Summer Camp Research Articles

STEMing together: a comparison of co-ed and all-female informal learning environments

STEMing together: a comparison of co-ed and all-female informal learning environments

Variation in metabolic control in children with DM1 after a summer camp

Variation in metabolic control in children with DM1 after a summer camp

Blasting off with NASA’s Neurodiversity Network

NASA’s Neurodiversity Network (N3) is a five-year program that is funded as part of NASA’s Science Activation Network. N3's main goal is to provide a pathway to NASA participation and Science, Technology, Engineering, and Mathematics (STEM) employment for neurodiverse learners, with a focus on those on the autism spectrum. Through the N3 program, we are enabling STEM education for a segment of the population that is significantly underserved through a process in which existing NASA education resources are redesigned with significant input from autistic learners and their instructors. The co-design process occurs primarily in informal environments, including high school summer programs, and camps and activity sessions for middle school students sponsored by the New York Hall of Science. N3 also offers a mentored summer internship program for at least ten neurodiverse high school students each year. Mentoring is provided by NASA Subject Matter Experts, individuals who collectively possess expertise that spans NASA’s Science Mission Directorate.

Impact of a Development-Oriented Summer Camp in Shifting Ways in Which Left-behind Children Describe Social Relationships

Impact of a Development-Oriented Summer Camp in Shifting Ways in Which Left-behind Children Describe Social Relationships

The Mysteries of Summer Camp, Chronic Illness, and Magic

Summary Never was the dynamic and complexities of living with chronic mystery illness more apparent than in the summer camp setting. My first year as a counselor brought me face-to-face with the realities of my physical state and how I related to my body in the summer camp context. Now, as an Executive Director of a summer camp, spurred on by the memories of what I endured, and committed to making the space different, I weigh the impact of changing camps, and question what parts of the challenge are necessary to preserve “camp magic”? Information © CAB International 2024

Exploring the Case: The Mysteries of Summer Camp, Chronic Illness, and Magic

Exploring the Case: The Mysteries of Summer Camp, Chronic Illness, and Magic

Co-ML: Collaborative Machine Learning Model Building for Developing Dataset Design Practices

Machine learning (ML) models are fundamentally shaped by data, and building inclusive ML systems requires significant considerations around how to design representative datasets. Yet, few novice-oriented ML modeling tools are designed to foster hands-on learning of dataset design practices, including how to design for data diversity and inspect for data quality. To this end, we outline a set of four data design practices (DDPs) for designing inclusive ML models and share how we designed a tablet-based application called Co-ML to foster learning of DDPs through a collaborative ML model building experience. With Co-ML, beginners can build image classifiers through a distributed experience where data is synchronized across multiple devices, enabling multiple users to iteratively refine ML datasets in discussion and coordination with their peers. We deployed Co-ML in a 2-week-long educational AIML Summer Camp, where youth ages 13–18 worked in groups to build custom ML-powered mobile applications. Our analysis reveals how multi-user model building with Co-ML, in the context of student-driven projects created during the summer camp, supported development of DDPs including incorporating data diversity, evaluating model performance, and inspecting for data quality. Additionally, we found that students’ attempts to improve model performance often prioritized learnability over class balance. Through this work, we highlight how the combination of collaboration, model testing interfaces, and student-driven projects can empower learners to actively engage in exploring the role of data in ML systems.

Mirror Mentoring: Black Women’s Experiences Serving as Mentors for Black Girls During a Virtual Computer Science Camp

Several studies have reported the positive benefits of informal Computer Science learning programs for Black girls, which include staff, mentors, and peers reflective of the girls in the program; however, we do not know enough about what motivates Black women to sign up to teach in such programs, or how representation in mentoring affects future CS learning for Black girls. Here we report the intersectional experiences of 11 Black women who served as instructors and mentors for the virtual INTech Summer Camp. The women in this study confirm that it is imperative to consider the intersectional experiences of Black women in CS as a whole, without explicating their identities. We found that Black women in CS feel that it is their responsibility to give back to Black girls to pay it forward from their own mentorship experiences. The Black women in our study describe seeking to fill a gap in mentorship that they experienced themselves, to share their knowledge and experiences to support the development of others who can relate to that intersection of identifying as Black and a girl or woman. Providing positive representation to encourage young Black girls to pursue tech careers is imperative to diversifying the tech workforce.

Polyamorous and ambiamorous adolescents: a first empirical look at mental health in an LGBTQ+ sample

ABSTRACT Polyamory has become increasingly visible in American culture, but the relationship arrangement or structure (i.e. one in which an individual has ongoing romantic, sexual, and/or emotional relationships with multiple partners) remains stigmatised. No known research has examined adolescents’ experiences with polyamory, though adolescents are in a stage of developing romantic and sexual relationship preferences. The current study uses a repeated-measures survey design to analyse the mental health of 323 LGBTQ+ adolescents (ages 12 to 17), including 54 polyamorous and ambiamorous (poly/ambi) adolescents, in the context of an affirming summer camp. Ambiamory refers to when a person’s preferred relationship arrangement varies depending on their situation. At baseline, poly/ambi adolescents had higher levels of depressive symptoms than their peers. All adolescents experienced reduced depressive symptoms and anxiety during camp. Thematic analysis of written responses to open-ended questions revealed that poly/ambi adolescents tended to not feel safe to disclose their identity in their home community due to stigmatization of polyamory, people’s lack of understanding of polyamory, and uncertainty or fear about people’s reactions. Poly/ambi adolescents who did feel safe in their home community tended to report supportive or indifferent community attitudes toward polyamory, knowing other polyamorous community members, and comfort with one’s identity.

An Examination of the Effectiveness of Ballet on Gross Motor Function in Children with Intellectual Developmental Disabilities

The purpose of this study was to examine how ballet could be used as a form of therapy to improve gross motor function in children with intellectual developmental disabilities (IDDs). Fourteen participants (ages 4-12, 10 males, 4 females) who were enrolled in Monday and Friday camp days at ABC Educational Services, Inc. Stimulation School Summer Camp were included in the study. Participants completed the Bruininks-Oseretsky Test of Motor Proficiency, 2nd Edition (BOT-2) during the first week of the intervention. For the following six weeks, participants engaged in thirty-minute ballet classes twice a week. During week eight of the intervention participants completed the BOT-2 test a second time. The results indicated that children with a suspected IDD did not consistently score below average on the BOT-2. Additionally, statistically significant correlations between ballet instruction and gross motor proficiency were not found. Further studies should be done to continue to examine the relationship between ballet and gross motor function.

Using Smartphones to Enhance Vision Screening in Rural Areas: Pilot Study.

While it is treatable, uncorrected refractive error is the number one cause of visual impairment worldwide. This eye condition alone, or together with ocular misalignment, can also cause amblyopia, which is also treatable if detected early but still occurs in about 4% of the population. Mass vision screening is the first and most critical step to address these issues, but due to limited resources, vision screening in many rural areas remains a major challenge. We aimed to pilot-test the feasibility of using smartphone apps to enhance vision screening in areas where access to eye care is limited. A vision screening program was piggybacked on a charity summer camp program in a rural county in Sichuan, China. A total of 73 fourth and fifth graders were tested for visual acuity using a standard eye chart and were then tested for refractive error and heterophoria using 2 smartphone apps (a refraction app and a strabismus app, respectively) by nonprofessional personnel. A total of 5 of 73 (6.8%, 95% CI 2.3%-15.3%) students were found to have visual acuity worse than 20/20 (logarithm of minimal angle of resolution [logMAR] 0) in at least one eye. Among the 5 students, 3 primarily had refractive error according to the refraction app. The other 2 students had manifest strabismus (one with 72-prism diopter [PD] esotropia and one with 33-PD exotropia) according to the strabismus app. Students without manifest strabismus were also measured for phoria using the strabismus app in cover/uncover mode. The median phoria was 0.0-PD (IQR 2.9-PD esophoria to 2.2-PD exophoria). The results from this vision screening study are consistent with findings from other population-based vision screening studies in which conventional tools were used by ophthalmic professionals. The smartphone apps are promising and have the potential to be used in mass vision screenings for identifying risk factors for amblyopia and for myopia control. The smartphone apps may have significant implications for the future of low-cost vision care, particularly in resource-constrained and geographically remote areas.

Promoting Renewable Energy Education to Middle School and High School Students Through Sponsored Summer Camps

Promoting Renewable Energy Education to Middle School and High School Students Through Sponsored Summer Camps

The benefits of summer camps for identity building and socio-relational development of young people: development of a theoretical model adapted to young Francophones from disadvantaged backgrounds

Several studies document the benefits of summer camp environments for the positive development of young people. However, existing work focuses almost exclusively on the experience of American and economically well-off campers. This article proposes a review of the writings allowing the emergence of a new theoretical model in the study of summer camp environments. The proposed model consists of an adaptation of the defining moments model of Garst and Whittington (2020) for French-speaking and disadvantaged campers. The article paves the way towards a better understanding of the reality of young people whose experiences in summer camp settings are under-studied, in particular by the creation of new interview guidelines adapted to this population. Future avenues considered include refining qualitative research on summer camp environments, in particular by conducting interviews with parents of campers and members of camp staff.

Beyond the Camp High: The Contribution of Christian Summer Camps to the Development of Owned Personal Faith

This study sought to understand the contribution of repeat adolescent summer camp experiences within the larger landscape of adolescent faith formation. Using a qualitative approach with a sample of former, multi-year attendees of Christian camps in Wisconsin and Michigan, this study demonstrated that Christian summer camps may help facilitate the development of owned faith and foster affiliation with the body of Christ.

The Jews of Summer: Summer Camp and Jewish Culture in Postwar America by Sandra Fox (review)

The Jews of Summer: Summer Camp and Jewish Culture in Postwar America by Sandra Fox (review)

College Student-athletes’ Subjectivity on Leisure Constraints

PURPOSE This study seeks to explore the subjectivity regarding leisure constraints perceived by college student-athletes.METHODS Based on Q methodology as an analysis framework, 25 Q-samples and 25 P-samples suitable for the research purpose were selected, and Q-classification and Q-factor analysis were conducted.RESULTS The leisure constraints were categorized into “Type Ⅰ: Psychological constraints,” “Type Ⅱ: Financial constraints,” and “Type Ⅲ: Spatio-temporal constraints.” The three types provided discussions on “strong athlete identity of student-athletes,” “role conflict between students and athletes,” “core competencies of student-athletes,” “current student-athlete support project,” and “school sports camp training.”CONCLUSIONS College student-athletes’ leisure constraints are closely related to strong athlete identity, anxiety about enjoying leisure, cost burden, and closedness of camp training, and each type provided new perspectives on discussions related to Korean student-athletes.

Foundations of Autonomous Vehicles: A Curriculum Model for Developing Competencies in Artificial Intelligence and the Internet of Things for Grades 7–10

A few states (e.g., Maryland, Georgia, and Florida) have initiated efforts to incorporate artificial intelligence outcomes in K-12 education but others are still relying on informal spaces for learning and literacy in this area. In this manuscript, we share the curriculum and content of an informal effort focused on students in grades 7-10. We combined artificial intelligence competencies with Internet of Things skills to enable meaningful learning covering all Five Big Ideas in AI. In our one-week summer camp, students experimented with perceptions by working with vision, infrared, and ultrasonic sensors. They learned about representation through work with neural network playgrounds. Students engaged in supervised learning of an image processing model and used the model to control the actions of a robot car. Natural interactions and societal impacts were assessed as students observed the robot car's behavior. Results demonstrate that our curriculum was successful in achieving its objectives. Excluding the robot car kit, the curriculum was created using free platforms and tools. This program could be replicated in informal settings by any educator or collaborator with a computer science background. This paper describes our summer camp curriculum, its components and their implementation, the lessons learned, and potential future enhancements.

Unplugged K-12 AI Learning: Exploring Representation and Reasoning with a Facial Recognition Game

With the growing prevalence of AI, the need for K-12 AI education is becoming more crucial, which is prompting active research in developing engaging and age-appropriate AI learning activities. Efforts are underway, such as those by the AI4K12 initiative, to establish guidelines for organizing K- 12 AI education; however, effective instructional resources are needed by educators. In this paper, we describe our work to design, develop, and implement an unplugged activity centered on facial recognition technology for middle school students. Facial recognition is integrated into a wide range of applications throughout daily life, which makes it a familiar and engaging tool for students and an effective medium for conveying AI concepts. Our unplugged activity, “Guess Whose Face,” is designed as a board game that focuses on Representation and Reasoning from AI4K12’s 5 Big Ideas in AI. The game is crafted to enable students to develop AI competencies naturally through physical interaction. In the game, one student uses tracing paper to extract facial features from a familiar face shown on a card, such as a cartoon character or celebrity, and then other students try to guess the identity of the hidden face. We discuss details of the game, its iterative refinement, and initial findings from piloting the activity during a summer camp for rural middle school students.

Benchmarking Strategies Used to Increase Diversity, Equity, Inclusion at Summer CampsInclusion at Summer Camps

Benchmarking Strategies Used to Increase Diversity, Equity, Inclusion at Summer CampsInclusion at Summer Camps

Minecraft in STEAM education – applying game-based learning to renewable energy.

One of the essential tasks of teaching STEAM subjects (Science, Technology, Engineering, Arts, Mathematics) is to motivate and engage students. This can be achieved through new interactive, experiential teaching methods, such as game-based learning. Minecraft is a multiplatform video game already popular among students and can be successfully used in game-based education. The study presents the application possibilities of Minecraft in integrated education of STEAM fields through the example of teaching a specific topic. The development was tested within the framework of a summer camp, where the 10-16-year-old participants explored the topics of renewable energy sources with Minecraft. Based on the experiences and researchers of the camp, the application of game-based learning with Minecraft was successful in raising students’ interest, increasing their motivation, mastering the knowledge material, productive task solving and cooperation to work on sustainable development goals.