HESTEC Impact Report 2013 by The University of Texas-Pan American

IMPACT REPORT 2013

TABLE OF CONTENTS

Executive Summary

Introduction

Instrumentation

HESTEC Week Overview

35.

UTPA Student Organization Involvement

37.

Conclusion

38.

Acknowledgements

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“

Advances in science, technology, engineering, and mathematics (STEM) have long been central to our Nation’s ability to manufacture better and smarter products, improve health care, develop cleaner and more efficient domestic energy sources, preserve the environment, safeguard national security, and grow the economy. For the United States to maintain its preeminent position in the world it will be essential that the Nation continues to lead in STEM, but evidence indicates that current educational pathways are not leading to a sufficiently large and well-trained STEM workforce to achieve this goal. Nor is the U.S. education system cultivating a culture of STEM necessary for a STEM-literate public. Thus it is essential that the United States enhance U.S. students’ engagement in STEM disciplines and inspire and equip many more students to excel in STEM. -Federal STEM Education 5-year Strategic Plan May 2013

”

Federal Science, Technology, Engineering, and Mathematics (STEM) Education 5-year Strategic Plan. A Report from the Committee on STEM Education National Science and Technology Council, Executive Office of the President of the United States (May 2013).

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EXECUTIVE SUMMARY

The University of TexasPan American (UTPA) is a Hispanic Serving Institution located in Edinburg, Texas. This geographic region of south Texas is one of the fastest growing areas of the nation known as the Rio Grande Valley. Currently there are approximately 20,053 students enrolled at UTPA. It offers 54 bachelor’s degrees, 55 master’s degrees, three doctoral, and two cooperative doctoral programs within seven colleges.

(Retrieved from www.UTPA.edu)

Hispanic Engineering, Science and Technology (HESTEC) Week has existed for 12 years at The University of Texas-Pan American (UTPA), each year drawing massive crowds. From students, educators and corporate sponsors to community leaders and families of all sizes, HESTEC proves to be an unforgettable learning experience. In 2001, Congressman Rubén Hinojosa (TX-15), in conjunction with The University of Texas-Pan American, brought HESTEC to life. Created to bridge the gap of underrepresented minorities in science, technology, engineering, and mathematics (STEM) fields, HESTEC continues to evolve and provide impactful and rich experiences relating to STEM and STEM-related careers. Through the strong commitment from educational partners and corporate sponsors, HESTEC, a weeklong event, gathers different audiences to engage with the university. This year, about 297 educators attended Educator Day. Approximately 541 students and parents attended HESTEC on Student Leadership Day, and on Latina Day, around 695 students and mothers or other adult mentors attended the event. Concurrently, nearly 4,000 middle school students attended special exhibits throughout the week as part of the Middle School Challenge. Remarkably, 60 robotic teams competed at Robotics Day this year. That number increased by 20 teams compared to last year, which means an additional 100 students competed at Robotics Day for a total of 300 students. U.S. Navy’s SeaPerch took place alongside Robotics Day. In this event, 24 teams representing 12 high schools competed in underwater robotics competitions. In addition, almost 30 UTPA student organizations assisted with the weeklong event as well, which translated to approximately 360 undergraduate students assisting at HESTEC. At the Career Expo, 50 sponsors and corporate representatives met with 1,300 college and university students and soon to be college graduates to explore possible career opportunities. In response to such an overwhelming positive response to HESTEC over the years, UTPA is highly committed to pursuing a longitudinal study to follow a selected group of approximately 175 students who will continue to attend HESTEC over the next five years. Year one of this study started in 2013; year two of the study will involve the same cohort of students who will then be in the 10th grade, and will attend HESTEC in 2014. This process will continue until year five of the study when the cohort is expected to enroll in their first year of college. This university is committed, through this longitudinal study, to support and conduct STEM education research and evaluation by documenting the impact of HESTEC for the coming years. Researchers are interested in documenting the impact of HESTEC on the students’ perceptions of STEM and STEM-related careers.

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INTRODUCTION “Although the number of Latinos participating in some form of higher education has more than doubled over the past two decades, Latino participation in STEM has not experienced the same gains. Latinos constituted 19% of the college-aged (18- to 24-year-old) population in 2006. In that year, however, only 8% of bachelor’s degrees, 3.5% of master’s degrees, and 4.4% of doctorates in STEM fields were awarded to Latinos. This is not due to a lack of interest. Among Latinos who enroll in four-year institutions, 36% indicate an intention to major in a STEM field. Latinos also enter STEM majors at rates similar to whites and African Americans. More should be done to build on this interest in order to increase the number of Latino STEM undergraduate and graduate degree holders.”

(Dowd, Malcom, Bensimon, 2009).

As a Hispanic Serving Institution (HSI) in the southern most region of Texas, UTPA created HESTEC to build on the interest of STEM and to help promote awareness of Hispanics in STEM. UTPA was also named 3rd in the nation in the number of undergraduate and graduate degrees awarded to Hispanics, according to The Hispanic Outlook in Higher Education 2013 (Retrieved from www.utpa.edu/about/points-of-pride/). With a strong commitment to STEM and STEM education, UTPA, through its many strategic contributions, focuses on HESTEC to help funnel Hispanics into the STEM educational pipeline. “Despite the growing number of STEM (science, technology, engineering and math) careers in the American economy, education statistics suggest that far too few Hispanic students are being encouraged and equipped to take advantage of opportunities in technical disciplines. American business and industry and the nation’s Hispanic communities would both benefit from addressing this mismatch” (Gasbarra & Johnson, 2008). By providing an engaging environment used to

stimulate an already fast-growing Hispanic community, UTPA strategically facilitates presentations and activities that foster learning and an interest in STEM-related careers. HESTEC focuses on providing opportunities and experiences to underrepresented minority students. In addition, HESTEC understands and is sensitive to the underrepresentation of females in STEM fields, and in response to this marginalization, offers Latina Day. “The degree attainment in the science, technology, engineering, and mathematics (STEM) fields between male and females in the Latino population is disproportionate. Although Latinas enroll in college at greater numbers than Latinos (National Center for Education Statistics [NCES], 2005), Latinas are underrepresented in the STEM fields. In 2005 Latinas received 60% of the bachelor’s degrees awarded to the Latino population, but Latinas only earned 37% of the degrees awarded to this population in STEM fields (NCES)” (Cole & Espinoza, 2008). Latina Day provides a platform for professional Hispanic females in STEM careers to engage with young female students and their mothers or mentors. By hosting presentations and activities for young women to attend, the trajectory of the lives of these families and the community

*The terms Latino and Hispanic are used interchangeably in this report.

