A Just Future, Appendix C

Scholars Programs at Historically White Colleges & Universities

 
 

  1. California Institute of Technology

    First-Year Success Research Institute (FSRI) (established ca. 1970)

  2. Duke University

    University Scholars Program (USP) (established 1998)

  3. Harvard University

    Harvard College Rising Scholars Program (RSP) (established 2023)

  4. Johns Hopkins University

    Hop-In (established 2015)

  5. Massachusetts Institute of Technology (MIT)

    Interphase EDGE/x (IP) and Interphase EDGE/x (IPx) (established 1969)

  6. Princeton University

    Freshman Scholars Institute (established 1980s)

  7. Stanford University

    Leland Scholars Program (LSP) (established 2012)

  8. University of Chicago

    Chicago Academic Achievement Program (CAAP)

  9. University of Pennsylvania

    Pre-First Year Program (PFP) & College Achievement Program (CAP)

  10. Yale University

    Science, Technology and Research Scholars (STARS) Program (established 1995)

 

Appendix C is a companion to Chapter 6 of A Just Future, and offers a survey of main features in scholars programs at the top 10 colleges and universities listed in Appendix A.

 

1. California Institute of Technology

First-Year Success Research Institute (FSRI) (established ca. 1970)

Summer Bridge
Program Components		Component
Description
Scholar AttributesAll incoming first-year students, including transfer students may apply*
Summer Program Length13 weeks: 5 weeks online, 8 weeks in residence
Number of Student Participants60 students
STEM CourseTwo Non-Credit-bearing STEM Courses:
(1) Computer Programming
(2) Mathematics

0 units per course. Does not satisfy general education requirements.
Humanities/Writing CourseOne Non-Credit-bearing Writing Course:
(1) Writing

0 units per course. Does not satisfy general education requirements.
Co-Curricular Skills Development ProgrammingYes. Sample workshop topics: social identity and imposter phenomenon, database search strategies, and healthy sleep cycles.
Program Faculty Training and DevelopmentYes. Starting January, Regular STEM faculty planning meetings (e.g.: inclusive pedagogy, flipped classrooms, alternative grading, etc)

*Notes: Prior to the 2023 Supreme Court decision reversing affirmative action, FSRI specifically targeted “students from historically excluded and marginalized communities.” Following the Supreme Court decision, program language changed and also began to include transfer students.

Academic YearAcademic and/or Social Support Programming
1st-4thYes. FSRI Scholars receive:
(1) Ongoing student support services from dedicated FSRI staff;
(2) FSRI Peer Mentoring Program;
(3) Professional development workshops and opportunities;
(4) Faculty lunch talks;
(5) Networking events with alumni ; and
(6) Field trips and fun social events

Sources:

 

2. Duke University

University Scholars Program (USP) (established 1998)*

NO SUMMER BRIDGE PROGRAM
Academic Year
Program Components		Component
Description
Scholar AttributesIncoming undergraduate students from socioeconomically disadvantaged backgrounds with interdisciplinary interests are invited.
Number of Student Participants32 students (plus 50+ graduate and professional school students)
STEM CourseNo.**
Humanities/Writing CourseNo.
Co-Curricular Skills Development ProgrammingYes. Sample workshops include: Mentoring and Mentoring Up, Networks and Networking, Research Ethics, Time Management: How to Say No
Program Faculty Training and DevelopmentNA

Notes:

* Following the 2023 US Supreme Court ruling Students for Fair Admissions Inc. v President and Fellows of Harvard College, Duke University discontinued the Reginaldo Howard Memorial Scholarship Program. The program, which was first established in 1979 and had long offered full-ride merit scholarships as well as academic and social support programming to high-achieving Black students at Duke, transitioned to a “leadership program.” As of April 2024, program funds continue to support existing scholars, but no future scholarships will be awarded. 

** Like most of the universities in this list, Duke also offers a range of STEM scholars programs for students including the A. James Clark Scholars Program, the Cardea Fellows Program, the SPIRE Fellows Program, the DTech Program, and the Ascend Program.

Academic YearAcademic and/or Social Support Programming
1stYes. Cohort-specific welcome sessions (first-year undergraduates;

all undergraduates; and graduate/professional school students); All-program annual fall retreat; Biweekly seminars with faculty, administrative leaders, and current scholars showcasing work-in-progress; Monthly breakfasts;

Semester book club outings; annual student directed spring symposium; 1:1 mid-semester advising meetings with program director for undergraduates;

First-year undergraduates take a half-credit pass/fail course on inequity in education with a focus on Durham, NC and outreach to an under resourced middle school
2nd-4thYes. In addition to above:

Students receive funding for conference travel, an unpaid/low-paid internship, or summer research experiences.

