The mission of the NSF Foundation Coalition (FC) is to construct improved engineering curricula and learning environments, to attract and retain a more demographically diverse student body, and to produce graduates who are prepared for the complex problems faced by today's engineers. To prepare this new generation of engineers, the Foundation Coalition's learning environments and curriculum models are based on four primary thrusts: integration of subject matter, teaming and collaborative learning, technology-enabled education, and continuous assessment and evaluation of methods and outcomes.

After three and a half years in operation, the Foundation Coalition partners have designed and piloted curriculum models for the freshman and sophomore years. These models include Integrated Bridge Programs (IBPs) to articulate the newly developed curricula to the student body represented by the diverse institutions that comprise the Coalition Partners. Integrated bridge programs for pre-calculus students, transfer students, and other Coalition-bound students have been implemented using the four thrusts of the Foundation Coalition. This paper presents several of the Foundation Coalition integrated bridge programs with an emphasis on the value of the integration between the bridge programs and the Foundation Coalition curricula.

The Foundation Coalition (FC), supported since 1993 under the National Science Foundation Engineering Education Coalitions Program is a collaborative endeavor among seven institutions (Arizona State University, Rose-Hulman Institute of Technology, Maricopa Community College District, Texas A&M University, Texas A&M University at Kingsville, Texas Woman's University, and the University of Alabama) focusing on the creation of an enduring foundation for student development and life-long learning. The member institutions are developing learning environment and curriculum models based on four primary thrusts:

• integration of subject matter within the curriculum,
• improvement of human interactions through the use of teaming and collaborative learning,
• utilization of technology-enabled learning, and
• continuous assessment and evaluation of methods and outcomes.

The mission of the Foundation Coalition is to construct improved curricula and learning environments, to attract and retain a more demographically diverse student body, and to graduate engineers who can more effectively solve increasingly complex and rapidly changing societal problems. The FC envisions a new generation of engineers - engineers with an:

• Increased appreciation and motivation for life-long learning;
• Increased ability to participate in effective teams;
• Effective oral, written, graphical, and visual communication skills;
• Improved ability to appropriately apply the fundamentals of mathematics and the sciences;
• Increased capability to integrate knowledge from different disciplines to define problems, develop and evaluate alternative solutions, and specify appropriate solutions;
• Increased flexibility and competence in using modern technology effectively for analysis, design, and communication.

Freshman, sophomore, and upper-division pilot programs are currently in place at all Coalition Partners. For example, the FC curriculum at Texas A&M consists of the following elements [Malave and Watson, 1996]:

• The integrated freshman curriculum - a total of 27 credit hours (12 in the fall and 15 in the spring) consisting of calculus, physics, chemistry, English, engineering problem solving, programming, and engineering design graphics [Malave, 1996].
• The integrated sophomore curriculum - a total of 24 credit hours consisting of the engineering science core (five courses), technical writing, calculus, and differential equations [Everett, 1996; Lagoudas, 1996].
• The upper-division curriculum - a total of 10 upper-division courses in mechanical, civil, aerospace, industrial, and chemical engineering that have adopted one or more of the four thrusts of the Foundation Coalition. All these courses are junior level. Senior level courses are under development this year and will be taught in the next academic year.

All FC courses are taught using teaming and collaborative learning. Students and faculty in the FC program are given extensive training in these two areas. Students sit in teams in the classroom and are held accountable for the effective performance as functional teams. Faculty members encourage team behavior through the use of collaborative learning techniques that reinforce the positive interdependence of students. Moreover, classrooms used in FC courses are equipped with computers available to faculty and students during the regular class periods. Computer programs are used to enhance the learning environment by providing a tool for the design and analysis of complex problems.

The goal of the IBPs is to build appropriate bridges between the FC established curriculum requirements and incoming students' skills, knowledge, and motivation in order to increase student success and the accessibility to engineering education. IBPs are a natural extension of the FC to articulate the newly developed curricula to the student body represented by the diverse institutions that comprise the Coalition Partners. IBPs for pre-calculus students, transfer students, and other Coalition-bound students have been implemented using the four thrusts of the Foundation Coalition.

Following we present several of the Foundation Coalition IBPs with an emphasis on the value of the integration between the bridge programs and the Foundation Coalition curricula.

