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STEPS 2008 Annual Report A special thanks for writing the report to Jan Hansen, Ph.D., Assistant Professor, Teacher Education, University of St. Thoma, Brionna Meissner Contents Page Thank You to Sponsors 3 Dedication to Ronald Bennett 4 Introduction/Letter from Kaye & Ron 5 STEPS Staff 6 Why Does STEPS Exist 9 The Story of STEPS 12 Preparing Young Women for Engineering 16

Basic STEPS 16 Activities 16 Staff, Volunteers and Instructors 17

Advanced STEPS 18 Activities 19 Staff and Instructors 19

Parent Involvement 20 Media Coverage 21 Evaluation 24

Alumnae Evaluation 24 Major in Engineering/Science 26 Degree Plans 27 Advanced High School Courses 28 Educated Home Background 28 Range of Incomes 29 Diversity 30

Basic/Advanced Camp Evaluations 31 STEPS Makes a Difference 32 Advanced High School Courses 32 Degree Plan 33 Attitudes Toward Engineering/Science 34 Diversity 35

Budget 39 Appendices

A. Community Contacts 41 B. STEPS Brochures 42 C. STEPS Schedules 44 D. Volunteer List 46 E. RC Flyers 47 E. Parent Fundraising Efforts 48

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THANK YOU TO OUR SPONSORS The University of St. Thomas is committed to offering an exciting engineering outreach residence camp free of charge to girls from diverse backgrounds, and is able to do that because of the generous support from others who share the same vision. Heartfelt thanks goes to the following foundations, corporations, and to all the individuals involved for their hand in grooming the next generation of creative, competent and conscientious engineers. We know you share our enthusiasm, and we hope you will help us continue the STEPS camps. Thank you.

In addition, generous in-kind contributions received were from 3M, Ashland Plastics, Brookdale Plastics, Ford Motor Company, Liberty Carton Company, PolyOne, Tri-Valley R/C Flying Club, Twin City Die Casting, and the University of St. Thomas.

Dear STEPS Staff, On behalf of our daughter we’d like to say thank you for the opportunity to attend such a well run camp. [Our daughter] is excited about the many things she learned while at St. Thomas. She is definitely inspired to continue her adventures in learning Math, Science and Engineering. Her younger sister looks forward to her turn at STEPS too (only 2 years away)!

STEPS Parents Carol & Scott

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***** The 2008 STEPS report is dedicated to Ron Bennett ***** This years STEPS report is dedicated to Ron Bennett, Founding Dean of the School of Engineering at the University of St. Thomas and the visionary behind the highly successful STEPS camp. Here are some comments from Ron Bennett, regarding STEPS Camp. As we were developing undergraduate engineering programs at the University of St. Thomas, it became clear that we needed to do something to stimulate the number of students from underrepresented groups to take the math, science and technology courses in middle and high school that would enable them to pursue science and engineering programs in college. Part of this was learning about science and engineering, and part was helping these students feel comfortable and confident on a college campus, to prove to themselves they could do this. The University of Wisconsin – Stout created the first STEPS camp in 1997. It was a hands-on engineering camp for girls only, and it worked just great. They focused on 6th grade girls from a wide range of cultural backgrounds. The national Society of Manufacturing Engineers (SME) learned of this camp, and wanted to establish a state-wide array of camps somewhere. SME would provide some seed money to get these going. We stepped up and, together with Alexandria Technical College and the University of Minnesota, began Minnesota camps in the summer of 2000. The Alex and St. Thomas camps were for 6th grade girls, the U of M camp for 10 grade girls. Although SME provided the initial funding, it was a declining amount over 3 years. We needed to raise additional funds. Thanks to generous supporters like the Medtronic Foundation, 3M Foundation and many others, we have been able to fully fund this camp for 9 years, adding an Advanced STEPS camp three years ago. All together, we have provided the camp experience to nearly 1600 campers. The results have been excellent. We consistently have had over 30% students from underrepresented groups. We have had over 400 applicants each year for 160 slots. And the campers have left with pride and confidence in their abilities at science, math and engineering (“Dad can’t keep me out of the shop any more”). They have also left with new friends from other cultures. And they have left with motivation to take science and math in middle and high school, and get involved in science competitions, because they know why they are doing it. The success of these STEPS camps is due to the outstanding group of people that have made it happen. The overall leadership of Ann Coldwell, Pam Schaub, Matt Miller and Kaye Smith; the direct camp leadership of Heather Starks, Marika Staloch and Kelly McLaughlin; the stalwart support of Jacki Kubal, John Povolny, John Walker, Jan Hansen, Karl Mueller; and the passionate engagement of a host of camp counselors, teachers and volunteers. For me, being an advocate for STEPS has been one of the most rewarding parts of forming the School of Engineering at St. Thomas. It has been a personal honor to work with Ron Bennett and all the members of the STEPS camp staff for the past three years. Seeing girls get excited and passionate about math, science and engineering and gain self confidence and belief in their own inner strength, is what keeps so many of our staff returning year after year. Thanks Ron, for all you have done for this camp.

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INTRODUCTION Welcome to the annual report for STEPS Camp 2008. As in years past, this report will share with you the history, framework, goals, and evaluation of the STEPS camp program at the University of St. Thomas. Our hope is to continue to focus on the aspects in life that encourage young girls to enroll in math, science and engineering courses and, in turn, to consider engineering and related careers as their life’s work. We hope to provide an image of the excitement of STEPS camps, and invite you to contact us with any questions or comments you may have regarding this report or the STEPS camp itself. Sincerely, Kaye L. Smith, Ph.D., STEPS Project Director Ronald J. Bennett, Ph.D., Founding Dean, School of Engineering, University of St. Thomas

Dr. Kaye Smith STEPS Project Director 3M Thwaits Fellow

University of St. Thomas School of Engineering Dr. Ron Bennett klsmith5@stthomas.edu University of St. Thomas School of Engineering

Founding Dean and STEPS Champion

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Counselors

Alison Landberg

Kelsey Hofmeister

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Bridget Staloch

Sarah Martin

Ashleigh Hayes

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Jr. Counselors Jasmin Brent Molly Johnson Anna Johnson Charlotte O’Halloran Brynn Wilken-Resmah Kelli Plekkenpol Vivian Ha

Camp Directors

Marika Staloch

Kelly McLaughlin

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WHAT IS STEPS? The Basic STEPS camp program at the University of St. Thomas is a one-week, tuition-free, applied science experience for girls entering the 7th grade. In four one-week Basic camps, 160 girls (40 each week) live and study on campus to get a firsthand taste of college life. The girls participate in a variety of classes, workshops and activities to gain an understanding of basic principles of engineering processes through a fun, hands-on experience with high-tech equipment in a college setting. The Advanced STEPS camp is a one-week, tuition-free, experience for girls entering 9th grade. The focus is to build upon the foundation offered in the Basic STEPS camp that girls experienced four years earlier. In addition, focus is placed on college and career exploration and guidance. Girls who completed Basic STEPS (four years earlier) are eligible to apply for Advanced STEPS. STEPS IS • An opportunity for girls to learn more about what engineers do • Outstanding instructors with backgrounds in engineering, technology and science • A one-week introduction to the world of technology and engineering • A hands-on experience with high-tech equipment and processes • A college-camp experience at the St. Paul Campus of the University of St. Thomas • A fun way to live and work with other girls sharing similar interests For more information, please contact: Jacki Kubal 651.962.5750 jkkubal@stthomas.edu Or visit: http://www.stthomas.edu/engineering/steps/ WHY DOES STEPS EXIST? We need more engineers. Estimates tell us that within the next decade our nation will experience a shortage of nearly one half million engineers*. If left to “just happen”, this shortage will result in fewer advances in medical technology, less creative developments in alternate energy; fewer improvements in transportation; and less progress in community development (to name just a few problem areas). Obviously, it is not wise to wait for a crisis in order to begin building a stronger workforce of engineers. *The long-term forecast predicts that there will be 1.6 million unfilled engineer positions in the U.S. as 500,000 engineers retire and an additional 500,000 new engineering jobs are created. Considering that 268,000 technology positions in the United States are presently unfilled and taking into account that at current rates, the nation’s engineering schools will produce just 600,000 new engineers, the U.S. will experience a shortfall of at least 400,000 technically talented people. We need to diversify the engineering workforce. Women currently make up less than ten percent (10%) of the engineering workforce and minority women make up less than five percent (5%). In the U.S. and Canada, only twenty (20) percent of students enrolled in engineering programs are women and only four percent (4%) receive bachelor’s degrees in engineering. While there is no way to measure lost potential, there is a general acceptance that steps should be taken to nurture potential engineering talent of girls from diverse backgrounds. The time is now to put key pieces in place that will form a diverse and creative workforce that will help meet the demand for engineering talent. STEPS Camp exists in order to introduce young girls to the exciting field of engineering. Informal and formal assessments show that STEPS is effective as it motivates young girls to pursue rigorous science, math and technology courses, and encourages them to consider careers in those fields.

