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DOL SGA- DFA- PV-10 -13
<br />orange County Bridge to Englneering
<br />term part -time work experience through OJTs will assist OC B2E graduates, especially individuals
<br />who lack recent work history, to find permanent positions.
<br />Evidence for project design. The OC B2E strategies described above have demonstrated
<br />their effectiveness in increasing the retention and success of minority students in STEM fields.
<br />10,11
<br />Strong evidence exists for acceleration, particularly in mathematics, mentoring programs; intro-
<br />s instructional strategies (e.g., collaborative and
<br />ducing context in introductory course
<br />13 Summer Bridge programs14; academic support services such as tutoring, Aca-
<br />interactive learning)";
<br />demic Excellence Workshops (AEWs), and peer mentoring's
<br />In addition, our experience with the Gateways to Biotech project, which incorporated sum
<br />-
<br />tion, eontextualization, mentoring, and study skills instruction,
<br />met bridging, cohort based accelera
<br />onents are highly effective in supporting students from pre
<br />has demonstrated to us that these comp
<br />-
<br />college academic levels all the way through CC. In the first Gateway cohort, 21 of 22 WIA- enrolled
<br />students graduated from the intensive bridge, and 16 enrolled in a two -year Biotechnician CC train-
<br />ing course.
<br />ii. Program Activities
<br />The work plan below outlines activities, implementers, timeframes, costs, and deliverables for
<br />the OC B2E project. The partners are allocating the summer (pursuant to grant award and contract-
<br />ing) and fall of 2011 for startup activities and participant recruitment, to launch our first OC B2E
<br />cohorts' training and OJTs in January 2012. The costs proposed focus resources on participants' on-
<br />9 Hern, 2010, Exponential Attrition and the Promise of Acceleration In Developmental Engh'sh and Math, Chabot College.
<br />10 National Science Foundation (1996). Women, minbrities, and persons with disabilities in science and engineering:
<br />1996, (Report No. NSF 96 -311). Arlington, VA
<br />11 Goodman Research Group (2002). Final report of the women's experiences in college engineering (WECE) project,
<br />Cambridge, MA
<br />12 Davis, C., Finellij (2007), Diversity, and retention in engineering, New Directions for Teaching and Learning Special
<br />Issue: Scholarship of Multicultural Teaching and Learning, Volume 2007, Issue 111, pages 63 -71
<br />13 McShannon, J., & Derlin, R. (2000, February 25). Retraining mdnorzty and women engineering students. How faculty development
<br />and research can foster student success. Paper New Mexico Higher Education Assessment Conference, Las Cruces, NM.
<br />14 Goldberg, J. & Sedlacek, W. (1996), Summer Study in Egineerzng for Higb School il%men, Maryland University, College
<br />Park, Maryland
<br />15 Kai1e, M.; et. Al. (2004), Fostering Success among Traditionally Uaderrepi -esented StudentGrwps: Hartnell College's Approach to
<br />Implementatiar of the Math, Engineer* and SdeuceAchievement (Mesa) Program, CC journal of Research and
<br />Practice journal Citation: v28 n1 p17 -26 Jan-2004
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