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Engineering Recruitment Program

Engineering Summer Programs

Report Summaries

FY 2014

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Project Selection Process ...... i

Participating Institutions ...... i

Participation Statistics...... iii

Lamar University ...... 1

Lamar Introduction to Engineering (LITE) Summer Program ...... 1

Midwestern State University ...... 3

Young Engineering Summer (YES) Program ...... 3

Prairie View A&M University ...... 5

Increasing Engineering Students Using Summer Program Approach ...... 5

St. Mary’s University ...... 6

St. Mary’s Pre-Engineering Summer Program ...... 6

Texas A&M International University ...... 9

2014 TAMIU Engineering Summer Program ...... 9

Texas A&M University ...... 11

E12 Explore Engineering Summer Program– E12 EE ...... 11

Texas A&M University at Galveston ...... 12

Galveston Ocean (GO) Engineering Program ...... 12

Texas A&M University–Commerce ...... 13

A&M Commerce Engineering Summer Program ...... 13

Texas A&M University–Kingsville ...... 15

Engineering and Science Frontiers (ESF) Summer Program ...... 15

Texas State University-San Marcos ...... 17

Designing Green-Engineering Summer Program ...... 17

The University of Texas at Arlington ...... 18

Entry to Engineering Program ...... 18

The University of Texas at Austin ...... 19

Beyond Blackboards Underwater Robotics Summer Program ...... 19

The University of Texas at Brownsville ...... 20

Entry to Engineering and Computer Science Summer Program...... 20

The University of Texas at Dallas ...... 22

ECS-ABP Summer Program- 2014 ...... 22

The University of Texas at El Paso ...... 26

ExciTIES Leadership Engineering ...... 26

The University of Texas at San Antonio ...... 27

Engineering Summer Residential Program for Texas High School Students...... 27

The University of Texas at Tyler ...... 29

Explore Engineering ...... 29

The University of Texas of the Permian Basin ...... 31

The UTPB Academy Engineering Summer Program ...... 31

The University of Texas-Pan American ...... 32

PREP Plus+ ...... 32

University of North Texas...... 34

App Design Summer Program ...... 34

Project Selection Process

The Engineering Recruitment Program (ERP), Engineering Summer Program (ESP), was established by the 80th Texas Legislature through passage of House Bill 2978, codified as Texas Education Code 61.791. The purpose of the program is to provide grants to general (public) academic teaching institution and independent institutions that offer an engineering degree program to implement a one-week summer program for middle and high school students, so that these students are exposed to math, science, and engineering concepts they can expect to encounter in an engineering degree program.

Selection Step 1: The legislature appropriated $250,000 for each year of the 2014-15 biennium.

Selection Step 2: The Texas Higher Education Coordinating Board (Coordinating Board) issued a Request for Applications on March 18, 2014, posted it on its website, and sent email notifications to all eligible institutions. Eligible institutions were public and independent institutions that have an engineering program.

Selection Step 3: The CB received 20 applications from 34 eligible institutions and set the award amount for each program at $12,500.

Selection Step 4: Twenty applicant institutions finalized a budget and requested a contract.

Selection Step 5: By end of June 2014 the Coordinating Board executed contracts with the 20 applicant institutions.

Participating Institutions

Lamar University, Department of Chemical Engineering

Midwestern State University, McCoy School of Engineering

Prairie View A&M University, Department of Electrical and Computer Engineering

St. Mary’s University, Department of Engineering

Texas A&M International University, Department of Engineering, Mathematics, and Physics

Texas A&M University, Department of Engineering Student Academic Affairs

Texas A&M University at Galveston, Department of Educational Outreach

Texas A&M University- Commerce, Department of Engineering & Technology

Texas A&M University- Kingsville, Department of Mechanical and Industrial Engineering

Texas State University- San Marcos, Ingram School of Engineering

The University of Texas at Arlington, College of Engineering

The University of Texas at Austin, Department of Mechanical Engineering

The University of Texas at Brownsville, Summer Engineering Adventure

The University of Texas at Dallas, School of Interdisciplinary Studies

The University of Texas at El Paso, College of Engineering

The University of Texas at San Antonio, Center for Excellence in Engineering Education

The University of Texas at Tyler, College of Engineering and Computer Science

The University of Texas of the Permian Basin, Department of Continuing Education

The University of Texas-Pan American, Department of Mechanical Engineering/Office of p-16 Initiatives

University of North Texas, Department of Computer Science and Engineering

Engineering Recruitment Program ERP 2014 Engineering Summer Programs

Participation Statistics Number of institutions 20 institutions Number of one-week programs 19 programs

Number of participants 664 students Average per one-week program 35 students Median per one-week program 28 students Smallest one-week program 14 students Largest one-week program 127 students

Female participation 214 White participation 237 African-American participation 101 Hispanic participation 264 Other participation (Asian, Native 62 American, unknown)

Number of one-week programs with up 9 programs to 30 participants Number of one-week programs with 30 5 programs to 45 participants Number of one-week programs with 4 programs more than 45 participants

Number of programs with girl-only 0 programs participation Number of programs with boy-only 0 programs participation Number of programs that included 12 programs middle school students Number of residential programs 5 programs Number of day programs 12 programs Number of residential/day programs 2 programs

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Lamar University

Lamar University Lamar Introduction to Engineering (LITE) Summer Program Project Leader: Dr. Tracy Benson and Dr. Evan Wujcik, Department of Chemical Engineering Type of Program: Day, mixed gender program for middle school students Dates: July 20-24, 2014 Website: http://engineering.lamar.edu/programs/lamar-introduction-to-engineering- lite-.html

Synopsis: The participants experienced 3-D printing, robotics, and bridge making, as well as leadership and teamwork training. They met with each of the five engineering departments at Lamar University where they conducted experiments and hands-on learning exercises. Faculty and undergraduate student mentors led each session.

The students also participated in a scavenger hunt to familiarize themselves with campus. To cap off the week, the students toured the Texas Alliance for Minorities in Engineering (TAME) science trailer which contains various engineering and science related learning stations.

The LITE program was designed to peak STEM interests in young students so they can make informed decisions on high school coursework. The students were selected on a first- come, first-served basis from the Southeast Texas area, which is a target area for Lamar University.

Effectiveness: From the End-of-Program survey, 70 percent of the students reported a strong or very strong desire to pursue a career in engineering. All students responded that the summer program encouraged them to go to college and to major in engineering. Most agreed that the presentations helped them realize what it is like to be an engineer. Throughout the week, the summer program counselors and leaders noticed that most students were engaged in the daily activities, were asking questions, and working to comprehend the engineering elements of the activities.

