Abstract
We describe two established STEM camps that went virtual following the outbreak of COVID-19, during the summer of 2020. Our Summer Research Opportunity (SRO) camp engages middle school science fair winners in a forensic research opportunity, while The Immokalee Foundation (TIF) camp introduces middle school students from historically underrepresented groups to STEM topics. Home kits were carefully prepared and delivered to all participants to enhance their engagement with our faculty facilitators. What was modified to accommodate the virtual experience is discussed. Our program assessment used a retrospective pretest-posttest design delivering a modified STEM Semantics survey to measure interest in STEM topics and STEM careers. While the programming and the population was different for each camp, both programs achieved positive outcomes in the virtual environment enhancing participant interest in, excitement for, and importance of STEM topics and STEM careers. The local TV news even broadcasted a short video of one of the camps.
Highlights
Students need exciting experiences that capture and speak to their interests both in school and beyond the classroom, sparking a lifelong passion (PCAST, 2010)
During the past 10–15 years, much has been written about the positive impacts resulting when K-12 students engage in out-of-school time (OST) science, technology, engineering, and mathematics (STEM) activities and summer camps (Clark et al, 2016; Essig et al, 2021; Mohr-Schroeder et al, 2014; Robles, 2018; for a review see Young et al, 2017)
We saw statistically significant increases in the participant levels of interest, importance, and excitement in the STEM topics of mathematics, chemistry, and environmental science in The Immokalee Foundation (TIF) camp participants and forensic science in Summer Research Opportunity (SRO) participants
Summary
Students need exciting experiences that capture and speak to their interests both in school and beyond the classroom, sparking a lifelong passion (PCAST, 2010). During the past 10–15 years, much has been written about the positive impacts resulting when K-12 students engage in out-of-school time (OST) science, technology, engineering, and mathematics (STEM) activities and summer camps (Clark et al, 2016; Essig et al, 2021; Mohr-Schroeder et al, 2014; Robles, 2018; for a review see Young et al, 2017). Middle school students who attend STEM summer camps are at least two times more likely to report a career interest in science and engineering (Kong, et al, 2014; Binns et al, 2016; Dabney et al, 2011; Knox et al, 2003). During the summer break, there may be learning loss for students who are not involved in summer classes or hands-on activities This learning loss is more evident for those students in low-income communities. Programs offering summer experiences, handson activities, and innovative new ways to keep young minds stimulated and engaged in education are imperative (Gibson and Chase, 2002)
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