ERIC Number: EJ1240122
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2375-804X
EISSN: N/A
Acquiring Social Capital: Conclusions from a Social Science Summer Bridge Community
Davis, Matthew; Laster, Bonnie Bost
Learning Communities: Research & Practice, v7 n2 Article 4 2019
In an effort to improve performance and retention of first-year college students, a few institutions have started offering summer bridge programs. Varying from days to weeks or months, these programs offer an extended orientation to college life, teach specific academic skills and/or content, and help students form social connections with peers, faculty, and staff and increasing their social capital. While bridge programs are gaining popularity in STEM fields, there is potential value in expanding these programs to other disciplines. In this analysis, we offer both a narrative summary and findings from our summer bridge program and living learning community in the social sciences. Results include positive student perceptions of the program and mixed results regarding academic performance and retention rate. We conclude with an overview of lessons learned and future directions for summer bridge programs and living learning communities, as well as empirical research in this domain.
Descriptors: Social Capital, Social Sciences, Summer Programs, Transitional Programs, High School Graduates, College Bound Students, College Freshmen, School Orientation, Living Learning Centers, Communities of Practice, Student Attitudes, Outcomes of Education
Evergreen State College's Washington Center, the National Resource for Learning Communities. 2700 Evergreen Parkway NW, SEM II E2115, Olympia, WA 98505. Tel: 360-864-6606; Fax: 360-867-6662; e-mail: washcenter@evergreen.edu; Web site: https://washingtoncenter.evergreen.edu/lcrpjournal/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A