Program Curriculum: The program curriculum included 4-hour sessions with each of Lamar University’s engineering departments (Chemical, Mechanical, Electrical, Civil, and Industrial Engineering). Each session was led by a professor from that particular department with support from seven undergraduate student assistants. The program began with an introduction to the qualities of leadership. It was stressed that engineers need strong math and science backgrounds as well as the ability to lead a team toward a common goal. These ideas were reinforced throughout the week. The program curriculum also included site visits to Lamar University’s research facilities, undergraduate engineering laboratories, and a pilot-scale distillation unit that is located at the Lamar Institute of Technology. Pictures of all the activities were uploaded to Instagram (#liteitup2k14).

Lamar University

Program Content and Activities: 1. Student teamwork – Students were divided into 6-member teams and were asked to achieve a common goal. The leadership training consisted of combining two 6-member teams to create 12-member teams. 2. Project presentations – Each of the 6-member teams presented their group’s activities in a five minute presentation at the end of the week. 3. Field trips or industry site visits – The students toured undergraduate engineering laboratories, research laboratories, a cooling tower, and a pilot-scale distillation unit. 4. Panel or luncheon discussions with professional engineers and scientists - none 5. Parent/guardian information that covers the Texas university application process, financial aid system, and scholarship opportunities – An information packet was given to parents/guardians that contained financial aid information and scholarship opportunities. 6. Other- none

Midwestern State University

Midwestern State University Young Engineering Summer (YES) Program Project Leader: Dr. Sheldon Wang, Dr. M. Salim Azzouz, Dr. Jan Brink, and Dr. Yu Guo, McCoy School of Engineering Type of Program: Residential combined, mixed gender program for high school students Proposed Dates: June 23-27, 2014 Website: http://www.mwsu.edu/academics/scienceandmath/engineering/yescamp/index

Synopsis: McCoy School of Engineering at Midwestern State University (MSU) held its fourth annual Young Engineers Summer (YES) Program during the week of June 23 to June 27, 2014. The program attracted high school students from area school districts. Participants attended sessions and activities that covered astrophysics, polymer chemistry, geology, geoscience, computer science, mathematics, petroleum engineering, engineering graphics, and robotics. Students also participated in an industry field trip to Alcoa Howmet’s local manufacturing facility.

Effectiveness: The overall objectives of MSU’s YES Program were accomplished. These objectives included: to provide participants with an introduction to basic science and mathematics skills necessary for various disciplines of engineering; to motivate high school students to further study in fields related to science and technology; and to introduce MSU and Wichita Falls to prospective students in the state of Texas and surrounding areas.

Student surveys showed most of the participants enjoy school and plan to attend college and that parents and teachers encourage them to do so. Survey results also showed that while not all student participants have a clear plan for their career path, most have interest in engineering.

Program Curriculum: On the first day of the MSU YES Program, students were introduced to the fundamentals of geosciences, engineering graphics, computer science, and biology. The second day included an introduction to college mathematics as well as instruction on energy resources, automation and fluid power, and engineering principles. Days three and four included an introduction to college chemistry as well as an exploration of the geology and petroleum industries, programming apps, systems and controls, complex system modeling, and a workshop on sustainable energy systems and measurements and instrumentation. The final day commenced with a PBS documentary videos on A Science Odyssey hosted by Charles Osgood and The World of Chemistry hosted by Roald Hoffman. The rest of day was comprised of an overview of the admission process to colleges, including various scholarship opportunities, and a LEGO Robotic competition.

Program Content and Activities: 1. Students involved with the MSU YES Program competed in a design challenge. Three separate mechanical challenges were given and the students created LEGO based designs to get the best possible results, with prizes given for the best of each. The first

Midwestern State University

mechanical challenge was a drag race, the second a vehicle that could carry the heaviest weight over a short course, and the third was a non-wheeled vehicle. 2. Students presented and explained their methodology for the mechanical challenges to the entire group. Question and answer format was encouraged, especially for the teams which came up with the most successful and original solutions to the challenges. 3. The students were taken through the entire McCoy School of Engineering, particularly highlighting the laboratories, with explanation of the types of research and studies that are conducted in each. Engineers at Alcoa explained the many processes involved in metallurgy, quality control, and molding techniques. 4. Safety issues were discussed in various workshops with professors and engineers. 5. The Office of Admissions at MSU conducted an admission session with the students and parents, explaining the application process as well as financial aid scholarship availability. Students were also introduced to the workshop commission of Wichita Falls.

Prairie View A&M University

Prairie View A&M University Increasing Engineering Students Using Summer Program Approach Project Leader: Dr. Warsame H. Ali and Dr. Pamela Obiomon, Department of Electrical and Computer Engineering Type of Program: Residential, mixed gender program for middle and high school students Proposed Dates: July 27-August 1, 2014 Website: www.pvamu.edu/ece/2014/06/19/summer-engineering-education-camp- seec-july-20-25/

Synopsis: The objective of the Prairie View A&M University (PVAMU) engineering education program was to interest middle school and high school students in pursuing engineering careers by exposing them to the world of engineering. Using engineering experiments, lectures, and competitions, students learned about engineering and developed skills that will prove useful in high school and in college.

Effectiveness: In this program, students were introduced to the collegiate environment. They met with other students from different school districts and learned how to balance academic and social commitments while living with a roommate. The environment prepared students to transition from middle school to high school and high school to college.

Program Curriculum: The learning objective of the summer program was to introduce middle and high school students to the engineering profession and job opportunities in civil, electrical, mechanical, and chemical engineering. Students were introduced to engineering principles, the application of science and mathematics, basic electronics, engineering experiments and design projects, National Instruments kits, LEGO’s mind storm robots, and TI calculators. These experiences helped students develop critical thinking, reasoning and problem solving skills.

This program was conducted by a group of highly qualified faculty and student helpers. The curriculum and activities, with the aid of technology, helped to maintain student interest.

St. Mary’s University

St. Mary’s University St. Mary’s Pre-Engineering Summer Program Project Leader: Dr. Wenbin Luo and Dr. Ozgur Aktunc, Department of Engineering Type of Program: Day, mixed gender program for high school students Proposed Dates: June 9-14, 2014 Website: http://cl.stmarytx.edu/esp

Synopsis: The program at St. Mary’s University consisted of lectures in robotics, Java programming, and operations research as well as conversations with engineers from industry and academia, sessions with university staff about university applications, campus tours, and presentations of projects. Students showed great interest in programming and robotics and expressed their intentions of applying to engineering programs. Most of the students improved their analytical skills in the program. They also learned about the engineering programs they can apply to, including the application process. The final presentations of the projects were successful as they demonstrated their projects to other participants and the families.

Effectiveness: The ESP program at St. Mary’s University aimed to enhance student interest in engineering fields as a career, develop problem solving skills, and help students get information about college programs, including how to adequately prepare for successful completion of such programs.

Workforce projections show that 15 of the 20 fastest growing occupations require significant science or mathematics training to successfully compete for a job. Many of these occupations are related to information, computer, and software technologies. These areas were covered through programming, robotics, and operations research in the ESP.

