Summary: Alumni Alliance, Inc. (HBCUAA)

We are encouraged to be creative and hone our skills in an area of interest through these programs in STEM. Similar to having a major in college, students at a magnet school have a specialized area that they can take classes in, along with the basic academic courses. The senior internships allow for a deeper, hands-on, understanding of a topic that we are deciding to dedicate our lives to. Wheeler’s courses are well designed to challenge and guide students, allowing them to excel in the future. Students who are in this program are encouraged to regard events from many points of view and be more open minded, advancing us in life by interactions and communications.

HBCUs were originally created to educate and uplift African Americans to the same levels of success and their other racial counterparts. The institutions were created to afford all African-American students, the same chance and opportunities to reach academic and social success. They were created in times within history, when African Americans could not enroll in traditionally “white” post-secondary institutions. Currently, there are 105 diverse HBCUs (insert source for information). Each institution has distinct missions and rich legacies. They vary in size, enrollment, financial creditability and stability, curriculum and degree programming as well as, operational effectiveness (Hibel, n.d.). HBCUs serve some students who would not normally be accepted into other institutions because of their academic and socio-economic status.

While L, Patton; B, Bridges; L, Flowers’s 2011 article EFFECTS OF GREEK AFFILIATION ON AFRICAN AMERICAN STUDENTS' ENGAGEMENT, discusses that African American organizations presence on campus. Have exposed great leadership, entrepreneurship, encouraged academic achievement and promoted community service. The organizations, believe that if their

It should remind us that HBCUs were established despite the resistance that African Americans received from the White Americans. HBCUs afforded African Americans the education that was once legally denied to them. Historically Black Colleges and Universities provide the best college experiences for African Americans. They have produced many prominent leaders, preachers, physicians and judges within our communities. HBCUs teach and help keep the history of African Americans struggle alive. The fabric of HBCUs are rooted in family. Many parents and children share a special bond because of the HBCU experience. HBCUs are a vital part of the continuing efforts to shape great African American leaders that will promote strength in our communities and help achieve our dream of equality in today’s

Historically Black Colleges and Universities, or HBCUs, have played an important role in enriching the lives of not just African Americans, but our entire country.”(Keller) What Ric Keller states here is an opinion that outlines a compelling fact about HBCUs that along with several other significant information that may come as a surprise. Essentially, the great debate between the choice of whether a Historically Black College and University or Predominantly White Institution is more beneficial or not can become a pondering interrogation. Each acronym defines itself, Historically Black Colleges and Universities(HBCUs) were established by the means of providing an education for predominantly African American students. Whereas, Predominantly White Intuitions(PWI) serve to instruct and educated the opposite or in other words those of Caucasian descent.

During my sophomore and junior year, I joined the FTC Robotics Team. I was one of the programmers and builders for the robot. I will help the team build the robot and after the robot is done, a group of students and I would program the robot to do some specific tasks. After we are done building and have programed the robot we compete against other schools. During competition, we would meet with other teams and form allies. We operate robots to compete in a challenge with the teams we are allied with.

Historically Black College Universities (HBCU) have been attracting African American people for years with their high quality education, great history, and amazing band. However, over time the requirements have changed to attend. HBCU’s are colleges that can relate to the african american students, help them grow as individuals, and become more knowledgeable about their culture. HBCU’s are predominantly black schools, but in the recent years the schools have integrated. Now that these schools are becoming more diverse, it gives the school no unique quality. HBCU’s should become a part of the state university system, due to the ways they are conforming to the ways of other colleges.

This report navigates the current state of STEM demographic in the country. It examines the reasons why there are less females undertaking STEM majors and gives recommendations on the problems. A brief history on STEM is outlined and the discussion follows with in depth analysis on the subject. STEM is a very critical education discipline with an importance in the economy of the country. Much as it is important, few students choose a career path in STEM. Although, there are more than 50% female students in Colleges and Universities, 12% take STEM related course. Why is this? This report is a compilation of empirical data collected in journals on the same subject explaining

This program is an after school program that runs three days a week, inviting young girls to come to the science center to learn about STEM in a fun, educational, interactive and empowering way. Girls will be divided into age groups that focus on age appropriate activities where they are mentored by female professionals in the STEM field that will offer inspiration. Some of the issues addressed would touch on female empowerment, building confidence in STEM areas, fighting negative stereotypes about women in the STEM field, different career options including coding, date creation, cyber security, ethical hacking, engineering, math, science, biology and chemistry. Girls will take part in each branch of the STEM field and be exposed to the many things it offers. The science center is seeking to make the program available for girls aged six to eighteen as we believe the earlier the exposure the more confident the girls will be come and the longer the exposure the more invested they will be. The science center has paired with other nonprofits that are working to collect data for studies and reports regarding women in the STEM field. The science center and these organizations will use this program to collect data to

We are very excited to share all of the exciting new STEM programs and classroom solutions at Studica. Come by booth 1017 and learn about the latest in STEM for grades K-12 and higher education. Enter for your chance to win the fischertechnik Education Introduction to STEM I Set and get a look at some of our best 3D printers

STEM camp will allow 4th, 5th, 6th and 7th grade students to collaboratively explore, investigate and discover STEM subjects in a stimulating learning environment, away from the constraints of the school timetable or a prescribed curriculum. This allows students and their camp leaders to work together and explore many different ideas and activities. Activities may involve practical experiments, projects, investigation, building challenges, using technology and critical thinking and communication skills work.

The mentorship program’s goals are to improve the mathematics learning and achievement as well as promote student awareness of STEM careers on campus, which constitute under-represented populations. The STEM under-graduate mentorship began with one campus and over the past three years has grown to elementary 13 campuses during the 2016-2017 academic year. The mentoring program recruits their STEM undergraduates from local community colleges, as well as four-year universities, including some of the top universities in the nation. This mentorship program is unique on three levels: first, it is a program that provides support during classroom instruction which offers more instructional support for students and decreases the student to instructor

During President Obama’s speed regarding the need for getting students excited about Science, Technology, Engineering and Math (STEM), he stated that “American 5 year olds rank 21st in science and 25th in math compared to their peers around the world” (The White House, 2009). This is woefully behind the curve for American students and something that must be addressed in order to move forward and compete in the 21st century and beyond.

The event begins when the first speaker, Gustavo Junco, who spoke to us about the purpose of the STEM program through his passion for STEM, a TED Talk about Ignorance and through the use of drones and how it can change the future of not only the STEM program, but for other majors as well. Dr. Kimmel and Professor Ospina began the second session of the event by first starting off with a survey of the students understanding of the education program through text, and that was a very interesting idea that I will most likely use in the future. We then joined into an activity called The Marshmallow Study where students were joined into groups to build a tall and stable structure using raw pasta, tape, string and a Marshmallow on top. That activity

The goal of this lab was to provide a clear overview on how to teach subsequent labs and modules for more suitable results. Not to mention, introduce free-body diagrams, driveline speed/torque transmission effects, optimal transmission ratio, and utilization of motor torque, power, and speed curves to predict Driveline performance. For this shorten version, we focused on the hands on experience sections to determine the coefficient of friction between the wooden block and the wooden ramp through pulleys, along with speed test given different gear ratios on the Basebot. Through this lab the freshmen students were easily introduced into the broad field of robotics.