In this section we present several IBPs models developed by Coalition Partners. We will also present development plans for those models that will be offered in the future. More extensive coverage is given the Texas A&M IBPs due to the more mature nature of these programs.

FC INTEGRATED BRIDGE PROGRAMS: 1995-1996

We present the TAMU efforts in integrated bridge programs during the third year of funding. These efforts focused on three areas. The three are summarized in Table 1.

In addition to bridge programs the Phase 1 and SUCCESS also represent significant programs for the efforts to improve access and success of minorities and women in the FC programs. Most of the funding for these two programs comes from sources outside of the FC; however, both programs have been adjusted to aid in integrating students into the FC program. Each of these programs will be described giving: program format and content, student selection strategy, 1996 participant data, funding information, assessment and evaluation strategies and results, and institutionalization plans.

Based on our experiences, we have defined a bridge program at TAMU College of Engineering as a program that targets a select group of students to aid in their entry into the engineering curricula and to aid in adjusting to student life on the TAMU campus. These programs must be appropriate for relatively small set of students. Otherwise, it should become a curricular or retention program. This is important as you consider the prospect of institutionalization of programs. In perspective, TAMU has more than 1500 entering first year students and more than 350 transfer students into engineering every year. A bridge program for all might be desirable, but not feasible. Thus, a program is normally tailored to be especially applicable to approximately 100 students or less.

Every year the Engineering Academic Programs Office, EAPO, reviews information about this year's students to try to predict the best bridge activities for the next year. Some of the data reviewed includes: the distribution of students in pre-calculus, calculus one and calculus two, the distribution of students across various majors, the profile of students who were not retained in engineering in the previous year, the faculty feedback on problem areas in student skills, and the objectives of potential funding sources for the programs. In addition the EAPO evaluates how it can aid the College in fulfilling its strategic plan's goals. The bridge programs are analyzed every year to determine effectiveness in gaining student entry or retention. This means that changes in the bridge programs are expected to occur every year.

Beginning in 1995 the FC and the EAPO determined that interfacing with the newly developing FC curricula and incorporating the FC thrusts were important. While the bridge programs have always included teaming and an introduction to technology, both of these thrusts became enhanced after work with the faculty teaching in the FC courses. In addition, the subject content presented in the programs has been integrated in the Phase 1 program. Assessment and evaluation of the program remains essential in order to improve and tune the program to meet changing objectives annually, and to deliver the activities required by external funding sources. The College of Engineering and the Texas Engineering Experiment Station has invested in the institutionalization of the bridge programs by the following support:

• The Director of Engineering Student Programs, Jeanne Rierson, a fully funded staff position, has bridge programs and their evaluation as one of her primary job functions representing approximately 15% of her responsibilities. These responsibilities include fund raising efforts, faculty selection and program content development.
• The Multi-Ethnic Engineering Programs Associate Director, Lori Cardenas, a fully funded staff position, has retention of underrepresented minorities in the College as her primary responsibility. Her work with bridge programs represents approximately 20% of her time. These efforts include proposal writing, program delivery and evaluation efforts.
• The Women in Engineering, Science and Technology director, Jan Rinehart, a fully funded staff position, has retention of women in the College as her pri-Tlary responsibility. Her work with bridge programs represents approximately 10% of her time. These efforts include program development, fund raising, and participant selection.
• The Development Officer for Underrepresented Groups in Engineering, Tracey Butler, spends 50% of her time raising funds for bridge programs, scholarships, and other support for student activities.
• An Associate Dean in the EAPO, Karan Watson, has a responsibility to evaluate and recommend bridge activities for the College annually. These activities are targeted to aid the College in meeting its strategic goals for providing an excellent educational environment and for enhancing the diversity of students enrolled in engineering.