Gasbarra, P., & Johnson, J., (2008). Out Before The Game Begins: Hispanic Leaders Talk About What’s Needed to Bring More Hispanic Youngsters Into Science, Technology, and Math Professions. IBM Executive Conference Center, Palisades, NY.

Dowd, A.C., Malcom, L.E., & Bensimon, E.M. (2009). Benchmarking the success of Latino and Latina students in STEM to achieve national graduation goals. Los Angeles, CA: University of Southern California.

Cole, D., & Espinoza, A., (2008). Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors. Journal of College Student Development, 49 (4) 285-300. John Hopkins University Press.

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may be changed forever. Further review of current literature and research is suggested in the 2013 Federal Science, Technology, Engineering, and Mathematics STEM Education 5-Year Strategic Plan. This report from the Committee on STEM Education National Science and Technology Council, from the Executive Office of the President of the United States provides the following framework with regard to promoting guiding principles for STEM and STEM Education. According to the 2013 Federal Science, Technology, Engineering, and Mathematics STEM Education 5-Year Strategic Plan, there are five priority STEM education investment areas outlined: (1) improve P-12 STEM instruction; (2) increase and sustain youth and public engagement in STEM; (3) improve undergraduate STEM education; (4) better serve groups historically underrepresented in STEM fields; and (5) design graduate education for todayâ&#x20AC;&#x2122;s STEM workforce. With a focus on investment areas one, two and four, HESTEC prides itself in contributing to the greater cause which is changing the lives of not only students who attend HESTEC, but changing the very fabric of the community from which they come.

HESTEC prides itself in contributing to the greater cause which is changing the lives of not only students who attend HESTEC, but changing the very fabric of the community from which they come.

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INSTRUMENTATION

For this report, only aggregate data relating specifically to program evaluation is discussed. The objective of this document is to evaluate HESTEC events in terms of their impact on participants’ perceptions about science, technology, engineering, and math. This document is also directed to help HESTEC organizers understand factors that shape student interests in these fields. Details regarding the previously mentioned HESTEC longitudinal study will be forthcoming in another publication.

Program evaluation data for HESTEC 2013 was collected through surveys distributed on each day. The surveys were composed of three sections. The first section of the surveys consisted of questions regarding demographics. The responses were multiple choice where the participant could select from a menu of options. The next section was a set of questions specific to the events of the day. This section also incorporated multiplechoice responses where the participant could select from a menu of options, ranging from “Strongly Agree” to “Strongly Disagree,” or in the case of the students’ surveys, ranging from “yes” to “no” to “I’m not sure.” Last was a section which included open-ended questions where the participants had the option to fill in a text box with unlimited characters to submit additional comments or feedback. The surveys were anonymous, optional for participants, and varied in length by day. As students and parents arrived at HESTEC Student Leadership Day and Latina Day, they were given a preevent survey regarding demographics, perceptions and interests in STEM and STEM-related careers in order to inform event evaluation. At the end of the day, students and parents then completed a post-event survey. At Educator Day, Robotics Day, and Community Day, only post-event surveys were collected. With regard to Career Expo, evaluation and analysis were reflected through the number of attendees, participants, sponsors, businesses and organizations represented. The survey data was collected through the use of iPads. University student assistants were trained to circulate through the room in a predetermined fashion to make the iPad available for participants to answer the questions on the survey in a timely manner. Students were also trained to assist with any questions that the participants may have had regarding the survey or any technical issues with the iPad. The data was collected through software produced specifically for survey use. Results of the data collected are shared in the narrative that follows and is provided on the respective day for which it was collected.

*Due to rounding, percentages may not always round to 100%.

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HESTEC WEEK OVERVIEW

The purpose of HESTEC is two-fold: to increase awareness of STEM fields among students, parents, educators and community members, and to increase the participation rates of Hispanics in these fields by boosting high school graduation rates and postsecondary education. HESTEC is a weeklong event presented to different audiences by day. The audiences are strategically selected to foster conversations revolving around a commonality, that being the underrepresentation of minorities in STEM fields. Educator Day kicked off HESTEC Week with a roundtable discussion led by educational experts who discussed current issues related to education and how STEM fields can be emphasized at the middle school and high school levels. Student Leadership Day hosted students and parents from across the Rio Grande Valley who heard from professional leaders in STEM fields such as leading engineers and an environmental advocate. Students attended sessions and learned about STEM fields and the importance of concentrating on STEM academics. Latina Day was popular, as pairs of young girls and their mothers, or mother figures, heard from professional women in STEM fields. Emotional conversations took place as powerful messages came to light regarding women breaking cultural and gender barriers. Mothers in the group also experienced epiphanies as they retraced their journeys and examined their choices as young women regarding their career and college or lack of college paths. Robotics Day allowed students hands-on opportunities with tangible robots. Sixty teams of five students were provided a LEGO EV3 robotics kit and were challenged to build and program their robots. Teams then competed with each other in a sumo wrestling challenge. During Career Expo, university students dialogued with corporate representatives and asked pertinent questions related to employment and internship opportunities. Approximately 40 students used this time to interview with company representatives. Community Day closed the weeklong event by bringing members of the community to the university campus to experience presentations that highlighted and focused on STEM-related activities. Throughout HESTEC Week, the colleges within UTPA also hosted valuable symposiums and activities that were engaging attractions for all who participated. Each college created its own presentation to engage participants and inspire them to pursue an interest in STEM and STEM-related fields.

