Velocity Prep engages high school students to form consulting companies and complete 160 hours of work in a STEM field with the support of college mentors. During the program, delivered as a 4-week PAID summer internship or as a semester-long capstone for academic credit, students address real-world problems for a client, launch and manage a company, meet with STEM employers, work in teams, and present deliverables in a conference room setting. Velocity Prep was created in 2001 in direct response to industry and education leaders’ desire to see high school students gain relevant work experience and exposure to high-demand STEM careers available in Central Texas. Now, we are seeking to scale in the region and across Texas.
Keynote presentation at the International Society for Professional Iinnovation Management in Singapore, December 2014. University technology transfer needs a total rethink.. a proposed model to put value creation at the heart of engagement rather than IP control. After all, if universities don't exist to faciltate knowledge diffusion why are we here??
Engineering Graduates for Industry: rethinking our approach to skills gaps, c...Gary Wood
This document discusses skills gaps in engineering graduates and calls for rethinking partnerships between industry and higher education. It notes that surveys find many graduates lack practical skills and workplace experience. Possible problems are identified, such as a disconnect between academic learning and real-world applications. The document advocates for authentic learning experiences through projects with industry partnerships. It also argues the skills needed will change with new technologies, and calls for developing skills like problem solving, creativity and collaboration through enterprise education. Industry, students and educators all have roles to play in addressing skills gaps through new approaches to teaching and partnerships.
Young Engineers is a UK charity that aims to inspire young people to pursue careers in engineering. It provides hands-on engineering activities and challenges for over 20,000 students annually. The organization seeks to address the shortage of engineers in the UK by increasing its reach and developing new activities. Additional funding would allow Young Engineers to scale up its operations, develop new projects, and better promote engineering roles to young people.
Educating the Engineering Workforce of the FutureGary Wood
This document discusses challenges in educating the engineering workforce of the future and potential solutions. It notes that many companies report graduates lacking practical skills. By 2019, most companies reported candidates having strong academic knowledge but inadequate workplace skills. It recommends that higher education focus on developing intellectual abilities through authentic learning experiences that connect classroom learning to real problems. Industry should work more closely with education by providing experiences and helping to fund initiatives. Examples from the Sheffield Engineering Leadership Academy show benefits of partnership between industry and education to develop student skills and prepare them for careers.
A typical project engineer job description be included elements such as: project engineer duties/responsibilities, project engineer qualifications, project engineer work conditions, project engineer job information…
marks : Industry Readiness Program (IRP) 2013 , for MCA Students Vishal Bisht
marks : Industry Readiness Program (IRP) 2013 , for the MCA Students - First time in india focused program for MCA , This program help for both Industry as well as the MCA students. Contact - Program Coordinator to know more about this program.
Keynote presentation at the International Society for Professional Iinnovation Management in Singapore, December 2014. University technology transfer needs a total rethink.. a proposed model to put value creation at the heart of engagement rather than IP control. After all, if universities don't exist to faciltate knowledge diffusion why are we here??
Engineering Graduates for Industry: rethinking our approach to skills gaps, c...Gary Wood
This document discusses skills gaps in engineering graduates and calls for rethinking partnerships between industry and higher education. It notes that surveys find many graduates lack practical skills and workplace experience. Possible problems are identified, such as a disconnect between academic learning and real-world applications. The document advocates for authentic learning experiences through projects with industry partnerships. It also argues the skills needed will change with new technologies, and calls for developing skills like problem solving, creativity and collaboration through enterprise education. Industry, students and educators all have roles to play in addressing skills gaps through new approaches to teaching and partnerships.
Young Engineers is a UK charity that aims to inspire young people to pursue careers in engineering. It provides hands-on engineering activities and challenges for over 20,000 students annually. The organization seeks to address the shortage of engineers in the UK by increasing its reach and developing new activities. Additional funding would allow Young Engineers to scale up its operations, develop new projects, and better promote engineering roles to young people.