The TAMU First Year Enrichment Program (FYEP)

The FYEP, First Year Enrichment Program, was designed and delivered by the teachers and graduate assistants involved in the delivery of the first year FC curriculum. Students with one or two Ds (an F if the faculty members all agree that factors for success are signaled) in a subject area of the FC integrated Fall curriculum (Engineering, Physics, Calculus, English) are invited to attend this program between semesters. If they do not attend, they must exit the integrated program. In attending the students are paced through a rigorous 10 days short course of the subject where their performance was lacking. At the end of the 10 days they take a test equivalent to a credit-by-exam opportunity. If they score well on the test they are given credit (no grade) for that subject and may continue in the FC integrated program. The FYEP invited 33 students, and 29 of these students attended. The total direct funding for this program was approximately $7000, all provided by NSF-FC funds. These funds supported instructors. Students had to cover their own living expenses during the program. Af'ter the program 23 of the participants continued in the FC curricula. Table 2 shows how the FYEP students performed. In addition to quantitative results, the students provided qualitative feedback for the value and improvement of the program. The performance of all of these students in the spring semester was monitored. Of the 23 students who persisted in the FC curricula 15 received passing grades in all subjects in the spring.

The goals of institutionalizing the FYEP program are not clearly set. The program was initiated by the faculty involved in the first offering of the integrated first year program in 1994/95. These faculty members were concerned that their inexperience in the new curricula might have penalized the students, and therefore a method for encouraging persistence in the curricula was desired. This year the faculty again assessed that there were some students in the FC curricula at a disadvantage with respect to students in the traditional curricula because FC students could not Q drop a single course they were behind in, while other students can.

In addition, failure in a single subject immediately eliminates the possibility of continuation in the rest of the integrated first year program. While these disadvantages are not expected to disappear, they will change somewhat as the first year program, and its possible variant offerings, are institutionalized. On the other hand the funding level required for this program makes it feasible for long-term institutionalization, as long as the faculty are willing to develop the prograrn.

The TAMU Phase 1 Program

The Phase 1 program has been offered in some form at TAMU since 1988. In 1995 the program was significantly altered to better integrate with the FC program. There are two tracks of students in Phase 1 as described in Table 3.

In the 5-week Phase 1 program the students live on campus. They attend classes most of the day, and have organized study sessions in the evenings. Weekend field trips and other social activities are provided. The participants are introduced to services, activities, and people all across campus. For example, they learn about the financial aid office, the stadium press box, the student organizations, the Co-op office, etc. The students are exposed to the pace and style of instruction at TAMU and especially in the FC program. Integrated subjects, cooperative learning, teaming, technology enabled learning, and assessment and evaluations are all part of the program. During the academic year following the bridge program the participants are required to attend academic excellence workshops for their math and science courses. (Other students may attend these workshops also.) Students in Track 2 have a clear path to the FC curriculum in the Fall. Students in Track 1 have not had such a path in the past until the sophomore year; however, in Spring 1997 the FC plans to offer an integrated sequence for these students. The main planners of Phase 1 are the Multiethnic Engineering Program, MEP, staff, with the support from the Women in Engineering, Science, and Technology, WEST, staff, and the FC instructors from the first year program.

In the summer of 1996 there were 50 participants in the Phase 1 program. The ethnic and gender distribution of these students is shown in Table 4. In Track 1 there was a potential pool of approximately 55 students from the College's admitted first year students. In Track 2 there was a potential pool of approximately 75 students from the College's admitted first year students. The Bridge program had approximately 60 applicants. The participants included 20 in Track 1 and 30 in Track 2. All of these students are currently enrolled in engineering curricula. 25 in FC curricula. Their performance in the fall semester is being monitored.

In 1995 a similar Phase 1 program was conducted. The program had 56 participants, and their ethnic and gender distribution is shown in Table 5. In this program the average Math SAT for all participants was 544 and of those who were calculus ready the average Math SAT was 618. The average Math SAT for all entering engineering first year students in the College in 1995 was 647. In this Phase 1 group 30 were in Track 1 and 26 were in Track 2. Nine of the Track 2 students participated in the FC integrated First Year Program.

Gender\Ethnicity	African-American	Hispanic	White	Total
Female	2	10	10	22
Male	16	18	0	34

The funding for the Phase 1 program comes from numerous sources. In 1995 and 1996 the funding sources were from the NSF-AMP and FC, Texas Education Agency, ARCO Foundation, Southwestern Bell Foundation, Dow Chemical, DuPont/Conoco, E-Systems, Fluor Daniels, Hoechst Celanese, Hughes Aircraft, Marathon Oil, Mobil Foundation, and Phillips Chemical, as well as Texas A&M University and the Texas Engineering Experiment Station. The total cost of the program is approximately $60,000 in participant expenses (room, board, tuition, books, etc.), $47,000 in faculty and staff support, and approximately $40,000 in student worker wages. In 1996 the NSF-FC funds provided approximately $ 10,000 of the funding.

