ANNUAL REPORT - University of St. ThomasBanner Engineering Ecolab Foundation H.B. Fuller Company...

ANNUAL REPORT

FY 2012

Science, Technology, Engineering Preview Summer Camp for Girls at the University of St. Thomas School of Engineering

TABLE OF CONTENTS

Contents

To Our Sponsors _______________________________________________________ Error! Bookmark not defined.

Introduction ____________________________________________________________ Error! Bookmark not defined.

Program Summary ____________________________________________________ Error! Bookmark not defined.

Why do we need STEPS in 2012? _____________________________________ Error! Bookmark not defined.

Why Focus on Girls? ___________________________________________________ Error! Bookmark not defined.

2012 Summer at a Glance ________________________________________________________________________________ 5

Evaluation _______________________________________________________________________________________________ 23

Camp Financials 2012 __________________________________________________________________________________ 24

THANK YOU TO OUR SPONSORS

The University of St. Thomas is committed to offering an exciting engineering outreach

residence camp free of charge to girls from diverse backgrounds, and is able to do so

because of the generous support from others who share the same vision. Heartfelt thanks

goes to the following foundations, corporations, and to all the individuals involved for their

hand in grooming the next generation of creative, competent and conscientious engineers.

We know you share our enthusiasm, and we hope you will help us continue the STEPS

camps. Thank you.

Financial Supporters In-Kind Donors

Auto ID Solutions Marcee

3M Foundation BlackDogRC

Connexus Energy 3M R/C Flyers

Donaldson Foundation Twin City Die Casting Company

Emerson Process Management Rosemount Liberty Carton Company

Banner Engineering

Ecolab Foundation

H.B. Fuller Company Foundation

Pentair

North Star Chapter

Introduction

Welcome to the annual report for STEPS Camp 2012. This report will share with you the

history, framework, goals, changes and evaluation of the STEPS camp program at the

University of St. Thomas. We hope to continue our efforts to encourage young girls to enroll

in math, science and engineering courses and, in turn, to consider engineering and related

careers as their life’s work. Changes for 2012 included new directors, instructors as well as

updated workshops. In this report we hope to provide an image of the excitement of STEPS

camps, and invite you to contact us with any questions or comments you may have

regarding this report or the STEPS camp itself.

Sincerely,

Elizabeth Flinsch-Garrison

STEPS Camp Advisory Team SCHOOL OF ENGINEERING

We think STEPS has been a vital element in our daughter remaining

committed to pursuing a career in science. She graduates from high school

this week and will be enrolling this fall at the University of Minnesota. She

is starting as second semester sophomore because of Advanced Placement,

College in Schools and classes completed at a local community college. Her

academic commitment was bolstered at STEPS camp and it is easy to say

STEPS made a difference in her life. STEPS Parents

Program Summary

The STEPS Camp program at the University of St. Thomas is a week-long, tuition free

residential STEM (Science, Technology, Engineering and Math) camp experience for girls

entering 7th or 9th grade. The STEPS Camp program is designed to awaken girls’ interest

in the field of engineering and to offer the opportunity to become excited about doing

engineering.

The Basic STEPS camp program at the University of St. Thomas is an applied STEM

experience for girls entering the 7th grade. In six one-week Basic camps, 240 girls (40 each

week) live and study on campus to get a firsthand taste of college life. The girls participate

in a variety of unique classes, workshops and activities to gain an understanding of basic

principles of engineering.

The Advanced STEPS camp is an applied STEM experience for girls entering 9th grade.

The focus is to build upon the foundation offered in the Basic STEPS camp that girls

experienced two years earlier. Girls who completed Basic STEPS before 7th grade are

eligible to apply for Advanced STEPS before 9th grade.

