June 23, 2013
June 23, 2013
June 26, 2013
Minorities in Engineering
23.55.1 - 23.55.16
Topics: Attracting young MINDS - outreach and recruitment of minority engineeringstudents (including K-12); Innovative retention and development programs forundergraduate minority engineering students (including bridge programs). A Highly Successful Summer Accelerator Math Program in a Hispanic Serving InstitutionFor three years in a row, the Department of Engineering has offered a Summer Campfocused on accelerating students to prepare them for college math and to increase theirinterest in Information Engineering Technology and Mechanical Engineering. Theprogram has been very successful, as measured by the quick progress that students madein their math skills.The institution and the participating students are located in a highly underserved ruralcommunity. The local high school, for example scores among the lowest in the nationaccording to Great Schools. Our Summer Camp has allowed participating students to leapone or two courses of remedial math courses, saving one term or more of tuition andpermitting them to more quickly the entry-level courses in the STEM programs.The student body is 85% Hispanic. The first two summers of the camp targeted high-school students and the last summer focused on freshmen college students with low-levelmath skills.The summer camp strategies include:a) Recruitment of students giving priority to students with low grades in their previousmath classes; b) Pre-test used to categorize students according to their level of math andto arrange student groups that are a similar level; c) Individualized study plans for eachparticipant; d) Problem-generator software that includes video and tutoring capabilities;e) Low student/instructor ratio per class; f) Freedom to advance students to higher levelsat any time of the program by monitoring weekly progress; g) New topics are releasedupon mastering has been proof on the previous topics; h) Breakfast, snacks and/or lunchprovided; i) Post-test measurements to measure improvement; j) Student involvement incomputer programming assignments; k) Tutoring hours beyond class time for thestudents; l) Student on-line homework (study plans); m) Weekly progress exams; n)Graduation ceremony (families invited); and o) Stipends, bookstore vouchers as rewardsfor successfully completing the program.This paper describes the above strategies, the recruitment tools used, and the resultsobtained for three years of Summer Camps. One of the main results shows that anaverage participant student has improved in their math skills the equivalent to onesemester or even one year of math after working 60-90 hours, three hours a day, five daysa week for four-six weeks. This is an increase in efficiency compared to the number ofweeks that students spend on math courses either at the high school or in remedial mathclasses at the college.
Lopez Hurtado, I., & Knight, C., & Peralta, R. R., & Crichigno, J. (2013, June), A Highly Successful Summer Accelerator Math Program in a Hispanic Serving Institution Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19069
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015