Collection

2017 Gulf Southwest Section Conference

Authors

Ilse Nava-Medina; Angie Hill Price; Mathew Kuttolamadom

able to disseminate knowledge and clarify concepts across the team. It should bementioned that in the case of large teams (~10 members), there was usually a graduate studentmentor who served to coordinate individual/team activities and progress, and this graduate studentalong with the undergraduate team members would report to the faculty mentor(s).Accelerated Summer Projects with/without University Support and/or Involving Exchange StudentsThis type of projects included those with durations lasting one summer session (~6 weeks) or bothsummer sessions (~3 months). The participant students were either registered for light course loads(1-2 courses), or were not taking classes during summer. Some of the students were pursuing non-academic hourly

Collection

2017 Gulf Southwest Section Conference

Authors

Tony McClary; Germain Degardin; John Kulpa; Patricia Sullivan; Karen Trujillo

careers. Students were also asked to ratespecific PREP experiences. Finally, in open-ended questions, students were asked about the“best” part of the program and what improvements could be made.AnalysesOf the 49 students who participated, 46 took the content knowledge exam before and after thecamp. The exam provided scores in three content knowledge categories: (1) vocabulary, (2)problem solving, and (3) technical skill. Of the students in the camp, 48 completed the self-efficacy survey before and after the camp. (One student completed the self-efficacy surveybefore the camp, but not after the camp.) This survey provided confidence scores in twocategories: (1) academic and (2) technical. The scores in these categories were a function ofstudents