(Summer) Bridging the Gaps:Enriching Summer Bridge Programs for the 21st Century
Charles C.M. Kellom, Lesley-Ann Brown-Henderson, Kourtney Cockrell, & Robert Brown
Introductions
• Name, Institution, Gender Pronouns
• Why did you choose this session?
• What if/any challenges are you facing with summer bridge programs on your campus?
Goals & Outcomes for TodayBy participating in this workshop, NASPA members will, or will be able to:
1. Explain at least one needs-based strategy for the effective recruitment of a diverse student body to their summer bride programs;
2. Explain at least one strategy for the development of co-curricular workshops that compliment what students learn in the classroom;
3. Identify at least one quantitative instrument for the assessment of student learning as a result of a summer bridge program
4. Identify at least two qualitative methods for the assessment of student learning as a result of a summer bridge program;
5. Discuss how participants might apply at least one of these strategies at their campuses, with feedback from the facilitators.
Northwestern University
• Private, highly-selective research institution
• Approx. 8500 undergraduate students
• Predominantly White Institution
• Highly selective:
– Tied for 12th best National University by US News & World Report (2017)
– 20th in the world by Times of Higher Education (2017)
Campus Inclusion & Community (CIC)
• Adapted Tri-Sector Model of Cultural Practice (Jenkins & Walton 2006)
• Each department takes the lead on a sector of the model.
• Compliments our Division's Mission: Educate. Engage. Enrich.
Summer Academic Workshop (SAW)
• Founded in 1966 to help NU recruit Black / African-American students. 50th Anniversary in 2016.
• Basic structure: Classes and workshops academic and leadership skills.
• Program evolved over time, informed by university priorities and leadership.
– 2001: SAW begins to focus on writing skills.
– 2003: Gratz v. Bollinger (Michigan) informs new recruitment process.
Summer Academic Workshop (SAW)
• 2014: SAW is restructured under CIC.
• Assessment data:
– Sense of community is strong; Workshops are fun, but redundant with Orientation.
– Low-income / first-generation students being missed from recruitment pool. Connects to changes in demographics across higher education.
– At graduation: “I feel like I survived this place, barely.”
Summer Academic Workshop (SAW)
• New structure:
– Recruitment takes an intersectional approach: Writing skills; First-gen /Low-income; Students of color; Sexual orientation; Self-selection via application
– Capacity for 40 incoming first-year students.
– Six peer Counselors, one Graduate Assistant.
– Cost of the program is completely covered by the university.
– Students take classes for credit in the mornings; afternoon workshops to help them thrive at Northwestern.
Theoretical Framework
• Thriving vs. Surviving: Self-Efficacy & Resilience
– “Students with strong resilience and self-efficacy are more likely to remain in college, ultimately achieving a degree (Allen, 1999).
– Self-Efficacy: “Influences courses of action…the level of accomplishment [people] realize.” (Bandura, 1997)
– Resiliency: Social competence; Problem-solving skills; Autonomy; Sense of purpose & future goals. (Bernard, 1995)
Theoretical Framework
• New framework informed content of afternoon workshops.
• CIC developed learning outcomes for each, invite guest presenters to lead based on expertise:
– Asking for Help: Scenario-based
– Time-Management: Create schedule, reflect on personal habits
– On the Street Interviews: Practice asking for what you need
• Learning & Study Skills Inventory (LASSI) as our pre/post instrument
Learning Outcomes
• LASSI: measures students awareness about and use of learning and study strategies across 10 scales.
– ANX = Anxiety– ATT = Attitude– CON = Concentration– INP = Information Processing– MOT = Motivation
– SMI = Selecting Main Ideas– SFT = Self Testing– TST = Test Strategies– TMT = Time Management– UAR = Using Academic Resources
• Post-SAW Survey distributed a month after the program, three weeks into classes. (N=30)
• Highest difference:
– Information Processing
– Selecting Main Ideas
– Self Testing
– Test Strategies
– Time Management
– Using AcademicResources
* p < .05, ** p < .01, *** p < .001
Participants showed significant gains on all scales:
Learning Outcomes
* p < .05, ** p < .01, *** p < .001
Learning Outcomes• Students reported
significant increases from pre-SAW to post-SAW regarding their study skills.
• The extent to which students agreed on the survey that their study skills developed positively, corresponded somewhat to their scores on five scales on the LASSI:
– Self-Testing
– Test Taking
– Using Academic Resources
– Attitude
– Information Processing
Learning Outcomes
* p < .05, *** p < .001
Learning OutcomesSummer Survey:• “All of the programs and resources that were talking about during SAW have been a great
help. Though the true benefit of going to SAW has been the people I met, I had the benefit of having a large support team right at the beginning of classes.”
• “Being low-income and a minority, i never really saw myself as privileged but SAW introduced me to many privileges that I never really thought of. One of which is being a male in a society that often displays sexism. My personal identities will allow me to reevaluate my actions and be considerate to what others are going through that i have not experienced.”
• “It was not something that I necessarily learn, but it was something I felt. I felt a sense of belonging and welcoming. I knew I could rely on my SAW friends, and although I might not find another group like SAW, I can always find my SAW friends as resources and help in time of need.”
Challenges
• Recruitment: Students who could benefit the most do not necessarily apply.
• Tension points: Competing priorities with other campus issues.
• Partnering with academics: Only program with students in multiple colleges / schools at NU
• Territorialism: Feeling of competition with other campus programs, priorities.
Challenges
• Staff support: Balancing expectation with primary responsibilities and work/life, especially in the summer
• Student expectations: What the program used to be vs. what it is becoming.
• Counselor expectations: Wanting to preserve the past.
Compass Mentor Program
• Cohort Model; Weekly Workshops & Bi-Weekly 1:1s
• 32 First-Year Students; 9 Mentors• Stipends for Mentors• Priority Application Status for SAW Alumni
SAW 2017 & Beyond
• Leadership Transition
• GA & Counselor early initiation
• Intentional outreach to future participants
• Program manual development
• Continued assessment
– Post-post LASSI
– Focus Group
Thank You
Charles Kellom – [email protected]
Robert Brown - [email protected]
Lesley-Ann Brown-Henderson – [email protected]
Kourtney Cockrell – [email protected]