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A shortage of graduates in the science, technology, engineering, and mathematics (STEM) fields has become a priority in the United States (Chen, 2013; Moore et al., 2014). Informal learning settings, such as summer experiences, provide a unique environment in which to capitalize on K12 engineering exposures. This paper examines the efficacy of a 2-week summer camp experience as an ongoing work-in progress. The presented model engages high school students in current engineering practices and research in a higher education environment while exposing them to life on a college campus. The structure and content of this summer experience is designed for students to meet the following goals: define and apply the engineering design process; explore various fields of biosciences and engineering through novel, applicable, and engaging activities that are linked directly to current research at Duke University; discover current research at Duke University by visiting research labs and engaging in real time data collection and analysis; define and analyze engineering ethics; improve technical communication skills; learn about college and career opportunities in engineering; and apply acquired content knowledge in math and science to define, analyze, and solve a problem that will help society in a capstone project. Additionally, this experience is designed to provide students with mentorship and exposure to novel engineering curriculum developed and delivered by current undergraduate and graduate students. This model focuses on a coordinated effort between Duke University researchers and students to promote the “engineering habits of mind” and provide students with opportunities to practice engineering problem solving in a college engineering laboratory as they build their STEM identity. Introduction Duke University’s High School Bioscience and Engineering camps have employed our model during four 2-week sessions over the summers of 2013 and 2014. Each session had between 26 and 40 high school-aged students that were either over-night or day campers. Currently, enrollment is open to all applicants with no conditions, though the activities and model design may be adapted towards experiences with targeted enrollments (i.e. gender, ethnicity, etc). The current cost of this particular camp is around $200/day for residential campers, and $120/day for day campers with need-based scholarships available, and the proposed camp experience structure may be adapted to fit other financial settings. We incorporate engaging field trips, immersive activities, hands-on lessons, emphasized involvement in research and technology, and grounded each activity in current research at Duke University. Throughout the camp sessions, there is mentoring from current undergraduate and graduate students and exposure to a college lifestyle. The experience culminates in a team capstone project that demonstrates the students’ ability to define a novel problem and pose a novel solution based on what they have learned through the camp experience. This summer camp model suggests moving away from the traditional “egg drop” and “marshmallow tower” activities, and moving toward integrating current fields of study anchored in current research topics and cutting-edge technology. This model is unique in the fact that it incorporates design activities directly related to current research, while providing mentoring and skills needed for the transition to college. Here, we explore best practices in implementing programs like this summer experience and includes suggestions for sustaining and replicating this model in other institutions and settings. Preliminary survey data suggest that this

Novel Approach to Developing and Implementing Curriculum in a 2-Week High School Summer Engineering Experience (Work in Progress)