1. 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

2. 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

4. 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

5. 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

6. 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

7. Integrated Sciences

8. Problem Solving in STEM

9. Technical Communications

10. STEM Study Skills System (S4)

11. Stone Laboratory on Gibraltar Island, Lake Erie

12. Columbus State Community College LSAMP Scholars

13. 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

14. Cleveland State and Tri-C LSAMP Scholars

15. 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

16. University of Cincinnati

17. Miami University Early Arrival Program

18. 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

19. Wright State and Sinclair Community College

20. 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

21. 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

22. 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?

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

24. 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

25. 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

26. 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

27. Gender and Ethnicity

29. Education Level of Parents/Guardians

30. 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

31. 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**

32. 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

33. 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**

34. 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 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**

35. 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**

36. 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**

37. 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**

38. 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

39. 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

40. 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**

41. 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

42. 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

43. 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

44. 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

45. 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

46. 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

47. 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

48. 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

49. 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

50. 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

51. 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

52. 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

53. 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

54. 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

55. 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

56. 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

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

58. 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

59. 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

60. 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

61. 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