ANNUAL REPORT - University of St. ThomasBanner Engineering Ecolab Foundation H.B. Fuller Company...
Transcript of 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
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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
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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
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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/
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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)
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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
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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
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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
(Hill, Corbett, St. Rose 2010:23).
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
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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
(Hill, Corbett, St. Rose 2010:3).
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
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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
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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.
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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
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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.
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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.
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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
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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
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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.
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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
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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.
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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
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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.
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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
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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.
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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.
Page 24
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