Barbara A. Fink, O.D., Ph.D. The Ohio LSAMP Alliance Evaluation Report for the Diverse Bridge/Early Arrival Programs of The Ohio LSAMP Alliance Barbara A. Fink, O.D., Ph.D. The Ohio LSAMP Alliance

The Ohio LSAMP Alliance Funded in September 2013 10 Ohio Institutions 6 four-year institutions 1 HBCU 4 community colleges Lead Institution: The Ohio State University Goal of Alliance: double number of URM students who complete bachelor’s degrees in STEM

LSAMP Programming at The Ohio LSAMP Alliance Advisement and Counseling Bridge/Early Arrival Programs Tutoring or Supplemental Instruction Peer Mentoring Faculty Mentoring Undergraduate Research Professional Development Workshops

Bridge/Early Arrival Programs at The Ohio LSAMP Alliance Offered for LSAMP Scholars (entering freshmen) at all 10 partner institutions Variation in duration, demographics, and structure Purpose: Prepare for academic rigor of STEM studies Increase comfort and sense of belonging Familiarity with campus resources Bonds/networks with peers, faculty, and staff

Bridge/Early Arrival Programs at The Ohio LSAMP Alliance The Ohio State University Developed bridge program as part of NSF Science & Engineering talent Expansion (STEP) grant, ended in 2013 LSAMP helped reinstate 3-week residential STEM bridge program in 2015 4 core courses, Scholar Mentors, field trips 20 incoming freshmen STEP bridge included Columbus State CC, where it continued as a 5-day non-residential early arrival program

Integrated Sciences

Problem Solving in STEM

Technical Communications

STEM Study Skills System (S4)

Stone Laboratory on Gibraltar Island, Lake Erie

Columbus State Community College LSAMP Scholars

Bridge/Early Arrival Programs at The Ohio LSAMP Alliance Cleveland State University 2-week (8-day) Summer Institute for full-time freshmen (part of Operation STEM program) 40 of 100 students are LSAMP Scholars Emphasis on pre-calculus and calculus Use of STEM Peer Teachers Cuyahoga CC (Tri-C) students participate

Cleveland State and Tri-C LSAMP Scholars

Bridge/Early Arrival Programs at The Ohio LSAMP Alliance University of Cincinnati 7-week residential bridge program Over 25 years in engineering added other STEM through LSAMP Courses in chemistry, math, physics, biology, English Cincinnati State students participate Miami University has its own early arrival program Cincinnati State Students are invited to participate

University of Cincinnati

Miami University Early Arrival Program

Bridge/Early Arrival Programs at The Ohio LSAMP Alliance Wright State University Academic Advantage Program One-week bridge to increase math preparation and placement 150 students separated into 4 sections by math placement (about 5-10 LSAMP Scholars) Use of ALEKS online assessment and learning system Sinclair CC students participate in this program Central State University had its own bridge program but lost funding; LSAMP Scholars participated in Wright State’s program this year

Wright State and Sinclair Community College

Duration of Bridge Programs How long was your bridge program? Institutions Less than 5 days Miami University 5-9 days Cleveland State University and Columbus State CC 10 to 14 days None 15 days to 3 weeks OSU 4-5 weeks Central State >5 weeks University of Cincinnati

The Surveys Pre-Program Survey: Contents Administration Demographic information, major Knowledge of Resources and STEM requirements Relationships with Peers, Faculty, and Staff Sense of Belonging (program or institution) Self-Efficacy (confidence, skills, perseverance) Administration Link to online survey provided at beginning of the program

The Surveys Post-Program Survey: Contents Same questions as pre-program survey Questions about satisfaction with components of bridge program Questions about meeting objectives Open-ended questions: What impacts do you think this program had on you? What aspects of this program do you think were most successful or helped you the most? What changes, if any, would you recommend be made to this program?

The Surveys Incentive $25 gift card (Amazon or grocery store) Winners selected using random number generator Three winners, one for every 100 students

Response Rate 164 participants in bridge program across alliance Pre-program survey: 70% responded Post-program survey: 60% responded 77 (47%) completed both surveys Columbus State: 100% (5/5) OSU: 90% (18/20) UC: 31% Central State

Response Rate for Each Institution Bridge/Early Arrival Program Location Participants 2016 Bridge/Early Arrival Survey Response Rate Pre-Survey N=115 Post-Survey N=98 Both Surveys N=77 N % Central State University (Central) 7 5 71.4 2 28.6 Cleveland State University (CSU) 53 47 88.7 35 66.0 32 60.4 Columbus State CC (CSCC) 100.0 Miami University (MU) 40 18 45.0 10 25.0 8 20.0 The Ohio State University (OSU) 20 90.0 University of Cincinnati (UC) 39 22 56.4 26 66.7 12 30.8 TOTAL 164 115 70.1 98 59.8 77 47.0