STEPS IS:

• An opportunity for girls to learn more about engineering and what engineers do

• Outstanding instructors with backgrounds in engineering, technology and science

• A one-week introduction to the world of technology and engineering

• A hands-on experience with high-tech equipment and processes

• A college-camp experience at the University of St. Thomas

• A fun way to learn about STEM with other girls sharing similar interests

For more information, please contact: Jacki Kubal 651.962.5750 [email protected]

Or visit: http://www.stthomas.edu/engineering/steps/

History of STEPS

STEPS CAMP AT THE UNIVERSITY OF SAINT THOMAS CELEBRATED ITS 13TH SUCCESSFUL YEAR

IN THE SUMMER OF 2012. The University of St. Thomas’ STEPS camp program was piloted

with a generous grant from the Society of Manufacturing Engineers (SME) Foundation. In

addition, leaders from the University of Wisconsin-Stout, who created and offered the first

STEPS camp in 1997, generously shared their ideas and expertise with St. Thomas. The

first year outcome was a solid camp program at the University of St. Thomas that

motivated and inspired girls to pursue science and engineering. The first STEPS camp at

St. Thomas, in 2000, was clearly a success.

FOR THE PAST THIRTEEN YEARS, THE STRONG PROGRAM LEADERSHIP AND TALENTED STAFF

AND TEACHERS, HAVE MADE IT POSSIBLE FOR YOUNG CAMPERS TO EXPERIENCE FIRST-

HAND, THE EXCITING WORLD OF ENGINEERING, AND TO CONSIDER NEW VISTAS FOR THEIR

LIVES. As the camp grew, STEPS at St. Thomas gained momentum and support from

students, faculty, staff, teachers, parents, and the community. From the outset, STEPS at the

University of St. Thomas experienced enormous success and in 2012, completed its 13th

year of getting girls excited about doing engineering.

It all began in the mind of Pete Heimdahl -- and an initial grant from

SME's Education Foundation. When Heimdahl, executive director of

STEPS for Girls (University of Wisconsin-Stout) and associate dean of

UW-Stout's College of Technology, Engineering and Management, had a

difficult time finding women engineers to fill faculty positions at the

university, he quickly realized that the shortage of women engineers

could only be alleviated by attracting them to the profession at an early

age. To address this issue, he started STEPS in the summer of 1997 and

it's still going strong today.

Society of Manufacturing Engineers (SME)

Why do we need STEPS in 2012?

RESEARCH ON THE LACK OF WOMEN IN STEM FIELDS IS PROLIFIC. A review of the literature

finds three common themes addressing the lack of women in STEM fields. Only the first

two will be considered in this report. First, there remains a common belief that boys and

men are innately better at math and thus better suited for STEM fields than girls and

women. A large number of articles address these cognitive differences as an explanation

for the small numbers of women in STEM. A second belief is that girls are simply less

interested in STEM than boys. A third belief involves the STEM workplace, with issues

ranging from work-life balance to gender bias (this theme is not addressed as workplace

issues are beyond the age group of STEPS camp participants).

COGNITIVE SEX DIFFERENCES

Differences in math performance between girls and boys no longer exist in the general

school population, but the issue of cognitive sex differences, including math ability, remains

an active area of interest and research. Differences in average IQ between girls and boys is

small, however, girls and boys have different cognitive strengths and weaknesses.

Generally, boys perform better on tasks using spatial skills and girls outperform boys on

tests relying on verbal skills (Hill, Corbett, and St. Rose 2010:20).

Many people consider spatial skills to be important for success in fields like engineering,

even though the connection between spatial skills and success in STEM fields is not

definitive (Hill, Corbett, St. Rose 2010:20). When employers are asked what skills are

missing in their newly hired engineers, soft skills such as communication and

interpersonal skills head the list; skills at which girls typically outperform boys. Employers

are quick to emphasize that technical knowledge is just a minimum requirement for

success in a STEM career.

Current research comparing biological and social factors as a cause of women’s

underrepresentation in STEM fields is inconclusive. Female and male brains are physically

distinct but how these differences translate into specific cognitive differences is unclear.

