Search Results (5)

Summer Bridge Programs (SBPs) support students’ personal, organizational, content-related, and social challenges as they transition from high school to postsecondary education. However, the research is not conclusive on the overall effect of these programs on academic performance. Prior systematic reviews and meta-analyses have raised critical methodological concerns. Following the PRISMA framework, this scoping review examines the methodological aspects when assessing the academic effects of SBPs on incoming STEM (Science, Technology, Engineering, and Mathematics) students. The inclusion criteria were studies that quantitatively assessed the academic performance of SBPs offered during the summer prior to the start of classes for incoming first-year STEM students and that included a control group. We searched ERIC, Web of Science, SciELO, and ProQuest databases. This review included 37 studies evaluating 33 programs. The majority of academic evaluations relied on course performance, graduation or retention rates, and GPA (Grade Point Average) outcomes. Moreover, the evidence is mainly descriptive or observational, with no control variables. We found a lack of studies that used an experimental or observational approach while also controlling for participants’ background variables. Finally, the reported outcomes are mainly short-term, with only a small number of studies assessing longer-term effects of SBPs, such as graduation rates. Full article

Critical data literacy (CDL) has emerged as a crucial component in data science education, transcending traditional disciplinary boundaries. Promoting CDL requires collaborative approaches to enhance learners’ skills in data science, going beyond mere quantitative reasoning to encompass a comprehensive understanding of data workflows and tools. Despite the growing literature on CDL, there is still a need to explore how students use data science practices for supporting the learning of CDL throughout a summer-long data science program. Drawing on situative perspectives of learning, we utilize a descriptive case study to address our research question: How do data science practices taught in a classroom setting differ from those enacted in real-world social justice projects? Key findings reveal that while the course focused on abstract principles and basic technical skills, the Food Justice Project provided students with a more applied understanding of data tools, ethics, and exploration. Through the project, students demonstrated a deeper engagement with CDL, addressing real-world issues through detailed data analysis and ethical considerations. This manuscript adds to the literature within data science education and has the potential to bridge the gap between theoretical knowledge and practical application, preparing students to address real-world data science challenges through their coursework. Full article

The Clay N. Hixson Student Success Center within the College of Engineering at Tennessee Tech University has undergone a transformative upgrade by integrating the Define, Measure, Analyze, Improve, and Control (DMAIC) framework with select Kaizen principles for continuous improvement to enhance student support services. Key performance indicators (KPIs) have been employed to assess the achievement of core goals, significantly advancing recruitment, retention, and overall student success. Implementing the DMAIC framework has streamlined processes such as a unified degree map and a math bridge program, resulting in a 53% increase in incoming first-year students and broadening the College of Engineering’s outreach. These efforts have also contributed to a 10% increase in first-to-second-year retention rates. Through the utilization of DMAIC, the regular redistribution of advisor caseloads and cross-training has been facilitated, ensuring timely student support without overburdening advisors. Additionally, targeted academic support initiatives have reduced the at-risk student population from 19% to 11%. These management techniques extend to multiple initiatives, including enhancements to high school summer camps, advisor listening sessions, and student surveys designed to meet evolving student needs. Creating specialized areas for academic advisors has also supported their professional growth, contributing to better student outcomes. This paper comprehensively analyzes these strategies and provides valuable insights for institutions seeking to apply DMAIC and continuous improvement models to strengthen student support systems. Full article

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. Full article

Abiotic and biotic conditions are both important determinants of West Nile Fever (WNF) epidemiology. Ambient temperature plays an important role in the growth rates of vector populations, the interval between blood meals, viral replication rates and transmission of West Nile Virus (WNV). The contribution of precipitation is more complex and less well understood. In this paper we discuss impacts of climatic parameters (temperature, relative humidity, precipitation) and other environmental drivers (such as bird migration, land use) on WNV transmission in Europe. WNV recently became established in southeastern Europe, with a large outbreak in the summer of 2010 and recurrent outbreaks in 2011 and 2012. Abundant competent mosquito vectors, bridge vectors, infected (viremic) migrating and local (amplifying) birds are all important characteristics of WNV transmission. In addition, certain key climatic factors, such as increased ambient temperatures, and by extension climate change, may also favor WNF transmission, and they should be taken into account when evaluating the risk of disease spread in the coming years. Monitoring epidemic precursors of WNF, such as significant temperature deviations in high risk areas, could be used to trigger vector control programs and public education campaigns. Full article