Response Rate by Location Bridge/Early Arrival Program Location 2016 Bridge/Early Arrival Survey Pre-Survey N=115 Post-Survey N=98 Both Surveys N=77 N % Central State University 5 4.3 2 2.0 2.6 Cleveland State University 47 40.9 35 35.7 32 41.6 Columbus State CC 5.1 6.5 Miami University 18 15.7 10 10.2 8 10.4 The Ohio State University 20 20.4 23.4 University of Cincinnati 22 19.1 26 26.5 12 15.6 TOTAL 115 100 98 77

Gender and Ethnicity

Education Level of Parents/Guardians

2016 Bridge/Early Arrival Survey Students’ Majors In which of the following areas are you majoring?  2016 Bridge/Early Arrival Survey Pre-Survey N=115 Post-Survey N=98 N % Engineering 52 45.2 42 42.9 Biological Sciences 22 19.1 22.4 Computer and Information Science 17 14.8 14 14.3 Other 16 13.9 13 13.3 Engineering Technology 10 8.7 10.2 Physical Sciences 7 6.1 7.1 Mathematics 5 4.3 5.1 Business and Management 3 2.6 1 1.0 Architecture 0.9 0.0 Agricultural Sciences Natural Resources and Conservation

Knowledge of Resources Extent that respondent Strongly Agreed or Agreed with each statement 2016 Bridge/Early Arrival Survey Pre-Survey N=115 Post-Survey N=98 N % I understand the study skills necessary to be successful in STEM. 95 83.3 99.0** If I have any questions about the course content, I will ask my professors. 105 92.1 94 97.9** I know about the academic resources available on campus. 79 69.3 I know how to find and use library resources on my campus. 68.7 93 96.9** I am familiar with career opportunities available to me with a degree in science, technology, engineering, or mathematics. 85 74.6 92 95.8**

Knowledge of Resources Extent that respondent Strongly Agreed or Agreed with each statement 2016 Bridge/Early Arrival Survey Pre-Survey N=115 Post-Survey N=98 N % I plan to study 2-3 hours for every hour I am in class. 93 80.9 91 94.8* I know where on campus to get tutoring or help in studying for mathematics. 71 61.7 94.8** I know who can assist me in LSAMP programming. 70 60.9 90 93.8** I know where on campus to get tutoring or help in studying for my science courses. 63 54.8 I will make bullet points of my class notes and readings soon after each class. 97 85.8 88 91.7

Knowledge of Resources Extent that respondent Strongly Agreed or Agreed with each statement 2016 Bridge/Early Arrival Survey Pre-Survey N=115 Post-Survey N=98 N % I plan to sit front and center daily in every class in which I am enrolled. 89 79.5 88 91.7 I am aware of the health and wellness services on my campus. 77 67.0 91.7** I know where on campus to get tutoring or help in courses or assignments in English 65 56.5 I know where to find workshops or counseling on study skills. 58 50.4 I know who my academic counselor is. 67 58.3 78 81.3**

Relationships with Peers, Faculty and Staff Extent that respondent Strongly Agreed or Agreed with each statement 2016 Bridge/Early Arrival Survey Pre-Survey N=115 Post-Survey N=98 N % I know how to e-mail a member of the faculty to schedule an appointment or ask for help. 102 90.3 95 99.0* I feel comfortable with the LSAMP personnel on my campus. 75 66.4 99.0** I feel comfortable asking a faculty member for help. 105 92.9 94 97.9* I feel comfortable collaborating with people who are different from me. 104 92.0 93 96.9 I already know at least one member of the faculty that I can go to for guidance. 82 72.6 92 95.8**

Relationships with Peers, Faculty and Staff Extent that respondent Strongly Agreed or Agreed with each statement 2016 Bridge/Early Arrival Survey Pre-Survey N=115 Post-Survey N=98 N % I have friends on campus that will support my career goals. 78 69.0 88 91.7** I plan to regularly meet with the LSAMP personnel on my campus throughout the academic year. 76 67.3 87 90.6** I plan to meet regularly with a faculty mentor throughout the academic year. 92 81.4 84 87.5 I know upperclassmen on campus that I can talk to about my problems. 62 54.9 75 78.1**

