White, V. M., & Prince, D., & Alexander, J. H. (2020, June), The Impact of Residential Engineering Summer Academies on Middle and High School Students  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35331

\bibitem{asee_peer_35331}
  White, V. M., \& Prince, D., \& Alexander, J. H. (2020, June), \emph{The Impact of Residential Engineering Summer Academies on Middle and High School Students}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35331

Vemitra M. White, Debra Prince, and Jamel Hill Alexander.  "The Impact of Residential Engineering Summer Academies on Middle and High School Students".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35331 Internet.  21 Dec, 2024

\bibitem{asee_peer_35331}
  Vemitra M. White, Debra Prince, and Jamel Hill Alexander.
  "The Impact of Residential Engineering Summer Academies on Middle and High School Students".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35331 Internet.  21 Dec, 2024

@INPROCEEDINGS{asee_peer_35331
author = "Vemitra M. White, Debra Prince, and Jamel Hill Alexander"
title = "The Impact of Residential Engineering Summer Academies on Middle and High School Students"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35331}
number = {10.18260/1-2--35331}
}

TY  - CPAPER
AB  - Mississippi ranks 48th in U.S. education and 47th in producing a technical workforce. To combat this issue, The XXX College of Engineering at XXX University has developed and implemented two, week-long residential summer academies for 5th to 9th-grade students to increase their engineering readiness, technical transferable skills, creativity, and interests in pursuing engineering careers. The two academies used mini-lectures and team oriented hands-on projects to engage 43 student participants in various engineering disciplines and their design processes. College staff placed student participants into either the Batmen Academy or Wonder Women Academy based on their gender. Researchers gave a Likert Scale survey to each student participant to measure their perceptions and experiences at the completion of the academies. The surveys provided insight into students’ knowledge of various engineering disciplines, their interests to pursue engineering careers, their interests to take more math and science high school courses post completion of the academies, and their perception of the college environment. Further research assessed the differences in student perceptions towards pursuing an engineering degree by grade level, race, and gender post taking part in a week-long residential academy. Results show that majority of the participants’ interests and knowledge of engineering increased because of taking part in the week-long academies. More boys (84.3%) planned to take more math and science courses in high school than girls (60%) post completing the academies. Also, highlighted in the findings were the representations of groups who are traditionally under-represented in the fields of engineering. The academy tailored y for girls were very successful in recruiting African American students. Overall, the week-long academies and instructors on the university campus were effective in increasing student perceptions and experiences in engineering.  
AU  - Vemitra M. White
AU  - Debra Prince
AU  - Jamel Hill Alexander
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - The Impact of Residential Engineering Summer Academies on Middle and High School Students
UR  - https://peer.asee.org/35331
DO  - 10.18260/1-2--35331
ER  -