Abstract
Brief Literature Review: Higher education has integrated many new ways to support incoming freshmen at various universities in order to combat low student retention and completion rates. Many institutions are turning to summer transition programs to help bridge the gap between senior year at high school and freshman year at college. “Summer transition programs are designed to assist individuals to overcome or at least cope with the many social and academic difficulties that arise in the transition to college” (Tinto, 1993, p. 162). It is a struggle that many students face nationwide and a supportive bridge into the first year of college can make the first year experience much more enjoyable and successful as well. This study added to previous research on first-year students’ transitions and persistence beyond their first year. In particular, Schlossberg‘s Transition Theory, Astin‘s Involvement Theory, research on student engagement, and Tinto‘s Theory of Student Departure were used to relate the findings of this study to the influence the Summer Transitional Enrichment Program had on selected participants (Schlossberg, 1981; Astin, 1999; Tinto, 1993). Schlossberg‘s Transition Theory was used to further analyze the findings of this study (Schlossberg, 1981). The study showed the summer program, positively influenced the transition of participants to college and positively influenced their persistence beyond their first-year of enrollment at a large research University. Statement of the Problem: The continued success and implementation of summer enrichment programs is significant in the field of higher education for institutions nationwide. It is essential that new students be prepared for their undergraduate career. Students need as much support and guidance as possible to aid in academic and social success. In order to continue to support marginalized students’ success transitioning from high school to their first year of college, institutions need to insure that summer programs are developing skills for success and geared toward improving retention rates. This study will examine the question if summer enrichment programs make students feel that they are better prepared academically, mentally, and socially for their first year of college. It is more important now than ever before to document for stakeholders how summer enrichment programs are beneficial to students and the campus as a whole. Frequently, these programs are being cut at many different institutions. Methodology: The study used a qualitative method to conduct research on current second-year students who participated in the 2014 Summer Transitional Enrichment Program at a Northern California Research University. The interviews conducted used semi-structured questions. Five students participated in the research. Conclusions and Recommendations: The outcomes of this research signified that the 2014 Summer Transitional Enrichment Program influenced participants’ transition to college, and clearly helped their success beyond the first year at the institution. This study’s research revealed five crucial findings on what the STEP program does to help students become successful. It encourages campus involvement, provides a helpful support system, creates lasting friendships, allows them to adjust to the college life, and lastly the opportunity for self-growth. These findings produced a deeper understanding of the importance of summer programs at institutions nationwide. Future research is needed to reveal the effects of the program on third, fourth, and fifth year students. Also, it is needed to look at the effects STEP had on students who did make it past their first year at the university. Finally, the researcher recommends that there be a comparison between STEP participants and non-participants who have not done the summer program. This potential study would offer insight into the differences of the transitions and successes of students.