Summer Study in Engineering for High School Women.

Autor/inn/en	Goldberg, Julie L.; Sedlacek, William E.
Institution	Maryland Univ., College Park. Counseling Center.
Titel	Summer Study in Engineering for High School Women.
Quelle	(1995), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Choice; Career Exploration; College Bound Students; College Preparation; College School Cooperation; Engineering Education; Females; High School Students; High Schools; Higher Education; Residential Programs; Social Support Groups; State Universities; Summer Science Programs; Womens Education + Suchen Sie Ihr Suchwort? Berufserkundung; Ingenieurausbildung; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialer Wohnungsbau; Social support; Soziale Unterstützung; Staatliche Universität; 'Women''s education'; Frauenbildung
Abstract	The transition between high school and college is a crucial point where many young women engaged in the applied sciences and engineering cease their participation. To help retain young women's interest and help bridge the gap between secondary school and higher education, The University of Maryland, College Park, held a six-week live-in academic summer program to expose 30 young women to college-level engineering study. The young women, who had completed their junior year in high school, were enrolled in two college-level introductory engineering courses. The program also included hands-on team design projects; field trips; laboratory work; computer classes; problem solving; working with others; and presentations by female role models. Parents were invited to participate through visits to the campus and attendance at selected orientation and student design presentations. At a focus group in the fourth week of the program, students discussed their level of interest in engineering compared with their interest at the beginning of the program, what they found most valuable about the program, and suggested improvements. Upon successful completion of the program, students earned six credits towards a college degree. (MAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC