FORMATIVE EVALUATION OF A STEAM AND NUTRITION EDUCATION SUMMER PROGRAM FOR LOW-INCOME YOUTH

Abstract

Objective: To conduct an expert content review of the Project stRIde curriculum to assess the content, cultural sensitivity, feasibility, and curriculum standard adherence to inform revisions to the curriculum. Design: A formative evaluation was conducted from May- July 2020. Data from online surveys and virtual interviews were collected from an expert review panel. Setting: Surveys and interviews were completed virtually. Participants: Nine experts spanning the fields of nutrition education, cultural competency, elementary education, summer youth programming, and STEM outreach were recruited to participate in the survey and virtual interviews. Main Outcome Measures: Experts completed a 63-item questionnaire containing open- and closed-ended questions covering the lessons followed by virtual interviews. Questions spanned from content correctness and age-appropriateness, cultural sensitivity, feasibility for time, and other strengths and limitations. Analysis: Interviews were recorded, transcribed, and coded in NVivo by two coders. An inductive approach was used to create a codebook and identify themes from the surveys and interviews. Quantitative data from the surveys are expressed as percentages. Results: All nine experts contacted completed the survey and interview. Core themes were identified: effectively promoting youth engagement, increased lesson guidance or support needed, activity difficulty for age, time, confidence in teaching lessons, cultural appropriateness, strengths of curriculum in promoting STEAM education and innovation. Reviewers agreed that the lessons were accurate, incorporated STEAM concepts, and were culturally appropriate for the population. Conclusions and Implications: A content review by a diverse panel was an effective way to develop an engaging, age-appropriate STEAM and nutrition education curriculum.