Educating the Engineering Workforce of the FutureGary Wood
This document discusses challenges in educating the engineering workforce of the future and potential solutions. It notes that many companies report graduates lacking practical skills. By 2019, most companies reported candidates having strong academic knowledge but inadequate workplace skills. It recommends that higher education focus on developing intellectual abilities through authentic learning experiences that connect classroom learning to real problems. Industry should work more closely with education by providing experiences and helping to fund initiatives. Examples from the Sheffield Engineering Leadership Academy show benefits of partnership between industry and education to develop student skills and prepare them for careers.
A typical project engineer job description be included elements such as: project engineer duties/responsibilities, project engineer qualifications, project engineer work conditions, project engineer job information…
marks : Industry Readiness Program (IRP) 2013 , for MCA Students Vishal Bisht
marks : Industry Readiness Program (IRP) 2013 , for the MCA Students - First time in india focused program for MCA , This program help for both Industry as well as the MCA students. Contact - Program Coordinator to know more about this program.
This document provides information about various resources from a National Center for ME, including ways they can partner with organizations, classroom resources, curriculum development, and grant assistance. It also lists websites for related organizations such as CareerME, METEC, and a College of Technology that offers seamless credit transfers. Additional resources noted include a Life Support and Sustainable Living project, and information on engineering and advanced manufacturing in Connecticut. Websites are provided for a School of Science, Engineering and Technology's engineering systems management program, and an organization called MATEC that supports faculty and curriculum development.
This document profiles Dr. Stuart Palmer and his career in engineering practice, education, and research. It discusses his qualifications and experience leading various projects related to engineering education, assessment practices, online learning environments, and using social media data in product design. It also outlines his future research interests in areas like engineering education, STEM education, graduate employability, and using frequency domain methods. Potential funding sources for this future work are also mentioned.
The Engineering Development Trust (EDT) runs several programs to encourage young people to pursue careers in science, engineering, and technology and to fill skills gaps. The programs include Go4SET for year 9 students, the Engineering Education Scheme for year 12 students, Headstart for year 12 students, and The Year in Industry program for gap year students and undergraduates. These programs provide work-related learning opportunities for students and early access to potential future employees for participating companies.
National STEM League - Student Goals and Academic GlueNAFCareerAcads
Through the National STEM League, an organization for future professionals, students collaborate, create and compete as business owners or teams specializing in motorsports, rover robotics, addressing the challenge of fueling society (energy) or combining software and hardware to innovate new things. In this session, participants will discuss strategies to ensure students see relevance to their personal goals in the lessons learned everyday and will hear how to motivate students from different academies to work together toward a long-term, shared goal.
COMIT / Fiatech Conference 2014, The Crystal, London
Efficiency Through Digital Projects
Flipping the Workforce are you ready – this session will present on what the industry is doing to prepare for the next generation of construction professionals
STEM / STEAM - integrating into a master's program Eileen O'Connor
Science, technology, engineering and mathematics (STEM), often enhanced with the arts (STEAM) has become an important interdisciplinary perspective that can be brought to education, business and community based projects. This presentations highlights the theoretical / academic underpinnings of this approach and provides examples from work done within the SUNY Empire State College's masters program in these areas.
Key Components of OBE for NBA and preparing Course fileRajsekhar33797
This document discusses key aspects of outcomes-based education (OBE) and accreditation, including defining program educational objectives (PEOs), program outcomes (POs), course outcomes (COs), and establishing relationships between them. OBE focuses on demonstrating achievement of high-level learning rather than course credits. POs defined by accreditation agencies guide curriculum and assessment. COs specify observable student actions demonstrating knowledge, skills, and attitudes. Relationships between COs and POs are mapped to show how courses address outcomes. Assessment tools both direct and indirect are used to evaluate achievement of outcomes.
