Impact of a 5-Week Collegiate Level Residential STEM Summer Program on Secondary School Students (research to practice)

摘要

The foundation of modern engineering curriculums is a strong background in science, mathematics, and technology. Engineering education begins with math and science education at the grade school level. Without properly cultivating interest and excitement to study these fields, it is difficult for many students to endure the prerequisites to become engineers. In this paper, The Pennsylvania Governor's School for the Sciences (PGSS), a five-week residential summer science program at Carnegie Mellon University, is described and then assessed using feedback from students. Surveys were administered pre-program and post-program asking about attitudes toward STEM (Science, Technology, Engineering, and Mathematics), critical thinking skills, and their living/learning environment (home and at the program). Appropriate statistical analysis methods were applied to the results to show significant gains over the course of the program for the overall group as well as key demographics of interest, such as females and minorities. Comments from students are also shared to express their impression of the program.