The ESP also addressed the underrepresentation issues in engineering fields by reaching out to female and underrepresented students. Through the program, St. Mary’s University focused on preparing underrepresented K-12 students to become proficient in the broad computing areas via innovative programming and robotics education. Introductory programming courses helped students gain problem solving skills while they became familiar with computers and programming languages. There is a strong connection between learning programming languages and problem solving skills. Evidence shows that students participating in these programs have increased confidence in their programming ability, understand basic programming concepts, and improved problem solving skills. Another important component of the program, robotics, can be used as an ideal vehicle to teach fundamental computing and mathematics concepts and techniques. In addition, robotics can strongly stimulate pre-college audience’s interest, curiosity, and creativity, which was observed vividly during the summer program.

Students significantly improved their analytical skills throughout the program. Also, they showed great interest in pursuing an engineering education.

St. Mary’s University

Program Curriculum: Part 1: Programming An introduction to programming was introduced to students using Alice, an interactive 3Dprogramming environment developed at Carnegie Mellon University. Alice was used to offer the best possible first exposure to programming for students by providing a more intuitive environment for teaching object-oriented programming. Java language was also introduced to students as the next step for the students to start learning an object-oriented language.

Students learned to design and compile programs, learned the basic constructs of a programming language, and practiced their new knowledge on fun projects. The exercises throughout the week focused on animation and virtual world creation. Throughout the United States, several universities are using Alice to introduce computer programming to high school students. Alice has been shown to be appealing to both girls and boys. Many approaches toward teaching computer programming are not appealing to young girls, but research has demonstrated that Alice offers benefits for attracting girls into computing.

Part 2: Mindstorm NXT Robot Robotics can be used as an ideal vehicle to teach fundamental computing and mathematics concepts and techniques as well as motivating the critical thinking of the students. In addition, robotics can strongly stimulate pre-college audience’s interest, curiosity, and creativity. The robotics toolkit used is called LEGO Mindstorm NXT. Students were taught how to build and program robots to perform different operations, such as following a line, going through a maze, responding to human voice, and measuring the distance. In addition, the following topics were discussed in the program: • Introduction to Mindstorm NXT robots. • Introduction to RobotC Interface. • RobotC Programming. • How does a light sensor work?  Two types of light sensors: active and passive.  Calculating the threshold for the light sensor. • How does the sound sensor work? • How does the touch sensor work? • How does the ultrasonic sensor work?

Part 3: Operations Research in Everyday Life This course introduced students to operations research problems that have real-world applications in everyday life by motivating and training students to apply concepts learned in mathematics and science. The primary goal of this training session was to provide students an introduction and hands-on-training in formulating, analyzing, and solving interesting operations research problems with practical applications. In particular, students were introduced to real-life applications of problems in the context of linear programming, dynamic programming, discrete- event system simulation, network flows, and location analysis. Students were taught to solve problem instances using MS Excel (built-in functions and solver add-on) and ProModel simulation software. Session training included introduction to the problems based on case studies, and project activities requiring formulation and analysis using math and science skills, and solution methodologies using software tools such as MS Excel and ProModel.

St. Mary’s University

Program Content and Activities: 1. Student team work: During the summer program, students actively participated in team work by implementing various Mindstorm NXT robotics, Java Programming, and Operations Research projects. In robotics, each team consisted of two students, which allowed them to do hands-on work and communicate to their partner during the project efficiently. The projects required students to combine their knowledge in math, science, and engineering, with their critical thinking capability to solve practical problems. 2. Project presentations: After each project, students presented their solutions, demonstrating how they approached the problem, developed a solution, and implemented the solution. In robotics session, students were given a final project that required them to utilize what they have learned during the program in order to solve a more sophisticated problem 3. Field trips or industry site visits: The program did not include any field trips or industry site visits. 4. Panel or luncheon discussions with professional engineers and scientists: Engineering alumni speakers from industry and academia addressed the students. Students learned about the engineering profession, different engineering disciplines, the undergraduate education of engineering, especially of St. Mary’s undergraduate programs. 5. Parent/guardian information that covers the Texas university application process, financial aid system, and scholarship opportunities: St. Mary’s staff from undergraduate admissions office informed the students about the university application process, financial aid, scholarship opportunities, and on-campus housing. 6. Other: St. Mary’s had a reception for students and their parents on the last day of the program. The students were awarded a certificate of completion for the summer program. The parents had the chance to speak to our faculty about the engineering summer program and the engineering undergraduate programs.

Texas A&M International University

Texas A&M International University 2014 TAMIU Engineering Summer Program Project Leader: Dr. Rohitha Goonatilake and Dr. Namwon Kim, Department of Engineering, Mathematics, and Physics Type of Program: Day, mixed-gender program for middle and high school students Proposed Dates: August 4-8, 2014

Synopsis: The 2014 Engineering Summer Program at Texas A&M International University (TAMIU) was held on August 4 – August 8, 2014. This program featured team assignments, final day presentations, an industry site visit, panel discussions with professional engineers and TAMIU faculty, parent/guardian information that covers Texas university application process, financial aid system, and scholarship opportunities. A session devoted to robotics assembly was successfully completed by each participant. In addition, two sessions were designed to highlight the “Role of physics in engineering education” and the “Role of mathematics in engineering education,” respectively. Participants presented their program experience on the last day. As for the subject matter in the profession, two sessions accomplished a very important portion of the program. One was on "Engineering design projects using AutoCAD" and the other was on “How to work on engineering design project.” All participants were given a certificate of completion and a group picture was taken, thereafter.

Effectiveness: The extent of participation in the panel discussion and other program activities was extensive.

Program Content and Activities: 1. Student team work: Robotics activities were covered in two sessions. Students were given the opportunity to assemble, design, and built their own functional robots. 2. Project presentations: Participants introduced themselves individually and presented what they learned during the program. 3. Industry site visits: All participants were taken on a tour of the United States Department of Agriculture (USDA), Laredo Port. USDA’s purpose is to safeguard the health of the nation's agricultural resources. Their animal health experts work closely with other federal agencies to enhance international trade and cooperation while preventing the introduction of dangerous and costly pests and diseases. The students were provided with an explanation of the department’s mission and presented a video presentation of the inspection activities. Students were then escorted to their laboratory facilities where they got to see some fruits and vegetables being inspected and destroyed. Their final stop was the x-ray inspection of all luggage and belongings of the incoming visitors to the United States. 4. Panel or luncheon discussions with professional engineers and scientists: A panel discussion was organized on “What engineers Do” by a group of three professional engineers and the TAMIU engineering faculty. 5. Parent/guardian information that covers the Texas university application process, financial aid system, and scholarship opportunities.

Texas A&M International University

6. Other: Each Mathematics, Physics, and Engineering session covered the basic foundations for engineering education.

Texas A&M University

Texas A&M University E12 Explore Engineering Summer Program – E12 EE Project Leader: Dr. Valerie Taylor and Dr. Sonia J. Garcia, Department of Engineering Academic Student Affairs Type of Program: Residential, mixed-gender program for high school students Proposed Dates: July 20-23, 2014 Website: http://engineering.tamu.edu/easa/camps

Synopsis: The four-day program gave participants the opportunity to explore careers in engineering through three team design projects. The teams built a small-scale windmill capable of converting wind energy into electrical energy, harnessed photonic energy and efficiently converted it from light to usable energy for solar cooking; and designed, built and raced small mobile autonomous robots.

