Conversion of Summer STEM Program from In-Person to Virtual Learning Offers Unexpected Positives and Pitfalls

Autor/inn/en	Morris, Kevin J.; Brown, Holly K. M.; Swift, Brittany C.; Hall, Emonie Q.; Umayam, Kathleen; Tenenbaum, Laura S.; Ekanem, Nicole B.; Ramadorai, Swati B.; Canas, Emily E.; Shearer, Lily N.; Yourick, Debra L.
Titel	Conversion of Summer STEM Program from In-Person to Virtual Learning Offers Unexpected Positives and Pitfalls
Quelle	In: Journal of STEM Outreach, 4 (2021) 4, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2576-6767
Schlagwörter	Summer Programs; Educational Change; Conventional Instruction; Electronic Learning; Secondary School Students; Undergraduate Students; Mentors; Majors (Students); COVID-19; Pandemics; Online Courses; Student Attitudes; Career Choice; Disproportionate Representation + Suchen Sie Ihr Suchwort? Sommerkurs; Bildungsreform; Sekundarschüler; Online course; Online-Kurs; Schülerverhalten
Abstract	The Walter Reed Army Institute of Research holds an annual summer STEM program called Gains in the Education of Mathematics and Science (GEMS) in which rising 7th-12th graders are mentored by undergraduate STEM majors (near-peer mentors - NPMs) who facilitate hands-on, inquiry-centered activities. To make GEMS accessible to underserved and underrepresented populations, we recruit both students and NPMs from local, underserved communities and minority-serving institutions, while additionally broadcasting the opportunities to surrounding counties. We mitigate financial barriers to participation by offering both student and NPM stipends. Although GEMS is traditionally held in person, the COVID-19 pandemic led to the creation of virtual GEMS (eGEMS). We compared NPM and student survey responses for eGEMS to the prior year of in-person GEMS. Despite logistical differences, we maintained similar participant demographics, program elements, and shifts in attitudes towards STEM for all student groups while providing comparable personal and professional growth for NPMs. Going forward, though, eGEMS can be improved by incorporating more group work and use of laboratory tools alongside alleviating technical barriers. Furthermore, both eGEMS and in-person GEMS must increase recruitment amongst FARMS (free and reduced-price meals at school) recipients, English language learners, and potential first-generation college students to align with accessibility goals. (As Provided).
Anmerkungen	Journal of STEM Outreach. PMB 0367, 230 Appleton Place, Nashville, TN 37203. e-mail: jstemoutreach@vanderbilt.edu; Web site: https://www.jstemoutreach.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01