Socio-cultural influences still appear to have the greatest impact on girls’ representation in

STEM fields. The ratio of boys to girls among children identified as mathematically

precocious as well as the increase in girls scoring about the 99th percentile on the 2003

Program for International Student Assessment, has changed far faster than it would take

for a genetic change to travel through the population. These rapid and significant changes

in girl’s math performance, illustrates the affect of social beliefs and cultural influences on

the development of mathematical skills (Hill, Corbett, St. Rose 2010:21). Yet boys

outnumber girls at the very high end of the math test score distributions and some have

suggested that this gender difference accounts for the small numbers of women in the

math intense STEM fields like physics and engineering.

Still, fewer women pursue STEM careers than would be expected based on the number of

girls who earn very high math scores. Interestingly, the highest-scoring math students,

male or female, do not populate the science and engineering workforce. In fact, one-third

of college educated white men in STEM careers scored under 550 on the SAT, the average

math score for a humanities major. Even though correlation exists between high school

math test scores and later entry into STEM education and careers, very high math scores

are not a prerequisite for success (Hill, Corbett, St. Rose 2010:21).

JUST NOT INTERESTED

Many girls and women report that they are “just not interested” in science and

engineering. In a 2009 poll of young people, ages 8-17, 24 percent of boys but only 5

percent of girls said they were interested in engineering as a career. From early

adolescence, girls express less interest in math or science careers than boys (Hill, Corbett,

St. Rose 2010:21).

Interest in an occupation is influenced by many factors, including a belief that one can

succeed in the field. Studies have shown that girls assess their mathematical ability lower

than do boys with equivalent achievement while at the same time, they hold themselves to

a higher standards in subjects like math, where many still believe that boys excel. Gender

differences in self-confidence in STEM subjects begins in middle school and increases

through high school and college, with girls reporting less confidence than boys in the math

and science ability, even though grades reflect no difference in ability (Hill, Corbett, St. Rose

2010:22). Students who lack confidence in math or science are less likely to take rigorous

math and science courses and will more quickly give up in the face of difficulty. Research

has shown that when a girl believes that she can become smarter and learn what she

needs to know in STEM subjects, she is more likely to succeed in a STEM field. Culturally

prescribed gender roles also influence occupational interest. Girls develop beliefs that they

cannot pursue certain occupations because they perceive them as inappropriate for girls

(Hill, Corbett, St. Rose 2010:22).

Well documented gender differences exist in the value that women and men place on doing

work that contributes to society, with women more likely than men to prefer work with a

clear social purpose. The source of this gender difference is as yet unclear. Regardless,

most people do not view STEM occupations as directly benefiting society or individuals. As

a result, STEM careers often do not appeal to women (Hill, Corbett, and St. Rose 2010:22).

A couple of bright spots are the STEM disciplines of environmental engineering and

biomedical engineering, which have succeeded in attracting higher percentages of women


THE NUMBER OF WOMEN IN SCIENCE AND ENGINEERING IS GROWING, YET MEN CONTINUE

TO OUTNUMBER WOMEN. Girls in elementary school generally like math, but by high

school they are less likely than boys to feel competent despite their higher grades. Nearly

equal numbers of girls and boys take math and science courses through high school,

meaning that girls and boys leave high school equally prepared to pursue science and

engineering majors (Hill, Corbett, St. Rose 2010:xiv). Yet many fewer women than men

pursue majors in these fields, even though women are the majority of college students (Hill,

Corbett, St. Rose 2010:5). Twenty-nine percent of male freshmen -nearly one-third -

intend to major in a STEM field when they enter college, compared with only fifteen

percent of female college freshmen. When the biological sciences are not included, just

over twenty percent of male freshman plan to major in a STEM field but the number drops

to only five percent for women (Hill, Corbett, St. Rose 2010:7). These statistics are

alarming when data from the Department of Education shows that girls earn more high

school credits in math and science than boys and also earn higher grades in these subjects.

