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Relevant bibliographies by topics / STEM summer program

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Academic literature on the topic 'STEM summer program'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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Journal articles on the topic "STEM summer program"

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Howard, Barbara L., and Lonnie Sharpe Jr. "The Summer Bridge Program." Journal of Interdisciplinary Studies in Education 7, no. 2 (2019): 20–3. http://dx.doi.org/10.32674/jise.v7i2.1207.

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Student retention is a consequential effort of all institutions of higher learning today. The survival of the institution is dependent upon the success of students in obtaining their degrees (Knox, 2005; Noel, 1978). In order to continue to grow a base of Science, Technology, Engineering and Mathematics (STEM) students and produce quality graduates, it is imperative that best practices in student success and retention be identified, documented and replicated. This study looked at the Tennessee Louis Stokes Alliance for Minority Participation Summer Bridge program results in STEM major retentio

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Ashley, Michael, Katelyn M. Cooper, Jacqueline M. Cala, and Sara E. Brownell. "Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs." CBE—Life Sciences Education 16, no. 4 (2017): es3. http://dx.doi.org/10.1187/cbe.17-05-0085.

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Summer bridge programs are designed to help transition students into the college learning environment. Increasingly, bridge programs are being developed in science, technology, engineering, and mathematics (STEM) disciplines because of the rigorous content and lower student persistence in college STEM compared with other disciplines. However, to our knowledge, a comprehensive review of STEM summer bridge programs does not exist. To provide a resource for bridge program developers, we conducted a systematic review of the literature on STEM summer bridge programs. We identified 46 published repo

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Brown, Daniel A., Nina B. Wright, Sylvia T. Gonzales, Nicholas E. Weimer, and Julio G. Soto. "An Undergraduate Research Approach That Increased Student Success at a Hispanic-Serving Institution (HSI): The SURE Program at Texas State University." Scholarship and Practice of Undergraduate Research 4, no. 1 (2020): 52–62. http://dx.doi.org/10.18833/spur/4/1/18.

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The STEM Undergraduate Summer Research Experience (SURE) Program provides a holistic approach to undergraduate summer student research to increase student success at the Hispanic-serving Texas State University. Re the 2017–2019 cohorts (composed of 62 undergraduates), 97 percent persisted after the summer program. After the SURE Program, overall and STEM GPAs were higher in the 2017–2019 cohorts as compared to the control group. Thirty-nine percent are attending graduate or professional programs.

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Morton, Crystal, and Demetrice Smith-Mutegi. "Summer STEM Camp Goes Virtual." Hoosier Science Teacher 44, no. 1 (2021): 1–13. http://dx.doi.org/10.14434/thst.v44i101.

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Due to the global pandemic of COVID-19, camp and program directors raced to make decisions about summer programming. Traditionally, GSI Summer Camp is a day camp held on a local university campus for four weeks. Despite the disruption caused by the pandemic, the program staff decided to move forward with a seven-week virtual experience for 45 upper elementary, middle, and high school participants. This article presents a description of the implementation of an infectious disease module during a virtual STEM camp.

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Rivera-Ruiz, Marielis, and Frances Lugo Alvarado. "Encouraging Women and Underrepresented Groups in STEM Careers Through Agricultural Education and Role Model Workshops." HETS Online Journal 15, no. 1 (2024): 5–22. http://dx.doi.org/10.55420/2693.9193.v15.n1.313.

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Women’s often need more interest for select STEM educational programs, earning degrees in these fields, or pursuing careers within the STEM workforce. This study examined the impact on STEM interest through role model workshops and a summer program on high school student. Many students reported a shift in their perspectives on STEM careers, expressing increased confidence in their ability to pursue careers in these fields. Results from the summer program indicated a generally positive trend in students' attitudes toward science after their summer camp experience. Additionally, the findings she

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York, Portia, Shaoan Zhang, Mei Yang, and Venkatesan Muthukumar. "Crochet: Engaging Secondary School Girls in Art for STEAM’s Sake." Science Education International 33, no. 4 (2022): 392–99. http://dx.doi.org/10.33828/sei.v33.i4.6.

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Recent STEAM programs have made accomplishments in recruiting K-12 girl students to participate in STEAM activities. Educational researchers have called for studies of how STEM programs engage girls. However, little research has embedded STEM education with girl education such as their emotional needs, identity, and self-expression. This study examined how crochet that was embedded in a STEM summer camp impacted their sense of belonging, creativity, well-being, and STEAM learning. For this qualitative study, surveys were conducted with 37 student participants and Discord was used as part of th

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Nerozzi, Andrea, and Debbie French. "A Snapshot of Summer STEM Experiences for High School Students in Colleges and Universities in Pennsylvania." Journal of the Pennsylvania Academy of Science 96, no. 1 (2022): 1–25. http://dx.doi.org/10.5325/jpennacadscie.96.1.0001.

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Abstract Authentic science, technology, engineering, and mathematics (STEM) experiences allow students to think and act in a manner similar to STEM professionals. However, opportunities to engage fully with STEM may be limited at the high school level, prompting motivated students to seek offerings at colleges and universities during the summer. The purpose of this study is to identify potential barriers that limit access to collegiate STEM summer programs. We searched programs’ websites to categorize program offerings as either exploratory, inquiry, or authentic. Fully authentic programs are

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Bradford, Brittany C., Margaret E. Beier, and Frederick L. Oswald. "A Meta-analysis of University STEM Summer Bridge Program Effectiveness." CBE—Life Sciences Education 20, no. 2 (2021): ar21. http://dx.doi.org/10.1187/cbe.20-03-0046.

