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1. Problem-Based Teaching: An Exploratory Analysis of Discourse Methods of Peer Facilitators in a Summer Engineering Bridge Program

   https://doi.org/10.3390/educsci14070680  

   Sims, Eric; Horton, David; Steele, Jaiah; Jarvis, Jeanette; Greer, Tomika W; Stokes, Donna W; Henderson, Jerrod A (June 2024, Education Sciences)

   As engineering educators attempt to develop solutions to increase student retention and graduation rates and decrease student departures from their majors during the first two years of study, findings from a summer bridge program at a large minority-serving institution (MSI) show promise for practices that could potentially help to mitigate these issues. Summer bridge strategies have been shown to be effective in assisting in college students’ transition from first to sophomore year. This study comprises a case study of a chemical engineering summer bridge program in which undergraduate peer facilitators introduced sophomore-level chemical engineering material and energy balance course material to their peers. The goal of this study was to understand the types of discourse methods used during problem-solving sessions by peer facilitators and how students’ learning experiences were impacted. Data for this study were collected via video observations and a post-program open-ended survey. Authors found that peer facilitators created an environment where students felt encouraged and supported and could relate to facilitators and course materials in new ways. This work further illustrates promising practices of using peer facilitators that need further attention, along with the potential for how engagement and learning could be enhanced by the more formal preparation of peer facilitators. 

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2. NSF ATE: Improving Electrical Engineering Education Structure by Bridging CTE, Community College, and University Programs through Hands-on Skills Integration: Year 1

   Kamali-Sarvestani, Reza; Villa, Hector G; Nguyen, Khang; Mauro, Antony P (June 2025, ASEE Annual Conference)

   This project focuses on developing three technical courses for lower-division electrical engineering education to bridge the gap between Career and Technical Education (CTE) programs in high schools, engineering programs at community colleges, and lower-division electrical engineering courses at four-year universities. The primary goal of the project is to create a seamless academic transition by providing electrical engineering students with the necessary foundational knowledge in analog and digital systems, as well as hands-on experience with laboratory measurement tools. The courses utilize industry-relevant technologies such as LabView, MATLAB, PLC programming, and ready-to-use microcontroller boards to facilitate experiential learning at lower division courses. Early exposure to these tools and systems equips students with practical skills that not only prepare them for further academic pursuits but also align them with workforce demands in industries that increasingly rely on automation, data acquisition, and real-time system controls. The success of this project is attributed to its emphasis on design and project-based learning, which fosters critical thinking and problem-solving skills essential for real-world applications. By integrating design principles early in students' educational experiences, they are better prepared to tackle complex engineering problems as they progress through their academic careers. The use of project-based learning allows students to apply theoretical knowledge to tangible, real-world projects, improving their engagement and deepening their understanding of electrical engineering concepts. Practical tools like MATLAB and microcontroller boards in entry-level courses not only motivates students to pursue engineering but also increases retention rates in STEM fields, a key metric for academic success. This project is also advocating for early exposure to hands-on technical skills as a way to better prepare students for the workforce. By focusing on skill development in both CTE programs and early college courses, students are equipped with a stronger foundation for electrical engineering careers and are more likely to succeed in upper-division coursework and beyond. The seamless integration of high school, community college, and university programs ensures that students acquire both the theoretical and practical skills necessary to be successful in an increasingly technology-driven economy. Moreover, the project's use of industry-standard tools, coupled with its focus on bridging academic gaps, provides a sustainable model for developing a skilled and versatile workforce, addressing the growing need for engineers proficient in both design and system implementation. 

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3. Positive Effects of Summer Research Program on Diverse Community College Students

   https://doi.org/10.1109/EDUCON45650.2020.9125315  

   McIntyre, Nicole; Amelink, Catherine T.; Bokor, Jeffrey (April 2020, 2020 IEEE Global Engineering Education Conference (EDUCON))

   null (Ed.)

   Student participation in undergraduate research programs has been linked to improved content knowledge, skills, and confidence. However, few research opportunities exist for community college students. This study explores the positive effects of a summer research program on three diverse cohorts of such students. The Transfer-to-Excellence Research Experiences for Undergraduate program is a hands-on summer research internship for California community college students. The program seeks to inspire students to complete a Bachelor's degree in science or engineering and primarily serves identities underrepresented in those fields. Analysis of mixed methods evaluation data shows that after participating in the program, community college students were better able to find scholarly resources, design ethical scientific experiments, conduct independent research, and analyze data. Additionally, participation in the program enhanced students' science identity and confidence to pursue further education and careers in science and engineering fields. 

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4. Engineering BRIDGE Program to Enhance Transfer Students’ Sense of Belonging

   https://doi.org/10.18260/1-2--46829  

   Woo, Jeyoung; Cho, Jinsung (June 2024, ASEE Conferences)

   The State of California, which has the largest four-year public university system in the United States, does not have an associate degree for transfer (ADT) in Engineering. Therefore, most engineering students who transfer from community colleges do not take lower-division engineering courses and, on average, transfer students must attend two to three additional years of college to obtain a degree at four-year institutions. To identify the gaps in engineering education for transfer students and to increase their success, the research team will focus on a “transfer-ready” curriculum and a faculty learning community. The BRIDGE team, including three partnering institutions, collaborates on identifying the critical success factors (CSFs) for the transfer student’s success, the development of the transfer pathway program, and the Engineering BRIDGE Program to enhance academic preparations for transfer students. This paper summarizes the findings from the Engineering BRIDGE Program during the Summer of 2023 from August 7 - 11, 2023 (five days). A total of 22 incoming transfer students (to Civil Engineering and Mechanical Engineering) participated in this program, assisting in the transition and ensuring academic/career success by enhancing transfer students’ sense of belonging, and addressing course content gaps between institutions. From the analysis of the pre-/post-surveys of the Engineering BRIDGE Program, the program significantly improved—in terms of transfer readiness—students’ conceptual understanding, technical communication, and higher-order cognition. 

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5. “The only difference is now it counts:” Exploring the Role of a Summer Bridge Program in Shaping Student Expectations of Engineering

   https://doi.org/10.18260/1-2--44783  

   Johnson, Taylor; Josiam, Malini; Lee, Walter (February 2023, 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD))

   The College of Engineering at Virginia Tech hosts a five-week program for incoming students each summer, also known as a summer bridge program (SBP). As part of the program, first-time-in-college students become acclimated with the university setting and community prior to the start of their academic career. Students take non-credit courses in subjects that are historically challenging and required for first-year students, such as calculus, chemistry, and engineering fundamentals. Throughout the program, students also participate in informational seminars presented by various offices on campus to understand the range of opportunities and resources available to them. In light of participation occurring prior to the official start of the semester, the purpose of this paper is to explore the role of this program in shaping the expectations that participating students have of the undergraduate engineering program. To address this purpose, we analyzed a) written student responses from a workshop activity, b) data from semi-structured interviews that occurred after the workshop, and 3) responses to an exit survey administered at the conclusion of the five-week program. Combined, these data sources shed light on expectations students developed by the end of the program. We found that students emerged from the SBP with varying degrees of expectations regarding the alignment between the SBP experience and a college semester in engineering. We also found that students’ experiences and observations led them to recognize that marginalization exists in engineering while they also viewed engineering as a level playing field. We uncovered that when asked how they would respond to challenging situations, students relied on what they learned about during the SBP. Finally, we conclude with questions based on a transition theory in student development for practitioners to consider when developing or implementing a SBP. 

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