The average GPA for the 1995 Phase 1 students after one year (Fall 96) was a 2.479. The average GPA after one year for all students beginning the first year in 1995 in the College is a 2.465. The nine students who participated in the FC curricula have an average GPA of 2.599.

Ninety-three percent of the Phase 1 participants are still at TAMU and 77% are still enrolled in the College of Engineering. Of the nine students who went into the FC curricula, all are still enrolled at TAMU and only one has left engineering. These numbers compare with a 90% retention of all first year students in engineering at TAMU, and 75% retention of all first year engineering students in engineering. Similarly, only 67% of the entering first year underrepresented minorities persist in engineering after the first year and 70% of the women. Thus, the Phase 1 program seems to have enabled students whose credentials indicated much higher academic risk compared to the College average, to persist and perform very competitively in the College.

This program has been a part of the College's offerings since 1988. The intent is to continue to use NSF-FC funds as the program aligns itself with the needs of students bridging into the FC curricula, and to continue to actively pursue funding from external sources.

The TAMU SUCCESS Program

SUCCESS, Summer Union of Community College Engineering and Science Students, is tailored to the participants. These students may be accepted to transfer to TAMU or considering the possibility. The participants are selected primarily from Texas Alliance for Minority Participation community colleges, then other community colleges, then other institutions. The FC thrusts of an integrated curriculum are introduced in small activities in the program. Heavy emphasis on cooperative learning, teaming, and technology are emphasized. Guidance in course selection for coming semesters is provided in order to enhance success at TAMU or smoother articulation to TAMU, and especially FC programs. The MEP office organizes this activity, with support from FC first year and second year teachers.

In 1996 there were 15 participants in this one week program. Of these three have transferred to TAMU. Two of these students is participating in the 20X sophomore courses (because they already had the calculus, which is integrated in the FC 21X curricula). The other is in first year level courses, but could not participate in the FC integrated program, due to courses that transferred. This student hopes to enter in the 20X or FC 21X curricula in the spring. The other 12 participants have not yet applied to TAMU, but indicated they intended to apply in the next year. All indicated that they would probably change their course selections at the Community Colleges in order to enhance their opportunity to transfer into TAMU and the FC programs.

This program was funded entirely by the NSF-AMP program. These students, academic history, academic credentials, and personal profiles are being used to formulate a target program for community college transfers into the FC curricula. However, a major concern is whether there are enough students with similar needs to formulate a program with more curricular content.

This program may serve as an important recruitment tool for the College. Its institutionalization may depend more on the effects it generates in recruiting underrepresented groups. Therefore, the format may change from a bridge effort to an articulation effort in the future. The EAPO has responsibility for articulation efforts as well as bridge activities.

Pre-Calculus Bridge Program at the University of Alabama

Less than half of the UA's incoming students are calculus-ready and can take the FC freshman curriculum offered in this academic year. The UA Coalition Tearn has developed a bridge program that offers a pre-calculus track for freshman students. In addition to some of the usual FC course material, students take "integrated pre-calculus," and experience an exposure to study skills and time management.

Bridge Programs for Underrepresented Groups and At-Risk Students at TAMU-K

The TAMU-K College of Engineering offered two summer bridge programs for minority students and at-risk students. These two programs were enhanced buy adding some aspects of the FC thrusts. The first program consisted of a two-week bridge program with emphasis on technology, course integration, and teaming. The main goal of the program was to provide a connection with the FC freshrnan integrated curriculum at TAMU-K. The second program consisted of a two-week residential program for high school students or incoming first-year students. The emphasis of this program was on exposing students to the world of engineering research, with some emphasis on technology, teaming, and integrated material.

FC INTEGRATED BRIDGE PROGRAMS: 1996-1997

In this section we present new (or significantly modified) IBP models planned for summer 1997. TAMU will modify the three models offered in the previous academic year.

