Discover Engineering
Discover Engineering - Introduction
Discover Engineering
Introduction
As we approach the 21st century, the Canadian economy is becoming
increasingly a technologically based one. Consequently there is a prediction
of a shortfall of highly technically skilled personnel in
Canada by the year 2000.
This shortfall dictates that the pool of young women must be tapped as a
source of technical talent and innovation.
"Discover Engineering" is a summer camp project to inform young women in high
school about engineering and to encourage them to consider a career in the
profession. The young women spend a week at
Ryerson Polytechnic University,
undertaking hands-on projects in a wide variety of engineering subject
areas, meeting with women engineers and engineering students, and
learning about the challenges and excitement of an engineering career.
Research at Ryerson has found that initiatives such as the "Discover
Engineering" Summer Camp have a significant impact on the number of
women entering engineering programs. A survey done in 1993 of past
participants of the camp has shown that approximately 60 % of the
participants who have entered university are pursuing undergraduate
programs in engineering.
During its pioneering stages, The Women in Engineering Committee at
Ryerson considered several strategies that have been successful in
encouraging young women to consider engineering as a viable and rewarding
career. The Committee opted for an intensive one-week camp format
targeted at female high school students who have completed grade 10.
The project was thus designed to meet the following objectives:
To expose the female high school students to real engineering
problems and projects related to everyday life and consequently the
enormous range of activities and occupations that comprise engineering.
To instill confidence and create excitement by providing a comfortable
and non-threatening atmosphere where the students work with "hands-on"
engineering projects.
To address general misconceptions about engineering and to show
that engineering involves working with people as well as things.
To encourage female high school students to see themselves as potential
engineers and scientists by providing role models and mentors in the form
of female engineering professors, assistants and guest speakers.
To demonstrate that women have successful, enjoyable and productive
careers in engineering.
To encourage female high school students to pursue their studies in
math and sciences, thereby leaving the door open to consider careers in
engineering and science.
Ryerson's commitment to combine a traditional university focus on
theory with emphasis on practical experience allows it to be an excellent
venue for this type of project .
The effectiveness and success of "Discover Engineering" summer camp
project were established by the follow-up survey of past participants
undertaken in 1993. If on average approximately 60 % of the young women
who participated in the camp are currently attending university,
as determined by the survey, then it means that approximately 300 young
women have entered engineering programs. Clearly this additional number
of women entering engineering is significant.
The project continues to be supported by industry, government and the
engineering profession, and we gratefully acknowledge all
sponsors, individuals and organizations
involved. The continued success of the camp depends on this on-going
support without which this very worthwhile project might not continue.
Project Description
During the week long session of the camp students participate in the following
activities:
an introduction to Engineering and the engineering career
tower building exercise
tour of the Hugh-MacMillan Rehabilitation Centre
computer-aided design (CAD) exercise
aeronautical measurements in Ryerson's wind tunnel
production of a 5" by 7" holograms with a neon-helium laser
building a pneumatic controller
assembling, soldering and testing a light emitting diode (LED) circuit
biological and chemical analysis of a water sample
making "green slime"
tour of an environmental engineering facility off-campus (a water treatment plant)
talk with university students and find out about life after high school
panel discussion with women engineers from industry and a discussion about their education and careers.
At the end of each session students are asked to fill out a questionnaire
about the camp. The results of these evaluations are presented in the Report.
Camp Components
Since the camp is targeted at senior high school students, the material
presented is technically challenging, but not overwhelming. The camp
instructors are Ryerson faculty or staff. This increases the operational
cost of the camp but is justified by the
positive comments made in the camp evaluation.
One objective of the camp is to provide role models and mentors for the
students and this is accomplished by the following means:
- The camp counselors are women engineering students.
- Where possible, instructors in the camp are women engineering
professors.
- The panel discussion component allows the students to meet women engineers from various engineering fields, who are working in the industry.
Each component of the camp is alotted typically a three-hour time slot so
that there is ample opportunity for the students to explore each area and
ask questions. The engineering components of the camp deal with subjects
from the aeronautical, chemical, civil, electrical and mechanical
disciplines of engineering.
Engineering Activities
Following is a brief description of the Camp activities.
The Engineering Team
The introductory session is presented by a woman engineering student
studying at Ryerson Polytechnic University and it intends to demonstrate
the perspective of an engineering student and student life. The session
also provides participants with an overview of the various skills and
talents that are needed in the engineering profession.
Engineering as a Career
This session addresses the students' career goals and ambitions. It is run
by a career counselor at Ryerson and a woman engineer. The participants
are taken through an "ideal day in their future" exercise, then they
recall this day and discuss whether a career in engineering or a
particular field of engineering will meet their career goals. The
students are also given an overview of a broad range of career options
that can arise from an engineering degree.
Biomedical Engineering
A tour of Hugh-MacMillan Rehabilitation Centre allows the participants
to see how engineering is used to develop prosthetics, wheelchairs,
robotics aids and computer systems for people with disabilities.
The tour is fgollowed by a discussion with women engineers working
in these areas.
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Students ar introduced to the computer-aided design package and produce a drawing of an aeroplane.
Mechanical Engineering
A lab exercise in pneumatic control systems in which students asemble an operating control system.
Electrical Engineering
Students design and build a battery-powered light emitting diode (LED) project, which they can then take home. Students learn basics electricity and how to construct and troubleshoot a simple electronic circuit. Students are also given an overview of com
puter and electrical engineering fields.
Wind Tunnel
A measurement exercise using a low-speed wind tunnel in which students learn about lift and drag of an aerofoil.
Holography
Students learn about lasers and holograms and make a holographic image which they can then take home.
Civil and Environmental Engineering
A lecture and a slide show on civil engineering is followed by a tour of the off-campus water filtration plant.
Chemical and Biological Sciences
Students perform a microbiological analysis of a water sample they have brought from home, syntesize "green slime" and perform process control measurements.
Tower Building
The tower building activity, held on the first day of the camp, is designed to break the ice and involve students in a "fun" activity that requires them to work in a team. The exercise also involves application of some basic engineering principles.
Students are divided into teams of four, provided with masking tape, box of drinking straws and scissors, and are asked to design and build the tallest possible free-standing tower that will support a raw egg.
The Info Hunt
The info-hunt is a scavenger hunt for information. It gives the participants an opportunity to explore and learn something about the services and resources of a university. Students are divided into teams of three or four, each accompanied by a member of
the camp staff. Each team is given a list of questions and a map of the campus, and are advised to consult people, places and any written material to find answers. At the conclusion, the participants are rewarded with prizes and given answer sheets.
Panel Discussion
The panel discussion component of the camp offer an opportunityfor the students to meet women engineers representing a wide variety of experience in the field. The panelists share details of their own academic history and career paths, describe thir curre
nt jobs, highlight aspects of their profession that make it a viable and rewarding career for them. Following this, a question and answer session is held with the students.