Engineering Summer Programs: A Strategic Model

Bottomley, Laura; Lavelle, Jerome P.; D'Amico, Susan Beth; LaPorte, Landon Drew

doi:10.18260/p.23982

Cited by 8 publications

(9 citation statements)

References 1 publication

(1 reference statement)

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“…Informal learning opportunities, such as summer camp experiences, provide students an opportunity to continue to grow and reinforce their interest in STEM. Previous K-12 summer engineering and science camps designed for the general education population yielded an improvement in student attitude towards science 2 . Additionally, data collected from previous camps designed to make science and robotics accessible to students with disabilities also demonstrated that these students increased their interest in science 3,4 .…”

Section: Engaging Students With Visual Impairments or Blindness Throumentioning

confidence: 99%

Engaging Students with Visual Impairments or Blindness through Comprehensive and Accessible Engineering Experiences

Starling

Brauner

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Diane Brauner is an educational accessibility consultant currently collaborating with Perkins School for the Blind to create and manage the Paths to Technology -a website for educators to learn and stay current on technology for students with visual impairments and blindness (VIB). With the accessibility team at SAS, Diane has participated in a variety of assistive technology projects for students with (VIB) and to provide iPad accessibility trainings for teachers of students with VIB. Diane participated with the 2015 Summer Engineering Experience for Students with VIB. With 25 years experience as a Certified Orientation and Mobility instructor, Diane has taught primarily in the school setting with preschool and school age students with VIB. She holds degrees in Rehabilitation, Elementary Education, Visual Impairments, Hearing Impairments and Orientation and Mobility.

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Section: Engaging Students With Visual Impairments or Blindness Throumentioning

confidence: 99%

Engaging Students with Visual Impairments or Blindness through Comprehensive and Accessible Engineering Experiences

Starling

Brauner

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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“…The end of day closing session was modeled after the 3rd through 5th grade camps [1] and didn't fit well in this camp. The format involved discussing the results of each of the activities done during the day, acknowledging the winning camper teams by bringing them up to the front of the camp, and having the winning teams explain their design and the process they experienced in achieving their success.…”

Section: Campers' Perspective On Failurementioning

confidence: 99%

“…The Engineering Place at North Carolina State University, a large, public university, has been conducting engineering summer camps for over fifteen years [1]. Several design elements of the summer camps include: the staff for the camps is assembled from a combination of engineering educators, K-12 educators, engineering undergraduate students, and high school students in a tiered mentoring arrangement that has had long term impact on all of the participants.…”

Section: Introductionmentioning

confidence: 99%

Board 118: Implementation of an Engineering Summer Camp for Early-Elementary Children (Work in Progress)

Bottomley¹,

D'Amico²,

Kendall³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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In 2017, The Engineering Place at North Carolina State University began hosting a summer camp for rising kindergarten through second grade students (approximate ages 4-8). Of the myriad engineering camps offered each summer, either at this organization itself or elsewhere, most do not target early-elementary students. This echoes the general trend of focusing on the later grades in engineering education and missing an opportunity to introduce engineering to students who are full of creativity and curiosity, and who are open to all the developmental possibilities that engineering concepts can provide. This endeavor is a work-in-progress and our paper describes how the design of the camp was informed by both the theoretical foundation of early-elementary engineering education, and the practical methods adapted from work with older audiences, to introduce engineering related concepts like an engineering design process and engineering habits of mind to younger children. Elements of the camp include the use of literature to contextualize daily design challenges and provide bridges between activities, the use of scaffolding for activities to "level the playing field" for students with diverse backgrounds and skill-sets and to assist with shortcomings in fine motor skills, and the identification of strategies for developing student confidence and positive attitude toward failure. This paper also discusses the stratified structure of teams for camp management and content delivery, and the importance of K-12 teachers partnered with engineering undergraduate students in the implementation of the camp, as well as lessons learned by each of the constituencies. Preliminary assessment results include informal surveys and focus groups, coupled with observations of camp and video clip analyses. Preliminary results revealed that students learned how to treat failure as a positive tool. Several lessons were learned about how to facilitate hands-on activities with students whose fine motor skills and 2-D to 3-D visualization skills have not yet developed.

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“…Few engineering summer camp programs exist that rival the scale (1,700 students statewide per year) and scope (students from kindergarten through twelfth grade) of The Engineering Place's (TEP) summer camps at North Carolina State University [1] [2]. Like most camps, TEP's camp seeks to serve a diverse population, to improve student' exposure to, knowledge of, and attitudes toward engineering, and to develop students' problem-solving skills and engineering habits of mind.…”

Section: Introductionmentioning

confidence: 99%

A Study of the Attitudes and Practices of K-12 Classroom Teachers who Participated in Engineering Summer Camps (Evaluation)

Kendall¹,

Bottomley²,

D'Amico³

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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Engineering Summer Programs: A Strategic Model

Cited by 8 publications

References 1 publication

Engaging Students with Visual Impairments or Blindness through Comprehensive and Accessible Engineering Experiences

Engaging Students with Visual Impairments or Blindness through Comprehensive and Accessible Engineering Experiences

Board 118: Implementation of an Engineering Summer Camp for Early-Elementary Children (Work in Progress)

A Study of the Attitudes and Practices of K-12 Classroom Teachers who Participated in Engineering Summer Camps (Evaluation)

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