Effectiveness: The E12 Explore Engineering summer program has been offered since 2009. Students were asked to fill out a post summer program survey. Of the students who completed the survey, 98 percent said participating in the engineering recruitment summer program has encouraged them to go to college and 82 percent said participating in the summer program has encouraged them to become an engineer. Approximately 86 percent of these students would recommend the E12 Explore Engineering summer program to their friends.

Program Curriculum:  Establish partnerships with top-performing Texas high schools to increase the numbers of well prepared, diverse students enrolling in the Dwight Look College of Engineering at Texas A&M University.  Provide high school students information about the many opportunities available in the engineering disciplines and to provide the inspiration to encourage students to pursue engineering as a career.

Program Content and Activities: 1. Student team work: The students were split into teams of four to five students. Within the group, the students split the responsibilities. 2. Project presentations: All students presented their final projects to a panel of three judges, which consisted of current undergraduate students, graduate students and faculty. The winning teams gave a one hour presentation to peers, judges, faculty, family and friends. 3. Panel or luncheon discussions with professional engineers and scientists: A panel of engineering students spoke with program participants about their experiences in the college of engineering. 4. Parent/guardian information: The students were asked for their household income to help determine scholarship opportunities.

Texas A&M University at Galveston

Texas A&M University at Galveston Galveston Ocean (GO) Engineering Program Project Leader: Ms. Daisy Dailey, Educational Outreach Type of Program: Residential, mixed gender program for middle and high school students Proposed Dates: August 3-9, 2014

Synopsis: Texas A&M University at Galveston (TAMU-G) hosted 33 middle and high schools students for the Galveston Ocean (GO) Engineering Program. Throughout the program, students resided in campus housing and participated in a variety of engineering and college preparation activities. Students were engaged in discussion with professional engineers, TAMU- G students, and TAMU-G admissions.

Effectiveness: The GO Engineering Program was designed to introduce engineering concepts, career choices, and college life to all in a typical summer program setting. The program’s ability to enhance interest is monitored throughout the week by observing student behavior and moral during activities. The GO Engineering Program was a positive experience for students. They enjoyed forming teams and working together to design and build boats, AUVs, and bridges.

Program Curriculum: The program enhanced student interest in engineering as a possible career choice and worked to develop analytical skills that would prepare students for college.

Program Content and Activities: 1. Student team work: Students worked in teams to design and build boats, AUVs, and bridges. 2. Project presentations: Students researched careers in engineering and presented their findings. 3. Field trips or industry site visits: Students toured Seawolf Park, the USS Cavalla, an offshore drilling museum, and the Texas Seaport Museum. 4. Panel of luncheon discussions with professional engineers and scientists: Students interacted with TAMU-G engineering students, the Director of Waterfront Operations, and the Marine Engineering Laboratory Supervisor. 5. Parent/guardian information that covers the Texas university application process, financial aid system, and scholarship opportunities: Parents and students were given a packet of information covering the Texas university application process, financial aid system, and scholarship opportunities. A representative from TAMU-G’s Admissions and Records department gave students a presentation and answered questions. 6. Other: Students enjoyed extracurricular summer program activities such as a pizza party, beach cookout, and movies.

Texas A&M University-Commerce

Texas A&M University–Commerce A&M Commerce Engineering Summer Program Project Leader: Dr. Brent Donham, Department of Engineering and Technology Type of Program: Day, mixed-gender day program for middle school students Proposed Dates: June 9-13, 2014

Synopsis: The A&M-Commerce (TAMU-C) 2014 ESP program built upon the successes of the prior ESP programs. Twenty middle school students from a non-metropolitan and financially disadvantaged school district were introduced to the field of engineering. Activities included electronics, robotics, programming, 3D modeling, rapid prototyping, industry tours, and presentations from industry guest speakers. In addition, TAMU-C pre-service STEM teachers were utilized as program mentors with an objective to shape and/or change attitudes and perceptions toward engineering, enabling these future teachers to address student questions associated with “what does an engineer do?” and to guide their future students into engineering fields with greater confidence.

Effectiveness: 2014 marked the fourth ESP program hosted by A&M-Commerce. Each program was designed to promote awareness of engineering disciplines and careers through a hands-on experience of engineering and scientific principles. The same format for the activities was utilized, which included 1) introduction of a key concept and/or principle, 2) participatory activity demonstrating a practical application, and 3) promoting career awareness through interaction with engineers and/or industry tours. Pre-/Post-program survey results indicate the ESP programs enhanced the students’ interest in engineering as a potential career.

In a post ESP survey, the percentage of students indicating to a Very Great Extent/Great Extent the following activities helped their understanding of engineering:  Team competitions (45%/30%)  Project presentations (65%/20%)  Field trips (35%/45%)  Discussions with engineers (60%/35%)

Overall, 90% of the students expressed a Very Great Extent or Great Extent of satisfaction with the ESP program based upon an end-of-program survey. No students indicated they were not satisfied with the program. In addition, 90% of the students indicated they would recommend the program to a friend.

Program Content and Activities: 1. Engineering Design and Spaghetti Tower Exercise: Student teams designed a freestanding tower constructed of spaghetti, string, and tape with a goal of supporting a single large marshmallow on top. Structures were evaluated based upon design processes and innovation. 2. Semiconductor Manufacturing Technology: Students were given the opportunity to touch and investigate silicon chunks, a crystal ingot, silicon wafers, a photo mask/reticle, and a packaged integrated circuit during the presentation. Students participated in a smocking (bunny suit) demonstration during a discussion of

Texas A&M University-Commerce

cleanrooms. Students engaged in discussions of applicable technology available due to semiconductor technology, including gaming, cell phones, music, televisions, and household appliances. 3. Electronics: Students bread boarded a basic electronic circuit, consisting of resistors and LEDs. Using an embedded microcontroller, students wrote a basic program to create a “blinking” LED circuit. 4. Robotics/Programming Fundamentals: Students were given the opportunity to define automation/robotics and explore applications in a manufacturing environment. An overview of LEGO Mindstorms, including programming, was presented. Using LEGO Mindstorms robotic kits, student teams designed, built, and programmed a robot to accomplish a defined mission. The designed mission required students to employ basic robotic, mechanical, mathematical, and programming principles. 5. 3D Modeling and Rapid Prototyping: Students designed a simple 3D part and manufactured it on the university’s rapid prototype tools. 6. Industry Tour: The presentations and tour showed actual applications of the principles introduced during the program. 7. Industry Engineering Panel: Each panelist provided an overview of their company and general job responsibilities as well as their personal experiences and educational path(s) that led them to engineering. In addition, the panelists served as judges for the robotic competition and provide feedback on the design documentation included in the team’s engineering notebooks

Texas A&M University-Kingsville

Texas A&M University–Kingsville Engineering and Science Frontiers (ESF) Summer Program Project Leader: Dr. Yahia Al-Smadi, Department of Mechanical and Industrial Engineering and Mr. Eusebio Torres, College of Engineering. Type of Program: Day, mixed-gender program for middle and high school students Proposed Dates: June 16-20, 2014 Website: http://www.tamuk.edu/engineering/student_resources/outreach/index.html

Synopsis: Students learned how mechanical engineering incorporates other disciplines of engineering such as electrical engineering, computer science, biomedical engineering, etc. thus enhancing their ability and knowledge in the engineering field. Students worked first hand on actual engineering projects that are currently being researched, giving them experience in real- world engineering problems and concepts.