Students may split up funding over the course of their undergraduate careers to maximize opportunities.

Sources:

  • Correspondence with Catherine Angst, Director of Communications, Duke University, May 30, 2024.

 

4. Harvard University

Harvard College Rising Scholars Program (RSP) (established 2023)

Summer Bridge
Program Components		Component
Description
Scholar AttributesStudents who attended high schools that offered them limited college-level academic enrichment are invited.
Summer Program Length7 weeks in residence
Number of Student Participants30 students minimum
STEM CourseOne Credit-bearing STEM course:
(1) Foundations of College Mathematics: Modeling Our World with Functions

4 units. Does not satisfy general education requirements.
Humanities/Writing CourseOne Credit-bearing Writing course:
(1) Writing: How We Learn

4 units. Does not satisfy general education requirements.
Co-Curricular Skills Development ProgrammingYes. Sample workshop topics: time management, hidden curriculum, etc.
Program Faculty Training and DevelopmentNo.
Academic YearAcademic and/or Social Support Programming
1stYes. Rising Scholars receive:
(1) additional cohort-based programming;and
(2) enhanced advising and funding opportunities for their second summer.
2ndNo.
3rdNo.
4thNo.

Sources:

 

5. Johns Hopkins University

Hop-In (established 2015)

Summer Bridge
Program Components		Component
Description
Scholar AttributesIncoming first-year students who self-identify as first-generation, limited-income college students may apply.
Summer Program Length5 weeks in residence
Number of Student Participants44 students
STEM CourseTwo Credit-bearing STEM Courses:
(1) Project-Based Mathematics (1 unit); and
(2) Engineering Design (2 units)

Only Project-Based Mathematics can be bundled to satisfy Fundamental Abilities requirements.
Humanities/Writing CourseOne Credit-bearing Writing Course:
(1) Decoding College Writing

3 units. Can be bundled to satisfy Fundamental Abilities requirements.
Co-Curricular Skills Development ProgrammingYes. Sample workshop topics: financial literacy, networking, social entrepreneurship.
Program Faculty Training and DevelopmentNo.
Academic YearAcademic and/or Social Support Programming
1st - 4thYes. All Hop-In scholars automatically become part of:

(1) First-Generation Limited Income Network (FLI Network), which offers co-curricular programming and signature community -building events such as National First-Generation College Student Day and FLI Graduation Celebration Day

(2) Success Coaching in Academic Advising (SCAA), which offers specialized one-on-one success coaching focused on academic, professional, and personal development

Hop-In scholars are also eligible to apply for:

(1) the Kessler Scholars Program, “an intensive enrichment experience for high-achieving, service-minded students who are among the first in their family to attend college” and who major in humanities or social sciences.
(2) the Cummings Scholars program, a “two-tiered financial aid program that recognizes high-achieving Baltimore City and Washington, DC public school, and public charter school, graduates from families that earn up to $150,000 and have typical assets”

Sources:

 

6. Massachusetts Institute of Technology (MIT)

Interphase EDGE/x (IP) and Interphase EDGE/x (IPx) (established 1969)

Summer Bridge
Program Components		Component
Description
Scholar AttributesAll admitted MIT incoming first-year students who are U.S. citizens or permanent residents are eligible to apply. Program seeks scholars from diverse ethnic, cultural, and socioeconomic backgrounds, as well as those with unique life experiences.
Summer Program LengthInterphase EDGE (IP): 8 weeks in residence
Interphase EDGE (IPx): 6 weeks online, 2 weeks in residence
Number of Student ParticipantsInterphase EDGE (IP): 70 students
Interphase EDGEx (IPx): 20 students
STEM Course3 Credit-bearing STEM Courses:
(1) Physics
(2) Calculus
(3) Chemistry (Interphase EDGE (IP) ONLY)

3 units per course. Does not satisfy general education requirements.
Humanities/Writing Course1 Credit-bearing Writing Courses:
(1) Communication & Writing (Interphase EDGE (IP) ONLY)

3 units per course. Does not satisfy general education requirements.
Other Course(1) Physical Education
Students earn 1 point towards Physical Education requirement.
Co-Curricular Skills Development ProgrammingYes. Sample workshop topics include: time management, belonging, healthy sleeping habits, etc.
Program Faculty Training and DevelopmentNo.
Academic YearAcademic and/or Social Support Programming
1stYes. Interphase EDGE (IP) and Interphase EDGE (IPx) scholars attend:

(1) bi-weekly meetings with EDGE/x advisors

(2) monthly professional and academic enhancement events, including programs that expose scholars to various career pathways.

