Breaking Down Barriers: A Bridge Program Helps First-Year Biology Students Connect With Faculty

References

• Allen, D., & Tanner, K. (2007). Putting the horse back in front of the cart: Using visions and decisions about high-quality learning experiences to drive course design. CBE—Life Sciences Education, 6(2), 85-89.
   PubMedGoogle Scholar
• Ashley, M., Cooper, K. M., Cala, J. M., & Brownell, S. E. (2017). Building better bridges into STEM: A synthesis of 25 years of literature on STEM Summer Bridge Programs. CBE—Life Sciences Education, 76(4), es3.
   Google Scholar
• Bell, B. S., & Kozlowski, S. W. (2008). Active learning: Effects of core training design element on self-regulatory processes, learning, and adaptability. Journal of Applied psychology, 93, 296-316.
   PubMed Web of Science ®Google Scholar
• Cooper, K. M., Ashley, M., & Brownell, S. E. (2017). A bridge to active learning: A summer bridge program helps students maximize their active-learning experiences and the active-learning experiences of others. CBE—Life Sciences Education, 76(1), ar17.
   Google Scholar
• Cooper, K. M., Haney, B., Krieg, A., & Brownell, S. E. (2017). What’s in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom. CBE—Life Sciences Education, 76(1), ar8.
   Google Scholar
• Cooper, K. M., Soneral, P A., & Brownell, S. E. (2017). Define your goals before you design a CURE: A call to use backward design in planning course-based undergraduate research experiences. Journal of Microbiology & Biology Education, 78(2).
   Google Scholar
• Chesebro, J. L., & McCroskey, J. C. (2001). The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning. Communication Education, 50, 59-68.
   Google Scholar
• Creswell, J. (1994). Research design: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
   Google Scholar
• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, USA, 111, 8410-8415.
   PubMed Web of Science ®Google Scholar
• Freitas, F. A., Myers, S. A., & Avtgis, T. A. (1998). Student perceptions of instructor immediacy in conventional and distributed learning classrooms. Communication Education, 47, 366-372.
   Web of Science ®Google Scholar
• Ho, D. E., Imai, K., King, G., & Stuart, E. A. (2007). Matching as Nonparametric preprocessing for reducing model dependence in parametric causal inference. Political Analysis, 15, 199-236.
   Web of Science ®Google Scholar
• Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15, 1277-1288.
   PubMed Web of Science ®Google Scholar
• Maton, K. I., Hrabowski, F A., & Schmitt, C. L. (2000). African American college students excelling in the sciences: College and postcollege outcomes in the Meyerhoff Scholars Program. Journal of Research in Science Teaching, 37, 629-654.
   Web of Science ®Google Scholar
• Mehrabian, A. (1971). Silent messages (Vol. 8). Belmont, CA: Wadsworth.
   Google Scholar
• Mounts, N. S., Valentiner, D. P., Anderson, K. L., & Boswell, M. K. (2006). Shyness, sociability, and parental support for the college transition: Relation to adolescents’ adjustment. Journal of Youth and Adolescence, 35, 68-77.
   Web of Science ®Google Scholar
• O’Sullivan, P B., Hunt, S. K., & Lippert, L. R. (2004). Mediated immediacy: A language of a liation in a technological age. Journal of Language and Social Psychology, 23, 464-490.
   Web of Science ®Google Scholar
• Pritchard, T. J., Perazzo, J. D., Holt, J. A., Fishback, B. P., McLaughlin, M., Bankston, K. D., & Glazer, G. (2016). Evaluation of a summer bridge: Critical component of the Leadership 2.0 Program. Journal of Nursing Education, 55, 196-202.
   PubMed Web of Science ®Google Scholar
• Seymour, E., and N. Hewitt. (1997). Talking about leaving: Why undergraduates leave science. Boulder, CO: Westview.
   Google Scholar
• Steele-Johnson, D., & Kalinoski, Z. T. (2014). Error framing effects on performance: Cognitive, motivational, and affective pathways. Journal of Psychology, 148, 93-111.
   PubMed Web of Science ®Google Scholar
• Stemler, S. E. (2004). A comparison of consensus, consistency, and measurement approaches to estimating interrater reliability. Practical Assessment, Research & Evaluation, 9(4), 1-19.
   Google Scholar
• Richmond, V. P. (1987). The relationship between selected immediacy behaviors and cognitive learning. Communication Yearbook, 10, 574-590.
   Google Scholar
• Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89-125.
   Web of Science ®Google Scholar
• Tinto, V (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.
   Google Scholar
• Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar