An Evaluation of an Implementation of High School Girls Summer Outreach Camp Converted to an Online Format (Evaluation)

Carol Geary; Tawni Paradise; Hannah Glisson; Kim Lester

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: PCEE Session 9: Virtual Summer Programs
Page Count: 16
DOI: 10.18260/1-2--41096
Permanent URL: https://peer.asee.org/41096
Download Count: 356

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Paper Authors

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Carol Geary Virginia Polytechnic Institute and State University

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Carol Geary is a doctoral candidate in the Engineering Education program at Virginia Tech. While at Virginia Tech Carol has directed peer mentoring programs and high school STEM outreach camps. Her research interests include co-curricular support, student success, and persistence. Carol received her B.S. in Aerospace engineering from Virginia Tech.

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Abstract

Research shows that exposure to STEM activities during the K-12 years stimulates interest in STEM careers and pursuing post-secondary education. This paper describes the implementation of a summer outreach camp designed and intended for rising junior and senior high school female students. Typically, this is a two-week overnight summer camp held on the campus of a large public university in the mid-Atlantic. The program's primary purpose and goal are to introduce students to various engineering fields and expose students to post-secondary education and college life. Due to the COVID-19 pandemic, in 2020, the camp transitioned to a fully online format of delivery. Research and planning to determine the new setting's best structure were conducted, including webinars and meetings with technology education experts. This planning also included bi-weekly planning meetings with undergraduate student staff to incorporate their expertise as students working in the newly formed online space and many former camp participants. The transition's primary goals were to maintain the hands-on nature of activities and develop a sense of community among participants, both of which have been critical to the program's success in previous years. In 2021 the camp was also in an entirely virtual format. This paper will describe the multiple iterations in how the camp shifted from in-person to virtual and subsequent implementation shifts from 2020 to 2021.

The purpose of this paper is to describe the shifts made to the summer camp this year and provide an evaluation of its effectiveness. The paper will describe several aspects of the transition to and implementation of an online camp, as well as informal evaluations of its effectiveness by staff, participants, and presenters, including participants' perceptions of engineering and their beliefs in self. We will compare our findings from previous years when the camp was run in-person. Additional recommendations will be made as we transition towards in-person modalities and other summer camps that may want to be in the virtual settings we transition towards in-person modalities and other summer camps that may want to be in the virtual settings, additional recommendations will be made.

Citation
Format

Geary, C., & Paradise, T., & Lester, K., & Glisson, H. (2022, August), An Evaluation of an Implementation of High School Girls Summer Outreach Camp Converted to an Online Format (Evaluation) Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41096

TY - CPAPER
AB - Research shows that exposure to STEM activities during the K-12 years stimulates interest in STEM careers and pursuing post-secondary education. This paper describes the implementation of a summer outreach camp designed and intended for rising junior and senior high school female students. Typically, this is a two-week overnight summer camp held on the campus of a large public university in the mid-Atlantic. The program's primary purpose and goal are to introduce students to various engineering fields and expose students to post-secondary education and college life. Due to the COVID-19 pandemic, in 2020, the camp transitioned to a fully online format of delivery. Research and planning to determine the new setting's best structure were conducted, including webinars and meetings with technology education experts. This planning also included bi-weekly planning meetings with undergraduate student staff to incorporate their expertise as students working in the newly formed online space and many former camp participants. The transition's primary goals were to maintain the hands-on nature of activities and develop a sense of community among participants, both of which have been critical to the program's success in previous years. In 2021 the camp was also in an entirely virtual format. This paper will describe the multiple iterations in how the camp shifted from in-person to virtual and subsequent implementation shifts from 2020 to 2021.

The purpose of this paper is to describe the shifts made to the summer camp this year and provide an evaluation of its effectiveness. The paper will describe several aspects of the transition to and implementation of an online camp, as well as informal evaluations of its effectiveness by staff, participants, and presenters, including participants' perceptions of engineering and their beliefs in self. We will compare our findings from previous years when the camp was run in-person. Additional recommendations will be made as we transition towards in-person modalities and other summer camps that may want to be in the virtual settings we transition towards in-person modalities and other summer camps that may want to be in the virtual settings, additional recommendations will be made.

AU - Carol Geary
AU - Tawni Paradise
AU - Kim Lester
AU - Hannah Glisson
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - An Evaluation of an Implementation of High School Girls Summer Outreach Camp Converted to an Online Format (Evaluation)
UR - https://peer.asee.org/41096
DO - 10.18260/1-2--41096
ER -