Sample First-Year Workshops: Study Skills, Time & Stress Management, Impostor Syndrome, Major Exploration, Industry Collaborations, Introductions to Resources Across Campus (i.e., Office of the First Year, UROP, S^3, etc.)
2ndYes. Interphase EDGE (IP) and Interphase EDGE (IPx) scholars attend:

(1) monthly meetings with EDGE/x advisors/professional coaches

(2) professional and academic enhancement events, including programs that expose scholars to various career pathways.

Sample Sophomore workshops: Professional Email Writing, Interview Preparation, Industry Collaborations, Introductions to Resources Across Campus (i.e., CAPD, PKG, S^3, etc.), etc.
3rdNo.
4thNo.

Sources:

  • Interphase, Office of Minority Education, MIT, https://ome.mit.edu/interphase-edge/

  • Interview with Krissandra Robinson, Staff Associate, Office of Minority Education, MIT, April 9, 2024.

 

7. Princeton University

Freshman Scholars Institute (established 1980s)

Summer Bridge
Program Components		Component
Description
Scholar AttributesPrinceton FSI is invite-only.
The residential bridge program seeks out: “students who have not yet had the chance to experience similar enrichment programs or mentorship experiences. In our holistic review of applications, we consider factors like intellectual curiosity, qualities of leadership and resiliency, the educational enrichment opportunities offered by the student’s high school, and familial educational background.”
The online bridge program is designed for “first-generation college students and/or from lower socio-economic backgrounds.”
Summer Program Length8 weeks in-residence
7 weeks online
Number of Student Participants100 students in residence
300 students online
STEM Course1 of several Credit-bearing STEM Courses: (in residence program ONLY)
(1) EGR 150: Foundations of Engineering
(2) SOC/POL 245: Visualizing Data
(3) MOL 152: Laboratory Research in the Life Sciences
(4) COS 125, The Art and Science of Computer Programming
(5) PSY XXX: Statistics in Healthcare: Essential Quantitative Skills for Psychologists, Doctors, and Consumers
(6) NEU 1XX: Thinking Quantitatively about Brains and Behavior
(7) APC 152, Mathematical Communication in the Quantitative Disciplines

Most satisfy general education requirements.
Humanities/Writing Course1 Credit-bearing Writing Courses:
(1) HUM 250: Ways of Knowing

Does satisfy general education requirements.
Co-Curricular Skills Development ProgrammingYes. Sample workshops on Health and Wellness, Academic Skills, Life Skills, Professional Development topics.
Program Faculty Training and DevelopmentNo.
Academic YearAcademic and/or Social Support Programming
1st-4thYes. FSI Scholars have the opportunity to join the Scholars Institute Fellows Program and benefit from:

(1) Mentorship and support from a community of peers, alumni, and staff and faculty;

(2) Guided exposure to campus leadership and enrichment opportunities;

(3) Eligibility to apply for summer funding/housing as Research Fellows, Course Fellows, RCAs, and Programming Fellows for the Freshman Scholars Institute;

(4) Eligibility to apply for funding for designated professional and academic opportunities;

(5) Fully-funded extracurricular activities and events hosted by SIFP throughout the academic year, such as day trips to New York and Philadelphia over Fall Break and Spring Break or longer trips to Washington DC over Intercession;

(6) Invitations to networking events featuring upperclassmen, faculty, administrators and Princeton alumni.