Chennai-PPT-3-Key Components of OBE-RVR-08-06-2018.pptxAbhishek pradeep
This document discusses key aspects of outcomes-based education (OBE) and accreditation. It begins by outlining the main components of OBE, including vision, mission, program educational objectives, graduate attributes, and program outcomes. It then explains why accreditation has shifted to an outcome-based model due to globalization and the need to assess learner competencies. The document outlines the accreditation criteria, which evaluates elements like curriculum, faculty, facilities, and continuous improvement. It also provides examples of how to write vision and mission statements, program educational objectives, and program and course outcomes. Overall, the document provides an overview of OBE and accreditation with a focus on defining outcomes at the program and course
This document summarizes an engineering seminar on multidisciplinary engineering. The seminar discussed how engineering is becoming more multidisciplinary due to factors like globalization and more diverse workforces. It also discussed the faculty's approach to multidisciplinary engineering through its program educational objectives and outcomes, curriculum design, and examples of capstone design projects that integrate multiple disciplines. The benefits of multidisciplinary teams are that they allow for easier communication across disciplines and prevent projects from only being viewed from one perspective.
The document discusses key aspects of outcome-based education (OBE) and accreditation. It explains that OBE focuses on achieving high-order learning and mastery rather than just accumulating course credits. Globalization requires education to build learner competencies for a changing workplace. Accreditation criteria under OBE include vision, mission, program outcomes, student performance, curriculum, faculty contributions, facilities, academic support, governance and continuous improvement. Proper implementation of OBE requires defining program outcomes, course outcomes, assessment tools, and mapping the relationship between courses and outcomes.
The document summarizes Wittenberg University's Master of Science in Analytics program. The program provides networking opportunities and skills to solve real-world problems with minimal impact on work and family responsibilities. It combines analytics techniques with organizational leadership and ethics. The program is designed to provide critical skills for tackling challenging business problems and prepare students for high-paying data analyst roles that offer quick returns on tuition investment.
The document provides information on the mission, objectives, and activities of the Electrical Engineering department of an educational institution.
The mission is to provide comprehensive and quality education to develop innovative, entrepreneurial and ethical professionals suitable for a sustainable environment. The objectives are to impart technical skills, promote research, and prepare students for challenges in electrical engineering.
The department offers a B.Tech in Electrical Engineering and M.Tech in Power Systems. It has well-equipped labs, well-qualified faculty who publish research, and organizes seminars and industrial visits. Distinguished alumni are placed in prestigious organizations and universities. The department aims to strengthen industry interactions.
Build conversational agents and chatbots using natural language
processing techniques to provide automated assistance to users.
Recommendation engines: Develop recommendation systems that analyze user
preferences and behavior to provide personalized product or content
recommendations.
Predictive maintenance: Use sensor data from industrial equipment to predict
failures and schedule maintenance, reducing downtime.
Sentiment analysis: Analyze text data such as customer reviews and social media
posts to understand public sentiment towards brands, products, or issues.
Fraud detection: Build predictive models using transaction data to identify
fraudulent activities like credit card fraud, insurance fraud, etc. in real-time.
Market segmentation: Group customers into meaningful segments based on their
characteristics and
These slides describe my efforts to change engineering education. By focusing on group projects and presentations and real-world engineering issues that are applicable to much of industry, we can help students develop and demonstrate real-world skills. Industry will notice well done analysis of real-world issues and this has occurred in my two classes. The next steps are to work more closely with industry, focus more engineering classes on group projects and presentations, and to create new forms of resumes and transcripts. These resumes and transcripts should promote the students through linked presentations that demonstrate the real-world capabilities of students and that help engineering departments build brand images.
This document provides an overview of data structures and algorithms concepts through a presentation. It begins with an introduction to outcome based education and accreditation standards. It then covers Bloom's taxonomy, vision/mission statements, and defines key terms like program outcomes, course outcomes, and mappings between them. Several data structures are defined, like stacks, queues, and linked lists. Algorithms topics covered include recursion, sorting, searching and complexity analysis. Specific course details are provided like learning objectives, syllabus, and outcome mappings.