Effectiveness: The program changed the view of the students and introduced them to the wide engineering and science application spectrum. The program was able to cover 60 percent to 70 percent of student perspectives and expectations shown in the survey.

Program Curriculum:  Programmatic Logic Controller (PLC) overview and hardware  Fundamentals of PLC programming  Timers and counters  Program control instructions

Program Content and Activities: 1. Student team work: Students were grouped into teams for the duration of the program. Each team was given specific tasks to distribute among the team members in order to successfully fulfil the requirements of each project. 2. Project presentations: Each team presented their final projects to the faculty and staff at the end of the program. Certificates were given to each student for completing the project requirements. 3. Field trips or industry site visits: The students had an opportunity to visit the engineering labs as well as the student recreational facility, student union building, and the National Natural Toxin Research Center’s serpentarium, all of which are located on the TAMU-K campus. 4. Panel or luncheon discussions with professional engineers and scientists: Luncheon discussions were made by current engineering faculty to discuss respective engineering curriculum, research and career opportunities for students. TAMU-K students were also able to speak to the student participants about senior design capstone projects. 5. Parent/guardian information that covers Texas university application process financial aid system, and scholarship opportunities: Brief sessions were given to student as luncheon guests. University staff briefly went over processes for admissions, financial aid and campus housing. Some scholarships were mentioned from financial aid as well as engineering scholarships from our Javelina Engineering Student Success Center.

Texas A&M University-Kingsville

6. Other: On the last day of the program, students were able to experience campus dining and a closing speech was given by the dean of the college of engineering.

Texas State University- San Marcos

Texas State University-San Marcos Designing Green-Engineering Summer Program Project Leader: Dr. Bahram Asiababanpour and Dr. Semih Aslan, Ingram School of Engineering Type of Program: Day, mixed-gender program for middle school students Proposed Dates: July 8-14, 2014

Synopsis: Students were recruited from Miller and Good Night middle schools in San Marcos CISD to the weeklong program. Twenty-four students, including more than 50% female, more than 50% minority, attended the program. Students participated in a team based “green design” project in which they applied a variety of engineering, design, renewable energy, and architectural skills in completing their custom-designed green home.

Program Curriculum: The program consisted of lectures, hands-on activities, and team work.

Program Content and Activities: 1. Student team work: Students participated in a team based project in which teams of three students applied a variety of engineering, design, renewable energy, and architectural skills to complete a custom-designed green home. 2. Project presentations: Students prepared a poster, demonstrated their green home, and answered questions from a panel of experts. 3. Field trips or industry site visits: Students visited several engineering and technology labs at Texas State University. 4. Panel luncheon discussions with professional engineers and scientists: On the final day, seven faculty members attended a luncheon event and discussed a variety of professional life issues. 5. Parents and guardians discussed college opportunities with faculty.

The University of Texas at Arlington

The University of Texas at Arlington Entry to Engineering Summer Program Project Leader: Dr. Carter Tiernan, College of Engineering Type of Program: Day, mixed-gender program for middle school students Proposed Dates: July 14-18, 2014 Website: www.uta.edu/engineering/summercamps

Synopsis: The Entry to Engineering Summer Program at The University of Texas at Arlington (UTA) hosted 50 middle school students. The students had the opportunity to interact with faculty members and graduate students representing eight different engineering fields. Students completed hands-on activities, including an individual electrical circuit project as well as a team project. The program included two field trips.

Effectiveness: Overall, 76 percent of the participants who responded to the survey indicated that attending the summer program had improved their view of engineering as a career. About 58 percent of student participants indicated the summer program had interested them in a career in engineering.

Program Curriculum: The learning objectives for the Entry to Engineering Summer Program included:

 A working definition of at least four areas of engineering based on the faculty talks and field trips,  A completed and functional engineering team project,  A Powerpoint presentation describing their project with their team,  Given a presentation and demonstration of their project to the other participants in a formal setting, and  An even more positive attitude about an engineering career than when they started the summer program.

Program Content and Activities: 1. Student team work: All students were part of an engineering team that completed a project. 2. Project presentations –The student project teams were required to produce a Powerpoint presentation about their project and present a demonstration to their peers on the final day of the summer program. Every team member was required to do part of the oral presentation with the Powerpoint. 3. Field trips or industry site visits – Students participated in field trips to the UTA Research Institute in east Fort Worth and the Bass Hall in downtown Fort Worth. On each trip, students toured the facility, learned about engineering, and asked questions of the facility staff. 4. Other - Students were introduced to the many different types of engineering they could pursue. Throughout the week, students visited classrooms, labs, and dining facilities on UTA campus.

The University of Texas at Austin

The University of Texas at Austin Beyond Blackboards Underwater Robotics Summer Program Project Leader: Dr. Richard H. Crawford, Department of Mechanical Engineering Type of Program: Residential, mixed gender program for middle school students Proposed Dates: July 14-18, 2014

The University of Texas at Austin was unable to conduct the program.

The University of Texas at Brownsville

The University of Texas at Brownsville Entry to Engineering and Computer Science Summer Program Project Leader: Dr. Yong Zhou, School of Engineering and Computer Science Type of Program: Mixed-gender day program for high school students Proposed Dates: June 23-27, 2014

Synopsis: High school students were recruited from Brownsville high schools, with 22 students registered on the first day of the summer program. Participants were randomly assigned to teams to design, build and race solar cars and to remotely operate underwater vehicles and wireless robots. Speakers gave presentations on women in engineering, college preparedness, scholarships, internship opportunities, and robotics. Participants were instructed through a variety of media in the engineering process, scientific thinking skills, journaling, orthographic drawing, and the history of engineering (Greek, Roman, Mayan, Aztec, Egyptian). The summer program included a field trip to the Arecibo Remote Command Center at the UTB/TSC Center for Gravitational Wave Astronomy.

Effectiveness: The UTB Engineering program has a solid history of successful summer programs in engineering. For more than six years, summer programs have recruited area middle school and high school students for intensely busy and enjoyable experiences in science, math, and technology. Throughout the year, the department receives inquiries about the next opportunities to participate and have many students who attend summer programs multiple times. Observations and data gathered from pre-test/post-test scores, inspire UTB to continue these programs. Increased participation in robotics programs in local schools is also an indication that efforts are successful.