The TAMU First Year Enrichment Program (FYEP)

The First Year Enrichment Program, a rigorous 10-day short course, for the FC students in academic peril was changed this year. Instead of attending a two-week intensive program before the beginning of the Spring semester, students who want to continue in FC but had a grade of "D" in calculus and/or physics enroll in a one credit hour course for the spring semester. The graduate assistants involved in the delivery of the first year FC curriculum deliver the new FYEP. This course emphasizes the concepts covered during the fall semester and also shows the correlation and builds on the current semesters work. In not only enables the student to "catch-up" but also be closely monitored for progression of understanding. Eight students are enrolled in physics and eleven are enrolled in the calculus catch up courses this spring. Since the semester is not over, it is to early to evaluate this program's effectiveness as compared to the earlier model. This model does lend itself to institutionalization much better than the previous program.

The TAMU Phase 1 Program

The Phase 1 program is currently being planned for the 1997-second summer session. We are planning to admit between 60 to 75 students this summer. The program will not change too much from previous years in that the students will be either placed in the pre-calculus or calculus track based on their SAT math score, college math placement exam and mathematics courses taken in high school. The calculus group will have an integrated curriculum of calculus, chemistry, maple lab and engineering, while the pre-calculus group will have an integrated curriculum of pre-calculus, chemistry and engineering. The students are exposed to the pace and style of instruction at TAMU, and especially in the FC program. Integrated subjects, cooperative lean~ing, teaming, technology enabled learning and assessment and evaluations are all part of the program. A preference for admission to Phase I will go to students who plan to be in the FC.

The TAMU SUCCESS Program

The SUCCESS, Summer Union of Community College Engineering and Science Students, is also going through some changes this year. The program will be held August 29-31, 1997, the week-end (Friday through Sunday) before the fall semester begins. It will be open to all transfer students who have been admitted for the fall semester and who want to participate. There will be heavy emphasis on cooperative learning, teaming, community building, adjustment to college and technology. The MEP office organizes this activity, with support from FC first year and second year instructors.

The TAMU Transfer Bridge Program

Another transfer bridge program that the MEP is organizing is for transfer students who have been admitted to TAMU as engineering students and want to be in the second year coalition. The program will be structured similarly to Phase 1 in that the students will be on campus the second summer session and be involved in an intense academic program. The new transfer bridge students would take a 5-week freshman engineering short course for credit and also be introduced to calculus Maple. The students will also be introduced to teaming, cooperative learning, and technology enabled learning. The students will be exposed to the pace and style of instruction at TAMU. A FC instructor in each field will be involved with this program by giving "quick" reviews and participate in constructing integrated exams to insure that the students are prepared for the sophomore coalition program. Approximately 20% (30 students) of the incoming engineering transfer students have completed all of the freshman courses, (i.e. calculus I and II, chemistry, English, and physics) but have not had an Engineering problem solving course or graphics course. All transfer students who have completed the above mentioned courses will be given an invitation to attend this program at a reduced cost. The MEP office will coordinate the program while the courses will be coordinated and taught by FC faculty. We think that this freshman engineering summer short course and the maple short course could be institutionalized at TAMU.

Chemistry Bridge Program at TAMU-K

The TAMU-K Coalition Team will offer a bridge program that focus on bridging the gaps In the preparation of the freshman engineering students in chemistry, mathematics, and English. The bridge program will focus on women, minority, and at-risk students. Since chemistry has been the gatekeeper/problem course for most of the FC freshman students, this bridge program will concentrate on team-based problem solving strategies in chemistry.

FC INTEGRATED BRIDGE PROGRAMS: 1997-1998

We present here plans for development and implementation of IBPs in several FC Partners based on the FC curricula evolution during the first four years of the NSF grant. In many cases the need for institutionalization of the FC programs dictates changes in our IBPs.

The ASU bridge program for women coming into FC curricula

ASU plans for an August inter-session or for a one-week program before school begins. Students will be recruited from WISE-Up, a pre-college outreach program for girls, participants over the years of the Coalition and through mailings to potential students and admitted students. This is the first attempt at conducting a bridge program for women. The ASU program will include an introduction to the effective use of technology, time management and math skills that are necessary to "survive" in the freshman FC courses. The program will have 20 to 30 students.