Even though women who pursue STEM majors in college are typically well qualified,

approximately forty percent will change their major to a non-STEM area, about the same

percentage as for men. But, since the numbers of women are so small to begin with, the

loss of women from these majors is of special concern (Hill, Corbett, St. Rose 2010:9). At

graduation, women earn about twenty percent of the bachelor’s degrees awarded in

engineering. This number has increased only slightly over the past fifteen years; from

fifteen percent in 1996 up to nineteen percent in 2006 (Hill, Corbett, St. Rose 2010:9).

Showing girls what engineers do and giving them hands on experiences in a supportive,

girls’ only environment, helps them to see themselves as engineers and to believe that

engineering is not just a field for boys. This is especially important as attracting and

keeping women in the STEM workforce will maximize innovation and creativity. When

only men design things that will be used mostly by women, the needs and desires unique

to women are often overlooked. Some early voice recognition systems did not recognize

female voices and the first generation of automotive airbags resulted in avoidable deaths

for women as they were designed to best suit adult male bodies. When women are

involved in engineering and engineering design, these costly mistakes can often be avoided


I loved building stuff but also learning

a lot about it. I also loved the balance

between being taught and hands on

experiments. I wish my school had

the same balance because you learn

more by hands on work. I also loved

how when you answered a question

if you were wrong you didn't hear a

NO! so you felt more open to

answering questions.

-2012 STEPS Camper

THE FIELD OF ENGINEERING CONTINUES TO GROW.

The National Science Foundation (NSF) estimates that about five million people work

directly in science, engineering and technology. This is about 4 percent of the work force.

Although a relatively small group, it is critical to the economy. In addition, workers in these

fields tend to be better paid and experience higher job security than many other workers.

The Bureau of Labor Statistics predicts an 11% growth in engineering jobs from 2006 –

2016. The U.S. Department of Labor shows that nine of the ten fastest growing

occupations require at least a bachelor’s degree in a field that requires significant science

and math training (Hill, Corbett, St. Rose 2010:2).

At STEPS camps, girls are exposed to real world applications of math and science and how

these subjects are used in engineering and in design. Math and science are no longer only

something found in a textbook. The girls make critical connections between theory and

how theory is used to solve real engineering problems. Seeing and making these

connections help these girls to believe that they too, can do engineering.

WE NEED TO DIVERSIFY THE ENGINEERING WORKFORCE.

Women currently make up approximately ten percent (10%) of the engineering workforce

and minority women make up less than five percent (5%). While there is no way to

measure lost potential, there is a general acceptance that steps should be taken to nurture

the engineering talent of girls from diverse backgrounds. STEPS camp at St. Thomas works

to encourage the underrepresented of the underrepresented to consider careers in

engineering, and draws a minimum of thirty percent of STEPS campers come from racially

diverse backgrounds.

STEPS IS DESIGNED TO CULTIVATE GIRL’S ACHIEVEMENT AND INTEREST IN SCIENCE AND

ENGINEERING.

Despite girls’ lower interest in science and math compared to boys, research suggests that

there are ways to increase girls’ interest in STEM areas. When girls are exposed to positive

statements about their abilities to do engineering, and given an opportunity to meet the

demands of engineering, confidence in their ability grows. Exposure to professional

females in STEM fields counteracts the stereotypes of engineering as an unusual career for

women. Experiencing engineering in a supportive, girls’ only environment, helps girls see

the social aspect of engineering. Classes that emphasize the people-oriented and socially

beneficial aspects of engineering appeal to a girl’s need to see how engineers contribute to

society.

STEPS accomplishes these goals by the following means:

o Girls are exposed to women’s achievements in science and engineering by studying “Herstory”.

o Girls are exposed to successful female role models in science and engineering through interactions with practicing engineers and with engineering students.

o Girls are encouraged and allowed to work with field specific equipment. o Girls are presented with challenges, encouraged to work hard and learn from

their mistakes. These messages teach girls the values that are at the heart of engineering.

o Girls in a single gender environment are not affected by stereotype threat, believed to be a reason why girls, despite their higher grades in math and science, feel less competent than boys. Female students are attracted to learning environments and schools where they can develop a sense of community and work toward similar goals together. It becomes cool to be smart. They are with others like themselves.

o Further, studies have shown that women in a female cohort are more likely to earn their degree and to enter the workforce as engineers. STEPS camp provides this type of learning environment and hopes to continue the cohort model into higher education.

