Deepening Math and Science Skills in Middle School Students using Civil Engineering-based Learning Modules

The lack of racial diversity in undergraduate engineering programs is a growing concern in the United States. According to a study released by NACME in 2008, only 4% of underrepresented minorities that are graduating from high school have taken the necessary math and science classes to even be qualified for admission to such engineering programs 1 . As a result, considerable efforts have been made to improve the pre-college science, technology, engineering and mathematics (STEM) programs such that minority students have more opportunities for success in college engineering programs. This paper focuses on an ongoing study that involves an in-depth introduction of civil engineering concepts to middle school students from historically underrepresented groups. Throughout this three day extracurricular program the students are introduced to technical concepts in surveying, structural engineering and solid mechanics. Though each session focuses on a different component of civil engineering, the main academic focal point of the program is to introduce students to basic concepts of trigonometry through application to interesting engineering problems. By doing this, the concept will either be reinforced to the student (if they had previously learned it in their classes) or give the student a slight competitive edge over their peers when they do learn it. Additionally, the activities associated with the new concepts are intended to foster interest in civil engineering and demonstrate to the student how techniques learned in the classroom can be applied to engineering problems. The program has currently been implemented for one session and the success of the program was assessed through preand post-program surveys. Overall, the program was deemed successful through increased comprehension of trigonometric properties and a general escalation of interest in engineering.