Assessing a Summer Bridge Program: Centering Student Voice and Student Learning

Autor/inn/en	Dorimé-Williams, Marjorie L.; Williams, Michael Steven; Carr, Amanda; Choi, Soobin; Fritz, N'ya; Joseph, Tricia; Pomilee, Brittany; Udoh, Ekaete
Titel	Assessing a Summer Bridge Program: Centering Student Voice and Student Learning
Quelle	In: Journal of Student Affairs Research and Practice, 60 (2023) 3, S.370-384 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dorimé-Williams, Marjorie L.) ORCID (Williams, Michael Steven) ORCID (Carr, Amanda) ORCID (Choi, Soobin) ORCID (Fritz, N'ya) ORCID (Joseph, Tricia) ORCID (Pomilee, Brittany) ORCID (Udoh, Ekaete)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6591
DOI	10.1080/19496591.2022.2032114
Schlagwörter	Summer Programs; Transitional Programs; Student Attitudes; Academic Achievement; Academic Persistence; Minority Group Students; Student Centered Learning; College Freshmen; Program Evaluation; Evaluation Methods; Alignment (Education); Student Adjustment + Suchen Sie Ihr Suchwort? Sommerkurs; Schülerverhalten; Schulleistung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Studienanfänger; Programme evaluation; Programmevaluation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	Summer bridge programs (SBPs) are intended to promote student learning, academic achievement, and persistence to graduation. They are also a viable vehicle for supporting diverse minoritized student constituencies. Our study, guided by a student-centered assessment approach, examined the experiences of incoming first-year students. Findings highlight the importance of the program in supporting students' transition to college, academic skill development, and building social networks. This study offers implications for those interested in assessing and improving SBPs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01