Reconceptualizing the Possible: 'Warming up' the Aspirations of Community College Students
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| Title: | Reconceptualizing the Possible: 'Warming up' the Aspirations of Community College Students |
|---|---|
| Language: | English |
| Authors: | Christopher Bjork (ORCID |
| Source: | Community College Journal of Research and Practice. 2025 49(9):580-597. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Community College Students, Summer Programs, Transitional Programs, Program Effectiveness, Student Attitudes, Residential Programs, Self Efficacy, College Readiness, Student Development |
| DOI: | 10.1080/10668926.2024.2355877 |
| ISSN: | 1066-8926 1521-0413 |
| Abstract: | This article analyzes the structure and outcomes of a unique summer bridge program, Exploring Transfer (ET). Community college students who participate in ET spend six weeks living on the campus of a liberal arts college and enroll in two rigorous courses, similar to those offered during the academic year. To assess the impact of this program, the author conducted six focus group discussions with ET graduates. Data from those discussions indicate that taking part in intensive residential immersion programs may have a more profound effect on participants than is often recognized in research that focuses on academic achievement. For FGD participants, the intensity of the ET experience impelled a process of identity reconstruction that led them to expand their views of what they were capable of accomplishing. This article explores the specific features of ET that served to "warm up" students' academic aspirations and professional goals. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490019 |
| Database: | ERIC |
| Abstract: | This article analyzes the structure and outcomes of a unique summer bridge program, Exploring Transfer (ET). Community college students who participate in ET spend six weeks living on the campus of a liberal arts college and enroll in two rigorous courses, similar to those offered during the academic year. To assess the impact of this program, the author conducted six focus group discussions with ET graduates. Data from those discussions indicate that taking part in intensive residential immersion programs may have a more profound effect on participants than is often recognized in research that focuses on academic achievement. For FGD participants, the intensity of the ET experience impelled a process of identity reconstruction that led them to expand their views of what they were capable of accomplishing. This article explores the specific features of ET that served to "warm up" students' academic aspirations and professional goals. |
|---|---|
| ISSN: | 1066-8926 1521-0413 |
| DOI: | 10.1080/10668926.2024.2355877 |
