The Invention bootcamp, a four-week Summer course for high school underrepresented students in a university setting

Abstract

The Invention Bootcamp is a four-week interdisciplinary program where twenty-five high school students underrepresented in STEM (Science, Technology, Engineering and Math) are invited to discover and experience the worlds of engineering, innovation, and entrepreneurship in a college setting. The course creates, deploys and tests in the field a new educational approach to inspire future inventors. In addition to teaching STEM skills in a hands-on and collaborative manner, the course presents high school students with role models in the form of undergraduate mentors, instructors, researchers, and guest speakers in class and during field trips. The course thus helps empower them, helps them gain confidence in the classroom, but also experience a foretaste of being a college student. By the end of the pilot course in Summer 2016, we asked students if they felt they could be engineers or inventors in the future. A strong majority (91%) agreed they could. Several aspects of the bootcamp are unique, and we would like to share the key learnings. They include: 1) The application process, which was based on non-cognitive variables. No grades were required. Applicants needed to deliver a 2-min video showing their motivation and how they would improve their school cafeteria. Students needed to have a curiosity towards STEM fields and the invention process. A recommendation letter was also needed. 2) The population targeted, which is underrepresented students in STEM such as minorities, women, and low income students. 3) The hiring and training of eight undergraduate mentors and a mentor coordinator. We had one mentor per group of three high school students. The mentor program created a supportive environment to provide students with the emotional, academic and technical support they needed to be successful in this course. By offering close, near-peer support, we enhanced student learning, classroom effectiveness, and retention of students. The majority of mentors was in the classroom with students for the entire program. They all are engineering students with a strong engineering background, and a good attitude under stress and in groups. 5) The hands-on curriculum, that meshed engineering tools (soldering iron, milling machine, hand tools, laser cutter, 3D printer), visit of guest lecturers (local entrepreneurs and innovators), and work on group projects using a human-center design thinking approach.