2016 Bridge/Early Arrival Survey Sense of Belonging Extent that respondent Strongly Agreed or Agreed with each statement 2016 Bridge/Early Arrival Survey Pre-Survey N=115 Post-Survey N=98 N % I am excited about the opportunities provided to me by this program. 109 95.6 95 100.0 I am glad I decided to enroll in this program. 102 88.7 93 97.9* I feel comfortable with the STEM faculty in this program. 84 73.0 91 95.8** I feel comfortable with my decision to major in my STEM discipline. 104 90.4 90 94.7 I am familiar with peers that I could form a study group with. 64 55.7 94.7**

2016 Bridge/Early Arrival Survey Sense of Belonging Extent that respondent Strongly Agreed or Agreed with each statement 2016 Bridge/Early Arrival Survey Pre-Survey N=115 Post-Survey N=98 N % I know students with my same race/ethnicity in this program. 64 55.7 90 94.7** I know students with my same academic interests in this program. 66 57.4 89 93.7** I have friends in this program. 60 52.2 87 91.6** I feel I belong in this program. 97 84.3 86 90.5 I know students with my same extracurricular interests in this program. 42 36.5 80 84.2 I know faculty/staff with my same race/ethnicity in this program. 56 48.7 77 81.1**

2016 Bridge/Early Arrival Survey Self-Efficacy Extent that respondent Strongly Agreed or Agreed with each statement 2016 Bridge/Early Arrival Survey Pre-Survey N=115 Post-Survey N=98 N % I am confident I will do well in college. 112 97.4 95 99.0 I am determined to study a science, technology, engineering, or mathematics (STEM) field. 110 97.3 I am confident that I will complete my STEM degree in 5 years. 108 93.9 I am confident in my ability to earn at least a 3.0 GPA. 111 96.5 94 97.9

2016 Bridge/Early Arrival Survey Self-Efficacy Extent that respondent Strongly Agreed or Agreed with each statement 2016 Bridge/Early Arrival Survey Pre-Survey N=115 Post-Survey N=98 N % I am confident in my ability to complete assignments. 110 95.7 93 96.9 I am determined to have a career in a science, technology, engineering, or mathematics (STEM) field. 108 95.6 I am aware of my strengths and weaknesses. 111 96.5 91 94.8 I am ready for the transition to college life. 103 89.6

2016 Bridge/Early Arrival Survey Self-Efficacy Extent that respondent Strongly Agreed or Agreed with each statement 2016 Bridge/Early Arrival Survey Pre-Survey N=115 Post-Survey N=98 N % I feel that I have a number of good qualities. 103 91.2 90 93.8 I will help to make the world a better place. 106 92.2 89 92.7 I have the study skills I need to succeed academically. 96 83.5 87 90.6 I have excellent time management skills. 68 59.1 70 72.9**

Satisfaction with Program Components Extent that respondent Somewhat Satisfied or Extremely Satisfied with each statement Post-Survey TOTAL N=98 N % Programming to familiarize yourself with campus resources 80 90.9 Interactions with peer mentors 79 90.8 Interactions with faculty and staff 89.8 Faculty in study skills courses or workshops 76 87.4 Interactions with other bridge/early arrival program participants (classmates) 73 86.9

Satisfaction with Program Components Extent that respondent Somewhat Satisfied or Extremely Satisfied with each statement Post-Survey TOTAL N=98 N % Access to faculty/staff 77 86.5 Access to classroom or laboratory facilities 75 86.2 Campus tours 76 85.4 Study skills courses or workshops 74 85.1 Faculty in science 73 83.9

Satisfaction with Program Components Extent that respondent Somewhat Satisfied or Extremely Satisfied with each statement Post-Survey TOTAL N=98 N % Coursework in English, writing or communications 68 82.9 Faculty in English, writing, or communications 66 82.5 Field trips 61 82.4 Coursework in mathematics 75 81.5 Professional development or career-related workshops or seminars 69 81.2

Satisfaction with Program Components Extent that respondent Somewhat Satisfied or Extremely Satisfied with each statement Post-Survey TOTAL N=98 N % Housing 62 80.5 Availability of supplies, books, online programs, or other needed materials 69 79.3 Faculty in mathematics 72 79.1 Coursework in engineering 54 78.3 Duration of the bridge program 68 78.2

Satisfaction with Program Components Extent that respondent Somewhat Satisfied or Extremely Satisfied with each statement Post-Survey TOTAL N=98 N % Social/Networking activities 69 77.5 Coursework in science 64 77.1 Faculty in engineering 53 76.8 Timing of the bridge program 61 72.8 Food/Meals 58 70.7 Weekend activities 55 69.6