Program Curriculum: The following academic standards/learning objectives are included in the program and are critical skills and processes for engineering: Science  Unifying Concepts and Processes: Form and Function  Evidence/Models/Explanation; Change, Constancy, and Measurement  Science and Technology: Abilities of Technological Design  Physical Science: Motions and Forces; Properties of Objects and Materials; Energy Transfer Technology • Core Concepts of Technology, Relationships Among Technologies • Effects of Technology on the Environment • The Influence of Technology on History • The Attributes of Design, Engineering Design, Appling the Design Process • Use and Maintenance of Technological Systems • Troubleshooting, Research, and Development; Invention and Innovation; Experimentation in Problem Solving Mathematics • Connections: Recognize and apply mathematics in contexts outside mathematics

The University of Texas at Brownsville

• Numbers and Operations: Understand numbers, ways of representing numbers, relationships among numbers, and number systems; compute fluently and make reasonable estimates • Algebra: Understand patterns, relations, functions; analyze change in various contexts • Geometry: Use visualization, spatial reasoning, and geometric modeling to solve problems • Measurement: Understand measurable attributes of objects, and the units, systems, & processes of measurement; apply appropriate techniques, tools, and formulas to determine measurements • Communications: Organize and consolidate mathematical thinking through clear, coherent communication • Problem Solving: Build new math knowledge through problem solving; solve problems that arise in math and other contexts; apply and adapt a variety of appropriate strategies to solve problems

Program Content and Activities: 1. Student team work: Students were assigned at random to teams of 2 or 3 partners for each of the design/construction/competition projects: solar race car, underwater remotely operated vehicle, wireless robot. Courtesy, respect, and cooperation were encouraged and experienced/demonstrated by all. 2. Project presentations: At the conclusion of each project, students shared descriptions and critiques of their designs. Five different videos about the history of engineering were shown to students, who wrote answers to prepared question sheets as they watched. Students shared answers after the videos concluded. Question/answer exchanges occurred with the instructors and entire class, drawings and entries in their engineering journals were encouraged twice daily, or more often. 3. Field trips or industry site visits: Participants visited the Arecibo Remote Command Center (ARCC), a component of the UTB/TSC Center for Gravitational Wave Astronomy, where presentations were given by a physics professor and UTB graduate and undergraduate student scholars about the site’s research in finding radio pulsars. 4. Panel or luncheon discussions with professional engineers and scientists: Dr. Bill Berg (Professor Emeritus/Former Chair of the UTB Engineering Department) gave the students advice every day about how to succeed in the field of engineering, citing examples from his experience. Ms. Anne Whitko, an environmental engineer with Ambiotec Engineering Group, addressed the group with a presentation about hydrology, environmental engineering, women in the field of engineering, as well as her own personal educational path to the engineering career. Heriberto Reynoso, principal of Reybotics, a robotics startup company, shared his biography of involvement with robotics since childhood, his revelations about self-confidence and motivation, his experience in finding money for college, his many internships through NASA, and starting his own robotics business. Dr. Teviet Creighton, Associate Professor in Physics and Astronomy, addressed the group about his field and research. 5. Parent/guardian information that covers the Texas university application process, financial aid system, and scholarship opportunities.

The University of Texas at Dallas

The University of Texas at Dallas Engineering Computer Science-Academic Bridge Program Summer Program- 2014 Project Leader: Dr. George W. Fair, School of Interdisciplinary Studies Type of Program: Residential, mixed-gender program for high school students Proposed Dates: July 28- August 1, 2014

Synopsis: Given its success with the Academic Bridge Program, the University of Texas at Dallas’s School of Interdisciplinary Studies was selected to host the Engineering Computer Science- Academic Bridge Program Summer Program- 2014 (ECS-ABP Summer Program) at UTD. Students and staff from the university’s Academic Bridge Program worked as program staff members/mentors in the ECS-ABP Summer Program. The UTD ECS-ABP Summer Program was a mixed-gender, residential program designed to expose high school students to several STEM- related career fields through tours, discussions and competitive activities. The program also facilitated opportunities for students to engage in peer collaborative experiences and learn about the process of applying to college, particularly the financial aid process.

Effectiveness: A majority of students reported that the group assignments and presentations, field trips, and discussions helped them understand what it is like to be an engineer. Over 90 percent reported that the program left them more encouraged to attend college as well as pursue a career path in engineering. A majority of students also reported that they would recommend the ECS-ABP Summer Program to their friends. Students employed their analytical skills while working through several puzzles/brain teasers and SAT math activities, producing an innovation and/or invention idea, and engaging in self-assessment to create their NASA patch. Students explored multiple STEM-based college courses as they reviewed engineering applications, performed sound engineering, and were introduced to programming and web design.

The University of Texas at Dallas

Fig. 1 Program Satisfaction

Fig. 2 School Experience

The University of Texas at Dallas

Fig. 3 Education Goals

Program Curriculum: The Program included the following Learning Objectives: • Demonstrate knowledge of the college financial aid and scholarship application process for university programs. • Present a group project. • Explore career opportunities in engineering and computer science by visits with professional engineers and scientists. • Tour STEM departments and explore career opportunities • Develop a robotics project and participate in a team presentation.

Contact Hours:  Corporation/governmental tour: 3 hours  Arts and Technology building tour: 1 hour  Natural Science Research laboratory tour: 2 hours  Project work in computer lab: 6 hours  Career presentations by engineers/scientists: 5 hours  Group project work: 5 hours  Admission, financial aid scholarships: 4 hours  Robotic participation/competition: 7 hours  Student organizations/presentations: 4 hours

The University of Texas at Dallas

Program Content and Activities: 1. Student team work: Students worked in groups to develop an invention or innovative product, constructed robots, and participated in other group activities. 2. Project presentations: Students developed a visual outline to share their invention or innovation idea. 3. Field trips or industry site visits: Participants went on several tours-including a trip to the Geoscience building, the Arts & Technology building, and the Game Design Department. 4. Panel or luncheon discussions with professional engineers and scientists: Students engaged in discussions with several individuals-including a sound engineer, a geoscience expert, and a robotics engineer. 5. Parent/guardian information that covers the Texas university application process, financial aid system, and scholarship opportunities: A financial aid representative informed students about the various types of college financial aid and the process for obtaining aid. 6. Other: Other program highlights include the robot competition and Beyblade competition.

The University of Texas at El Paso

The University of Texas at El Paso ExciTIES Leadership Engineering Project Leader: Mr. Gabby Gandara and Ms. Debra Little, College of Engineering, Student Engineering Services Type of Program: Day, mixed-gender program for middle school students Proposed Dates: June 9-13, 2014

Synopsis: The ESP for 2014 was a success with 49 students engaged in a week of activities, totaling over 30 contact hours. Students were identified by their math and science teachers and could apply online to be considered for the program. Undergraduate students were hired to facilitate the program and many resources including undergraduate/graduate students and faculty/staff were engaged to provide technical expertise and ideas for program content. This technical engagement with facilitators complemented the cooperative approach implemented into all facets of the program.

