End of August - End of May

Eligibility:

• Enrolled in grades 10-12
• Open to all students, regardless of gender
• Successfully completed Algebra 1
• Students should be motivated, eager, independent learners capable of handling the time requirements of this course in addition to their regular course load, with curiosity about STEM fields
• Teams for group work are comprised of students across grades within a single high school

View our policies webpage for more information on our code of conduct and academic policies.

• Engage in five hours of coursework per week
• Participate in online discussions and assignments and on-site hands-on lab, demo activities, and design projects
• Gain an inside perspective into Brown University
• Learn skills in teamwork, collaboration, design, research, and analysis
• Practice independent learning
• Make connections to other Engineers
• Earn high school credit

Students selected for this innovative initiative will explore Engineering and its design principles. They will work collaboratively on engineering challenges that include conducting background research, performing calculations, and engaging in prototyping activities – from sketching to modeling to optimization – while learning alongside and with students around the world.

Students work in small groups towards the completion of an authentic, student-driven design project. Through this experience, they will be presented with real-world challenges that bring engineering principles, math, and science to life.

Through this broad introduction to the field, students engage in a deeper exploration of materials science, biomedical, and renewable energy engineering.

The course format offers asynchronous and synchronous activities; blending these formats enables students to take ownership of their learning based on their preferences and schedules. Synchronous and asynchronous activities vary week to week depending on assignment requirements, course content, and group project milestones.

For asynchronous activities, students read or conduct research; interact with students, colleagues or course instructors; and complete individual assignments. Most online discussions and individual assignments are asynchronous, and don’t require students to be online at a specific day and time.

In synchronous activities, students “meet” virtually with instructors or undergraduate mentors on a specific day and time. Synchronous sessions are organized individually, in project groups, or as a school (facilitated by the course liaison). During synchronous meetings, students ask questions, present work, get help, and review assignment instructions.

Sample Week

This year-long course of study is designed to cultivate young women’s interest in the field of Engineering, responding to data indicating that a minority of engineering students are women, and aligning with Brown University’s Pathways for Diversity and Inclusion, particularly statements about the need to increase the numbers of women entering STEM fields.

Near-Peer Mentoring: Participating students will be matched with an undergraduate student mentor who is a member of Brown’s chapter of the Society of Women Engineers (SWE) and is working as a Teaching Assistant in the course. The mission of SWE is to “stimulate women to achieve full potential in careers as engineers and leaders, expand the image of the engineering profession as a positive force in improving the quality life, and demonstrate the value of diversity.” SWE mentors in the Women in Engineering course communicate with students throughout the year to offer an undergraduate perspective on the field, college-level study, guidance on group projects, and insight into the experience of Engineering at Brown.

Students get a taste of life as a Brown undergraduate engineering student in Day in the Life storytelling.

A Day in the Life: Mollie Koval, Former Teaching Assistant

In this diary entry, former Teaching Assistant Mollie Koval shares her afternoon in the Engineering Research Center, "Time for work! I also work in a laboratory for ceramic materials, where we’re testing different environmental and thermal barrier coatings to be used on airplane engines and turbines. Most of the time I’m doing things like grinding and polishing samples, weighing out different powders, preparing equipment, or testing samples in the X-Ray diffraction machine. Today was grinding powders and exploring the new lab space- super cool! I really love getting hands on experience in the lab, even if it is mostly small things for now. Every minute in the lab is a chance to learn about emerging technologies and get real world experience in engineering!"

The Tea with SWE video series introduces students to some of Brown’s female engineers current engineering research taking place at Brown.

Renewable Energy Engineering is just one example of many topics covered in this broad introduction to the field.

"The instructors would always provide comments that would help me further my research. The instructors also reminded me of due dates and kept me up to date on the latest assignments. Within those reminders, the instructors always told us if we needed help that we can come to them with any questions, which provided me with support throughout this module."

"The student mentor has been there from the beginning and is great when setting up times to conference about our group project. She gives great advice and also leads us in a good direction for where our project should be."

"I really like being a part of this program. It challenges me and makes my think outside of the box. I like this because I like to be given challenges because I work hard to try and figure them out."

"I felt the interaction and feedback from Brown staff increased the quality of this program…. I feel that [my daughter] not only gained knowledge but confidence; and also time management skills."

"[My daughter’s] dream is to become an Engineer and this program enlightened her as to what to expect in her career choice. They had to work as a team by collaborating on their assignments. They had to focus and work diligently to reach their deadlines. They had to be able to handle the critique of [their on-site coach] as well as their professors. I feel she has become a better student and on her way to following her dream! Thank you very much for the opportunity!"