Process-education-based teaching and learning at the Idaho engineering science camp (IESC)

摘要

For the past five years, Boise State University, College of Engineering has conducted a one-week Idaho Engineering Science Camp for approximately a total of 200 students who are entering grades 9 and 10. Ninth and tenth grade students are found to be an excellent audience for university outreach programs since they are still in a position to modify their high school course plans and be prepared for college level science and engineering programs. The primary goal of the program is to enhance the students' aptitudes in mathematics, science and engineering. Unlike some camps that select students based entirely on scholastic achievement, our program seeks to attract high-ability woman and under represented minorities. These students may lack strong motivation toward mathematics and science due to lack of professional role-models and cultural obstacles, or poor preparation from inadequate schooling. These same reasons prevent students from pursing a college education and successfully completing scientific and engineering degrees. For the past five years, about 88% of the participating students were from Idaho with approximately 39% attendance by female students. About 30% of the students were under represented minorities, and 47% of the participants were given scholarships. This paper examines the process-education-based learning and teaching, and suggests its adoption for selected college courses in the engineering curriculum.