Discover how Young Engineers is creating the next generation of engineers!Young Engineers
Young Engineers is a UK charity that aims to inspire students to pursue engineering careers. It provides hands-on engineering activities and challenges in schools to over 20,000 students annually. Due to high demand, it seeks additional funding to expand its programs, develop new activities, and promote engineering more widely in schools. Supporters can donate monthly or annually starting at £2 per month to help the organization achieve its goals.
The document summarizes the MEGS-KT project, which aims to create continuing professional development opportunities for small and medium enterprises in the renewable energy sector. It outlines the project's activities, including assessing business needs, co-designing solutions, developing an online platform, and evaluating impact. Key achievements include engaging industry professionals, building a community of over 150 LinkedIn members and 500 Twitter followers, and piloting ideas to support green businesses and community energy projects. The project seeks extensions to complete reporting and evaluation, and plans for sustainability include links to new initiatives and ceding the online platform to community members.
Enhancing EML in Senior Design - Ken Bloemer, Steve Silliman, and Don WeinkaufKEEN
The document outlines discussions from a meeting between representatives from the University of Dayton, Gonzaga University, and University of St. Thomas regarding best practices for and ideas to enhance entrepreneurial mindset learning (EML) in senior design projects. Attendees shared details of their respective university's senior design programs, current best practices, and ideas for enhancing three aspects: curiosity, connections, and value creation. Examples provided include having business students join engineering teams, conducting patent searches, and requiring student teams to define projects' value in non-technical terms.
An introduction to engineering for K-12 counselors and educators. Strategies are introduced for introducing students to engineering. This presentation was designed for the educators who participate in the T-STEM Gender Equity workshops hosted by WTIF-HTHH. This specific workshop was presented on Dec 1, 2010 by Meagan Ross (mail@meaganross.com).
This document is a project report submitted to Jawaharlal Nehru Technological University, Hyderabad for the degree of Bachelor of Technology in Computer Science and Engineering. The project aims to predict car prices using linear regression machine learning techniques. It was completed under the guidance of an assistant professor from the Department of Computer Science and Engineering at Keshav Memorial Institute of Technology. The report includes an introduction, literature review, methodology, implementation details, results and conclusion.
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This document provides information about various resources from a National Center for ME, including ways they can partner with organizations, classroom resources, curriculum development, and grant assistance. It also lists websites for related organizations such as CareerME, METEC, and a College of Technology that offers seamless credit transfers. Additional resources noted include a Life Support and Sustainable Living project, and information on engineering and advanced manufacturing in Connecticut. Websites are provided for a School of Science, Engineering and Technology's engineering systems management program, and an organization called MATEC that supports faculty and curriculum development.
This document profiles Dr. Stuart Palmer and his career in engineering practice, education, and research. It discusses his qualifications and experience leading various projects related to engineering education, assessment practices, online learning environments, and using social media data in product design. It also outlines his future research interests in areas like engineering education, STEM education, graduate employability, and using frequency domain methods. Potential funding sources for this future work are also mentioned.
The Engineering Development Trust (EDT) runs several programs to encourage young people to pursue careers in science, engineering, and technology and to fill skills gaps. The programs include Go4SET for year 9 students, the Engineering Education Scheme for year 12 students, Headstart for year 12 students, and The Year in Industry program for gap year students and undergraduates. These programs provide work-related learning opportunities for students and early access to potential future employees for participating companies.
National STEM League - Student Goals and Academic GlueNAFCareerAcads
Through the National STEM League, an organization for future professionals, students collaborate, create and compete as business owners or teams specializing in motorsports, rover robotics, addressing the challenge of fueling society (energy) or combining software and hardware to innovate new things. In this session, participants will discuss strategies to ensure students see relevance to their personal goals in the lessons learned everyday and will hear how to motivate students from different academies to work together toward a long-term, shared goal.
COMIT / Fiatech Conference 2014, The Crystal, London
Efficiency Through Digital Projects
Flipping the Workforce are you ready – this session will present on what the industry is doing to prepare for the next generation of construction professionals
STEM / STEAM - integrating into a master's program Eileen O'Connor
Science, technology, engineering and mathematics (STEM), often enhanced with the arts (STEAM) has become an important interdisciplinary perspective that can be brought to education, business and community based projects. This presentations highlights the theoretical / academic underpinnings of this approach and provides examples from work done within the SUNY Empire State College's masters program in these areas.