The MCCD Summer Institute

During the summer of 1997 MCCD will be running a two(2) week Summer Institute for High School and Middle School women and minority students including those students who are classified as "at-risk". There will be 15 faculty from both Mesa High/Middle Schools and Mesa Community College developing the materials and running the Institute. We fully expect this 1997 pilot program to be very successful, as principals and faculty have enthusiastically supported it. Therefore, MCCD will be expanding the Institute to five Mesa Public Schools that would include over 120 students. The activities will be integrated, use technology and cooperative learning and hence, the Summer Institute will be a FC activity in EVERY sense.

Bridge Programs for Advance and At-Risk students at the Rose-Hulman Institute Of Technology

In 1998-99, Rose-Hulman will offer a new first-year experience for all entering students. The new first-year experience will build on four key building blocks: 1) the first-year platform which was adopted by the Institute in January 1997, 2) past curricular initiatives, 3) a new approach to entering students, and 4) the four thrusts of the Foundation Coalition.

The new first-year experience will build on first-year curricular initiatives during the past decade. These include:

• Integrated, First-Year Curriculum in Science, Engineering and Mathematics,
• personal computers in the physics laboratory and studio physics,
• the new Physics I, II, m sequence, and
• discovery chemistry.

The new first-year experience will also build on a new approach to entering students. Currently, Rose-Hulman puts virtually all-entering students into nearly the same curriculum and waits until they fail one or more courses in the first year to decide that these students should be treated differently. The new approach to entering students will look at the extensive data that has been accumulated about each student before they start their first day of class. This data includes traditional numerical scores (SAT, percentile rank, AP scores), contact with the admissions representatives, and past performance of students from the same high school. Based on this data, students will be placed into one of three broad categories. The support sub-team of the first-year team is preparing a high-level design for bridge programs and student support. Although the final nature of the bridge program has not been decided the following description should indicate the structure of the programs for bridging and student support.

1. The first category will be students who will enter the first-year experience on the first day of orientation. This is the experience for almost all current-entering students.
2. The second category will be for students who receive advanced placement credit for a large number of courses. The number of students in the second category is estimated to be between 40 and 50 students. The precise experience for these students has not been decided. It is anticipated that a summer camp similar to the current fast track calculus camp may be offered. The new camp will integrate mathematics, science, team building exercises, and advanced technology so that students who successfully complete the camp will be placed as far as possible in the Rose-Hulman curriculum as possible. It may be possible for students in the second category to graduate from Rose-Hulman in three years if they choose. Development of the summer camp will require support to allow faculty to prepare the curriculum but it is anticipated that most students will pay the required tuition for the camp.
3. The third category will be for students who may be expected to perform poorly in the first-year experience without additional preparation. Projected performance will be based on numerical scores, recommendations from the admissions office, and past performance of students from the same high schools. Again, the precise bridge experience for these students has not been decided. Three alternatives may be considered: a) summer camp, b) additional experience prior to the beginning of the academic year, c) additional experience prior to the beginning of the first academic year and additional experience immediately following the first academic year. A common thread to the three alternatives: students who complete the first academic year will be fully prepared to enter the sophomore year on schedule. Development of the bridge program will require faculty time. In addition, support will be required for students who participate in the bridge program. Coalition funds are used to provide student support for the first iteration of the bridge program. After the first iteration, the Institute will provide necessary tuition support. It is anticipated that the bridge program will provide instruction in technology (computer algebra systems, simulation programs, Internet access), instruction in mathematical modeling so that students can integrated the tools and language of mathematics will concepts in physical science and engineering science, team building exercises, diversity and gender sensitivity training, team projects.

   The TAMU Freshman Bridge Program

   TAMU will provide a five week bridge program for incoming freshman coalition students who have been classified as "at risk" in mathematics, physics and engineering. The purpose of this bridge program is to act as a "training Camp" in preparing the students for the rigors of an engineering curriculum and to strengthen their foundation in calculus and usage of technology, plus develop their teaming and study skills, while at the same time build their confidence for succeeding in a highly competitive academic environment.