E D U CATOR DAY

S T U D E NT LEADERSHIP D AY

LATINA D AY

R O B OTI C S DAY

CAREER E X PO

C O M M U N I TY D AY

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EDUCATOR DAY Educator Day, sponsored by Shell, took place in the UTPA Fieldhouse on Monday, October 7, 2013. HESTEC understands the importance of reaching educators because they directly impact educational experiences of students. As the driving forces in classrooms and campuses in the Rio Grande Valley, STEM educators are pivotal in student success. With approximately 297 participants, Educator of educators Day was filled with a diverse group of teachers, surveyed “agreed” or administrators, faculty “strongly agreed” that and campus leaders. they were satisfied Thirty-nine percent of the participants surveyed were with Educator Day male, 61% were female activities. and 86% of the total group reported to be Hispanic. With regard to experience, 45% of our survey participants indicated that they had more than 10 years in the education field. As part of Educator Day, the customary Congressional Roundtable discussion, led by Congressman Rubén Hinojosa (TX15), was held with other prestigious panel members. Panelists spoke about the skills that will be necessary to be successful in 21st century jobs, such as critical thinking, teamwork and collaborative skills, adaptability and lifelong learning. After the Congressional Roundtable, the UTPA HESTEC ExxonMobil Educator Day 2013 Award was presented to four outstanding teachers who were recognized for their work and dedication to STEM education at their respective schools. Educators then attended sessions from a list of 12 offered.

95%

SURVEY PARTICIPATION: RACE/ETHNICITY 4%

86%

Hispanic/Latino White/Non-Hispanic Asian Other

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CONGRESSIONAL ROUNDTABLE A panel of distinguished speakers engaged in a roundtable discussion regarding STEM education before those present at Educator Day.

C ON GR ESSMAN RUBÉN HINOJ OSA (T X - 15 ) Congressman Rubén Hinojosa, a longtime businessman and native of the Rio Grande Valley, was elected to represent Texas’ 15th Congressional District in 1996. He has distinguished himself as an advocate for education and other social programs, economic development and infrastructure projects.

DA V ID LAGUNA APONT E

DR. ROBERT S. NELSEN P RESIDENT THE UNIVERSITY OF TEXAS-PAN AMERICAN Dr. Robert S. Nelsen is the eighth President of The University of Texas-Pan American. He earned his bachelor’s and master’s degrees in political science from Brigham Young University and his Ph.D. from the Committee on Social Thought at The University of Chicago.

L T C W A L T E R L L A MA S

E CO N O M IS T, SH EL L E X P L O RATI O N A N D P R O DU C TI O N

U.S. A RM Y Lieutenant Colonel Walter Llamas was commissioned as a 2LT in the Quartermaster Branch in 1994 through the ROTC program at The University of Puerto Rico-Mayaguez where he received a Bachelor of Science in Computer Information Systems. In 2005 he received a Master of Science in Logistics Management from The Florida Institute of Technology.

David Laguna Aponte is an Economist for Shell Oil Company. He graduated from Massachusetts Institute of Technology in 2002 with a Bachelor of Science in Mechanical Engineering.

M S . LAURA GUMP VICE P R ESI DEN T BO RD E R R EG I O N , H - E- B

MS . P I L A R MO N T O Y A

Laura Urquiza-Gump is the Vice President of Operations/General Manager for the Border Region, a position she has held since 2007. She earned a Bachelor of Business Administration in Marketing and Management from The University of Texas at El Paso in 1989. In 1999, she earned an MBA in International Business from Our Lady of the Lake University.

CH IEF EXECUTIV E O F F ICER, SO CIETY O F H ISP A NIC P RO F ESSIO NA L ENG INEERS Pilar Montoya is the Chief Executive Officer (CEO) of the Society of Hispanic Professional Engineers (SHPE), the premier national organization aimed at increasing the number of Hispanics contributing to the nation’s innovation and technology future. She has been honored as the Top 100 Women in STEM by U.S. News & World Report.

D R. JA ME S P O N CE SU P ERINTENDENT, M C A LLEN INDEP ENDENT SCH O O L DISTRICT James J. Ponce, Ed.D. is a renowned leader in cuttingedge instructional technology and inquiry-based learning. He is a three-time graduate from The University of Texas at Austin, earning a Bachelor of Business AdministrationFinance degree in Management in 1990, his master’s in Educational Administration in 1998, and his doctorate in Educational Administration in 2009.

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EDUCATOR DAY

From “Using Technology in the 21st Century Classroom through Mission Based Learning” to “Educators Taking Students Beyond High School,” educators attended captivating professional development sessions hosted at five colleges throughout the university campus to enhance their perspectives on STEM. In fact, survey responces from educators also indicated that 91% “strongly agreed” or “agreed” that the topics discussed enhanced their views about STEM careers. Results indicated that the quality of presentations and activities conducted during this day were positive, and that the teachers welcomed professional development relating to STEM. Survey data also suggested that 43% of participants found the keynote speaker, Philippe Cousteau, explorer, social entrepreneur, and environment advocate, to be what most impacted them. Educators participated in sessions about shaping future generations of scientists, engineers and innovators. HESTEC prides itself on offering cutting-edge presentations that showcase innovative ideas by current leaders who make powerful contributions to STEM.

“The keynote speaker really made me want to increase my efforts to inspire my students in environmental education.” -Educator

SURVEY PARTICIPATION: GENDER

39%

61%

SURVEY PARTICIPANTS: “TIME SPENT IN EDUCATIONAL FIELD” Less than one year

1-5 years 6-10 years More than 10 years

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29% 21% 45%

EDUCATOR DAY

Educators were highly engaged at a session by NASA using their smartphones and tablets to try out an augmented reality app that projected various spacecraft as if they were in the room.

“THE TOPICS DISCUSSED TODAY ENHANCED MY VIEW ABOUT SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH (STEM) CAREERS.”

91% of educators

surveyed “agreed” or “strongly agreed”

14% 23%

21%

What impacted you the most today?

43%

Roundtable discussion One of the sessions offered The keynote speaker The variety of sessions offered

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STUDENT LEADERSHIP DAY Student Leadership Day was sponsored by Lockheed Martin and Toyota and took place on Tuesday, October 8, 2013. Nearly 541 GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) students and parents from across the Region One Education Service Center area attended the event. GEAR UP is a federally funded program “designed to increase the number of lowincome students who are prepared to enter and succeed in postsecondary education.” (Retrieved from: http://www2.ed.gov/programs/gearup/index.html).

90%

The highlight of the morning for Student Leadership Day attendees was the address by keynote speaker Philippe Cousteau, explorer, social of Student entrepreneur, and environmental advocate. Participants also listened Leadership Day to a dynamic keynote address by attendees were Heriberto Reynoso, former GEAR UP student and robotics expert Latino/Hispanic. who has worked with NASA’s Jet Propulsion Laboratory. The 9th grade students chose two back-to-back sessions of the 14 offered they wished to attend. From “Uncovering the Truth Through Forensics” to “STEM Behind Hollywood,” students were exposed to a variety of topics. They interacted amongst themselves and with presenters as they engaged in learning activities. “HIGHEST LEVEL OF EDUCATION ATTAINED BY MOTHER” AS REPORTED BY STUDENT

21%

Less than high school High school

10%

31%

16%

12%

Some college Bachelor’s degree Master’s degree Doctoral degree

13% 32%

18%

3% 9%

20%

Unsure

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“HIGHEST LEVEL OF EDUCATION ATTAINED BY FATHER” AS REPORTED BY STUDENT

STUDENT LEADERSHIP DAY

“I learned new things and they inspired me to keep doing well in school, finish high school, and be successful in life. “

89%

of Student Leadership Day attendees reported being satisfied with Student Leadership Day activities.

UTPA President Robert S. Nelsen’s address to the 9th graders was another highlight of Student Leadership Day. He asked the crowd how many of them planned to attend college and stressed the importance of continuing education beyond high school. “We need you to be the next generation of leaders, we need you to be next congressmen, the next doctors, the next lawyers, the next scientists, the next explorers, and you can do that if you take advantage of today... and everything that Pan Am can give to you,” Nelsen said. This message of going to college stressed by Nelsen seemed to be positively received by the students, as was supported by survey responses. Of the students who responded to the survey, 94% reported that they were inspired to go to college. Survey data also suggests that students’ perceptions of people who work in STEM careers (such as engineers) was positively influenced, as 90% of students “agreed” with the statement that engineers have contributed greatly to fixing problems in the world. Interestingly, 66% of students also reported that they would like to do science experiments at home. Lastly, 82% of students also reported that STEM careers are jobs that are respected by other people. As referenced in the graph on the right, when students responded to the statement, “I know who to talk to at my school or home about careers in science, technology, engineering, and math (STEM)” 69% responded “yes” in the pre-event survey. This increased to 83% responding “yes” in the post-survey. This is significant because it suggests that after attending HESTEC activities, students felt they were better able to identify adults with whom they could talk to regarding STEM. Students need adults and role models with whom they may engage in conversations to better inform their decisions regarding future career choices. With regard to pursing STEM careers in college, 66% responded “yes” in the pre-event survey, and 81% responded

-Student

SURVEY PARTICIPATION: GENDER

57%

43%

“I KNOW WHO TO TALK TO...ABOUT STEM CAREERS.”

PRE-EVENT SURVEY

POST-EVENT SURVEY

69%

83%

When students were asked “I know who to talk to at my school or home to learn more about careers in STEM,” on the pre-survey, 69% responded “Yes.” The post-survey revealed that 83% of the students knew who to talk to.

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STUDENT LEADERSHIP DAY “I AM INSPIRED TO PURSUE COLLEGE STUDIES IN STEM CAREERS.” 66%

Yes

81% 6% 3%

I’m not sure.

28% 16%

Pre-event survey Post-event survey

“yes” in the post-event survey. Perhaps this can be attributed to the fact that the students spent an entire day engaging with STEM career professionals who consistently relayed their personal messages of pursing a STEM-related career. Students also showed a willingness to learn more about STEM and STEM-related careers. The survey responses suggest that HESTEC could very well be cultivating an interest in STEM with the students, and that more should be done to continue fostering that interest. Concurrently to the HESTEC core events, beginning Tuesday, October 8, 2013, the Middle School Challenge took place. This four-day long event allowed approximately 4,000 middle school students to attend a variety of exhibits, presentations and engaging activities throughout the UTPA campus. Each day, about 1,000 middle school students excitedly explored the campus guided by UTPA student organizations. The middle school students were thrilled to be a part of activities highlighting STEM. From the Planetarium to Raytheon’s MathMovesU, there were fun activities for all. For more information about UTPA’s Middle School Challenge at HESTEC, see pages 29-30.

75%

“I WOULD LIKE TO LEARN MORE ABOUT CAREERS IN STEM.” PRE-EVENT SURVEY Yes - 75% No - 4% I’m not sure. - 21%

POST-EVENT SURVEY

93% 15

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Yes - 93% No - 1% I’m not sure. - 5%

9th graders listened attentively to a presenter at a session during Student Leadership Day.

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LATINA DAY Sponsored by ExxonMobil and with the help of other contributing sponsors such as IBM, Northrop Grumman, and Xerox, Latina Day was one of the most popular days of HESTEC Week, which highlights the celebration and promotion of women in STEM. On Wednesday, October 9, 2013, a group of approximately 700 participants, made up of mothers coupled with their ninth-grade daughters, attended this exciting event.

98%

“Today was amazing. I got to spend more mother-daughter time with my mom.” -Student

Mother/daughter teams of Latina came together to hear from professional women Day attendees in STEM-related careers. reported being Guests heard from Alma Ortega-Johnson, Wells satisfied with Fargo area president for the Latina Day South Texas region, who challenged the mother/ activities. daughter pairs to imagine not only high school graduation, but college graduation and to make dreams become reality. “We are going to take advantage of this together. Give each other a really tight hug, hug them because your daughters really need your support...the next time will be the hug of accomplishment at your graduation.” As the mothers and daughters held hands, faced each other and dreamed of the future, many shed tears of joy and inspiration. The mother/daughter teams also attended a session on campus, where they participated in engaging presentations and heard inspiring stories from successful women professionals who are in STEM-related careers. The survey data relating to these sessions suggested that the sessions were impactful. Sessions such as “STEM Success Leads to Career Success” and “Beyond Limits: Achieving Beyond the Status Quo” were just a few of the 14 sessions the daughters and their mothers were able to attend. Some sessions were extremely engaging, allowing the mothers and daughters to work on activities together. For example, they joined forces to engineer an egg pod during “Can An Egg Fly?” sponsored

96% 17

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of Latina Day attendees surveyed were Latina/Hispanic.

Latina Day, while focused on encouraging girls to join STEM fields, was also a celebration of the mother-daughter bond. Spontaneous hugs and small gestures of affection like fixing each otherâ&#x20AC;&#x2122;s hair were common sights among the motherdaughter pairs.

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LATINA DAY “I AM INSPIRED TO PURSUE COLLEGE STUDIES IN STEM CAREERS.”

“I liked that the people told their life stories to let us know that you don’t have to be rich to be successful .”

64%

Yes

77% No

7% 5%

I’m not sure.

Pre-event survey

29%

Post-event survey

18%

-Student by Raytheon Corporation, where basic materials were used to protect an egg from a drop. It was reported by 92% of the daughters surveyed, that the women presenters inspired them to pursue college studies in STEM. This is highly significant since current literature reports that females are underrepresented in STEM-related careers. Data also suggested that HESTEC impacted the STEM interest of the daughters since 64% of them reported in the pre-event survey that they were inspired to pursue college studies in STEM careers compared to 77% in the post-event survey. This is significant in that HESTEC may be a catalyst in encouraging young girls to not only pursue college, but pursue college studies in STEM-related careers. The daughters also showed an interest in learning more about women in careers in STEM, as 98% expressed in the post-event survey that they indeed were interested in learning more about women in STEM careers. This supports the idea that girls who

“HIGHEST LEVEL OF EDUCATION ATTAINED BY MOTHER” AS REPORTED BY STUDENT

Less than high school High school 28%

Some college Bachelor’s degree

Unsure

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25% 2%

Master’s degree Doctoral degree

10%

20%

45% of the girls’ mothers had no college education. 28% had some college education, and 17% had a bachelor’s degree or beyond.

LATINA DAY “I KNOW WHO TO TALK TO AT MY SCHOOL OR HOME TO LEARN MORE ABOUT WOMEN IN CAREERS IN STEM.” PRE-EVENT SURVEY

77%

POST-EVENT SURVEY

87%

attended are interested in learning more about STEM and are possibly seeking role models in this area in order to nurture that interest. Also interesting to note is that 73% of the daughters selfreported that their mom’s education was less than a college degree. This is important to note since it reemphasized that many of the daughters could possibly be the first in their family to attend and complete college. Although Latina Day focuses on the young women, sessions were also held for the mothers to navigate through the college-going process with discussion topics including the college admissions application, financial aid, and university services. Another interesting point to note is that many of the mothers saw HESTEC Latina Day as an opportunity to visit the university and reflect on their own journey with regard to college-going opportunities.

The girls were encouraged to hold hands with the woman closest to them and imagine the moment of their graduation – not only from high school, but college and beyond.

94%

of Latina Day survey responses indicated the participant would like to attend Latina Day again in the future to learn more about careers in the STEM fields.

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ROBOTICS DAY

Sixty teams comprising of 14 middle schools and 46 high schools from throughout South Texas, consisting of five students each, participated in the eighth annual HESTEC Robotics Day Competition on Thursday, October 10, 2013, sponsored by the U.S. Army. This year brought back the much anticipated sumostyle competition which required students to design, engineer, and program a robot for sumo battles on a four-foot diameter arena.

HESTEC Robotics Day was among the first in the nation to host a competition using the newly released LEGO Mindstorm EV3. Each participating team received a LEGO Mindstorm EV3 Core Set and Expansion Set released in August 2013 at a Teacher Training hosted in September at the UTPA campus. With names like “The Destroyer” and “Optimus Exterminator” for their robots, the teams battled in the sumo-style competition. As excitement filled the venue, team captains carried their robots to the four-foot arena for the match. UTPA ROTC representatives judged the competitions at ringside and carefully looked on as the robots engaged in the bout. Students exhibited critical thinking and problem-solving skills throughout the competition. The opportunities for students to work with robots are invaluable, as 66% of the students responded that preparing for HESTEC Robotics Day was the first time that they have studied robotics, and 63% of the students responded that without HESTEC Robotics Day, they would probably not have the opportunity to study robots. HESTEC Robotics Day provided the very means needed SURVEY PARTICIPATION: GENDER

74%

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26%

ROBOTICS DAY

Student Leadership Day Particpiants

HESTEC has existed for 12 years, each year drawing massive crowds. From students, educators and corporate sponsors to community leaders and families of all sizes, HESTEC proves to be an unforgettable learning experience.

One student from each robotics team took their previously programmed robot to a sumo ring, waited for the signal from the UTPA ROTC official to turn it on, and let the robots battle it out until one team won two out of three bouts. HESTEC 2013 |

Impact Report

ROBOTICS DAY

“I got to experience more knowledge about robotics. Some robots are amazing and have inspired me to build something that will hopefully be helpful to mankind.” -Student

“Preparing for HESTEC Robotics Day was the first time I have studied robotics.”

66 % of students

surveyed responded “yes.”

for students to have handson opportunities to discover the very fundamentals of robotics design and programming. Of the students who responded, 75% agreed that because of HESTEC, they would like to learn more about a career in engineering and robotics. Furthermore, many of the students also believed that HESTEC Robotics Day was a valuable opportunity to learn more about careers in STEM, as is reflected by 88% of the students who responded “yes” to the statement, “HESTEC Robotics Day taught me about careers in science, technology, engineering and math (STEM).” Equally important to note is that 89% of the students responded “yes” to the statement, “HESTEC Robotics Day has inspired me to go to college.” These statistics emphasize the importance of exposure at an early age to hands-on robotics and STEM activities. Robotics team coaches also brought very positive perspectives to light during HESTEC Robotics Day. Of the coaches who responded to the survey, 92% reportedly “agreed” or “strongly agreed” that attending HESTEC impacted the knowledge they will share with their students in the classroom. This is valuable as it suggests that educators welcome professional development opportunities that may be somewhat limited, and they feel confident with the experiences offered at HESTEC Robotics Day. Educators are instrumental in influencing students, as they are at

Overall, 93% of Robotics Day attendees reported being satisfied with Robotics Day activities.

“HESTEC ROBOTICS DAY TAUGHT ME ABOUT CAREERS IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATH (STEM).” Yes No I’m not sure.