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I want to thank you for the wonderful opportunity to be around girls who are interested in the same professions. I can’t wait for my second opportunity with Advanced STEPS. STEPS lover, Annie

2007 U.S. Population Data Sheet: Profile on Scientists and Engineering Labor Force (p.5)

We need creative recruiting methods to introduce girls to the exciting field of engineering. Traditional recruiting methods have not been sufficient. Women engineering students are attracted to learning environments and schools where they can develop a sense of community with other women and can work toward similar goals together. Further, studies have shown that women in a female cohort are more likely to earn their degree and to enter the workforce as engineers. STEPS camp provides this sort of learning environment and hopes to continue the cohort model into higher education. We need to provide supportive class climates to gain skills and confidence in science and engineering. Girls in elementary school generally like math, but by high school they are less likely than boys to feel competent despite their higher grades. At age 13, a gender gap appears in science proficiency scores, with boys outperforming girls. This gap continues in high school with boys scoring higher than girls on the SAT Mathematics and Science Achievement Tests, as well as on the Mathematics and Science Advanced Placement (AP) Examinations. Research shows that supportive class environments and mentoring help build confidence and lead to achievement in science and engineering among girls.

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We need to provide opportunities for girls to operate equipment that is central to the field. Females in science and technology courses often assume roles of data recorder and report writer, while males tend to operate mechanical equipment. Girls report that they would like to assume roles requiring hands on skills such as computer-aided drawing, machining, and component assembly but are reluctant to climb out of their comfort zone to do so. Even when instructors intervene, girls are reluctant to give up the tasks they perform well to learn new skills citing the benefit to the team and project. For women students, dominance by male team members can further complicate the issue and lead to marginalized roles within the team. First year engineering female students report that they have not tinkered with tools, disassembled gadgets, or built toy models, as have many of the men students. Opportunities such as those provided in STEPS offer girls hands on experience and skills and spark further interest in science and engineering. WHY FOCUS ON GIRLS? Recruitment and retention of females and minorities in the field would add to the number of engineers and would lead to broader contributions. It is no secret that minorities and females are underrepresented in the field of engineering. While some progress has been made to recruit and retain women and minority engineers, the field still suffers from lack of diversity. It stands to reason that this lack of diversity will continue unless measures are taken (Society of Women Engineers; U.S. Census; National Science Foundation). STEPS helps pique interest in the field of engineering.

I thoroughly enjoyed the airplane building, radio construction, web design and animation. I feel like I have accomplished a CRAZY amount of things in so little time. AH

Every girl that attends Basic Camp builds and flies a radio controlled airplane. At the end of camp, they get to take the plane home. This year, some of the camp counselors were past STEPS campers. They still had their planes and brought them to camp. The campers thought this was very cool!

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THE STORY OF STEPS WHAT IS THE HISTORY OF STEPS? It all began in the mind of Pete Heimdahl ‐‐ and an initial grant from SMEʹs Education Foundation. When Heimdahl, executive director of STEPS for Girls (University of Wisconsin‐Stout) and associate dean of UW‐Stoutʹs College of Technology, Engineering and Management, had a difficult time finding women engineers to fill faculty positions at the university, he quickly realized that the shortage of women engineers could only be alleviated by attracting them to the profession at an early age. To address this issue, he started STEPS in the summer of 1997 and itʹs still going strong today. Society of Manufacturing Engineers (SME) The University of St. Thomas began its STEPS program in 2000 and reached its 9th anniversary in Summer, 2008. The first STEPS camp in Minnesota was funded with seed money from the Society of Manufacturing Engineers (SME) Foundation and in collaboration with sister STEPS programs in Alexandria, MN; and at The University of Minnesota. Importantly, leaders from The University of Wisconsin-Stout, who created and offered the first STEPS camp in 1997, generously shared their ideas and expertise with St. Thomas. The result was a solid camp program at the University of St. Thomas that motivated and inspired girls to pursue science and engineering. The first STEPS camp at St. Thomas in 2000 was a clear success. The strong program leadership and talented staff and teachers, have made it possible for young campers to experience first-hand, the exciting world of engineering, and to consider new vistas for their lives. For the past nine years, STEPS at St. Thomas has gained momentum and support from students, faculty, staff, teachers, parents, and the community. It has systematized its recruiting strategies, streamlined its instruction, enhanced its talent pool, and broadened its funding sources. From the outset, STEPS experienced enormous success, and currently, is the only remaining STEPS camp in Minnesota.

Team Building Activity

Ecology Class

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MacGyver Class

Pool Fun

One goal of the camp is to offer a balance of classes. We want the camp to have a technical focus but it is camp and so it must be fun. The classes are divided such that 30% offer technical content, 30% are academic but non-technical and 30% are team building and recreational. The mixture works year after year. The girls learn technical skill, make new friends and have fun. Kaye Smith

WHY BEGIN STEPS AFTER 6TH GRADE? The National Science Foundation (NSF) has revealed that junior high girls are especially vulnerable to making critical high school curriculum choices that could limit their ability to enter, participate in, and succeed in an engineering program in college. In response to that research, programs were created so that girls at this vulnerable point could make informed choices regarding a meaningful path to high school coursework and college engineering programs. Specifically, the Society of Manufacturing Engineers (SME) proposed a Science Technology and Engineering Preview Summer (STEPS) camp for girls as a one-week introduction to the exciting, fun, challenging, and rewarding world of science, technology and engineering. HOW IS INTEREST IN ENGINEERING SUSTAINED? Program leaders hope to continue and build upon the girls’ interest in engineering following STEPS camp. In 2004, St. Thomas polled interest among former campers in an Advanced STEPS camp. The response was overwhelmingly positive. Thanks to generous benefactors and frugal program leaders, the University of St. Thomas, during the summer of 2005, introduced a one-week Advanced STEPS camp around the theme of alternative energy. Applications from 480 eligible girls (from the Alexandria, Stout, U of M, and St. Thomas camps) were reviewed for participation in the Advanced STEPS pilot. Forty (40) girls who had just completed Grade 10 were accepted into the first Advanced STEPS camp, which, like the Basic STEPS camp before it, was a clear success. As we continue to create more experiences to sustain girls’ interest in engineering, an even broader base of resources is needed.

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HOW MANY GIRLS APPLY TO STEPS CAMP? The STEPS program remains popular as application and enrollment figures show.

Basic STEPS Applications, Participants and Percent Accepted Year Total Applications to UST Number of Participants Percent Accepted 2000 235 172 73 2001 479 160 33 2002 354 155 44 2003 450 164 36 2004 405 164 40 2005 448 162 36 2006 416 162 39 2007 448 165 37 2008 411 188 46

Advanced STEPS Applications, Participants and Percent Accepted

Year Total Applications to UST Number of Participants Percent Accepted 2005 149 40 27 2006 86 41 48 2007 41 39 100*

2 accepted did not attend 2008 98 42 43

I enjoyed every single one of my classes, my new friends that I met at STEPS, and all my teachers! Thank you for the outstanding opportunity.

Annie ☺ NSF Research shows that 5 MYTHS still prevail.

There are five myths about girls and science that endure, according to the National Science Foundation's Research on Gender in Science and Engineering program: Myth 1: From the time they start school most girls are less interested in science than boys are. Reality: In elementary school about as many girls as boys have positive attitudes toward science. The persistence of the stereotypes start to turn girls off, and by eighth grade, boys are twice as interested in STEM (science, technology, engineering, math) careers as girls are. Myth 2: Interventions that work to increase girls' interest in STEM run the risk of turning off the boys. Reality: Educators have found that interventions that increase girls' interest in STEM also increase interest among boys. When girls are given a greater sense of possibility about the person they could become, the boys get the message too — "I can do this!"

