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Holly C. White; Katharine J. Ruskin; Alison Jolley; Nathan Flint; Debra M. Allen; Karen N. Pelletreau; Brian J. Olsen; Joan E. Ferrini-Mundy; John C. Volin – Research in Higher Education, 2025
Undergraduate research experiences offer a range of positive academic and affective student outcomes. However, these benefits often do not reach all students, as research experiences are often selective, favor high-achieving students, focus on STEM fields, and typically target students in their third or fourth year of undergraduate studies. To…
Descriptors: First Year Seminars, College Freshmen, Student Research, Transitional Programs
Karina Evora – ProQuest LLC, 2024
The purpose of this study was to explore the ways in which Black and Latinx undergraduate students of first-generation and low-socioeconomic backgrounds understand how the components of summer bridge programs influence their persistence at four-year colleges and universities. This generic interpretive study revealed that there are several…
Descriptors: Student Experience, African American Students, Hispanic American Students, Summer Programs
Rebecca A. Grant – ProQuest LLC, 2023
The purpose of this qualitative evaluation was to understand how the Ascent program, a bridge initiative at Plymouth State University, programmatically addressed institutional concerns regarding student retention and persistence during its three-year pilot phase, according to the perceptions of past participants, faculty, and administrators. The…
Descriptors: Program Evaluation, Transitional Programs, School Holding Power, Academic Persistence
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Dorimé-Williams, Marjorie L.; Williams, Michael Steven; Carr, Amanda; Choi, Soobin; Fritz, N'ya; Joseph, Tricia; Pomilee, Brittany; Udoh, Ekaete – Journal of Student Affairs Research and Practice, 2023
Summer bridge programs (SBPs) are intended to promote student learning, academic achievement, and persistence to graduation. They are also a viable vehicle for supporting diverse minoritized student constituencies. Our study, guided by a student-centered assessment approach, examined the experiences of incoming first-year students. Findings…
Descriptors: Summer Programs, Transitional Programs, Student Attitudes, Academic Achievement
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Beauchamp, Alexandra L.; Roberts, Su-Jen; Aloisio, Jason M.; Wasserman, Deborah; Heimlich, Joe E.; Lewis, J. D.; Munshi-South, Jason; Clark, J. Alan; Tingley, Karen – Journal of Experiential Education, 2022
Background: Authentic research experiences and mentoring have positive impacts on fostering STEM engagement among youth from backgrounds underrepresented in STEM. Programs applying an experiential learning approach often incorporate one or both of these elements, however, there is little research on how these factors impact youth's STEM engagement…
Descriptors: STEM Education, Mentors, Disproportionate Representation, Summer Programs
Jennifer P. Bowman Wilson – ProQuest LLC, 2020
This applied dissertation is a mixed-methods study designed to collect student perspectives of an online First-Year Experience (FE) course and to determine the overall value of the FE course. The researcher sought to identify what is the value of the FE course to the students enrolled in this online course. In the study's survey, students will be…
Descriptors: Student Attitudes, Program Effectiveness, College Freshmen, Electronic Learning
Tyler Parker; Nia Perry – ProQuest LLC, 2023
The purpose of this mixed-methods study was to determine the impact of Riverside Middle Prep's Newcomer Program on academic achievement by using quantitative test scores and a case study design to analyze teacher and student perceptions about the newcomer program. The researchers wanted to determine whether there was a difference between EL…
Descriptors: Immigrants, English (Second Language), English Language Learners, Public Schools
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Jessica D. Osborne; Olivia Melvin; T. R. Parlier; E. Gray Flora IV; Yasmin McLaurin – Learning Assistance Review, 2024
This study provides a template for and impact from an Asset, Capacity-Based (Altschuld, 2015) needs assessment focused on undergraduate student success. The purpose of this study is: (1) to provide a template and foundation for institutions to follow in gaining a depth of understanding of student needs and assets, as well as institutional…
Descriptors: Student Needs, Needs Assessment, Program Development, Program Evaluation
Spears-Boyd, Amy; Koch, Allison; Rucker, Denika – ProQuest LLC, 2022
The purpose of this phenomenological case study was to better understand the lived experiences of students enrolled in the Boyker-Anoroc Bridge Program. The Bridge Program was designed to increase the persistence of underrepresented minority (URM) graduate students in STEM doctoral programs. The participants in the study recounted their…
Descriptors: Minority Group Students, Disproportionate Representation, STEM Education, Masters Programs
Rucker, Denika; Koch, Allison; Spears-Boyd, Amy – ProQuest LLC, 2022
The purpose of this phenomenological case study was to better understand the lived experiences of students enrolled in the Boyker-Anoroc Bridge Program. The Bridge Program was designed to increase the persistence of underrepresented minority (URM) graduate students in STEM doctoral programs. The participants in the study recounted their…
Descriptors: Minority Group Students, Disproportionate Representation, STEM Education, Masters Programs
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Lucas, Rebecca; Cage, Eilidh; James, Alana I. – Psychology Teaching Review, 2018
The number and percentage of students with mental health conditions (MHC) attending university is increasing. Students with MHC can be well supported during their time at university, but receive less support with the transition from university to post-graduation. This time is characterised by great change and can be accompanied by mixed feelings.…
Descriptors: Mental Disorders, Expectation, Related Services (Special Education), Transitional Programs
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Colclough, Monique N. – Inquiry, 2018
Higher education literature advises that college students who have autism spectrum disorders overwhelmingly attend community colleges. However the persistence and retention of college students who have autism spectrum disorders is not well documented. Absent among the existing literature are first-person narratives of college students who have…
Descriptors: College Students, Student Diversity, Autism, Pervasive Developmental Disorders
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Woolfork-Barnes, Toni – Strategic Enrollment Management Quarterly, 2017
For more than 30 years, John Gardner has elevated the discussion about the importance of student success in the first-year of college, with a heightened emphasis on first-year seminar courses and their value. Many colleges and universities offer some version of a first-year experience seminar, which is true for the Midwestern MAC School discussed…
Descriptors: First Year Seminars, School Holding Power, Enrollment, Enrollment Management
Melguizo, Tatiana; Martorell, Francisco; Swanson, Elise; Kezar, Adrianna – Pullias Center for Higher Education, 2020
In 2015, the University of Southern California (USC) began a longitudinal, mixed-methods evaluation of the Thompson Scholars Learning Communities (TSLC), a comprehensive college transition program that provides students with multiple, integrated types of support. The evaluation as a whole examined whether, how, and why TSLC, as implemented at the…
Descriptors: Student Adjustment, Transitional Programs, Student School Relationship, College Students
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Sweeder, Ryan D.; Kursav, Merve N.; Cass, Samantha M. F.; Matz, Rebecca L. – Learning Communities: Research & Practice, 2019
As a residential college within Michigan State University that focuses on STEM fields, Lyman Briggs College developed a STEM learning community to support students with low mathematics placement test scores, the Instilling Quantitative and Integrative Reasoning program (INQUIRE). INQUIRE serves some of those students considered historically…
Descriptors: STEM Education, Communities of Practice, College Mathematics, Student Placement
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