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Impact Report

88% 3% 8%

ROBOTICS DAY

“Without HESTEC Robotics

Day, I would probably not have the opportunity to study robotics.”

63 % of students

surveyed responded “yes.”

the forefront of the academic pipeline that can be fundamental in guiding students’ interests in STEM. HESTEC Robotics Day has grown in popularity every year as one of the most anticipated robotics events in South Texas. It allows students to explore the freedom of design while simultaneously learning the very fundamentals of STEM. To complement Robotics Day, the U.S. Navy SeaPerch competition was held on Friday, October 11, 2013 at the UTPA Natatorium. In this event, 24 teams representing 12 high schools competed in an underwater robotics competition. The objective of the competition was to navigate an underwater robot through two obstacle courses: one relay race with hoop obstacles, and a timed ring collection race. As part of the competition, the student teams were also required to present a poster describing the characteristics of their robot. This multi-faceted event engaged students with the basics in submarine design and ocean engineering concepts.

SURVEY PARTICIPATION: COACHES’ GENDER

78%

22%

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Impact Report

A team works on the final touches to their Lego EV3 Mindstorms robot before the competition at Robotics Day 2013.

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Impact Report

ROBOTICS DAY

ROBOTICS TEAMS

MEMBERS PER TEAM

UTPA ROTC VOLUNTEER JUDGES

FEET OF “BATTLE” SPACE

83,640

1,700

LEGO MINDSTORMS EV3 CORE SETS

VIDEO COMMERCIALS SUBMITTED

MIDDLE SCHOOLS IN ATTENDANCE

LEGO PIECES USED

TOTAL MINUTES OF VIDEO SUBMITTED

HIGH SCHOOLS IN ATTENDANCE HESTEC 2013 |

Impact Report

CAREER EXPO The Fall Career Expo was held on Friday, October 11, 2013. More than 1,300 college and university students from South Texas had a chance to meet with representatives from 50 corporations, businesses and government organizations. Coordinated by the Office of Career Services, the Fall Career Expo focused on informing students, from all majors and classifications, about the many opportunities that are available to them for internships and permanent careers.

Entities such as Burton, McCumber and Cortez, Chevron, Texas Department of Public Safety, Frito-Lay and Toyota Motor Manufacturing were among those who showed an interest in hiring students and alumni from UTPA. Several organizations also offered internships so students could acquire experience in their field of interest. Another facet of the Fall Career Expo was engaging the organizations by participating in a variety of outreach and recruiting opportunities within the university. The businesses and organizations produced 17 class presentations with approximately 425 students attending, and nearly 186 students attended several information sessions and 41 on-campus interviews that highlighted opportunities within the organizations. UTPA students, along with other South Texas college and university students, networked to expand their career opportunities by engaging in conversations with representatives from the corporations who attended. PARTICIPANTS AXA Advisors American Airlines Attorney General of Texas Baker Hughes

Bert Ogden Dealer Group

H-E-B

Burton, McCumber and Cortez

IBC Bank

C.H. Robinson

IBM

Chevron

IDEA Public Schools

Congressional Hispanic Caucus Institute

JP MorganChase

Farmers Insurance Group Fastenal Company Federal Bureau of Investigation

Impact Report

Frito-Lay Halliburton

Enterprise Holdings

HESTEC 2013 |

Ferguson

Becker Professional Education

Eaton Corporation

Federal Deposit Insurance Corporation

Lone Star National Bank Logicorp Enterprise, LLC NASA NOAA/National Weather Service New York Life Insurance Company

PARTICIPANTS, CONT. Northrop Grumman

Teach for America

Tyson Foods Inc.

Panda Express

Texas Commission on Environmental Quality

UC Synergetic, Inc.

RBC Bearings

Texas Department of Public Safety

U.S. Army

Sherwin-Williams Paint Company

Texas Teachers - Alternative Certification

U.S. Navy

SpawGlass

The University of Texas Health Science Center at Houston

UTPA Alumni Relations

Space X Sylvan Learning Center Target Corporation TDIndustries

UTPA Office of Graduate Studies

The Sherwin-Williams CompanyProduct Finishes Toyota Motor Manufacturing, Texas TX HHSC - Office of Inspector General

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Impact Report

CROSS-DISCIPLINARY CAMPUS ENGAGEMENT COLLEGE SYMPOSIUMS & EVENTS Throughout HESTEC Week, each college at UTPA provided educational opportunities for their students by hosting symposiums and/or events that showcased leading work and established professionals in respective areas of study. College symposiums took different forms. From panels to presenters, university students interacted one-on-one with successful professionals. The College of Social and Behavioral Sciences (CSBS) Symposium

The College of Education (COE) Symposium

The College of Health Sciences and Human Services (COHSHS) Symposium

On Thursday, October 10, the CSBS held a graduate and undergraduate student poster competition, showcased a studentled internship panel and organized an awards assembly.

On Tuesday, October 8, approximately 250 UTPA students heard personal experiences from a panel composed of the area’s top educators and distinguished leaders in the field of education.

On Thursday, October 10, the COHSHS Symposium was comprised of two events. During the afternoon, the college held an open house where they provided informational literature regarding health promotion and other related issues. The second event was composed of the screening of the film: “Diabetesville, USA: Lessons from the Frontlines of the Diabetes Epidemic,” which was followed by a panel discussion.

MathMovesU

Leading the Future with Sustainability Champions in STEM

Raytheon’s MathMovesU took place in the Ballroom. Raytheon employees engaged students in a hands-on marshmallow and toothpick activity which taught them about engineering and math.

The Office of Sustainability and the U.S. Department of Agriculture presented a film on carbon footprints and facilitated conversations with students in the University Library.

Robot Zoo Robot Zoo, a 1,500-square-foot exhibit in the Visitors Center, revealed the magic of nature as a master engineer. Three robot animals and seven hands-on activities illustrated the fascinating real-life characteristics of animals.

MIDDLE SCHOOL CHALLENGE & SEAPERCH COMPETITION Concurrent to the college symposiums and HESTEC Week activities, the Middle School Challenge took place from October 8-11. Approximately 4,000 middle school students and chaperones visited the UTPA campus for an event full of educational exhibits and hands-on STEM activities. In addition, the SeaPerch Competition was held on October 11.