WE NEED TO PROVIDE SUPPORTIVE CLASS CLIMATES TO GAIN SKILLS AND CONFIDENCE IN

SCIENCE AND ENGINEERING. WE NEED TO PROVIDE OPPORTUNITIES FOR GIRLS TO OPERATE

EQUIPMENT THAT IS CENTRAL TO THE FIELD.

Females in science and technology courses often assume roles of data recorder and report

writer, while males tend to operate mechanical equipment. Girls report that they would like

to assume roles requiring hands-on skills such as computer-aided drawing, machining, and

component assembly, but are reluctant to climb out of their comfort zone to do so. Even

when instructors intervene, girls are reluctant to give up the tasks they perform well to

learn new skills citing the benefit to the team and project. For female students, dominance

by male team members can further complicate the issue and lead to marginalized roles

It was really fun and it was

fun to experience new

things and learn a lot about

science, technology, and

engineering.

-2012 STEPS Camper

within the team. First year female engineering students report that they have not tinkered

with tools, disassembled gadgets, or built toy models, as have many of the male students. The

opportunities provided at STEPS camp, give girls hands on experience and skills, increase

their confidence in those skills and spark further interest in science and engineering.

WE NEED TO MEET THE NEEDS OF AMERICA’S CHANGING WORK FORCE. There have been

warnings for more than 50 years about a projected shortage of U.S. scientists and

engineers. A renewed push over the past four years has earned greater public attention,

including President Obama’s administration. In speaking to the National Academy of

Sciences in April 2009, President Obama announced "a renewed commitment to education

in mathematics and science," fulfilling a campaign promise to train 100,000 scientists and

engineers during his presidency. According to the National Science Foundation, U.S.

colleges graduated about 460,000 scientists and engineers combined in 2005. Meanwhile,

emerging nations such as India and China produced nearly 700,000 engineers alone. These

professionals currently represent more than 19 percent of the workers in U.S. science and

engineering fields, compared to less than 10 percent in 1990. Yet, of the estimated 1.5

million engineers in the U.S., only nine percent are women. Additionally, while

underrepresented minorities make up 30 percent of the U.S. population, they make up only

12 percent of graduates with a B.S. degree in engineering.

The time is now to put key pieces in place that will form a diverse and creative workforce

that will help meet the demand for engineering talent. STEPS Camp exists in order to

introduce young girls to the exciting field of engineering. Informal and formal assessments

show that STEPS is effective as it motivates young girls to pursue rigorous science, math

and technology courses throughout their education, and encourages them to consider

careers in those fields.

There are five enduring myths about girls and science, according to the National

Science Foundation's Research on Gender in Science and Engineering program:

Myth 1: From the time they start school most girls are less interested in science than boys

are.

Reality: In elementary school about as many girls as boys have positive attitudes toward

science. The persistence of stereotypes start to turn girls off, and by eighth grade, boys are

twice as interested in STEM careers as girls are.

Myth 2: Interventions that work to increase girls' interest in STEM run the risk of turning off

the boys.

Reality: Educators have found that interventions that increase girls' interest in STEM also

increase interest among boys. When girls are given a greater sense of possibility about the

person they could become, the boys get the message too — "I can do this!"

Myth 3: Science and math teachers are no longer biased toward their male students.

Reality: In fact, biases are persistent, and teachers often interact more with boys than

with girls in science and math. When instruction is inquiry-based and hands-on, both boys

and girls are motivated to pursue STEM activities, education and careers.

Myth 4: When girls just aren't interested in science, parents can't do much to motivate them.

