Authors:

Quayannah Lane

Date Created:

Not specified

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About Paper:

Underserved students demonstrate a strong interest in pursuing science, technology, engineering, and mathematics (STEM) degrees. Yet, college readiness remains a critical barrier in modern higher education and a predictor of STEM enrollment. Existing policies and practices often fail to sufficiently reach underserved students or extend beyond facilitating college admissions. Notably, the role of research programs in enhancing high school students' college readiness remains underexplored in current literature. Approximately a quarter of all undergraduate students engage in research projects during their academic journey. Introducing a research program tailored for high school students has the potential to equip them with essential research skills early on and expose them to rigorous college-level experiences, thereby facilitating their transition into undergraduate education. The Youth Engineers in the Sustainability of Electric Vehicles (YES-EV) is a summer research initiative designed for students enrolled at Purdue Polytechnic High School, from sophomores to seniors. Participants engage in a comprehensive summer research project focused on electric vehicles, guided by faculty mentors. The program includes workshops dedicated to research methodologies and college readiness skill development. Notably, students collaborate on constructing an EV Grand Prix Go-Kart and culminate their experience with a concluding summer symposium. To gauge the impact of their participation, students undergo assessments evaluating the extent to which their summer experience has contributed to their academic development and perceived college readiness. Understanding the pivotal role of research experiences in enhancing student academic preparedness underscores the importance of investing in effective programs that can bolster retention rates even before college enrollment. Keywords: [no keywords provided]

Source:

Purdue University / 2024

Topics:

No topics listed

Co-authors:

Quayannah Lane