Engineering Student Outcomes
UR  - https://strategy.asee.org/35393
DO  - 10.18260/1-2--35393
ER  -