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Myth 3: Science and math teachers are no longer biased toward their male students. Reality: In fact, biases are persistent, and teachers often interact more with boys than with girls in science and math. When instruction is inquiry-based and hands-on, both boys and girls are motivated to pursue STEM activities, education and careers. Myth 4: When girls just aren't interested in science, parents can't do much to motivate them. Reality: Parent and teacher support has been shown to be crucial to a girl's interest in science, technology, engineering and math. Parents and teachers are in a position to tell young people what coursework and grades they need to put themselves on a path to a STEM career. Myth 5: Changing STEM curriculum at college risks watering down important “weed out” courses. Reality: "Weeding out" weaker students in college majors — especially in quantitative disciplines — disproportionately weeds out women. Women often perceive a "B" as an inadequate grade and drop out, while men with "Cs" will persist with the class. Mentoring and "bridge programs" that prepare students for challenging coursework are some of the most effective interventions according to the NSF. SUMMARY The demand for engineers is greater than the supply. As the engineering workforce in the United States ages and hopes to pass the baton to others in the field, there is heightened sensitivity to diversification. STEPS focuses on capturing the interest of young girls from diverse backgrounds, exposes them to the excitement and fun of engineering, science, and technology, and with hope, expands the creativity and productivity of the field of engineering. With the generous help of supporters with shared vision this hope is closer to becoming reality.

I feel like I have taken a huge “STEP” into the unique world of Science, Technology and Engineering for women.

STEPS Camper

Everything I heard about camp was positive – especially nice to hear the girls were all friends and not acting catty so they got things done instead of worrying about social issues. What a self-esteem builder! STEPS Camp Parent

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PREPARING YOUNG WOMEN FOR ENGINEERING CAREERS

I attended STEPS camp in 2002. Before coming to camp I had very little confidence in my abilities in mathematics and science. Although I enjoyed both subjects they seemed like something that was impractical in the real world. After coming to camp I learned about how both subjects are applied in our daily lives, and are used in the field of engineering to create products that benefit our society and world. STEPS inspired me to take more challenging classes in both science and mathematics in high school, and lead to my decision to become an Electrical Engineer.  

This past summer I became a camp counselor for the STEPS program. Through my experience I was able to witness other young girls, who similar to myself, came to camp with the impression that math was a waste of time and too much work, but by the end of camp became excited to learn more about both subjects as they gained confidence in themselves and had learned that math was more than just numbers on a sheet of paper. The STEPS program has made an impact on my life as well as many other young girls lives. It uses activities that a classroom would never attempt to show how mathematics and science are interesting and practical. I truly believe that I would not have accomplished what I have today without attending STEPS. Not only did the camp spark my interest in engineering, but also motivated me to succeed, becoming a strong woman, and contributor to society. 

‐Ashleigh Hayes ‐ STEPS camper 2002, STEPS counselor 2008 

Basic STEPS Program Review Basic STEPS campers, who have just completed Grade 6, experience first-hand the excitement of physics, chemistry and electricity and leave the campus having manufactured a radio-controlled airplane. Each camper produces airplane components and participates in an assembly lab to build an airplane. A culminating activity is “Fly Night”—Wednesday evening of STEPS when campers meet experienced radio control pilots at Tri-Valley Fly Field, and together, fly their planes before the watchful eyes of families and friends. Campers at Basic STEPS are often presented with their first opportunity to use a drill or glue gun, a computerized numerical-controlled machine, plastic injection mold, to build a website, or to tinker with the inner workings of a radio. The final tangible product for them is an airplane followed up with a flight event. These experiences build pride in accomplishment and enhance their view of themselves as competent, capable and creative people. Each STEPS camp begins on Sunday with an orientation for parents and campers. In addition to welcome remarks from Founding Dean Bennett and Dr. Smith, this year campers were honored to have Betty Shanahan, Executive Director of the Society of Women Engineers, add her welcome via a video made exclusively for the STEPS campers. BASIC STEPS Activities St. Thomas designed Basic STEPS to achieve a balance between technical, developmental, and recreational activities. Ideally, through a balanced focus, campers would enjoy their time at the university, learn about scientific principles and their respective engineering applications, and would create useful products. Ultimately, these things would lead to enhanced competency and consideration of engineering as a career. Following is a table of the activities included in the 2008 Basic STEPS camp.

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Basic STEPS Camp Activities Technical Developmental Recreational

Airplane Assembly Lab Animation Lab Chemistry Lab Electricity Lab Flight Simulation Machining Lab MacGyver Personal Webpage Design Physics Lab Plastics Lab

Counselor-led Evening “TAPS” Diversity Writing Workshop Ecology Fly Night (Radio Control Airplane) History of Women in Science and Engineering Problem-Solving Relay Team Building Astronomy Biology

Crazy Olympics Dutch Auction Games Karaoke Movie Night Skit Creation Snack Party Swimming Eco Runway

Basic STEPS Staff and Volunteers STEPS camp relies on role models to provide guidance and inspiration. Every effort is made to involve outstanding people in the STEPS program. College students, community members, university and technical college personnel, high school teachers and others volunteer as counselors, instructors, lab assistants, and presenters. Importantly, model airplane enthusiasts from Tri-Valley R/C Flyers serve as mentors to STEPS campers as they demonstrate how to fly the radio-controlled airplanes. Each volunteer has a unique fingerprint on the overall success of the 2008 STEPS camps. Staff and volunteers are: STEPS Leadership Dr. Ron Bennett – STEPS Champion; Founding Dean, School of Engineering, University of St. Thomas Dr. Kaye Smith – STEPS Project Director, 3M Fellow, School of Engineering, University of St. Thomas Ms. Marika Staloch – STEPS Camp Director Ms. Kelly McLaughlin – STEPS Assistant Camp Director Ms. Sami Jessen – STEPS Camp Coordinator STEPS Camp Counselors STEPS Camp Jr. Counselors Kelsey Hofmeister Jasmin Brent Ashleigh Hayes Molly Johnson Bridget Staloch Anna Johnson Alison Landberg Charlotte O’Halloran Sarah Martin Brynn Wilken-Resmah

Kelli Plekkenpol Vivian Ha

STEPS Camp Assistants STEPS Camp Evaluation Ms. Amy Kluck – Web Design Dr. Jan B. Hansen – Director of Evaluation Ms. Jacki Kubal –Office Coordinator Ms. Brionna Meisner – Evaluation Administrator; Data Mr. John Walker – Airplane Coordinator Coordinator Lindsay Schuette – Airplane Lab

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Basic STEPS Camp Instructors Instructor Class/Lab Mallory Haan Diversity Eric Burfeind Ecology Bill Cody Plastics Counselors (all) Crazy Olympics Becky Dellaria Chemistry Regina Goldner Simulation; McGyver Stephanie Harris Chemistry Molly Keenan History of Women Chad Kluck Web Design Leah Wynveen Animation Janelle Weiland Biology John Rozeboom Physics Mike Roddy Astronomy Rebecca Watczak Electricity Dick Wold Machining/Plastics (A complete volunteer list is found in Appendix D.)

Now I feel more confident in what I want to do in life. STEPS Camper

Advanced STEPS Program Review Advanced STEPS campers, who have just completed Grade 10, are starting to consider and make choices regarding college and career. At STEPS camp, they experience first-hand, life at college including dormitory living (including lack of air conditioning), meals, and classes. They start to envision their life following high school. In its third year, Advanced STEPS camp continued to be successful. Plans for 2008 will consider the inclusion of a day-camp, enhanced curriculum development informed by evaluation data from 2007 that called for more stringent math courses, project refinements, and the inclusion of more college-level activities.

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Activities As with the Basic camp, the Advanced STEPS camp is designed to achieve a balance between technical, developmental, and recreational activities. Ideally, through this balanced focus, campers would enjoy their time at the university, learn about scientific principles and their respective engineering applications, and would create useful products. Ultimately, these things would lead to enhanced competency and consideration of engineering as a career. Following is a table of the activities for Advanced STEPS camp.

Advanced STEPS Camp Activities Technical Developmental Recreational

Beam Robot Build Biology MacGyver Workshop Soldering Workshop Environmental Science Heat Transfer Lab Chemistry Alternative Energy Tech Water is Life Animation Lab Rocket Build

Counselor Led “TAPS” Diversity Writing Workshop Ethics Ideal Camp Design Poster creation and presentation Teambuilding GPS Rocket Launch Teraforming History of Women

Board Games Bowling Karaoke Kickball Pizza Party Skit creation Snack Parties Swimming Teambuilding games Eco Runway

Advanced STEPS Camp Instructors Instructor Class/Lab Malory Haan Diversity Logan Carstenson Rocket Launch Kaye Smith Ethics Tracy Berniard & Mike Strommen

Alternative Engineering Tech

Eric Burfeind Environmental Science Becky Dellaria Chemistry Regina Goldner MacGyver Molly Keenan History of Women Leah Wynveen Animation Janelle Weiland Biology John Rozenboom Soldering / Beam Robot Build /

GPS Bill Ruff Soldering / Beam Robot Build /

GPS Kaye Smith Water is Life Mike Roddy Teraforming Logan Carstenson Heat Transfer Logan Carstenson Rocket Build

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I want to thank you for the wonderful opportunity to be around girls who are interested in the same professions. I can’t wait for my second opportunity with Advanced STEPS. STEPS lover, Annie

Parent Involvement Guardians and parents have contributed over $10,000 to the STEPS program. Guardians and parents continue to be enthusiastic STEPS supporters as the anecdotal, qualitative and quantitative data reveal. Stories from parents and guardians note a significant increase in campers’ positive perceptions and interest in science and engineering. Guardians and parents assist in fundraising efforts by making personal contributions. In addition, many inquire about making tax-deductible donations and application methods for employer matching funds. A copy of the letter to parents and guardians can be found in Appendix E. How Can Parents Help? The University of St. Thomas is proud to offer a tuition-free camp that is available to all girls. Parents, guardians and others are urged to use the following table to compute the costs of supporting STEPS. We invite you to be part of this exciting program by making a donation to support a camper.

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Donations to the STEPS FUND are tax-deductible

Category Sign me up ☺ Sponsor a Team $6000 Y N Sponsor a Counselor $1500 Y N Sponsor a Camper $600 Y N Sponsor an Event $100 Y N Sponsor a Plane $50 Y N Sponsor a Meal $25 Y N Sponsor a T-Shirt $10 Y N Sponsor a Snack $5 Y N I work for a corporation that may match this gift Y N

Donations can be made to St. Thomas STEPS. Questions? Call Jacki Kubal at 651-962-5750.

STEPS was a great experience and it's important for girls to know that science and engineering are cool fields they can get into. STEPS Camp Alumni

"Although I had an interest in math and science when I was younger, I was still intimidated by the idea of going into the field as a profession. As a camper, STEPS camp was able to introduce me to engineering in an encouraging and fun environment. Because of this experience, I was honored to become a part of STEPS camp as a counselor and motivate other young women about math and science. Now that I am a sophomore going into mechanical engineering, I hope to continue to inspire and support others who have an interest in math and science." -Kelsey – former STEPS camper and STEPS Counselor

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MEDIA COVERAGE 2008 From 2008 MN Sun “Summer camp brings fun and flight” Wed, August 13, 2008. http://www.mnsun.com/articles/2008/08/14/news/pw14camp.txt From 2007 Articles in local newspapers, UST Bulletin and TechKnowledge highlight the benefits of the STEPS program. MN Sun Robbinsdale: “Crystal, Robbinsdale girls learn about atoms, airplanes at summer camp” Wed, August 1, 2007 by Cara Lee. http://www.mnsun.com/articles/2007/08/02/news/ro02steps.prt Shoreview Press “Students fly planes from the ground” Tuesday, July 31, 2007 For local girls unusual summer camp brings fun and flight. . http://presspubs.com/articles/2007/07/31/shoreview_press/news University of St. Thomas “Girls build airplanes and, hopefully, an interest in science and engineering” Mon, June 25, 2007 http://www.stthomas.edu/bulletin/news/200726/Monday/STEPS From 2006 Girls Build Airplanes and, Hopefully, an Interest in Science and Engineering University of St. Thomas Bulletin Today, July 17, 2006 The Imperitive for Education More Scientists and Engineers in the United States By Dr. William Wulf, University of St. Thomas, January 19, 2006 http://www.stthomas.edu/bulletin/speeches.cfm It Takes More Than Fancy Gadgets to Get Teens Cranked on Science, Math By Kate Rubin and Bill Linder-Scholer, St. Paul Pioneer Press, July 2006 Camps Help Girls Discover Excitement in Technology and Engineering (translated into 53 languages) By Faiza Elmasry, The Voice of America, Washington D.C. STEPS Campers Experience the Fun of Engineering Fall, 2006 http:www.stthomas.edu/engineering/STEPS Teachers to Get Free Engineering Software, Pawlenty Says By Norman Draper, Minneapolis/St. Paul Star Tribune, July 19, 2006 Trying to Make Math Count By Paul Tosto, St. Paul Pioneer Press, July 19, 2006, http://nl.newsbank.com/nl- Girls Engineering Dreams Take Flight St. Thomas: The Magazine of the University of St. Thomas, Fall 2006, p. 9

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WHERE CAN I GET FURTHER INFORMATION ON STEPS? http://www.stthomas.edu/engineering/steps/ 1. Advanced STEPS with comments by Dr. Ron Bennett, Engineering Dean http://stream1.stthomas.edu/ramgen/content/nacufs/rhode01.rm 2. Advanced STEPS with comments by Matt Miller, Program Director http://stream1.stthomas.edu/ramgen/content/nacufs/rhode02.rm 3. Advanced STEPS with comments by Sarah Audet, Medtronic Electrical Engineer http://stream1.stthomas.edu/ramgen/content/nacufs/rhode03.rm 4. 7th grade STEPS with comments by Dr. Ron Bennett http://stream1.stthomas.edu/ramgen/content/nacufs/rhode04.rm 5. Video of 2003 summer camp activities: Produced by UST with narration by Dave Nimmer. 6. Read UST "Bulletin Today" article on STEPS 2002 (July 15, 2002) 7. Read and Listen to Minnesota Public Radio describing STEPS 2001! 8. STEPS 2000 camp: Helping girls' aspirations take flight Article from UST BULLETIN, August 7, 2000 9. STEPS 2007 Final Report 10. STEPS 2006 Final Report 11. STEPS 2005 Final Report 21. STEPS 2004 Final Report HOW CAN I VOLUNTEER? No experience with engineering is necessary. However, those with backgrounds in engineering, aviation, science or technology are encouraged to volunteer. Contact Jacki Kubal at 651-962- 5750. ARE THERE OTHER RELATED SITES? www.uwstout.edu/ctem/steps www.engineer.gvsu.edu/steps www.manufacturingiscool.com www.sme.org/foundation

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 EVALUATION    DOES STEPS MAKE A DIFFERENCE? INTRODUCTION STEPS has been evaluated since its inception in 2000 with the efforts centralized at the University of Wisconsin-Stout. In 2006 however, the evaluation effort was moved to the University of St. Thomas and continued the longitudinal research that focused on this question; “Does STEPS make a difference? In addition, the evaluation effort in 2007 included survey and interviews of STEPS alumnae. Evaluation results from the STEPS Alumnae survey are presented below followed by evaluation results from Basic and Advanced STEPS. Finds from all evaluations pointed to the positive impact of STEPS.

ALUMNAE SURVEY

STEPS introduced me to chemical engineering. It broadened my horizons and made me more interested in chemistry. STEPS Alum

STEPS made me realize that math and science can be fun and that I can be good at them. STEPS Camper

OVERVIEW In 2008 we conducted a survey of 422 STEPS alumnae from the first, second and third STEPS campus at UST (2000, 2001, 2002) to investigate if and how STEPS camp impacted these girls’ lives. Data from 32 alumnae (8% of the total group) are consistent with data from the St. Thomas comprehensive evaluation and the anecdotal information from campers and their families. In general, data show that STEPS has a positive effect on girls. (Limited generalizations result given the low response rate.) FINDINGS FROM STEPS ALUMNAE 1. One half of STEPS Alumnae (50%) will major in engineering or science in college. 2. All Alumnae plan to earn a Bachelor’s degree, and 74% said they would earn a Masters or Doctorate degree.

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3. Nearly all alumnae had taken advanced science and math in high school (Trigonometry, Calculus, Chemistry, Physics, and Engineering). 4. STEPS Alumnae were raised in ‘educated’ homes. (76% of parents/guardians held college degrees; 28% of which were Masters or Doctorate degrees.) 5. STEPS Alumnae came from homes with a range of family incomes (11% at 50K or less; 4% at 150K+). 26% fell into the 50,000-70,000 income range. 6. Fewer STEPS Alumnae from underrepresented groups responded to the survey (19%) than participated in the STEPS camps (34%). INTRODUCTION TO THE ALUMNAE STUDY A comprehensive design plan included sending surveys to the entire group of STEPS alumnae from the STEPS camps in 2000, 2001 and 2002 (N=480 campers). Fifty-eight (58) surveys were returned as undeliverable due to out-of-date addresses, leaving a total of 422 surveys sent “successfully”. From the 422 surveys sent to alumnae campers, 32 were completed either electronically or returned (8% return rate). The return rate fell short of our goal of 25%. Analyses were conducted on the 32 alumnae and trends noted. In addition, an interview of an alumna was conducted that corroborated quantitative (Due to the lower than desired return rate and until more data are collected, caution is needed so that these data are not over-generalized as representative of all STEPS campers. For example, it is possible that the subgroup of alumnae who responded to the survey is that which is the most interested in science and engineering, most interested in connection with a School of Engineering, and most motivated to return a survey, thus skewing the results. However, data would seem to contradict that idea given that nearly half of the alumnae respondents indicated they were claiming a major not related to science or engineering, and given that data from the alumnae are consistent with other data gathered from about 200 STEPS campers each summer.) Survey Focus The survey focused primarily on the impact of STEPS, coursework that was taken in high school, plans for college, and career plans. In addition, demographic questions regarding ethnicity and income and birth order were posed. Who Responded? Thirty-two (32) alumnae from the 2000-2002 Basic STEPS camps returned their completed surveys (8% of the total group). Respondents are young women who were on the UST campus between six and eight years ago (2000-2002) and who had graduated high school or had just finished their first or second year in college. These girls were in important transition times and had just made or were making decisions about college and college majors. In addition they had important insights about the impact of STEPS on their high school and college preparation and coursework

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I remember joking with and being encouraged by women and girls who were smart and motivated, two qualities I felt girls were discouraged from. STEPS Alumni

ALUMNAE SURVEY FINDINGS

1. One half STEPS Alumnae (50%) will major in engineering or science in college.

STEPS Alumnae Intended College Majors

College

2007 # 2007 % 2008 #

2008 %

CUM #

CUM %

Art, Theatre, Music

1 3 6 19 7 11

Business 1 3 4 13 5 8 Communication Arts

3 10 5 16 8 13

Computer Technology

0 0 0

Math 1 3 1 2 Engineering 6 19% 10 31% 16 25% Science 4 13% 6 19% 10 16% Teaching 1 3 2 6 3 5 Other 14 45 NA NA 14 22 Missing 1 3 0 0 1 2

Total

31 (34)

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63 (104) 100

NA for 2008 category of “Other” due to multiple answers or answers overlapping other categories Total [percentages may be higher than 100% due to rounding. These findings are encouraging. Data from 63 alumnae reveal a trend that is consistent with other STEPS evaluation data and with the qualitative and anecdotal evidence. STEPS camp pre and post test data reveal that girls are significantly more interested in pursuing engineering and science following their STEPS experience. One alumnae stated:

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I discovered science and math aren't just for boys anymore STEPS Alumni

2. All Alumnae plan to earn a Bachelor’s degree, and 74% said they would earn a Masters or Doctorate degree.

Nearly all of the STEPS alumnae surveyed had just completed their first year in college or would begin college shortly after the survey was conducted. All planned to complete a Bachelor’s degree and 72% intended to go on to earn a Masters. Importantly, 32% of alumnae intended to earn a Doctorate degree. Seven percent of the alumnae (7%) were accepted and enrolled at the University of St. Thomas; the rest at other universities with the University of Minnesota being the most popular choice. Other universities included Carleton College, St. Olaf, St. Catherine’s, New York University, Purdue University, and Iowa State University. Betty Shanahan makes a case for pursuing graduate degrees because there is so much to know in engineering and science. Findings from the STEPS Alumnae survey reveal that STEPS campers are from homes that value education, where the parents are educated, and where campers have ambitious educational goals.

STEPS Alumnae Intended Degrees

Degree 2007# 2007% 2008 # 2008 % Cum # Cum % Bachelors 4 16 8 26 12 19 Masters 9 36 13 42 22 35 Doctoral 10 40 10 32 20 32 Other 2 8 0 2 3 Missing 6 24 1 3 7 11 Total 31 100 32 103% 63 100 Total [percentages may be higher than 100% due to rounding.

3. Nearly all alumnae had taken advanced science and math in high school (Trigonometry, Calculus, Chemistry, Physics, and Engineering).

THANK YOU! THIS CAMP WAS MY FAVORITE AND WAS SO MUCH FUN!!! it will definitely help me in the future!!!!!!!!!!!!!!!!!!!!!!! THANKS!! EVERYONE WAS GREAT! STEPS Camper

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School Course Planning Qualitative data and comments from STEPS Alumnae provided convincing evidence that after experiencing STEPS they were motivated to take math and science courses in middle and high school.

Percentage of Alumnae Who Took High School Course High School Course Alumnae Who Took

% (N=31) 2007

Alumnae Who Took % (N=32)

2008

Cumulative % (N=63) 2007-2008

Biology 88 91 90 Calculus (Pre) 72 63 68 Calculus 48 59 54 Chemistry 92 94 93 Computer Science 8 3 6 Engineering 100 3 52 Environmental Sci 12 34 23 Physics 56 53 55 Statistics 52 34 43 Trigonometry 76 50 63 Other 39 14 27 Alumnae Enrolled in Science/Math Over half of the STEPS Alumnae enrolled in advanced courses in high school that would help them if they chose to pursue an engineering degree or career. These courses included Biology, Pre-Calculus, Calculus, Chemistry, Engineering, Environmental Science, Physics, and Trigonometry.

4. STEPS Alumnae were raised in ‘educated’ homes. (76% of parents/guardians held college degrees; 28% of which were Masters or Doctorate degrees.)

Education STEPS campers came from educated parents/guardians. Seventy-six percent (76%) of female caregivers had Bachelor’s degrees and of those, 31% went on and earned graduate degrees. Seventy-six (76%) of male caregivers held a Bachelors degree and 24% of those had graduate degrees. Compared with a national average for adults over 18 earning Bachelor’s degrees, the parents and guardians of STEPS alumnae were three times more likely to have a college degree.

STEPS camp rocks! STEPS Camp Alumni

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5. STEPS Alumnae came from homes with a range of family incomes (11% at 50K or less; 4% at 150K+). 26% fell into the 50,000-70,000 income range.

Income A breakdown of income is offered below. About one fourth (28%) of alumnae families made $70,000 or less with twelve percent (12%) claiming less than $50,000 annual household income. One fourth (25%) of alumnae claimed an annual family income of $130,000 or more.

Income of STEPS Alumnae Income (Yearly) 2007

# (N=31) 2008

# (N=32) 2008

% Cum # 2007-08

Cum % 2007-08

$29,999 or less 1 3 1 2 $30,000-49,000 4 2 6 6 10 $50,000-69,000 3 7 22 10 16 $70,000-89,000 1 2 6 3 5 $90,000-109,000 5 5 16 10 16 $110,000-129,000 2 2 6 4 6 $130,000-149,000 2 1 3 3 5 $150,000-169,000 3 1 3 4 6 $170,000-189,000 1 2 6 3 5 $190,000-209,000 1 3 1 2 $210,000-229,999 1 0 1 2 $230,000+ 3 9 3 5 Missing Data 9 5 16 14 22 Total 31 32 97 63 102 Total [percentages may be higher than 100% due to rounding.

In spite of incomes below the MN average annual median income ($55K), all of the young women from this income category intended to go to college (some public; some private). While still inconclusive, these data suggest the positive outcome that STEPS camp alumnae from all ranges of income go to college. These data also highlight the constructive use of resources to help girls from lower incomes participate in STEPS camps and at some point, to attend college.

6. Fewer STEPS Alumnae from underrepresented groups responded to the survey (19%) than participated in the STEPS camps (34%).

The hope was that the respondents would be representative of the ethnic and racial groups that participated in STEPS, however underrepresented groups were not as prominent in the alumnae survey as in the STEPS camps themselves. Ethnic representation in the survey was 19% which is a little over half of the ethnic representation in the camp itself (34%).

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Ethnicity of STEPS Alumnae

Group

2007 (N=31)

2008 # (N=32) 2008 %

Cum # 2007-2008 N=63

Cum % 2007-2008 N=63

Black/African American 1 0 0 % 1 2

Hispanic/Latino-American

1 0 0 % 1 2

Asian/Pacific Islander 0 3 10 3 5

White/Caucasian 27 26 87 53 84 Biracial/Multiracial 2 1 3 3 5 Missing Data 2 6 2 3 TOTAL 31 32 100 % 101

Diversity STEPS leaders and administrators have held fast to a commitment that ensures that underrepresented groups participate in STEPS camps. Girls from diverse and underrepresented groups make up 34% of the campers. Unfortunately, girls from underrepresented groups made up only 19% of alumnae campers who returned surveys. Possible reasons for this may include: a greater number of girls from diverse populations did not receive a survey due to greater transience among diverse populations (loss of address); reluctance to respond to the survey (due to cultural perceptions of intrusive questions such as those regarding income or achievement for example); or difficulty in returning the survey (in relation to other pressing life priorities); to name just three. Strategies to engage more diverse populations of respondents in future survey analyses will be employed and further investigation of these variables will be made. Conclusions from the STEPS Alumnae Survey The STEPS Alumnae Survey of 422 campers at UST (2000-2002) investigated if and how STEPS camp impacted these girls’ lives. Data from 32 alumnae (8% of the total group) are consistent with data from the St. Thomas comprehensive evaluation and the anecdotal information from campers and their families. In general, data show that STEPS has a positive effect on girls. Specifically, 1) half of STEPS Alumnae plan to major in engineering or science in college; 2) all alumnae plan to earn a Bachelor’s degree, and many said they would earn a Masters or Doctorate degree; 3) alumnae had taken advanced science and math in high school; 4) STEPS Alumnae were raised in ‘educated’ homes; 5) STEPS Alumnae came from homes with a range of family incomes; and 6) fewer STEPS Alumnae from underrepresented groups responded to the survey (19%) than participated in the STEPS camps (34%). The STEPS Evaluation team will continue to collect data and analyze those data in order to make assertions about the impact and value of the STEPS program. Indicators from alumnae suggest that the camp is very valuable. It is important to not assume representation of the larger STEPS group from 2000-2002 (N=480) or to generalize the assertions from this sample of STEPS alumnae (N=32). It is beneficial however to make assertions based on these limited data, use constant comparison procedures and conduct further quantitative and qualitative analyses that provide more insight regarding the variables highlighted in this evaluation.

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Basic and Advanced STEPS Findings

Over 200 girls from the Advanced and Basic STEPS camps in 2008 and over 30 girls from the alumnae who had experienced STEPS in years past, provided feedback showing that STEPS camp leads to more positive attitudes toward engineering and science, greater enrollment in advanced science and math courses, and greater enrollment in engineering and science degrees and careers. Specific evaluation questions included: 1. Does the STEPS camp make a difference in the lives of girls and young women? YES 2. Does STEPS influence girls to take math, science or engineering in HS? YES 3. Does STEPS influence girls to take math, science or engineering in college? YES 4. Does STEPS affect attitudes toward science, technology and engineering? YES 5. Does STEPS influence girls from diverse groups to pursue engineering? YES 6. What are the most influential aspects of STEPS?

• Role Models • Exposure to computers and machinery • Friendships built around Engineering • Hands-on activities

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DOES THE STEPS CAMP MAKE A DIFFERENCE IN THE LIVES OF YOUNG WOMEN? YES! We are in the third year of collecting evaluation data at UST that have supported what the Stout evaluation and anecdotal evidence told us before: that STEPS makes a difference. Data show that STEPS is significantly and positively correlated with:

• reaching girls from diverse backgrounds; • positive changes in attitude toward technology, science and engineering; • girls’ plans to take more technical and science courses in high school; • girls’ plans to pursue science, engineering and technical courses in college; and • girls’ consideration of engineering related careers following college.

Pre-Post Questionnaires Campers were surveyed at the beginning and the end of camp. Data were available for 211 girls selected for the Basic STEPS camp.

This was a great opportunity and I am very glad that I had the chance to come here. AWESOME!! STEPS Camper

DOES BASIC STEPS INFLUENCE GIRLS TO TAKE MATH, SCIENCE OR ENGINEERING COURSES IN HIGH SCHOOL? YES! After experiencing STEPS camp, girls were significantly more likely to take math and science courses in high school. Following Basic STEPS camp, girls are significantly more likely to take:

Basic STEPS Campers Plans to Take High School Courses (Pre and Post)

Pre-camp Post-camp Calculus (41.0%) Calculus (50.2%) Chemistry (66.5%) Chemistry (80.2%) Biology (53.7%) Biology (72.9%) Engineering (41.5%) Engineering (57.8%) Computer Science (43.1%) Computer Science (51.6%) Physics (59.6%) Physics (69.3%) Statistics (32.2%) Statistics (35.3%)

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AFTER EXPERIENCING THE STEPS CAMP, GIRLS WERE MUCH MORE LIKELY TO ENROLL IN SCIENCE AND MATH COURSES AT SCHOOL. Consistent data from 2007 and 2008 (N=270) indicate that the objective of those who envisioned STEPS—to encourage girls to take advanced coursework that is so necessary for careers in engineering—is becoming a reality. Data in 2007 were very encouraging and pointed to the reality that girls were much more likely to sign up and take calculus, chemistry, engineering and ecology as part of their school coursework after they experienced STEPS. Surpassing the encouraging findings from 2007 were the data from 2008 that revealed girls’ plans to take not only calculus, chemistry, engineering, and ecology, but to also take computer science, biology, physics, and statistics. These data are extremely encouraging. Research has shown that girls are particularly vulnerable at this stage (entering 7th Grade) and without appropriate experience and guidance often do not plan to take the prerequisite courses needed for engineering or science careers. It is suggested that some girls inadvertently deny themselves opportunities in engineering and science by not enrolling in the necessary foundational coursework early enough in school and therefore are not eligible for the advanced coursework that leads to engineering, science and math careers. It is critical that girls experience engineering and science in order to make informed choices about high school, college and career. These pre/post data are very encouraging and point to the positive influence of the STEPS camp on girls’ plans to pursue rigorous technical education in high school. The power of the immersion STEPS experience is clear. How to sustain the positive momentum of STEPS will be further investigated and pursued.

I think STEPS is a great camp. I hope it'll be around long enough for my daughters [if I have them] to go to it. STEPS Camper

DOES STEPS INFLUENCE GIRLS TO TAKE MATH, SCIENCE OR ENGINEERING IN COLLEGE?

YES! STEPS CAMPERS PLANNED TO EARN ADVANCED COLLEGE DEGREES. It is exciting to know that 211 of 211, or 100% of the Basic campers indicated that they would go to college.

Before attending STEPS I never really thought that I was that good at math and science. I never had much confidence in those subjects, and really only did the bare minimum when asked to. Since then I have loved the classes I've had in math and science- I gained such an appreciation for science math and engineering through the experience because STEPS showed how those three subjects are connected to everything in our daily lives. STEPS showed how interesting math and science are, and gave me the impression that I was very capable of understanding these subjects. And today I know I am. STEPS Alumni

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DOES STEPS AFFECT ATTITUDES TOWARD SCIENCE, TECHNOLOGY AND ENGINEERING? YES! Attitude Changes About Science, Math, Technology, and Engineering (Pre-Post STEPS)

Attitude Pre Mean Post Mean I am good in science. 3.29 3.46 I am good at math. 3.34 3.39 I am good at engineering. 2.94 3.24 My friends are good in science. 3.07 3.17 My friends are good in math. 3.18 3.25 My friends are good in engineering. 2.71 2.83 I think it’s cool if women are good in science. 3.52 3.58 I think it’s cool if women are good in math. 3.45 3.58 I think it’s cool if women are good in engineering. 3.55 3.62 Three years of data (2006-2008) show that after experiencing STEPS camp, girls were significantly more likely to have positive perceptions of their teachers and friends in engineering, science and math-related fields and more likely to see themselves as “good” in those fields. Importantly, they saw themselves as working in those fields. Significant changes in attitude that were noted in 2007 are presented in the previous table with highlighted significant findings from 2008. Research has shown that at this vulnerable age, girls need role models and friends who will support their interests and talents in less-traditional, more science-based fields of endeavor. STEPS is clearly successful in providing these things. Program and evaluation efforts will continue to investigate attitude changes among STEPS campers. The data from Basic STEPS Camper point to a trend consistent with the data from the alumnae survey and from comments from alumnae such as the one below.

“Well, engineering is clearly a male dominated profession but STEPS showed that it is clearly an equal opportunity for women as well.”

Interesting – and important – is the finding that “my friends are good in engineering”. The gains between pre and post-test data are positive and significant. These data suggest that girls come into STEPS unfamiliar with the field of engineering. During their stay at STEPS camp they not only become familiar with engineering, they develop some sense of competency (I am good in engineering); look up to female role models in engineering (Women good in engineering are cool); and accept friends who show some interest or skill in engineering (My friends are good in engineering). These findings reveal shifts in attitude that possibly lie the foundation for increased science and math coursework in school, selection of an engineering major in college, and pursuit of a career in engineering or science-related fields. An open-ended survey item asked campers to list the first word that came to mind when they saw each of the following words: “science,” “technology,” “engineering,” and “math”. Pre and post-test analyses showed that girls came into STEPS pairing terms in a somewhat traditional and narrow manner such as:

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SCIENCE AND EXPERIMENTS ENGINEERING AND BUILDING/CARS TECHNOLOGY AND COMPUTERS MATH AND NUMBERS Following STEPS camps the girls paired the terms with broader contexts that reflected the curriculum of the camp including: SCIENCE AND CHEMISTRY ENGINEERING AND BUILDING/CARS/STEPS TECHNOLOGY AND COMPUTERS MATH AND NUMBERS/ALGEBRA Interestingly, campers showed significantly more positive remarks in reference to these terms following their STEPS camp experience with the exception of math. Also interestingly, eight percent (3%) of girls linked the term “engineer” to “my dad”(n=5) or “my mom” (n=3).