Key Components of OBE for NBA and preparing Course fileRajsekhar33797
This document discusses key aspects of outcomes-based education (OBE) and accreditation, including defining program educational objectives (PEOs), program outcomes (POs), course outcomes (COs), and establishing relationships between them. OBE focuses on demonstrating achievement of high-level learning rather than course credits. POs defined by accreditation agencies guide curriculum and assessment. COs specify observable student actions demonstrating knowledge, skills, and attitudes. Relationships between COs and POs are mapped to show how courses address outcomes. Assessment tools both direct and indirect are used to evaluate achievement of outcomes.
Chennai-PPT-3-Key Components of OBE-RVR-08-06-2018.pptxAbhishek pradeep
This document discusses key aspects of outcomes-based education (OBE) and accreditation. It begins by outlining the main components of OBE, including vision, mission, program educational objectives, graduate attributes, and program outcomes. It then explains why accreditation has shifted to an outcome-based model due to globalization and the need to assess learner competencies. The document outlines the accreditation criteria, which evaluates elements like curriculum, faculty, facilities, and continuous improvement. It also provides examples of how to write vision and mission statements, program educational objectives, and program and course outcomes. Overall, the document provides an overview of OBE and accreditation with a focus on defining outcomes at the program and course
This document summarizes an engineering seminar on multidisciplinary engineering. The seminar discussed how engineering is becoming more multidisciplinary due to factors like globalization and more diverse workforces. It also discussed the faculty's approach to multidisciplinary engineering through its program educational objectives and outcomes, curriculum design, and examples of capstone design projects that integrate multiple disciplines. The benefits of multidisciplinary teams are that they allow for easier communication across disciplines and prevent projects from only being viewed from one perspective.
The document discusses key aspects of outcome-based education (OBE) and accreditation. It explains that OBE focuses on achieving high-order learning and mastery rather than just accumulating course credits. Globalization requires education to build learner competencies for a changing workplace. Accreditation criteria under OBE include vision, mission, program outcomes, student performance, curriculum, faculty contributions, facilities, academic support, governance and continuous improvement. Proper implementation of OBE requires defining program outcomes, course outcomes, assessment tools, and mapping the relationship between courses and outcomes.
The document summarizes Wittenberg University's Master of Science in Analytics program. The program provides networking opportunities and skills to solve real-world problems with minimal impact on work and family responsibilities. It combines analytics techniques with organizational leadership and ethics. The program is designed to provide critical skills for tackling challenging business problems and prepare students for high-paying data analyst roles that offer quick returns on tuition investment.
The document provides information on the mission, objectives, and activities of the Electrical Engineering department of an educational institution.
The mission is to provide comprehensive and quality education to develop innovative, entrepreneurial and ethical professionals suitable for a sustainable environment. The objectives are to impart technical skills, promote research, and prepare students for challenges in electrical engineering.
The department offers a B.Tech in Electrical Engineering and M.Tech in Power Systems. It has well-equipped labs, well-qualified faculty who publish research, and organizes seminars and industrial visits. Distinguished alumni are placed in prestigious organizations and universities. The department aims to strengthen industry interactions.
Build conversational agents and chatbots using natural language
processing techniques to provide automated assistance to users.
Recommendation engines: Develop recommendation systems that analyze user
preferences and behavior to provide personalized product or content
recommendations.
Predictive maintenance: Use sensor data from industrial equipment to predict
failures and schedule maintenance, reducing downtime.
Sentiment analysis: Analyze text data such as customer reviews and social media
posts to understand public sentiment towards brands, products, or issues.
Fraud detection: Build predictive models using transaction data to identify
fraudulent activities like credit card fraud, insurance fraud, etc. in real-time.
