A case study of a novel summer bridge program to prepare transfer students for research in biological sciences

Abstract

Undergraduate research experiences enculturate students into the research community by providing support networks to explore advanced professional opportunities. However, transfer students are at a considerable disadvantage for pursuing these opportunities due to the time constraints imposed by institutional structures. Here, we report a case study of a novel summer bridge program to prepare incoming transfer students for research experiences in biological sciences. During the summer, participants committed to full-time program activities, including hands-on training with laboratory techniques through research projects and designing and executing an independent project. Pre- and post-program surveys were administered, and participants reported substantial gains in research self-efficacy and knowledge of scientific career pathways. Participants also reported strong learning and social support in the program. After the program, 30 out of 32 participants secured positions in faculty laboratories, with most continuing on to positions in industry, graduate programs, or medical and health professions. In a post-program interview, participants reported many benefits from the program, such as mentorship from faculty, developing transferable skills and research interests, and an easier transition from community college to university. While descriptive, this summer bridge program could inform future design-based research and implementations in different institutional contexts.

Mentorship for Transfer Student Success in STEM Research: Mentor Approaches and Reflections

“…Transfer students may experience inequities in pursuing STEM research careers without engaged mentoring, especially as time constraints and limited institutional support place them at an inherent disadvantage for navigating meaningful resources, social relationships, and opportunities when transferring to university ( Flaga, 2006 ; Owens, 2010 ; Zuckerman and Lo, 2021 ; Zuckerman et al. , 2022 ).…”

“…It is evident from the current findings as well as existing literature that the transfer student identity is not universally recognized as a marginalized identity in STEM—even well-intentioned mentors who are empathetic to the inequities faced by marginalized groups may attend to only a select group of identities. Interventions for promoting retention and persistence in STEM are often designed to target different social identities, yet few programs and initiatives focus specifically on transfer students ( Zuckerman et al. , 2022 ).…”

“…These students transferred from in-state, 2-year community colleges, with most having no formal research training experiences before entering the program. This program begins with an intensive, full-time introduction to research in the summer before the students beginning at the university, similar to that described in Zuckerman et al. (2022) .…”

“…Upon entrance into the university, it takes time to learn about available research opportunities. Insufficient institutional support combined with a reduced timeframe limit the chances that transfer students have to pursue long-term research experiences and gain the skills and networks needed to become a competitive applicant for graduate school and research opportunities in STEM fields ( Hewlett, 2018 ; Zuckerman et al. , 2022 ).…”