Reality: Parent and teacher support has been shown to be crucial to a girl's interest in

science, technology, engineering and math. Parents and teachers are in a position to tell

young people what coursework and grades they need to put themselves on a path to a

STEM career.

Myth 5: Changing STEM curriculum at college risks watering down important “weed out”

courses.

Reality: "Weeding out" weaker students in college majors — especially in quantitative

disciplines — disproportionately weeds out women. Women often perceive a "B" as an

inadequate grade and drop out, while men with "Cs" will persist with the class. Mentoring

and "bridge programs" that prepare students for challenging coursework are some of the

most effective interventions according to the NSF.

I absolutely loved it and I will definitely be

sending in an essay for advanced steps! See

you in a couple years! I’ll be back!

-2012 STEPS Camper

Why Focus on Girls?

RECRUITMENT AND RETENTION OF FEMALES AND MINORITIES IN THE FIELD WOULD ADD TO

THE NUMBER OF ENGINEERS AND WOULD LEAD TO BROADER CONTRIBUTIONS. It is no

secret that minorities and females are underrepresented in the field of engineering.

Consistent with the increased representation of women among STEM degree recipients,

women’s representation in the STEM workforce has improved in recent decades, up from

0.4% percent of engineers in 1960 to 11 percent by 2000 (Hill, Corbett, St. Rose 2010:14).

While this is an impressive increase, the field still suffers from a lack of diversity. It stands

to reason that this lack of diversity will continue unless measures are taken (Society of

Women Engineers; U.S. Census; National Science Foundation).

Research on interest in science and engineering does not usually consider gender, race, and

ethnicity simultaneously. Of course, gender and race and ethnicity interact to create

different cultural roles and expectations for women from different backgrounds. In the

African American community, characteristics that are considered beneficial for women

such as high self-esteem, independence and assertiveness, can lead to success in STEM

fields. Yet, the number of African American women in STEM remains low, suggesting other

barriers are important (Hill, Corbett, St. Rose 2010:23).

For youth from communities of color, there is often a lack of advanced math and science

classes as well as qualified teachers in schools serving low-income and minority

neighborhoods. As a result, only a small percentage of underrepresented minority students

graduate from high schools with the requisite preparation in science and mathematics to

qualify for admission to study engineering or technology at the college level. Those who do

pursue such college degrees often face difficulty in funding their tuition, according to a

study funded by EMC Inc., a global information technology management company.

For young women, Research from the National Science Foundation has found that young

women enter school with the same positive attitudes towards science as boys but that

something else starts happening in elementary school. For example, by second grade, when

students (both boys and girls) are asked to draw a scientist, most portray a white male in a

lab coat while any woman scientist they draw looks severe and not very happy. The

persistence of the stereotypes start to turn girls off, and by eighth grade, boys are twice as

interested in STEM careers as girls are. The female attrition continues throughout high

school, college and even the workforce as women with STEM higher education degrees are

twice as likely to leave a scientific or engineering job as men with comparable STEM

degrees.

THE NATIONAL SCIENCE FOUNDATION (NSF) HAS REVEALED THAT JUNIOR HIGH GIRLS ARE

ESPECIALLY VULNERABLE TO MAKING CRITICAL HIGH SCHOOL CURRICULUM CHOICES THAT

COULD LIMIT THEIR ABILITY TO ENTER, PARTICIPATE IN, AND SUCCEED IN AN ENGINEERING

PROGRAM IN COLLEGE. In response to that research, programs were created so that girls

at this vulnerable point could make informed choices regarding a meaningful path to high

school coursework and college engineering programs. Specifically, the Society of

Manufacturing Engineers (SME) proposed a Science Technology and Engineering Preview

Summer (STEPS) camp for girls as a one-week introduction to the exciting, fun, challenging,

and rewarding world of science, technology and engineering.

