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Upward Bound/Junior Engineering Technology Summer Program

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Conference

2008 Annual Conference & Exposition

Location

Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008

ISSN

2153-5965

Conference Session

Diversity and K-12 Issues

Tagged Division

Engineering Technology

Page Count

11

Page Numbers

13.1319.1 - 13.1319.11

Permanent URL

https://peer.asee.org/3109

Download Count

33

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Paper Authors

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Asad Yousuf Savannah State University

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Mohamad Mustafa Savannah State University

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Hope Cranford Savannah State University

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

Upward-Bound/Junior Engineering Technology Summer Program Abstract

This paper will discuss the various factors that contribute to the success of minority students in Science, Technology, Engineering and Mathematics (STEM) disciplines by exploring paradigms that promote success for the underrepresented group of students. Savannah State University (SSU) offered and administered a six-week Junior Engineering and Technology Summer (JETS) program sponsored by the U.S Army Research Office. The primary goal of the JETS program was to provide high school students with interests in mathematics and sciences a preview of engineering studies at the college level. This high quality program nurtured the top 25 academically talented high school students’ interests in engineering and science through hands- on activities, team dynamics, faculty and current engineering technology student instruction and a field trip to NASA’s Kennedy Space Center. The summer program was supplemented by Upward Bound, an existing summer outreach program at SSU, to attract students who would be able to cope with the requirements of baccalaureate degree programs in STEM disciplines. In this paper we will present the curriculum module, student activities, and an evaluation of student learning.

Introduction

Recruiting and retaining minority students are major concerns of educational institution across the United States. Furthermore, as technology becomes increasingly important in the global market, there is an ever growing need for minority engineers to support this market1. As international participation in advanced science and engineering increases, and as our national population becomes more diverse, it becomes even more important to provide quality education to [minorities]2.

Literature review suggests the growing importance of minority recruitment and retention. Presidents of universities and deans of colleges identify minority recruitment and retention as vital issues for higher education. Survey research indicates an increasing percentage of minority students at elementary and secondary school levels. The National Action Council for Minorities in Engineering 3 presented the following data related to minority participation on academic institutions.

Higher education’s group of students is increasingly made up of minority youth. African Americans, Latinos and American Indians constitute 30 percent of the nation’s undergraduate students today, a proportion that is projected to grow to 32 percent in 2010 and 38 percent by 2025. Corrective actions must be taken to recruit and retain minority students. Several colleges and universities across the nation have implemented minority recruitment and retention programs. Search was made to find out the existing minority recruitment and retention programs. During the fall of 2002, the Student Affairs staff of Minnesota State Colleges and Universities reviewed almost one thousand college and universities web pages describing activities dealing with retention and recruitment of minority students, in order to identify effective methods for recruitment and retention of minority students4. Following are some examples as result of the

Yousuf, A., & Mustafa, M., & Cranford, H. (2008, June), Upward Bound/Junior Engineering Technology Summer Program Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org/3109

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: © 2008 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