International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
and pursue other interests that may have been otherwise impeded due to financial constraints. In essence, a
supportive infrastructure in the form of institutional “buy in” and financial commitment make it possible to
design and implement the BLAST and BEST programs.
These programs are also exemplary in that they provide students with an opportunity to earn credits towards
their college degree prior to matriculation in classes taught by faculty known for the quality of their teaching,
thereby ensuring an optimal learning experience. Participation in the BLAST and BEST programs also include
networking opportunities, skill workshops, and an exploration of the surrounding community. Furthermore,
both programs place an emphasis on disseminating knowledge about the academic and personal support
resources available to students (cultural centers, tutoring, counseling, and so forth). Beyond their initial
introduction and acclimation to Tufts, students are also heavily supported during their four-year experience until
graduation. Lastly, BLAST and BEST rely on a strong cohort model coupled with peer-to-peer mentorship. This
creates a sense of community, or as some students describe, a “family,” which provides the necessary academic
and social reinforcement needed to persist and complete the rigorous liberal arts and engineering programs at
Tufts.
Ultimately, we believe that the opportunities and resources provided by the BLAST and BEST programs, as
outlined above, help FGLIU students to thrive and succeed at Tufts. The strong four-year persistence and
retention rates for FGLIU students participating in the BLAST and BEST programs (as documented in the data
section) are well above the national averages. For example, in a report produced by the Pell Institute regarding
college success for first-generation, low-income students, we see that FGLIU students are four times more likely
(than non FGLIU students) to leave higher education after their first year. In addition, only 43% of FGLIU
students attending private four-year institutions graduate with their bachelors degree within a six year time
period, in comparison to 80% of their non FGLIU peers who graduate with their bachelors in that same time
period (Engle & Tinto, 2008). In summation, we believe the distinctive approach and support provided by the
BLAST and BEST programs at Tufts lead directly to increased retention and graduation rates. As such, we offer
a few recommendations for practice applicable to similar institutions looking to implement comparable bridge
programs in order to better assist their FGLIU students in their transition to college:
1) Incorporate as many, and as often as possible, senior administrators in the planning and decision making
process to ensure institutional support and “buy in.”
2) Clearly define program goals and expectations for participants so that they are empowered to achieve
academic success.
3) Keep students involved in the program’s progression as mentors to incoming students to create a continued
and cohesive sense of community.
4) Also keep students involved through assessment and feedback measures to inform future policy and
practice.
5) When structuring the overall programmatic goals and opportunities, take into account each student’s unique
strengths, needs, and talents, while still valuing the common good of the larger group.
REFERENCES
Astin, A. W., & Oseguera, L. (2004). The declining “equity” of American higher education. The Review of
Higher Education, 27(3), 321-341.
Berger, J. B. (2000). Optimizing capital, social reproduction, and undergraduate persistence. In J.M. Braxton
(Ed.). Reworking the student departure puzzle (pp. 95-124). Nashville, TN: Vanderbilt University Press.
Bourdieu, P., & Wacquant, L. (1992). Outline of a theory of practice. New York: Cambridge University
Press.
Bowen, W. G., & Bok, D. (1998). The shape of the river: Long-term consequences of considering race in
college and university admissions. Princeton, N.J.: Princeton University Press
Carnevale, A., & Rose, S. (2004). Socioeconomic status, race/ethnicity, and selective college admissions.
New York: Twentieth Century Fund.
Datnow, A., & Cooper, R. (2009). Peer networks of African American students in independent schools:
Affirming academic success and racial identity. In E. Taylor, D. Gillborn, & G. Ladson- Billings (Eds.),
Foundations of critical race theory in Education (pp. 190-209).
936