STEPS CAMP PROGRAM LEADERS CONTINUOUSLY IMPROVE THE CAMP CURRICULUM AS A

MEANS TO CONTINUE BUILDING UPON THE GIRLS’ INTEREST IN ENGINEERING FOLLOWING

BASIC STEPS CAMP. In 2004, St. Thomas polled interest among former campers in an

Advanced STEPS camp. The response was overwhelmingly positive. Thanks to generous

benefactors and frugal program leaders at the University of St. Thomas, in the summer of

2005, a new, one-week Advanced STEPS camp around the theme of alternative energy was

introduced. Forty (40) girls who had just completed Grade 10 were accepted into the first

Advanced STEPS camp, which, like the Basic STEPS camp before it, was a clear success. In

2008, the Advanced camp went through a program change and started to be offered to

girls who had just completed 8th grade.

I attended both levels of STEPS camp. The motorized aircraft we assembled is still hanging in

my room. The experience of attending the camps changed my opinion of the science field

forever. Gaining the knowledge through STEPS that there are places for females in the field of

science fueled my desire to enter it.

Living in the dorms and having groups didn’t seem as important then as it does now.

Entering college as a freshman this year will be much like an extended (slightly less fun)

version of STEPS camp. I will be living in the dorms on a floor reserved for people with the

same science major; much like our groups roomed together and stayed on the same floor

during camp.

The academic things we learned during Advanced STEPS helped in chemistry class. The

effects of the camp continue way beyond the summer and have positive life changes on many

girls.

----Former STEPS Camper and College First Year

2012 Summer at a Glance

ADVANCED CAMP JUNE 17-21

BASIC CAMP JUNE 24-2

JUNE 29-JULY 3

JULY 8-12

JULY 15-19

JULY 22-26

JULY 29-AUGUST 2

EVERY GIRL THAT ATTENDS BASIC CAMP BUILDS AND FLIES A RADIO CONTROLLED

AIRPLANE. AT THE END OF CAMP, THEY GET TO TAKE THE AIRPLANE HOME. Basic STEPS

campers, girls who have just completed Grade 6, experience first-hand the excitement of

physics, chemistry, working with electricity and electrical components, and leave the

University of St. Thomas campus having manufactured a radio-controlled airplane. Each

camper builds a set of wings, a tail, and a fuselage, thermoforms a canopy, drills a nose cone

and assembles the components to create their very own plane in the Airplane Lab. The

girls fly their planes at an event called, “Fly Night”. Each Wednesday evening of Basic

STEPS, campers meet experienced radio control airplane pilots at the 3M Fly Field, and

together, fly their planes before the watchful eyes of families and friends.

Campers at Basic STEPS are often presented with their first opportunity to use a drill or

glue gun, a computerized numerical-controlled machine, a plastic injection molder and a

plastic thermo-former, or to tinker with electricity. These experiences build pride in

accomplishment and enhance their view of themselves as competent, capable and creative

people.

Airplane lab workers were UST students from science and education majors. These young,

smart, successful, college students served as additional role models for the girls. The college

students not only helped the girls build great planes, but also talked with them about the

importance of education and making good life choices. It was clear that the girls enjoyed

interacting with the students.

BASIC STEPS ACTIVITIES. St. Thomas designed Basic STEPS to achieve a balance between

technical skill development, non-technical skill development such as writing and critical

thinking, and recreational activities. Ideally, through a balanced focus, campers enjoy their

time at the university, learn about scientific principles and their respective engineering

applications, and create useful products. Ultimately, these thing lead to enhanced

competency and consideration of engineering as a career. Following is a table of the

activities included in the 2012 Basic STEPS camp.