Market segmentation: Group customers into meaningful segments based on their
characteristics and
These slides describe my efforts to change engineering education. By focusing on group projects and presentations and real-world engineering issues that are applicable to much of industry, we can help students develop and demonstrate real-world skills. Industry will notice well done analysis of real-world issues and this has occurred in my two classes. The next steps are to work more closely with industry, focus more engineering classes on group projects and presentations, and to create new forms of resumes and transcripts. These resumes and transcripts should promote the students through linked presentations that demonstrate the real-world capabilities of students and that help engineering departments build brand images.
This document provides an overview of data structures and algorithms concepts through a presentation. It begins with an introduction to outcome based education and accreditation standards. It then covers Bloom's taxonomy, vision/mission statements, and defines key terms like program outcomes, course outcomes, and mappings between them. Several data structures are defined, like stacks, queues, and linked lists. Algorithms topics covered include recursion, sorting, searching and complexity analysis. Specific course details are provided like learning objectives, syllabus, and outcome mappings.
Discover how Young Engineers is creating the next generation of engineers!Young Engineers
Young Engineers is a UK charity that aims to inspire students to pursue engineering careers. It provides hands-on engineering activities and challenges in schools to over 20,000 students annually. Due to high demand, it seeks additional funding to expand its programs, develop new activities, and promote engineering more widely in schools. Supporters can donate monthly or annually starting at £2 per month to help the organization achieve its goals.
The document summarizes the MEGS-KT project, which aims to create continuing professional development opportunities for small and medium enterprises in the renewable energy sector. It outlines the project's activities, including assessing business needs, co-designing solutions, developing an online platform, and evaluating impact. Key achievements include engaging industry professionals, building a community of over 150 LinkedIn members and 500 Twitter followers, and piloting ideas to support green businesses and community energy projects. The project seeks extensions to complete reporting and evaluation, and plans for sustainability include links to new initiatives and ceding the online platform to community members.
Enhancing EML in Senior Design - Ken Bloemer, Steve Silliman, and Don WeinkaufKEEN
The document outlines discussions from a meeting between representatives from the University of Dayton, Gonzaga University, and University of St. Thomas regarding best practices for and ideas to enhance entrepreneurial mindset learning (EML) in senior design projects. Attendees shared details of their respective university's senior design programs, current best practices, and ideas for enhancing three aspects: curiosity, connections, and value creation. Examples provided include having business students join engineering teams, conducting patent searches, and requiring student teams to define projects' value in non-technical terms.
An introduction to engineering for K-12 counselors and educators. Strategies are introduced for introducing students to engineering. This presentation was designed for the educators who participate in the T-STEM Gender Equity workshops hosted by WTIF-HTHH. This specific workshop was presented on Dec 1, 2010 by Meagan Ross (mail@meaganross.com).
This document is a project report submitted to Jawaharlal Nehru Technological University, Hyderabad for the degree of Bachelor of Technology in Computer Science and Engineering. The project aims to predict car prices using linear regression machine learning techniques. It was completed under the guidance of an assistant professor from the Department of Computer Science and Engineering at Keshav Memorial Institute of Technology. The report includes an introduction, literature review, methodology, implementation details, results and conclusion.
Similar to VELOCITY PREP | Making the STEM Industry Connection (20)
VELOCITY PREP | Making the STEM Industry Connection
1. Making the Industry Connection with STEM Internships Skillpoint Alliance 2012
2.
3.
4.
5. Incubate Incubate innovative and needed programs that provide Science, Technology, Engineering, and Math (STEM) college and career awareness. Pilot Pilot program models through partnership between industry, education, and community organizations. Integrate Integrate successful program models into schools and structures aiding program scale.
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
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Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM
Mentors 2 AMAT 13 UT ISD Breakdown (teams) 7 Austin 0 Del Valle 0 Hays 2 Leander 1 Manor 2 Pflugerville 1 Round Rock Capitol BEST Kickoff Saturday, Sep 13, 2008 9:00AM-1:00PM Contest Day Saturday, Oct 25, 2008 8:00AM-5:00PM