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Impact Report

CROSS-DISCIPLINARY CAMPUS ENGAGEMENT The College of Science and Mathematics (COSM) Events

The College of Business Administration (COBA) Symposium On Wednesday, October 9, business professionals presented to approximately 190 UTPA students about information technology.

The College of Engineering and Computer Science (COECS) Events The COECS hosted Engineering Wonderland, a student-led exhibit that held demonstrations for middle school students and community members. These presentations included the power electricity bicycle, concrete smasher, and launching plastic soda bottle air-water pressure rockets.

The Center of Excellence in STEM Education UTPA Planetarium The UTPA Planetarium opened its doors to hundreds of students during the Middle School Challenge and presented on astronomy and spacecrafts.

The COSM hosted STEM Funland, which included numerous hands-on activities and presentations by UTPA students focusing on the principles of physics, chemistry, geology, and biology.

The Center of Excellence in STEM Education invited students to learn about STEM-related careers and conducted “water magic” activities that engaged everyone in the room. U.S. Army The U.S. Army was located at the Bulletin Plaza where they held mock Physical Training (PT) testing, managed a rockwall, and conducted general information sessions on the U.S. Army.

The College of Arts and Humanities (COAH) Events Presentations of the play PACHANGA were held in various HESTEC events, including the Congressional Dinner and Community Day. This play is a high-energy dance battle comedy, which is representative of the regional and cultural settings of the Rio Grande Valley, and it featured more than 22 student dancers and a student band.

U.S Navy

SpaceX

The U.S. Navy was located in the Sundial Court where they displayed assets, conducted presentations, and held Q&A on STEM opportunities within the U.S. Navy.

A SpaceX exposition in the Health & Physical Education II (HPEII) Building provided information to students about their work in designing, manufacturing, and launching the world’s most advanced rockets and spacecraft. NASA The NASA exhibit in the HPEII Building showcased a variety of NASA activities that gave students a real perspective of the work done within the company.

SeaPerch Competition The SeaPerch Competition is an innovative underwater robotics program introduced to UTPA by the U.S. Navy in part by the Office of Naval Research. The SeaPerch Challenge teaches basic skills in ship and submarine design and encourages students to explore naval architecture and marine engineering concepts.

HESTEC 2013 |

Impact Report

COMMUNITY DAY Community Day was the ever popular, family fun-filled event that brought HESTEC 2013 to a close on Saturday, October 12. The event was free to the general public and open to corporate and federal sponsors as well as local businesses and UTPA’s very own student organizations. The local community has gathered at the campus annually for 12 years now to enjoy the performances, atmosphere, and STEMrelated exhibits.

Of the community members who responded to the survey, 88% respondents were Hispanic, 62% were female and the 19-25 age group was the largest represented, at 35%. This is interesting to note because it supports the idea that HESTEC Community Day draws in the very populations that the event intends to inspire. of respondents The exhibits open to the public covered a variety of topics “strongly agreed” and attractions. NASA boasted or “agreed” that a 3D printer, a small version of the rover “Curiosity” and a they were satisfied demonstration of how one can with Community have a mini rover on a shoulder simply with a smartphone; Day events. H-E-B sponsored a play area that allowed young children to exert their energy running through an inflated obstacle course; UTPA’s Visitors Center

94%

SURVEY PARTICIPATION: AGE GROUP 1% 11%

18 or younger 35%

19-25 26-35

25%

36-45 46-59 60 or older

19%

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Impact Report

UTPAâ&#x20AC;&#x2122;s College of Arts and Humanities gave an outdoor performance (above). Students visited HESTEC has existed for 12 years, each year drawing the Robot Zoo exhibit, which gave children the opportunity tomassive understand of natureâ&#x20AC;&#x2122;s crowds. some From students, educators and corporate sponsors to community leadershow and families mechanical forces. By using velcro hand grips on a rough cloth slope, young visitors learn of all sizes, HESTEC proves to be an unforgettable flies grip to walls (below). learning experience.

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Impact Report

Regional bands that are popular with the community performed on the main stage. HESTEC 2013 attendees enjoyed performances by Little Joe Y La Familia, Los Palominos del Norte (above), and “El Charro de Oro” Sebastien De La Cruz. featured a Robot Zoo that allowed participants to explore the biomechanics of complex animal robots in order to discover how real animals work; UTPA’s Center of Excellence in STEM Education showed and demonstrated how to make water disappear like magic, and the UTPA College of Engineering hosted their Engineering Wonderland while concurrently participating in the STEM Funland exhibit alongside UTPA’s Physics department. At the STEM Funland, participants used STEM-related manipulatives to engage their higher-level thinking and problem solving skills. Coupled with all of the exhibits and STEM interactive activities was a free concert and large community attraction. Little Joe Y La Familia, Los Palominos del Norte, and UTPA’s Mariachi Aztlán featuring “El Charro de Oro” Sebastien De La Cruz all performed on the main stage while thousands enjoyed the festivities. Concurrently, the community stage hosted other entertainers, from comedians to local bands and dancers. Community Day is tailored to impact families.

HESTEC 2013 |

Impact Report

“I AM MORE INTERESTED IN HAVING MY CHILDREN OR OTHER FAMILY MEMBERS GO TO COLLEGE AFTER ATTENDING TODAY’S EVENT.” 10%

1% 59%

30%

Strongly agree Agree Not sure/neutral Disagree

87% of Community Day attendees “agreed” or “strongly agreed” that the activities and topics discussed at HESTEC broadened their views about STEM careers.

COMMUNITY DAY

A mother allows her child to touch a millipede at a biology display hosted by the UTPA College of Science and Mathematics.

Whether they interacted with robots, supported student organizations, or attended a free concert, 94% of attendees surveyed reported being satisfied with the day’s events. Data also revealed that 87% of those who responded to the survey “agreed” or “strongly agreed” that they were motivated to share what they learned about STEM careers at HESTEC with their children and family at home. While 82% of the respondents reported they “agreed” or “strongly agreed” with the statement that they were more interested in having their children or other family members pursue a STEM career after attending HESTEC Community Day. Lastly, 81% of the community members surveyed reported that they had a better understanding of what an engineer does after attending HESTEC Community Day. This data set reinforces the idea that the community welcomes the idea of engaging with the university. It also suggests the community, rich in its culture, thrives on the family unit and looks to the university for educational, teachable moments for their children. It is through events such as these that the community will continue to flourish.

