Abstract:

Promoting excellence and enhancing undergraduate experience for students pursuing degrees in science, technology, engineering, and mathematics (STEM) disciplines is necessary to ensure that we have the STEM-literate workforce required to solve the societal and technological challenges of the twenty-first century and beyond. However, data indicates that a large number of students who enter postsecondary education in the United States are not ready for college, especially lack preparation in foundational science and mathematics subjects. Hence, many colleges and universities have instituted some form of remedial intervention to effectively meet the needs of underprepared students and better transition students to their freshman year. These programs occur during the summer before a student’s freshman year and are considered a bridge from high school to college. These are designed to support students who have lacked access to resources or support in past environments. These programs have a sustained focus on improving the quality of undergraduate education, especially in STEM disciplines.

In this paper, a program developed over several years through funding from, the National Science Foundation (NSF) will be presented. At Elizabeth City State University (ECSU), many of the students are first-generation college students. The NSF-funded project addressed the retention and persistence of these STEM majors through early contact, beginning in the summer before the freshmen year, continued mentoring during the academic semester, and academic support throughout the sophomore year. Drawing on successful models and efforts nationally, the summer bridge and hierarchical mentoring program at ECSU was aimed at addressing barriers to success in STEM, especially for students from underrepresented backgrounds. The theoretical framework consisted of three tenets: mentoring, research, and education/training.

The ECSU Academic Bridge and Hierarchical Mentoring Program included a six-week program in the summer designed to facilitate a smooth transition of STEM majors from high school to college, followed by mentoring during the regular semesters. The program included interventions, such as early review of STEM coursework, math, and science preparatory workshops, six to eight academic educational modules, special co-curricular activities, and building a strong sense of community of learners, and important skills, like time management, prioritization, and effective study habits.

Students also worked with academic advisors and peer mentors who helped them develop a study schedule for the fall semester as well as make them aware of campus resources such as STEM tutoring. But most important, the program helped build a strong network of support through learning and living communities.

The program also focused on professional development, where we were given talks by alumni, had fireside chats with the Dean, and had workshops with important divisions within the campus such as the career center, financial aid, and student life. These interactions helped them develop their goals for during their freshman year, giving them access to tools and mentors.

The theoretical framework, detailed implementation strategies, project components and activities, key learning, and outcome results will be discussed in the final paper.

Keywords:

STEM Education, Mentoring, Summer Bridge, Student Learning Community.