Note: This is a student project from a course affiliated with the Ethnography of the University Initiative. EUI supports faculty development of courses in which students conduct original research on their university, and encourages students to think about colleges and universities in relation to their communities and within larger national and global contexts.

Files in this item



application/mswordFinal_Paper_Bridge-Transition_.doc (92kB)
Final PaperMicrosoft Word
Other Available Formats


application/pdfFinal_Paper_Bridge-Transition_.doc.pdf (135kB)
Automatically converted using OpenOffice.orgPDF


Title:An Eye Opener: the Bridge-Transition Program
Author(s):White, Markierra
Subject(s):RHET102L1 S08
Abstract:The purpose of this research was to research the Bridge-Transition Program and find out if students feel that this program has been beneficial to them and if it has assisted them in their transition from high school to college. To find this information out, I interviewed about six people. Four were Bridge-Transition students and one was a teacher who taught over the summer bridge component, and lastly the Director of the program. I used myself as a source within this paper because I was accepted to the University of Illinois at Urbana Champaign through the Bridge-Transition program. My thoughts about this problem started out negative but as I continued to interview my fellow peers they turned my negative opinions into positive ones. I now see that Bridge-Transition has actually been beneficial to me on some many levels. But as I stated earlier I interviewed students and staff who were affiliated with this program. There were three main questions I sought answers for throughout these interviews, which were; does the Bridge-Transition program own up to what it is designed to accomplish, does this program only target minorities and why, and is the transition to college through Bridge-Transition easier academically speaking. Surprisingly, many of the students did feel as if this program did do exactly what is set out to achieve the success of incoming “at risk” freshmen. As far as targeting minority, this program does not set out to “only” target minority it offers equal opportunity for all but unfortunately there are many factors that play a major role in this situation, but “it is certainly still related to the deep racial and ethnic divides that persist in terms of who receives quality secondary education in our nation” says Mike Odom the coordinator of Bridge-Transition for college reading/study skills. This research was an eye opener for me because it made me realize that the Bridge-Transition program in many ways has contributed to my success here at the University of Illinois at Urbana-Champaign. I now understand the program’s purpose better and can appreciate it for what it is worth.
Issue Date:2008
Course / Semester:Rhet 102: Race and the University, Instr. Eve Eure: This course engages issues of race, diversity and representation at the University of Illinois. Students are encouraged to think about what the university is, as well as about race and ethnicity as a phenomena within the university’s narratives. The readings in the course interrogate U.S. race politics as a way to contextualize our understanding of the relationship between race and the University of Illinois. Students write both long and short essays which critically analyze the readings done both inside and outside of the classroom. This is achieved by a series of writing assignments, which prepare students to look at these various aspects of campus culture which might not otherwise be questioned and/or studied in a critical manner. Students build upon these initial studies to create a larger research project that brings them into conversation with their environment and other scholars, as well as research of previous students. The course syllabus is available at:
Publication Status:unpublished
Date Available in IDEALS:2008-06-09

This item appears in the following Collection(s)

  • Student Communities and Culture
    The university offers an extraordinary opportunity to study and document student communities, life, and culture. This collection includes research on the activities, clubs, and durable social networks that comprise sometimes the greater portion of the university experience for students.
  • Student Learning
    This collection examines student learning both in and beyond the classroom.

Item Statistics