Abstract:

A common question students ask in a science or mathematics classroom is “when am I going to use this in real life?” Unless given a direct correlation, high school students rarely see the connection between the material that is learned in one science, mathematics, engineering, or technology (STEM) course to another, nor are they aware of its application in a career. And for students interested in the latest technology – computer vision, robotics, or artificial intelligence (AI), there are not many courses (nor specific majors) that outline a direct pathway to those fields. Students wanting a career in the modern robotics and AI-based high-tech ecosystem are likely to major in Computer Science (CS), Electrical Engineering (EE), or Mechanical Engineering (ME). However, the current academic environment for those majors is not conducive to the success of marginalized groups which is evident by the lack of diversity in those fields.

In the Summer of 2022, Morehouse College in Atlanta, GA (USA) introduced a new program which was designed to provide underrepresented minority groups with technology-rich experiences that promoted innovation and creativity. During the summer, students in grades 9th – 12th were engaged in a four – week integrated engineering course, Intro to Machine Learning, that exposed them to skills associated with Data Analytics, Computer vision, and Cryptography. The aim of this study is to provide an overview of the inspiration for the development of the program, the components of the projects that assessed the students’ comprehension, and surveys reflecting student feedback.

Acknowledgements:
Toyota Research Institute and the Michigan Robotics Institute provided funds to support this effort

Keywords:

Robotics, Machine Learning, Engineering, Summer Program, Underrepresented Minority Groups.