A Summer Bridge Program for Underprepared Students in Science

PRINCIPAL MENTORS:

Millicent Roth and Michael Weiner, Office of the Dean of Science

ADAPTERS:

Manhattanville College, Onondaga Community College, SUNY College at Brockport, SUNY College at New Paltz, University at Albany, University at Stony Brook

The Innovation

The Program of Access to Science Study (PASS) was designed by faculty at the City College of New York for underprepared students planning to pursue study in science-related fields and is offered in the summer before full matriculation. PASS consists of a preparatory science course with a special counseling component. This combination addresses underprepared students' lack of problem-solving skills and their failure to become integrated into the academic and social life of the college.

The adapting institutions were interested in the general principles of the City College model, modifying the form to fit local circumstances. Some stayed with the summer program model; some integrated similar efforts into academic-year programs; and some combined summer and academic-year activities. However, all retained the combined problem-solving and counseling focus.

Outcomes

In general, all the adapters were able to create a "bridge" course dealing with science topics and an accompanying counseling component. Most of the programs were able to identify sources of funding, either internal or external, which will support their continuance in forms compatible with their original intentions, and reflecting the essential elements of the City College program. Furthermore, in the majority of cases, the PASS model was extended beyond the course or department where it was originally adapted into other areas.

For example, at one institution the project evolved from a summer preparatory program to an academic year program in the form of a "discussion group" offered in conjunction with the Biology I course. It includes a review of class material along with a PASS-style seminar. The discussion groups are also being offered with Biology II and with courses in general chemistry and organic chemistry. And they are open to all students, not just those identified as underprepared. At another campus, the initial summer program to prepare students for first-year college biology was expanded to support well-prepared as well as at-risk students in several science courses. At a third institution, the original adaptation involved a preparatory course in the physical sciences for engineering and physical science majors. It has since been expanded to a preparatory course in the biological sciences for majors in that field. Students taking one of these PASS-style courses may use the course credits toward the fulfillment of degree requirements.

These examples indicate the potential of the PASS model to take hold at adapting campuses. Continuation requires cooperation between academic departments and student support services, and shared enthusiasm for the program.

Assessment

The project directors employed an evaluator to track and assess student outcomes at the adapting institutions. This assessment, which looks at student performance and behavioral and attitudinal changes, has been completed for spring, summer and fall terms of 1996 and spring of 1997.

During this period, the six institutions served a total of 157 students: 48 at Albany, 31 at Stony Brook, 28 at Onondaga Community College and smaller numbers at the rest. The students were somewhat older than traditional entering students, markedly older at Brockport and Onondaga. About 75 percent were minority students.

PASS students at four of the institutions had a higher retention rate after two college semesters than did the general college population. At one the rate was the same, and at another, marginally lower. PASS grades proved a moderate to strong predictor of grade point average, both overall and in math and science. Positive changes in student behavior during the PASS program also correlated strongly with future academic performance. Given that underprepared students are less likely to persist and do well than the general college population, even outcomes for PASS participants similar to or slightly lower than those for the general population should be considered indicators of success.

The best of these results closely track those achieved by the mentor institution. The assessment also provides data on such matters as student attitudes toward the program, which are generally highly favorable, and correlations between student self-assessments of behavior and faculty and counselor assessments.

Available Information

For further information, contact:

Millicent Roth
Michael Weiner
The City College of New York
138th St. at Convent Ave.
New York, NY 10031
Telephone: 212-650-6768 / 8337

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