Effectiveness: The flexibility of the program allowed The University of Texas at El Paso (UTEP) to accept an additional nine students and adjust content based on prior knowledge and interests.

Program Curriculum: Learning objectives as part of the 33.5 contact hours included:  Create awareness and understanding of the diverse fields of engineering including leadership engineering.  Encourage and prepare participants to attend college; specifically, UTEP’s College of Engineering.

Program Content and Activities: 1. Student team work: Students were continuously divided into random groups for each module throughout the week. Students were also put into cooperative “base groups.” 2. Project presentations: Students presented and testes their projects to peers. 3. Field trips or industry site visits: Groups of students visited the Dish Network manufacturing plant in El Paso. 4. Panel or luncheon discussions with professional engineers and scientists: Students had lunch with undergraduate engineering students and professional engineers throughout the week. 5. Parent/guardian information that covers the Texas university application process, financial aid system, and scholarship opportunities: The informal presentation session covered college readiness topics associated with entering a UT school.

The University of Texas at El Paso

The University of Texas at San Antonio Engineering Summer Residential Program for Texas High School Students Project Leader: Dr. Mehdi Shadaram and Ms. Brandy Alger, College of Engineering Type of Program: Residential combined, mixed-gender program for high school students Proposed Dates: July 13-19, 2014 and July 20-26, 2014 Website: http://engineering2.utsa.edu/index.php/events/engineering-summer-camp/

Synopsis: The University of Texas at San Antonio (UTSA) provided the Engineering Summer Program to high school students. Students who attended had the opportunity to experience engineering through hands-on workshops, engaging academic lectures, research lab tours, and friendly competitions. Each day focused on a different engineering specialization, including: electrical/computer, mechanical, civil/environmental, and biomedical engineering. Students could choose from ESP 101 or 202 programs. The ESP 101 was designed for 9th-10th graders who had little to no exposure to engineering, pre-calculus, and/or physics. The ESP 202 was designed for 11th-graduating seniors who had some background in engineering, pre- calculus/calculus, and physics.

Effectiveness:  83 percent of attendees stated that they agreed or strongly agreed that participating in the ESP encouraged them to attend college.  94 percent of attendees stated they agreed or strongly agreed that the discussions with professional engineers and scientists helped them better understand the engineering field.  95 percent of attendees stated they were satisfied with the ESP.  89 percent of attendees stated they would recommend the ESP to friends.  80 percent of attendees would consider attending UTSA.  95 percent of attendees would consider majoring in engineering.

Program Curriculum: The following learning objectives were addressed:  Students develop an understanding of the engineering field.  Students participate in team building to strengthen presentation and communication skills.  Student improvement of problem solving skills.

Program Content and Activities: 1. Student team work: Students participated in daily engineering challenges and workshops with their teams. 2. Project presentations: Students had to present their projects following each workshop. 3. Field trips or industry site visits: Halliburton gave a talk on fracking, petroleum engineering, and mechanical engineering. 4. Panel or luncheon discussions with professional engineers and scientists: Engineering professors gave lectures and alumni ran workshops. 5. Parent/guardian information that covers the Texas university application process, financial aid system, and scholarship opportunities: Information on scholarships

The University of Texas at El Paso

and financial aid was provided to parents. Students listened to a lecture given on admissions and financial aid. 6. Other: Overnight activities were added to improve team work and communication skills. These activities included: capture the flag, amazing race, a pool party, and a trivia night. These activities helped the students to bond and work together in a creative environment.

The University of Texas at Tyler

The University of Texas at Tyler Explore Engineering Project Leader: Dr. James K. Nelson, Jr. and Ms. Jennifer Scott, College of Engineering and Computer Science Type of Program: Day, mixed-gender program for middle and high school students Proposed Dates: July 7-11, 2014 Website: http://www.uttyler.edu/cecs/camp.php

Synopsis: Hands-on projects related to electrical engineering, civil engineering, mechanical engineering and computer science were taught by tenure track faculty. The students also visited the Discovery Science Place and the Tyler Junior College planetarium. A reception was held for parents to highlight program activities. Students presented posters and example projects showcasing their activities.

Effectiveness: Prior to the ESP, 72 percent of participating students reported being interested in an engineering career. After the program, 86 percent of these students reported being interested in pursuing a career in engineering. Surveys indicated that 93 percent of students were satisfied with the ESP.

The faculty reported students being excited and fully engaged in the program. Students worked well together during team competitions. Parents mentioned that their children had expressed interest in participating in future programs.

Program Curriculum: Learning Objectives: 1. Appreciate Engineering as a Profession 2. Recognize importance of preparing for engineering as a profession 3. Develop an understanding of the different types of engineers 4. Know the engineering design process 5. Develop Skills in working in teams

Program Content and Activities: 1. Student team work: Students worked in teams of three or four through the program. 2. Project presentations: Students presented posters relating to the various activities experienced during the program. 3. Field trips or industry visits: Students took field trips to the Leonardo da Vinci Machines in Motion exhibit at the Discover Science Place and the Center for Earth & Space Science Education at Tyler Junior College. 4. Panel luncheon discussions with professional engineers and scientist: Faculty and graduate students hosted activities and ate lunch with students each day. 5. Parent/guardian information that covers the Texas university application process, financial aid system, and scholarship opportunities: Admissions provided a campus tour and spoke to students about the admission process and timeline. Advisors from the College of Engineering and of Computer Science discussed engineering degrees and

The University of Texas at Tyler

careers, preparation for entrance into these degrees, and how to research universities and careers using the internet. 6. Other: Students were able to connect with university students in STEM degrees.

The University of Texas of the Permian Basin

The University of Texas of the Permian Basin The UTPB Academy Engineering Summer Program Project Leader: Dr. Raj Desai and Mr. Rey Lascano, Department of Continuing Studies Type of Program: Day, mixed-gender program for middle and high school students Proposed Dates: June 16-20, 2014

Synopsis: Through the ESP students were able to learn the value of teamwork. The participants obtained insight into college life. Engineering professionals gave informative lectures about the engineering careers available.

Program Curriculum: Students were introduced to engineering with the following topics:  History of engineering  Engineering ethics  Engineering professionalism  Engineering workplace  Engineering principles

Students were introduced to types of engineering, mentoring, and career awareness:  Aeronautical or Astronautical engineers who study jet engines and aircraft design  Agricultural engineers who design farm equipment, animal shelters, crop systems, and product processing systems  Chemical engineering that develops processes and products made with chemicals perhaps in food, petroleum, or pharmaceutical industries.  Civil engineers who design roads, buildings, transportation systems, and other large- scale construction projects.  Electrical and computer engineers who design, construct, and maintain electronic systems, which may include working with computer chips, circuits and electronic communications.  Geological engineers solve earth related technical problems while at the same time protecting the environment with the “Green Movement.”  Industrial engineering who plan and design industrial and business facilities for the nest product quality.  Materials engineers who study metals, ceramics, plastics, and composites, top deign materials for applications that may involve transportation, communication, or power production.  Nuclear engineers who work with nuclear reactors, fusion and radiation.

