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Making an Online Summer Bridge Program High Touch
Journal of College Student Development ( IF 2.051 ) Pub Date : 2019-01-01 , DOI: 10.1353/csd.2019.0006
Melissa Eblen-Zayas , Janet Russell

Summer bridge programs are designed to ease the transition to college by providing students with academic skills and social resources during the summer between high school graduation and college. Research shows that bridge programs are potentially effective at increasing retention and academic success of at-risk students by providing an early orientation to the college experience and connecting these students with each other and the community (Thayer, 2000; Institute of Education Sciences, 2016); however, bridge programs can be expensive for institutions to operate, and the students who might benefit most from participation may not be able to commit to being on campus full-time during the summer. We developed a hybrid program to achieve many of the goals of a traditional summer bridge program, but with a flexible implementation that allowed students to remain at home to meet employment or family obligations. The 6-week summer portion of the program was entirely online, followed by oncampus, face-to-face weekly course meetings in the 10-week fall term. Students earned 6 credits for completion of the entire (summer and fall) program (typical courses at our institution carry 6 credits), and there was no cost to students to participate. For our residential, small liberal arts college, a bridge course that opened with a completely online portion was paradoxical—How do you create a high-touch, online program that captures key elements of what is a mostly residential and face-to-face experience for students? We had two main goals for the design and implementation of the 6-week summer online portion of the program: for participating students (a) to review and strengthen the quantitative skills seen in high school math classes, and (b) to connect with the college community before arriving on campus in the fall. As these goals suggest, this program blended elements of academic affairs and student affairs to create a rich learning experience built on research-based suggestions for supporting first-generation students (Pascarella, Pierson, Wolniak, & Terenzini, 2004), although the program was not limited to first-generation students.

中文翻译:

制作在线暑期桥梁课程高接触

暑期桥梁课程旨在通过在高中毕业和大学之间的暑假为学生提供学术技能和社会资源来简化向大学的过渡。研究表明,桥梁课程通过提供对大学经历的早期定位并将这些学生与彼此和社区联系起来,在提高有风险学生的保留率和学业成功方面可能有效(Thayer,2000;教育科学研究所,2016) ; 然而,对于机构来说,桥梁课程的运营成本可能很高,并且可能从参与中受益最大的学生可能无法承诺在暑假期间全日制在校园里。我们开发了一个混合项目来实现传统夏季桥梁项目的许多目标,但通过灵活的实施,允许学生留在家中履行就业或家庭义务。该计划为期 6 周的夏季部分完全是在线的,然后是在 10 周秋季学期的校园内面对面的每周课程会议。学生完成整个(暑期和秋季)课程可获得 6 个学分(我们机构的典型课程为 6 个学分),学生无需支付任何费用。对于我们的寄宿式小型文理学院,一门以完全在线部分开放的桥梁课程是自相矛盾的——您如何创建一个高度接触的在线课程,以捕捉主要是寄宿式和面对面体验的关键要素给学生?我们为该计划为期 6 周的夏季在线部分的设计和实施制定了两个主要目标:对于参与的学生来说,(a) 复习和加强在高中数学课上看到的定量技能,以及 (b) 在秋季到达校园之前与大学社区建立联系。正如这些目标所暗示的那样,该计划融合了学术事务和学生事务的元素,以支持第一代学生的研究建议为基础,创造了丰富的学习体验(Pascarella、Pierson、Wolniak 和 Terenzini,2004 年),尽管该计划是不限于第一代学生。
更新日期:2019-01-01
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