Technical Developmental Recreational

Airplane Assembly

Biology

Chemistry

Electricity

Flight Simulation

Machining

3-D Printing

Physics

Plastics

Math

Counselor-led Evening

“TAPS”

Ecology

Fly Night (Radio Control

Airplane)

History of Women in Science

and Engineering

Team Building

Biology

Creative Engineering

Jewelry/Soldering

Games

Karaoke

Movie Night

Arts and Crafts

BASIC STEPS STAFF AND VOLUNTEERS

STEPS camp relies on role models to provide guidance and inspiration. Every effort is made

to involve outstanding people in the STEPS program including college students, community

members, university and technical college personnel, high school teachers, volunteers,

counselors, instructors, lab assistants, and presenters. Importantly, model airplane

enthusiasts from Tri-Valley R/C Flyers serve as mentors to STEPS campers as they

demonstrate how to fly the radio-controlled airplanes. Each volunteer has a unique

fingerprint on the overall success of the 2012 STEPS camps.

ADVANCED STEPS PROGRAM

Advanced STEPS campers, girls who have just completed 8th grade, are starting to consider

and make choices regarding college, and what classes to take in high school. At STEPS

camp, they experience first-hand, life at college including dormitory living, cafeteria meals,

and classes. They start to envision their life following high school. In its sixth year,

Advanced STEPS camp continues to be successful.

As with the Basic camp, the Advanced STEPS camp is designed to achieve a balance

between technical skill development, non-technical skill development such as writing and

critical thinking, and recreational activities. Ideally, through this balanced focus, campers

once again enjoy their time at the university, learn about scientific principles and their

respective engineering applications, learn useful skills and create products. Ultimately,

these things would lead to enhanced competency and confidence as well as the inspiration

to pursue engineering as a career. Following is a table of the activities for Advanced STEPS

camp.

Technical Developmental Recreational

Biology

Truss Design

Environmental Science

Heat Transfer

Chemistry

Renewable Energy Tech

Water is Life

3D Printing

Counselor Led “TAPS”

Geo Caching

History of Women in Science

and Engineering

Art

Target - Product Design

Speakers – Female Engineers

Karaoke

Pizza Party

Teambuilding

Jewelry Making

Arts & Crafts

PARENT INVOLVEMENT

Parents & guardians continue to make generous donations to the STEPS program. They are

enthusiastic STEPS supporters as the anecdotal, qualitative and quantitative data reveal.

Stories from parents and guardians note a significant increase in campers’ positive

perceptions and interest in science and engineering. Parents and guardians assist in

fundraising efforts by making personal contributions. In addition, many inquire about

making tax-deductible donations and application methods for employer matching funds.

Evaluation

EVERY YEAR WE CONTINUE TO EVALUATE “DOES STEPS CAMP MAKE A DIFFERENCE? “

Nearly 300 girls from the 2012 Basic and Advanced camps provided feedback showing

that STEPS camp leads to more positive attitudes toward engineering and science, greater

enrollment in advanced science and math courses, and greater enrollment in engineering

and science degrees and careers. Campers were surveyed at the beginning and at the end

of camp.

Data shows that STEPS is significantly and positively correlated with:

reaching girls from diverse backgrounds positive changes in attitude toward technology, science and engineering girls’ plans to take more technical and science courses in high school girls’ plans to pursue science, engineering and technical courses in college,

and girls’ consideration of engineering related careers following college.

After experiencing STEPS camp, girls were significantly more likely to take math and

science courses in high school.

DIVERSITY

In 2012 STEPS continues to be committed to diversity. Program directors ensure

diversity with an average of 30% of campers coming from ethnic minority groups and an

additional 10% from non-minority families with incomes under $50,000. In 2012 33% of

STEPS campers where from ethnic minorities and 17% overall were from households

earning less than $50,000 annually.

Camp Financials 2012

2012 STEPS CAMP EXPENSES

Room $33,663

Board $24,895

Salaries and Wages $78,762

Supplies/Activities $12,283

Transportation $2,589

Miscellaneous/Fund Raising $6,775

TOTAL $158,967

ANNUAL REPORT - University of St. ThomasBanner Engineering Ecolab Foundation H.B. Fuller Company...

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Transcript of ANNUAL REPORT - University of St. ThomasBanner Engineering Ecolab Foundation H.B. Fuller Company...