Program Content and Activities: Activities emphasized working cooperatively while developing problem solving and critical thinking skills. Hands-on activities taught students how to measure wind speed, calculate RPM, and determine optimum pitch angles. Students learned how to test and evaluate designs. Study and time management skills were emphasized. In addition, students gained valuable information about the university admission process, financial aid applications and scholarship opportunities.

The University of Texas-Pan American

The University of Texas-Pan American PREP Plus+ Project Leader: Dr. Stephen Crown, Department of Mechanical Engineering and Office of P- 16 Initiatives and Dr. Constantine Tarawneh, Department of Mechanical Engineering and University Transportation Center for Railway Safety Type of Program: Residential, mixed-gender program for high school students Proposed Dates: July 14-19, 2014 Website: www.utpa.edu/texprep

Synopsis: PREP Plus+ provided nine second-year and nineteen third-year Texas Pre-freshman Engineering Program (TexPREP) students with a one-week on-campus residential experience during which their regular TexPREP curriculum was enhanced with a Transportation Engineering and Railway Safety course. Students designed, built, and tested magnetic levitation (MagLev) train kits as well as remote operated vehicles (ROV) kits in order to highlight some fundamental transportation concepts, practice the engineering design process, and inspire student interest and creativity. While on The University of Texas-Pan American (UTPA) campus, student experienced and participated in a variety of campus life activities.

Effectiveness: The program success was reflected in its enrollment, due to the fact that thirteen additional students, from another engineering program on campus, were eager and able to join the morning PREP Plus+ sessions.

Over 90 percent of participants “strongly agree” or “agreed” that they greatly enjoyed participating in PREP Plus+ and would definitely recommend it to their friends. Over 90 percent of the participants “strongly agreed” or “agreed” that their participation in PREP Plus+ sparked their interest or increased their desire to pursue engineering in college. When students were asked to what extent they had been satisfied with PREP Plus+, over 90 percent of the participants answered “very great extent” or “great extent.”

Just over 90 percent of the participants felt, to a “very great extent” or “great extent,” that the tour of the engineering lab facilities at UTPA and the visit to the STEM Center helped them understand more about what being an engineer is like. All of the participants agreed to a “very great extent” or “great extent” that the discussion with local Professional Engineers helped them understand and appreciate the importance of being an engineer.

Program Curriculum PREP Plus+ allowed 29 students to reside on the UTPA campus during the sixth week of the seven week non-residential TexPREP program to participate in a Transportation Engineering and Railway Safety course lead by four math and science secondary teachers who were participants in the UTCRS Research Experience for Teachers program, and were assisted by two UTPA engineering students.

The curriculum was designed to increase awareness of transportation engineering as a career possibility. The students learned numerous career options in transportation engineering and various aspects of the rail industry, including railway safety. The transportation engineering

The University of Texas-Pan American curriculum included a variety of hands-on activities related to the different modes of transportation, railway transportation, and railway safety. Magnetic levitation (MagLev) train kits and underwater remote operated vehicles (ROV) kits with a ballast set-up, that the students had to design, were used throughout the curriculum to highlight fundamental transportation concepts and inspire student interest, increase group interaction, and enhance their creativity. The ROVs were used in the morning sessions and the MagLevs in the evening sessions.

Program Content and Activities 1. Student team work: Students worked in groups of four or five and alongside engineering faculty and students, which allowed them to design, build, and test MagLev system train models as well as underwater remote operative vehicles (ROVs). Through these projects, students learned and applied the physicals principles that underlie transportation engineering and safety. MagLev and ROV performance competitions between teams were carried out during their respective final class meetings. 2. Project presentations: Students presented their MagLev and ROV designs and test run data in a short report and made a brief presentation to the class on the final corresponding class of the program. 3. Field trips or industry site visits: Students visited the Engineering lab facilities, known as Hi Bay, for the engineering programs at UTPA in mechanical, electrical, and manufacturing engineering. The tour focused specifically on the UTCRS and the research being carried out by faculty and engineering students on railway safety. Additionally, the students had the opportunity to visit the STEM center, where they were able to learn more about NASA and aerospace engineering. 4. Panel or luncheon discussions with professional engineers and scientists: Several presentations by local scientists and engineers were scheduled throughout the TexPREP program. Students had the opportunity to learn more about the importance of railway safety and the effects in society through a presentation given by a local law enforcement official. 5. Parent/guardian information that covers the Texas university application process, financial aid system, and scholarship opportunities: A presentation by a representative from enrollment and student services was given to students as part of the concurrent TexPREP program and access was provided to students where they could browse online college applications and informational resources.

University of North Texas

University of North Texas App Design Summer Program Project Leader: Dr. Robert Akl and Mr. David Keathly, Department of Computer Science and Engineering Type of Program: Day, mixed-gender program for middle and high school students Proposed Dates: July 21-25, 2014 Website: http://www.cse.unt.edu/robocamp

Synopsis: The program utilized the Android operating system running on smartphones and tablets. The students were divided into teams where they chose from several templates of apps. Students then designed and programed different aspects of the app including purpose, functionality, graphical user interface, and finger gestures. Apps were judged on creativity, ease of use, and functionality. Students presented their designs to parents and friends on the last day.

Effectiveness: To enhance student interest in engineering as a potential career, the program used app design as the backdrop for teaching programming, math, and engineering principles. Surveys conducted at the end of the program showed 90 percent of the students enjoyed the team work and had developed a better understanding of what it is like to be an engineer.

To enhance student analytical skills, they worked on open-ended project-oriented activities related to game programming. Projects were evaluated by faculty and student participants who provided helpful comments and suggestions. Projects were ranked and certificates were awarded to students.

Students were given informal presentations on how to apply for college. Surveys conducted at the end of the program showed that 95 percent of the students would like to attend a four-year college program after graduation.

Program Curriculum: The program was organized around team, project-oriented activities that utilized a number of resources including laptops, smartphones, tablets, and App Inventor software.

Program Content and Activities Day One:  Introduction to App Inventor software  Sensors: touch screen, location, accelerometer, orientation, and proximity sensors  Linking to a phone or tablet

Day Two:  Virtual Pet App  Modifying components, properties, blocks  Adding sounds and gestures  Animation

University of North Texas

Day Three:  Magic 8-ball App  Linking media palette and databases  Shaking the phone, getting a prediction  Make 8-ball speak

Day Four:  Paint App  Modifying textures, colors, and brushes  Using camera feature and importing photos  Layering

Day Five:  Presentation and demonstration