Foos, J. L., & Shehab, R. L., & Antonio, J. K. (2016, June), Experiences Moving from Residential Camps to Non-Residential Day Camps  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26817

\bibitem{asee_peer_26817}
  Foos, J. L., \& Shehab, R. L., \& Antonio, J. K. (2016, June), \emph{Experiences Moving from Residential Camps to Non-Residential Day Camps}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26817

Jackie L. Foos, Randa L. Shehab, and John K. Antonio.  "Experiences Moving from Residential Camps to Non-Residential Day Camps".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26817 Internet.  11 May, 2025

\bibitem{asee_peer_26817}
  Jackie L. Foos, Randa L. Shehab, and John K. Antonio.
  "Experiences Moving from Residential Camps to Non-Residential Day Camps".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26817 Internet.  11 May, 2025

@INPROCEEDINGS{asee_peer_26817
author = "Jackie L. Foos, Randa L. Shehab, and John K. Antonio"
title = "Experiences Moving from Residential Camps to Non-Residential Day Camps"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26817}
number = {10.18260/p.26817}
}

TY  - CPAPER
AB  - Daily versus Weekly Interaction Frequency for Nonresidential Summer Camps (Evaluation)
This paper describes a recent change in our engineering summer outreach program and how that change was enacted and perceived. Nonresidential summer camp programs are often scheduled to be delivered on successive days, meaning that the attending students interact with the camp’s curriculum, staff, and instructors daily for several consecutive days.  Our College followed this model for many years, with students experiencing guided engineering activities for a block of time in the morning and a block of time after lunch. Each block was generally focused on one particular discipline-related activity.  An alternate model is to schedule camp programs to be delivered one day per week over a period of multiple weeks, resulting in a weekly interaction between the students and the camp’s programming. This model was implemented for the first time during summer 2015. The camp was delivered on consecutive Fridays for a period of seven weeks and the curriculum for each Friday was designed to introduce high school rising juniors and seniors to a particular academic program in the College of Engineering. The camp was structured and marketed in such a way to allow students to register for and attend those days of interest to them and/or those days that fit within their summer schedule. During summer 2015, the total attendance across the seven days of the program was 262. This total comprised 95 individual students that attended one or more days of camp; on average, each student attended 2.8 days. Interestingly, the distribution for the number of days attended by students was bimodal and 24% of the students attended five or more days.  Experiences and initial assessments of this weekly summer camp program model are described and a discussion of the advantages and disadvantages of weekly versus daily program schedules is provided. 
AU  - Jackie L. Foos
AU  - Randa L. Shehab
AU  - John K. Antonio
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Experiences Moving from Residential Camps to Non-Residential Day Camps
UR  - https://peer.asee.org/26817
DO  - 10.18260/p.26817
ER  -