Asee peer logo

Impact Of K 16 Programs At New Jersey Institute Of Technology On Smet

Download Paper |

Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Attracting Young MINDs

Page Count

14

Page Numbers

9.684.1 - 9.684.14

Permanent URL

https://peer.asee.org/13814

Download Count

72

Request a correction

Paper Authors

author page

Diana Muldrow

author page

Rosa Cano

author page

Deran Hanesian

author page

Henry McCloud

author page

Angelo Perna

author page

Howard Kimmel

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1170

Impact of K-16 Programs at New Jersey Institute of Technology on STEM Deran Hanesian, Levelle Burr-Alexander, Rosa Cano, Howard Kimmel, Henry McCloud, Diana Muldrow, Angelo J. Perna, Reginald P. T. Tomkins The Otto H. York Department of Chemical Engineering The Center for Pre-college Programs New Jersey Institute of Technology Newark, New Jersey 07102

Abstract Over thirty (30) years ago, faculty at New Jersey Institute of Technology (NJIT) recognized a need to develop programs directed at minority and underrepresented students in the K-12 years in order to introduce them to the areas of science, technology, engineering and mathematics, (STEM). From this humble beginning, numerous programs have been initiated that encompass the K-16 years in education. These programs all have the objective of increasing the minorities and underrepresented population to the STEM areas but each program is directed to different age groups and the approach to achieving these objectives varies.

The student pipeline (K-16) begins with the Elementary Science Outreach Program offered at area schools for K-8 students. It continues with the FEMME programs, which direct their initial attention to females in the 4th grade and continue on with offerings to 5th, 6th, 7th, and 8th graders in STEM fields during a four-week summer course. These programs can be followed by the Upward Bound program for students in the 9th, 10th, and 11th grades or the Pre-college Academy which offers college courses for college credit to ninth through twelfth graders. Both Upward Bound and the Academy are intensive summer and academic year programs.

In the college years (13-16) programs such as Educational Opportunity, Undergraduate Research Experience and the Ronald E. McNair Post-baccalaureate Achievement Program continue the development of minority and underrepresented students in the STEM areas.

To date, all of these programs, and many more of a specific nature, have been highly successful in achieving their goals of developing awareness and recruiting students into STEM fields. Details of the numerous programs at NJIT will be presented.

Introduction and Background New Jersey Institute of Technology (NJIT) is an inner city urban institution located in Newark, New Jersey with a social, economic, and academically diverse student body consisting of approximately 5800 undergraduate and 3000 graduate students. Currently, the undergraduate population is approximately composed of one-third (women, Hispanic, and black) minorities. The institution has, traditionally for the most part, consisted of student bodies, who were the first in their families to seek a college education.

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

Muldrow, D., & Cano, R., & Hanesian, D., & McCloud, H., & Perna, A., & Kimmel, H. (2004, June), Impact Of K 16 Programs At New Jersey Institute Of Technology On Smet Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13814

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: © 2004 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