Extent Program Met Objectives Post-Survey TOTAL N=98 Met objective Very or Extremely Well Met objective Fairly Well N % Improved my knowledge of campus resources and support services 73 79.3 92 100.0 Established a peer network of students with similar interests and backgrounds 81.1 87 96.7 Exposed me to STEM disciplines and opportunities 72 78.3 89 Introduced me to faculty and staff Improved my comfort with navigating this institution 74 81.3 88

Extent Program Met Objectives Post-Survey TOTAL N=98 Met objective Very or Extremely Well Met objective Fairly Well N % Provided me with a support network 71 77.2 88 95.7 Provided me with a needed introduction to STEM courses 73 79.3 Increased my sense of belonging at their institution 67 73.6 86 94.5 Helped me establish a relationship with at least one faculty member 66 72.5 85 93.4 Exposed me to individuals in the STEM workforce in academia, research, or industry 64 69.6 82 89.1

Extent Program Met Objectives Post-Survey TOTAL N=98 Met objective Very or Extremely Well Met objective Fairly Well N % Taught me effective STEM study skills 60 66.7 79 87.8 Provided me with hands-on STEM activities 64.5 81 87.1 Improved my skills in mathematics 54 58.7 80 87.0 Taught me effective time management skills 57 62.0 78 84.8 Improved my skills in communication and writing 55 61.8 74 83.1

Impacts of Bridge Program Increased skills and confidence in math Increased skills and confidence in chemistry Increased time management and organizational skills Increased comfort level about navigating campus Improved critical thinking skills Provided insight into what college will really be like Connected students to faculty who could help them Smoothed the transition into college life

Impacts of Bridge Program Highlighted the school’s diversity and resources Enhanced student’s sense of connection and community Expanded student’s social network and pool of potential friends Helped students develop communication and public speaking skills Helped students overcome shyness, fear of meeting new people Helped students understand social cues, appropriate language in professional settings Taught students how to be collaborative

Impacts of Bridge Program Helped me open up more. I was eager to make friends and get to know people that can help me in the future. CSU This was an assessment for me. It helped me to understand what aspects of math I needed to work on. CSU Helped me overcome my fear of meeting new people, and to manage my stress and build my plan. CSCC I am more comfortable with my decision to go to this institution. I liked getting to know faculty. CSCC

Impacts of Bridge Program Increased my confidence and made transitioning more comfortable since I was around others more like myself. MU This program made the moving in process significantly easier, and provided information about good resources. Plus was a good place to create friends. MU Taught me to analyze myself and identify my strengths and weaknesses. UC Helped me learn study skills, get ready for the upcoming school year, and create an extensive support network. UC

Impacts of Bridge Program It also gave me an idea of the workload of college and the amount of studying that goes into it. OSU This program taught me skills and methods for success in college. It also reminded me of how much I forgot and got me in a school mentality. OSU This program allowed me to develop my communication and public speaking skills. Also helped with my time management skills. Central State

Impacts of the Bridge Program “This program gave me some of the hardest days of my life early on so that the future would not seem as tough.” UC “Although it was a very stressful amount of work, it made me realize that I needed to spend my time wisely and through that I developed skills to succeed.” OSU

Most Successful or Helpful Aspects of the Bridge Program Structure and schedule One-on-one peer assistance Math Review (ALEKS software, classes, small group work, quizzes) Guidance on how to create a proper research poster Getting to know second-year students Interaction with other STEM students

Most Successful or Helpful Aspects of the Bridge Program Building relationships with faculty Learning about undergraduate research Forming study groups Living with a roommate Integrated science course STEM study skills class

Most Successful or Helpful Aspects of the Bridge Program Communications class Time management class Social activities and field trips Guest speakers Campus tours

Most Successful or Helpful Aspects of the Bridge Program Waking up at 7 a.m. Monday through Friday to go to class helped me get used to how college is going to be. Central State Reviewing log functions and graphing really helped, in addition to easing my fear of trying to meet other STEM majors in the future to study with. CSU The ropes course made us bond. MU

Most Successful or Helpful Aspects of the Bridge Program The STEM student panel was the best because current students gave their opinions and analysis of their experiences at the school so far. CSCC Meeting people who did those things before me and knowing that I can do it. UC Increased my familiarity with the campus and how college work is done. For instance, I was told that the speed that Dr. Tiff goes is normal for some classes so I know that I need to be more prepared before class and to work harder studying. OSU

Student Critiques Laser focus on academic rigor and exploration of resources Bridge program too structured and over-scheduled Little room for social connection, exploration Incorporate more team-building Allow personal initiative, choices, time outside of class

Conclusions The bridge programs greatly improved participants’ STEM skills, time management habits, and ability to navigate campus resources The overall experience increased students’ sense of belonging to the campus community and helped them forge supportive networks