   The students will spend three hours a day devoted to calculus and learning how to use Maple. Physics and engineering will be tied in through example problems. The students will be allowed to take a 3-hour social science or humanities course for credit. This will be a very structured and intense program where the students will be required to attend math study sessions in the evening and twice a week attend motivational work shops stressing time management, study skills and acclimation to college. The program will be structured for 50-60 students. Students will be required to pay their own expenses but scholarships will be offered to defray the costs of attending to those who show a financial need. Students will be responsible for room and board, and tuition and fees for a 3-hour credit course.

   The predecessor to the Freshman Bridge, Phase 1, was designed for ethnic minority students who may not have the strong mathematics and chemistry background due to the public schools they attended. Several of the students are in pre-engineering and not yet admitted to the College of Engineering. The program also is designed to build a community of students so adaptation to a large majority campus is easier. While Phase I works with preparation for both pre-calculus and calculus, the Freshman Bridge will only concentrate on calculus and learning how to use Maple. Physics and engineering will also be tied in through example problems, which in Phase 1 it is not.

   The TAMU Transfer Bridge Program

   TAMU will offer a transfer bridge program for students who will enter the second year courses without having participated in the first year programs. The tentatively planned program would begin with a 2-day workshop the weekend before the first day of class of the fall semester. This workshop would deal with an overview of the college and the coalition, resources available on campus, time management, study skills, teaming, cooperative learning plus developing a community of students. This group would continue meeting be-weekly throughout the fall semester, either during the evening or on the weekend.

   The cost of the Transfer Bridge is low due to the way it is structured. It will be held on weekends and in the evenings during the regular semester. There will be no cost for instructional support, as available faculty/staff and resources will be utilized. Funding will primarily be used for covering the costs of the challenge course, supplies, material for notebooks, copying and food.

   The College of Engineering has coordinated a freshman bridge program targeted at minorities and women since 1990. We feel that we have a lot of expertise in this area and would like to put together a training manual on how to organize and manage a program. This manual would be in conjunction with the new Coalition Bridge Program. It could be disseminated to the other Coalition institutions. A graduate student would coordinate this effort.

   Lower-Level Pre-Calculus Bridge Program at the University of Alabama

   The UA Coalition Team plans to offer a bridge program for those students who need two precalculus courses to enter calculus one. Currently, the UA bridge program is for those students who require only one pre-calculus course.

   CONCLUSIONS

   The goal of the Integrated Bridge Programs is to build appropriate bridges between the Foundation Coalition established curriculum requirements and incoming students' skills, knowledge, and motivation in order to increase student success and the accessibility to engineering education.

   The Integrated Bridge Programs are a vital component of the Foundation Coalition curriculum models and learning environments. These bridge programs were designed to provide a viable entry point to the Foundation Coalition freshman and/or sophomore integrated curricula for all new students. As a Coalition we have been working on the design of a process for assessing common gaps in students' skills and curriculum requirements for students entering the Foundation Coalition program, whether they are matriculating from high schools, community colleges, or other higher education institutions.

   The Foundation Coalition has develop strategies for the assessment and evaluation of our Integrated Bridge Program models. Our institutionalization plans call for the development and implementation of models that could be sustained once the NSF funding is over.

   REFERENCES

   [Everett, 1996] Everett, L., "Experiences in the Integrated Sophomore Year of the Foundation Coalition at Texas A&M," ASEE National Conference, Washington, D.C., June, 1996.

   [Lagoudas, et. al., 1996] Lagoudas, D., Griffin, RB., Everett, L.J., Keating, P., and Parker, D., "The Implementation of a Sophomore Engineering Integrated Curriculum," ASEE Regional Conference, San Antonio, Texas, March, 1996.

   [Malave, 1996] Malave, C., "Teaming in the Integrated Curriculum ofthe Foundation Coalition at Texas A&M," ASEE National Conference, Washington, D.C., June, 1996.

   [Malave and Watson, 1996] Malave, C.O. and Watson, K., "The Cultural Change at Texas A&M University: From the Engineering Science Core to the Foundation Coalition," Frontiers in Education Conference Proceedings, Salt Lake City, Utah, November, 1996.

   ---

   Back to Table of Contents