A pre-engineering summer program with emphasis on inclusion, diversity, and inspiration

Abstract

In 2010, the University of California, San Diego (UCSD) conducted self-examination in order to assess the climate, level of satisfaction and retention of their undergraduate students. Results of this assessment led to the creation of a student center to promote inclusion, diversity, excellence, and advancement across the Jacobs School of Engineering. During the summer of 2011 the center implemented its inaugural residential pre-engineering program (IDEA PrEP). The program's participants included 22 pre-freshman students all of whom were from historically underrepresented groups in engineering and/or first-generation to attend college. Funding constraints on the summer program required a tradeoff between academic preparation vs. motivational and social aspects. The Jacobs School decided to emphasize the motivational and social aspects while introducing students to existing academic resources on campus. The goals of the program were to a) foster a sense of community b) build awareness of campus programs and resources, c) provide tools to aid in the transition from high school to college, and d) inspire students by exposing them to opportunities in engineering. Activities during the four-day program were designed to address these goals and included: social and team building activities, academic-themed workshops, and an introduction to campus academic resources. This paper summarizes the results of a pre- and post-survey designed to assess whether the program met its goals. Noteworthy survey results include a 50% difference in the students' awareness of campus resources, a 28% difference in feeling a sense of community with UCSD, a 20% increase in understanding what an engineer does and a 14% increase in preference for seeking assistance from others. First quarter GPA data for the students participating in the program was compared to those that did not participate. Underrepresented minorities who participated had a 10% increase in GPA, and students who were 1st generation in higher education had a 4% increase in GPA. © 2012 American Society for Engineering Education.