Sources:

 

8. Stanford University

Leland Scholars Program (LSP) (established 2012)

Summer Bridge
Program Components		Component
Description
Scholar AttributesAll incoming first-year students may apply. Program “encourages” applications from first-generation and/or low-income (FLI) students as well as students from under-resourced high schools.
Summer Program Length4 weeks
Number of Student Participants80 students
STEM CourseYes. Two credit-bearing elective STEM courses:
(1) Preparing for Success in University-Level Mathematics (elective)
(2)Exploring Research and Problem-Solving Across the Science (elective)

1 unit per course. Does not satisfy general education requirements.
Humanities/Writing CourseYes. One credit-bearing elective writing course and one required research course:
(1)Exploring Your Voice in Academic Writing (elective)
(2) Introduction to Collaborative Research at Stanford (required)

1 unit per course. Does not satisfy general education requirements.
Co-Curricular Skills Development ProgrammingYes. Sample workshop topics: imposter syndrome, navigating first year, transition from home, wellness, community building, choosing academic path
Program Faculty Training and DevelopmentNo.
Academic YearAcademic and/or Social Support Programming
1stYes. Leland Scholars take a one-unit co-curricular course during the fall quarter
2ndNo.
3rdNo.
4thNo.

Sources

 

9. University of Chicago

Chicago Academic Achievement Program (CAAP)

Summer Bridge
Program Components		Component
Description
Scholar AttributesAll incoming first-year students may apply. Program “encourages” applications from first-generation and/or low-income (FLI) students as well as students from under-resourced high schools.
Summer Program Length2 weeks: in residence
Number of Student ParticipantsUnknown
STEM CourseNone.
Humanities/Writing CourseNone.
Co-Curricular Skills Development ProgrammingNo.
Program Faculty Training and DevelopmentNA
Academic YearAcademic and/or Social Support Programming
1stYes. CAAP scholars may participate in resource workshops, social events, and individual advising with College staff.
2ndNo.
3rdNo.
4thNo.

Sources:

 

10. University of Pennsylvania

Pre-First Year Program (PFP) & College Achievement Program (CAP)

Summer Bridge
Program Components		Component
Description
Scholar AttributesUpon receiving a PFP invitation, incoming first-year students may apply. “Many” – though not all – are first-generation, from lower-income households, are underrepresented in their field of study; and/or are from large urban high schools and small rural communities.
Summer Program Length4 weeks: in residence
Number of Student Participants180 students
STEM Course– All students except Nursing and Engineering Majors1 Credit-bearing STEM Courses:
(1) One of 4 mathematics courses; placement according to Math Diagnostic Exam
Humanities/Writing Course– All students except Engineering Majors1 Credit-bearing Writing Courses:
1 Credit-bearing Writing Courses: (1) “Place and Belonging”
Other CourseFor Engineering Majors: Engineering Math; Engineering Programming; Engineering Lab; Engineering Physics
For Wharton students: Economics; Management Communication
For Nursing majors: Nursing Science; Nursing Lab
For Arts & Sciences (Science and Pre-health): Biology
For Arts & Sciences (Humanities and Social Sciences): Political Science
Co-Curricular Skills Development ProgrammingYes. Sample workshop topics include: “Workshops on topics of interest to first-year students.”
Program Faculty Training and DevelopmentUnknown.
Academic YearAcademic and/or Social Support Programming
1st-4thYes. PFP scholars and other first-generation scholars who apply to PennCAP receive:

1) individualized counseling and advocacy;

(2) academic advising and support througTutoring and the Weingarten Learning Resources Centers;

(3) invitations to educational and personal development workshops throughout the academic year;

(4) peer mentoring from upper-class PennCAP students;

(5) invitations to free cultural enrichment activities

Sources:

 

Yale University

Science, Technology and Research Scholars (STARS) Program
(established 1995)

NO SUMMER BRIDGE PROGRAM
Academic Year
Program Components		Component
Description
Scholar AttributesIncoming students from socioeconomically disadvantaged backgrounds in the sciences, engineering, and mathematics may apply.
Number of Student Participants200 students
STEM Course1 Credit-Bearing STEM Course:
Either (1) “Perspectives on Biological Research” or
(2) “Perspectives on Research in the Mathematical and Physical Sciences”

1 unit per course. Satisfies general education requirements.
Humanities/Writing CourseNo.
Co-Curricular Skills Development ProgrammingYes. Sample workshop topics: Time management, Course advising
Program Faculty Training and DevelopmentIf desired.
Academic YearAcademic and/or Social Support Programming
1stYes. Sample workshop topics: Imposter syndrome, Peer Mentors meet frequently
2ndNo.
3rd-4thYes. STARS II program supports:

(1) research experiences for junior and senior STARS students including poster preparation and lessons on PPT presentations;
(2) STARS II also supports travel to national meetings.

Sources: