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Using Informal Learning Environments to Encourage More Diverse Engineers

机译：使用非正式学习环境来鼓励更多不同的工程师

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Neurodiversity in engineering can be supported by encouraging all college capable students to consider engineering as a major. Many students who learn differently may not see themselves attending college and if they do see themselves in college they may not consider studying engineering. This past summer Aurora University in partnership with Landmark College held a summer residential program for students with Autism Spectrum Disorder to experience college including living away from home, academic work and afternoon activities both academic and recreational. Many of the afternoon activities explored engineering. These included robotics, code breaking, running a NASA mission to Mars and observing the night sky with telescopes at Yerkes observatory. The instructors and the parent evaluations can both attest to the growth of the students during the program. This paper will discuss the structure of the activities, the response of the students to these activities and the overall response of the parents to the program. It will conclude with a reflection on how as a community we might increase our diversity by including more learning styles in our programs.
机译：通过鼓励所有大学的学生可以将工程视为主要的学生来支持工程中的神经大学。许多学习不同的学生可能不会看到自己参加大学，如果他们在大学里看到自己，他们可能不会考虑学习工程。在过去的夏天，与地标学院合作，举办了一个夏季住宅计划，为学生进行了学院，以体验学院，包括远离家庭，学术工作和下午的学术和娱乐活动。许多下午的活动探索了工程。这些包括机器人，代码突破，运行NASA使命到火星并观察Yerkes天文台的望远镜的夜空。教师和母公司可以证明在该计划期间学生的增长。本文将讨论活动的结构，学生对这些活动的响应以及父母对计划的整体反应。它将判断，如何通过在我们的计划中包含更多的学习方式，这将如何作为社区作为社区增加我们的多样性。

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