SURVEY PARTICIPATION: GENDER

38%

62%

SURVEY PARTICIPATION: ANNUAL HOUSEHOLD INCOME 26%

26%

18% 15% 11%

under $15,000

$15,001$30,000

$30,001$50,000

$50,001$75,000

HESTEC 2013 |

$75,001more than $1000,000 $1000,000

Impact Report

UTPA STUDENT ORGANIZATION INVOLVEMENT Approximately 360 undergraduate students played an important role behind the scenes as they assisted in setting up for HESTEC activities and directed participants between exhibits. They also assisted HESTEC sponsors with their presentations and activities.

By facilitating various activities throughout the campus such as assisting with different college symposiums, the student organizations promoted STEM-related activities and a collegegoing culture. UTPA students engaged not only with other students, but with the community as well. By setting up food booths on Community Day, about 60 student organizations were able to raise money. The organizations reported that their earnings will be used for paying national dues, donating to local and state charities, funding service projects, traveling to conferences, and off-setting miscellaneous expenses that may occur throughout the school year. Student organizations also capitalized on the concept of gaining not only financially, but also volunteering and building strong ties with the community.

STUDENT ORGANIZATIONS AT COMMUNITY DAY Alpha Lambda Delta

Delta Xi Nu Multicultural Sorority

Alpha Phi of Kappa Sigma Fraternity

Eta Omicron Nu

Alpha Sigma Tau Sorority

Filipino Student Association

American Marketing Association

Golden Key International Honour Society

American Sign Language

Health and Kinesiology Club

Anthropology Club

Health Occupational Students

Association of Computer Machinery Association of Information Technology

Professionals

HESTEC 2013 |

Impact Report

Engineers Jewlery and Metals Club

Association of Migrant Students

Kappa Delta Chi

Bilingual Education Student Organization

Kappa Kappa Psi

Biology Club

Kappa Sigma

Bronc Cadet Club

Lesbian, Gay, Bisexual, Transgender

Bronc Pre-Pharmacy Association

Catholic Campus Ministry

Mexican-American Engineers

Clinical Lab Science Student

Collegiate Entrepreneurs Organization

Mexican-American Studies

Communication Studies Club

Muslim Student Association

Delta Zeta

Institute of Electrical and Electronics

Alliance @ UTPA

and Scientists

A UTPA student gives a demonstration about magnets to a group of Community Day visitors (above). UT-CARES put a do-it-yourself spin on cupcakes, offering different topings so patrons could decorate their own treat (far left). STUDENT ORGANIZATIONS, CONTINUED National Student Speech Language Hearing Association

Society of Human Resource Management

Omega Delta Phi Inc.

Society of Manufacturing Engineers

Phi Iota Alpha Fraternity

Society of Women Engineers

Pre-Dental Society

Sophomore Academic Mentoring Program

Pre-Medical and Biomedical Society

Staff Senate

Pre-Physical Therapy Association

Student Dietetic Association

Psi Chi

Student Occupational Therapy Association

Psychology Club

Student Veterans of America

Rehab Club

Tri Beta Biological Honor Society

Sigma Kappa Phi

UT CARES

Sigma Lambda Beta International Fraternity

UTPA Advertisement Club

Social Work Student Organization

UTPA Alumni

Society of Automotive Engineers

UTPA French Club

Society of Civil Engineers

Voices for Planned Parenthood

Society of Hispanic Professional Engineers

HESTEC 2013 |

Impact Report

CONCLUSION It is evident not only by the survey responses, but by the display of interest, interaction, and engagement of the teachers, students, families, and the community leaders at large, that HESTEC continues to be impactful in encouraging and motivating the next generation to explore the possibilities of STEM and STEM-related careers. Although minorities continue to be underrepresented in the STEM fields, The University of Texas-Pan American, through HESTEC, remains committed to bringing firsthand experiences focusing on STEM to teachers, students and their families. To this end, Educator Day provides invaluable experiences for teachers from accross the region. Student Leadership Day provides students with engaging opportunities focused on increasing their interest in STEM fields. Mothers and daughters who attended Latina Day discussed the role of women in science and breaking barriers in STEM-related careers. Many students who competed in the Robotics Day event may not have had the opportunity to experiment with and program a robot. It is imparitive that these opportunities be made available, as HESTEC is, and must continue to be, a driving force in educating the community and the surrounding region. UTPA provides the backdrop of community and university engagement necessary for the success of such an event through the utilization of its resources to provide opportunities for current and future students. Through strong partnerships, HESTEC will continue to influence the lives of so many.

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Impact Report

ACKNOWLEDGEMENTS To Dr. Robert S. Nelsen, president of The University of Texas-Pan American, for your endless support, participation and great vision for HESTEC, thank you. Thank you to Congressman RubĂŠn Hinojosa, whose vision it was to make HESTEC a reality. To Mr. Martin Baylor, vice president for business affairs, thank you for your continuous support and guidance. To Jessica Salinas, Karen Dorado, Joe Garcia, Joel Ruiz, and the entire Community Engagement HESTEC team who worked tirelessly to make HESTEC possible, thank you for your hard work and dedication. A special thanks to Region One GEAR UP Director Tina Atkins and her team of education specialists, facilitators and coordinators who assisted in this effort. Also special recognition goes to the school superintendents, administrators, teachers, students, parents, community members, and community leaders who participated in HESTEC. And lastly to HESTEC presenters and sponsors, through whose volunteerism, contributions and heartfelt efforts, HESTEC is made possible. For it is through the very foundation set by sessions and presentations that HESTEC exists. Thank you for bringing your message of STEM to our community of learners and for impacting not only their futures but the future of our community. This report was made possible through the collaboration of a team of contributing authors, editors, designers and advisors for this report: Dr. Doris Mendiola, Dr. Liang Zeng, Jessica Salinas, Karen Dorado, Joel Ruiz, Karen Villarreal, Marcos Silva, the UTPA Public Affairs Office, Studio Twelve01, and the UTPA Office of Career Services.

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Impact Report

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