DOES STEPS INFLUENCE GIRLS FROM DIVERSE GROUPS IN DIFFERING WAYS?

Inconclusive. We are continuing to investigate this question. ETHNICITY STEPS ensures that its positive effects are experienced by girls from diverse backgrounds. Program directors ensure diversity with 30% of campers randomly selected from ethnic minority groups. One hundred ninety-four (194) girls of the two hundred eleven (211) attending campers to Basic STEPS indicated the following breakdown of racial and ethnic groups.

STEPS Campers 2008 Race and Ethnicity

Ethnicity BASIC Campers N= 194 (4 camps) Percent

Caucasian 135 71.1 Black 18 9.5 Asian/Pacific Islander 22 11.6 Hispanic 8 4.2 American Indian 2 1.1 Bi or Multiracial 5 2.6 Underrepresented Total 4 ---- Total 190 ----

STEPS Campers Ethnicity and Race (Percentages)

Race/Ethnic Identity

Percentage of total STEPS Campers in 2007

Percentage of total STEPS Campers in 2008

MN Percentages (of total population)

Caucasian 66 71.1 87 Asian/Pacific Islander 9 11.6 3 Black 10 9.5 4 Bi or Multiracial 8 2.6 1 Hispanic 5 4.2 4 American Indian 1 1.1 1 No Data 1 0 ----

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One of the foundational principles of the STEPS program is its commitment to diversity. Under-represented groups are welcome and have a chance to participate in STEPS. As can be seen in the table (above) there were more Asian/Pacific Islander girls (2.6%) in the 2008 program compared to the 2007 program). There was a drop in the number of biracial or multiracial students (-5.4%) who participated in STEPS. INCOME STEPS attracted girls from a variety of income levels. Data were skewed in the direction of higher income with fifty-six percent of campers reporting a yearly household income of more than $90,000. Comparative data show that nearly 85% of STEPS girls were from homes with annual incomes greater than the median Minnesota income of $55,000 (U.S. Census Bureau, 2004). Ethnic minorities are overrepresented in the lowest income brackets. Sixty percent (60%) of girls from the lowest income brackets are from ethnic and racial minority groups. Four percent (4%) of campers in the lowest income bracket are all from racial and ethnic minorities. This finding confirms the importance of a tuition-free camp for the students who can not otherwise afford it. STEPS staff will continue its efforts to attract girls from diverse backgrounds to the week-long, tuition-free program. The findings regarding income point to the need for services for the poorest among the group. Like their peers, these girls need school mentors, a cohort or peer support following the STEPS experience, offer of high-level science and engineering instruction, and arrangement of course and career guidance, and are the most at risk of not receiving them. STEPS is committed to locating resources so that its staff can continue to provide necessary stepping stones for young girls to consider science and engineering. Campers, teachers, counselors and parents concur that STEPS is very successful at attracting girls from diverse ethnic and socio-economic backgrounds and helping them develop deeper interest in science, computer technology, math and engineering. To accomplish this, STEPS uses small class sizes, dynamic instructors, caring individual attention, access to the “real machinery” of the field, to accommodate the campers’ wide range of readiness levels. The end result is delivery of complex information, providing a platform for friendships, mentoring, and an intense and fun experience in science and engineering.

Income and Ethnicity of Basic STEPS Campers Income

($) Asian 2007

Asian 2008

Black 2007

Black 2008

Hispanic 2007

Hispanic 2008

Bi/Multi 2007

Bi/Multi 2008

White 2007

White 2008

Total 2007

Total 2008

<14,999 0 2 2 2 0 4 0 2 0 4 3 14 15-30K 2 1 3 2 1 2 1 0 2 8 8 13 30-45K 0 1 1 2 1 0 0 1 5 9 7 13 45-60K 0 1 3 3 1 0 0 1 8 9 15 13 60-75K 2 1 2 3 1 0 2 0 17 7 23 11 75-90K 3 3 1 3 2 1 1 1 8 6 16 14 90K+ 7 16 3 2 2 0 2 2 51 79 69 99 No Data

---- ---- 1 1 ---- ---- 6 ---- 7 ---- 8 ----

Total 14 25 16 18 8 7 12 7 104 122 155 179 GEOGRAPHIC AREA STEPS campers came from all over Minnesota as can be seen in the table below.

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Basic STEPS Campers Geographic Area Week 1 Week 2 Week 3 Week 4 Total % in 2008

Week Total Twin cities (551 and 554 zip

codes only)

33 36 36 32 137 73%

Outside rim of Twin

Cities Metro Area (550

and 553 zip codes only)

11 9 6 8 34 18%

Greater MN (all other MN zip codes)

4 3 4 6 17 9%

WHAT ARE THE MOST INFLUENTIAL ASPECTS OF STEPS? Qualitative and quantitative data show the most beneficial aspects of the program to be:

• female role models in science and engineering roles; • engaging hands-on experiences not offered at school or home; • solid and competent instruction with all-female peers; • a supportive, fun climate that supports technical interest and talent; • friendships based upon common academic interests and goals.

It made me realize that science, math, and engineering are all incredibly cool things to study. STEPS Alumni

EDUCATION LEVELS Basic STEPS campers came from educated families. Whereas about 1/3 (33%) of Minnesota’s adults hold Bachelor’s degrees or higher (U.S. Census, 2004); over half (68%) of STEPS campers had parents or guardians who held Bachelor’s degrees or higher. More fathers or male guardians of STEPS campers held Bachelor’s degrees than mothers or female guardians. Specifically sixty-seven percent (67%) of campers had a female parent or guardian with a Bachelors degree or higher; as compared to sixty-nine percent (69%) who had a male parent or guardian with a Bachelors degree or higher. STEPS campers earned good grades in school. Not surprisingly, sixty-eight percent (68%) of Basic STEPS campers reported Grade Point Average (GPA) of ‘B’ or above. (Data were not available for 1% of the girls.)

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Campers chose STEPS as their camp of choice. The STEPS program directors have a unique opportunity to capitalize the interests of young girls who are seeking this special program at the University of St. Thomas to meet their interests in science and engineering.

BASIC STEPS campers tended to be first born or only children. Forty-five percent (45%) of campers who attended STEPS in 2008 are only or oldest children as can be seen in the table below. This is not surprising given the research literature on birth order that shows a higher interest in achievement among only or oldest children. Reasons include parent tendencies to evaluate and push the ‘first’ child and to include her in family decision-making, problem-solving, and (if there are siblings) care of other children.

Birth Order of Basic STEPS Campers Birth Order Number Percent 1st 95 45 % 2nd 51 24 % 3rd 26 12.3 % 4th 17 8 % 5th 4 1.8 % No data 18 8.5 %

Conclusions from the STEPS Advanced/Basic Survey The STEPS Advanced/Basic Pre-Post Survey of campers at UST (2008) investigated if and how STEPS camp impacted these girls’ lives. Data from 211 campers are consistent with data from previous studies on STEPS conducted at Stout, and consistent with data from the 2007 St. Thomas comprehensive evaluation. In addition, these data support the anecdotal information from campers and their families offered spontaneously over the years. In general, data shows that STEPS has a positive effect on girls. References http://www.census.gov/population/socdemo/education/cps2004/tab13.pdf http://www.census.gov/hhes/www/income/medincsizeandstate.html

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Camp Budgets Basic and Advanced STEPS Camps Camp Budgets 2008 actual 2009 budget Revenue Cash Contributions $136,267 Actual SME Education Foundation $3750 Total Contributions from benefactors $144,267 Pledged from SME Education Foundation $3750 Parents $8278 Total cash contributions $152,545 Total in-kind contributions Expenses Room $29,760 $28,000 Board $21,298 $20,000 Salaries and Wages $63,379 $67,500 Supplies/Activities $13,298 $19,000 Transportation $1,438 $2,200 Miscellaneous $4,406 $3,700 Fundraising $1,301 $1,500 Assessment $4,500 $5,000 Pending Accounts Payable $500 $0 Subtotal $139,880 $146,900 Sources of Funds Balance carry-over -$6159 $6,506 Foundations, Corporations, Individuals $152,545 In-kind support $75,000 Total Sources of Funds $221,386 Uses of Funds In-kind services $75,000 Cash expenses $139,880 Total Uses of Funds $214,880 Balance carried forward $6,506 Projected Needs – STEPS $101,600 $107,200 Projected Needs – Advanced STEPS $37,100 $39,700 Total $138,700 $146,900 Balance Carried Forward -$6,159 $6,506 Additional Funds Needed for next year $144,859 $140,394

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Proposed Budget 2008 STEPS 2008

ADV STEPS 2008

TOTAL 2008

Room $20,000 $6,000 $26,000 Board $15,600 $3,900 $19,500 Salaries and Wages $50,000 $16,000 $66,000 Supplies/Activities $11,000 $5,500 $16,500 Transportation $2,000 $0 $2,000 Miscellaneous $2,000 $200 $2,200 Pending Accounts Payable $0 Fundraising $1,000 $500 $1,500 Assessment $5,000 $5,000 Total $101,600 $37,100 $138,700 $138,700 Actual 2008 Room $29,760 Board $21,298 Salaries and Wages $63,379 Supplies/Activities $13,298 Transportation $1,438 Miscellaneous $4,406 Fundraising $1,301 Assessment $4,500 Pending Accounts Payable $500 Total $139,880

Proposed Budget 2009 STEPS 2009

ADV STEPS 2009

TOTAL 2009

Room $21,000 $7,000 $28,000 Board $16,000 $4,000 $20,000 Salaries and Wages $51,000 $16,500 $67,500 Supplies/Activities $13,000 $6,000 $19,000 Transportation $2,200 $0 $2,200 Miscellaneous $3,000 $700 $3,700 Pending Accounts Payable $0 Fundraising $1,000 $500 $1,500 Assessment $5,000 $5,000 Total $107,200 $39,700 $146,900 $146,900

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Appendix A - Community Contacts for Participants Trailview Elementary Faithful Shepherd Catholic School Fridley Middle School Marcy Open Elementary School Oakview Middle School St. Joseph's Catholic School Battle Creek Environmental Magnet Viratec Thin Films, Inc. Twin City Fan & Blower Loring School Washington Technology Middle School Valley Middle School - ISD 191 West Central Academy Wayzata Public Schools St. Agnes Junior High School Central Middle School Black Hawk Middle School Nativity of Mary School Urban Ventures St. Agnes School White Earth Reservation DHY Inc. Immaculate Conception Westwood Middle School Business Education/Gender Equity Coordinator - Wayzata HS Fond du Lac Reservation Liberty State Bank Get Ready! - Fond du Lac Tribal & Community College St. Pious X Holy Family School Middleton Elementary Dist. 833 Friendly Hills Middle School Trinity Catholic School New Spirit Middle School Bloomington Public Schools Shakopee-Mdewakanton U of M Program for Women Grand Portage Reservation Vista View Elementary School Black Hawk Middle School Lower Sioux Community Nellie Stone Johnson School Coaches 6th Grade Softball Teams Emerson SLIC Sanford Middle School New Spirit Middle School St. Johns' Lutheran School Marcy Open Elementary School Our Lady of Peace Oakview Middle School Upper Sioux Community Worthington Area Language Academy Indian Education Dept Webster Magnet School Get Ready! Ascension School Hutchinson Middle School City Inc. Providence Academy St. Paul Public Schools Pierz Healy High School Maplewood Middle School St. Mary's School Rutherford Elementary School Minority Encouragement Program Roosevelt Elementary Minnesota State University-Mankato Maple Grove Jr. High St. Peter Claver Church and School Twin Bluff Middle School St. Francis-St. James United School Anderson Elementary Centennial Middle School Girl Scouts Liberty State Bank Cherokee Heights Elementary Zanewood Elementary Sanford Middle School Big Brothers Big Sisters of the Greater Twin Cities Wayzata High School Hope Academy Commission on Women St. Odelia's School Leech Lake Reservation St. Bernard's School Bois Forte Reservation Red Lake Band of Chippewa Indians The City Rosemount Inc. Leech Lake Tribal Council St. Charles Borromeo Elementary School Leonardo's Basement 3M-Performance Materials Division St. Agnes Grade School Twin Cities Academy Get Ready! Program Office of Higher Education Blessed Sacrament School Starbase MN Instructor Broadway School Westbrook-Walnut Grove School #2898 Capitol Hill Magnet Cloquet Public Schools, Indian Education Dept. Chelsea Heights Elementary School Century College Community of Peace Prairie Island Mdewakanton Community Como Park Elementary Rutherford Elementary School Crosswinds Arts and Science School Get Ready! - Damiano Center - Lake Superior College Elm Creek Elementary Maxfield Magnet School of Academic Excellence Franklin Music Magnet Nativity of Our Lord Galtier Magnet Elementary School New Spirit Middle School Green Central Park School Interdistrict Downtown School Hamilton Public School St. Matthew's School Martin Luther King Center The Science Museum of Minnesota Math & Science Academy

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Appendix B - Advanced STEPS Brochure

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Appendix B - Basic STEPS Brochure

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Appendix C - Advanced Week Schedule

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Appendix C - Basic Week Schedule

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Appendix D - Volunteers STEPS Volunteers 2008             Name  Company  Notes       Carol Stadler     Former Volunteer       Mary Parcheta   AAUW          Elaine Reeves     Former Volunteer, UST Grad       Tom Hoff  NWA  UST Jan Hansen       Allen Alwin  Datacard‐ Retired  On SEAC Committee       Ellen Bosl  3M  Ron Bennet       Sarah Vanderwall     Maggie Malone‐Polvony       Kathleen Vanderwall  3M          Mary C Smith  Xcel Energy          Jim Beck     Former Volunteer       

Ron Malles Hoffman Enclosures          

Shannon Bensand  SWE          Margo Hanson      Doing Internship       Bruce Livermore  3M  Former Volunteer       Greg Koehnle  3M  Co‐worker at 3M       Christina Martinez  Lockheed Martin  Volunteer Group at LM       Michelle Cerciogh  Medtronic          Mary Plante  Medtronic          Bruce Backlund  Medtronic          Lisa Stahl  Medtronic          Tanya Carone  Medtronic          Kristy Simmons  Medtronic          Bob Monson  UST  Former Volunteer       

Juliana Monson    Bob Monson's Daughter, Former STEPS Camper       

James Monson     Bob Monson's Son       Douglas Kedl     Through 3M Club       Darla Rogge     3M Cares       Robert Rogge      3M Cares       Richard Losinski     3M Cares       Bill Friedlander     3M Cares       

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Appendix E: RC Flyers Volunteers RC Flyers Volunteers

First Name Last Name Jim Beck Loren Belisel Ron Bergman John Bombardo Paul Brown Joe Burmeister Brian Crosley Richard Erdich Gerry Finne Gerald Gerrits Tom Gilkey Ted Gonyeau Russell Hurst Ronald Kobilka Gerry Miller Larry McCormick Donald Peterson Elroy Rechtzigel Lynn Richardson Robert Stiff Nicholas Undis

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Appendix F: Parent Fundraising Efforts December 3, 2007 Dear Fellow Parents: If you are like us, you are aware of how much your daughter thoroughly enjoyed her experience in the STEPS camp at the University of St. Thomas. She returned from camp with an enhanced thirst for learning, pride in her achievements, and greater awareness of opportunities in science and engineering, as well as an increased confidence in her ability to become whatever she wants. Because of the great experience our daughters had, we want others to benefit from the STEPS camps. It costs money to put on this camp – approximately $600 actual expense per camper for room, board, teachers, counselors, etc. As you probably know, the initial support from the Society of Manufacturing Engineers Education Foundation ended four years ago. Thankfully, several corporate foundations have stepped in to continue the funding. We believe it is important to offer the camp free of charge so that this excellent experience can be available to all. We also believe that continued corporate foundation support is influenced by the value that campers and parents put on the camp. This value can be expressed in part by parent financial support at whatever level is appropriate. To date, your generous contributions total over $17,355. We would like to ask you for your support, again, to keep the STEPS program going. Donations to the STEPS FUND are tax-deductible. Many of your employers may support this type of contribution with matching funds. If you are employed at such a company, you can double the impact of your donation. Please contact your Human Resources Department to see whether your company participates in such a program. The STEPS program is only possible because of generous donations from individuals and through corporate foundations support. Please consider making a year end donation to help the STEPS program continue to make a positive impact in the lives of future STEPS campers. No matter how big or how small, all donations are much appreciated. Donations to the STEPS FUND are tax-deductible and can be made to St. Thomas STEPS. A postage-paid return envelope is provided. If you have any questions, please call Jacki Kubal at 651-962-5750. With thanks for your consideration of this request, Jan Becker Colleen Sauter Please read the 2007 STEPS Camp survey results and annual report on our website at www.stthomas.edu/engineering/STEPS

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