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A meta-analysis of university STEM summer bridge programs found that participation had a medium-sized effect on first-year overall GPA ( d = 0.34) and university retention (Odds Ratio OR] = 1.747). Although the analysis reflects the limited available data, it provides much-needed research on programs’ objective effectiveness and guides future program development.

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Pender, Matea, Dave E. Marcotte, Mariano R. Sto. Domingo, and Kenneth I. Maton. "The STEM Pipeline: The Role of Summer Research Experience in Minority Students' Graduate Aspirations." education policy analysis archives 18 (December 10, 2010): 30. http://dx.doi.org/10.14507/epaa.v18n30.2010.

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Practical research experience has been seen as an important tool to enhance learning in STEM fields and shape commitment to science careers. Indeed, this was a prominent recommendation of the Boyer Commission. Further, there is evidence this is especially important for minority students. In this paper, we examine the role of practical research experience during the summer for talented minority undergraduates in STEM fields. We focus on the link between summer research and STEM PhD program matriculation. We examine evidence on this question using detailed data on students participating in the M

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Nadri, Chihab, Jiayuan Dong, Haley Swaim, Sangjin Ko, Harsh Sanghavi, and Myounghoon Jeon. "Investigating the Effects of Demographics and Framing on the Robot-Theater Program." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 64, no. 1 (2020): 485–89. http://dx.doi.org/10.1177/1071181320641110.

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While STEAM (Science, Technology, Engineering, Arts and Mathematics) education programs have shown promise in increasing students’ interest in STEM and arts & design fields, the effects of demographic and other contextual factors have not been thoroughly investigated yet. While conducting robot-theater summer youth sessions with forty participants of the TechGirls international summer exchange program, we explored these factors. Participants in teams of four to six students created a script for a theater play that required the use of programmable robots. Results seem to suggest the influen

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Books on the topic "STEM summer program"

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Private Industry Council of San Francisco. STEP, Summer Training and Education Program: Evaluation report, STEP II students 1990-1995, current students 1992-1995. Private Industry Council of San Francisco, 1995.

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Book chapters on the topic "STEM summer program"

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Abramova, Svetlana, and Michele Anciaux Aoki. "STEM-based intensive summer language program Russian in the Sky and Outer Space." In Teaching Russian Through STEM. Routledge, 2024. http://dx.doi.org/10.4324/9781032620671-7.

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Douglass, Helen, and Geeta Verma. "Case: We Are Now a STEM School with a Summer STEM Program? How Do We Do That?" In Springer Texts in Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33418-4_32.

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Murray, Brittany. "Learning Together: Exploring Visual and Textual Narration with Students Affected by Forced Migration." In Migration, Displacement, and Higher Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_3.

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AbstractIn the summer of 2019, Vassar hosted its New Americans Summer Program. For two weeks, eighteen high school students came together to take academic classes, engage in artistic projects, and explore life on a liberal arts college campus, where they learned about possible courses of study and prepared for higher education. Participants, who had arrived in the United States within the previous two to three years, brought with them knowledge gleaned from Afghanistan, Guatemala, Guinea, Haiti, Honduras, Rwanda, Turkmenistan, and other nations. Participants completed STEM and humanities cours

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Gonzales, Matthew A., Eric Hall, Kimberly X. Mulligan, and Julian Oliver. "Remoting into STEM Summer Bridge Programs." In Teaching and Learning for Social Justice and Equity in Higher Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88608-0_5.

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Urrea, Claudia, Kirky Delong, Joe Diaz, et al. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.

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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learnin

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Urrea, Claudia, Kirky Delong, Joe Diaz, et al. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.

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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learnin

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Ragan, Lawrence C., and Lorraine J. Ramirez Villarin. "X-FILEs Jam: Ideation Process and Outcomes." In Innovative Learning Environments in STEM Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_7.

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AbstractThis chapter comprises the motivations behind the X-FILEs Jam, the goals expected, and a thorough description of the day’s events, outcomes, and future recommendations. This student-focused event required teams to respond to a challenge statement that encouraged the creation of a solution to improve or enhance college-level STEM education while incorporating innovative learning environments. Keeping with connective themes of the original 2018 X-FILEs Workshop, the same four technology categories and aspects of teaching and learning were incorporated into the Jam. Each teams’ ideation p

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Joseph, Nicole M., Christy L. Erving, and Kimberlyn A. Ellis. "Identity-Centered STEM Curricula for Black Girls." In Advances in Early Childhood and K-12 Education. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7771-7.ch007.

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This chapter presents data from Black Girls Becoming Summer Research Institute (BGB), a two-week summer residential program for rising seventh and eighth grade Black girls at Vanderbilt University. The program was intentionally designed with Black girlhood celebration and joy as its centripetal force—all instructors, chaperones, volunteers, and even the photographer were Black women. The girls spent two weeks engaging in STEAM workshops that also supported their socio-emotional development while developing academic literacies. Using intersectionality and Black girlhood as lenses for understand

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Todd, Christine. "Everyone Wins." In The Struggle for Justice, Equity, and Peace in the Global Classroom. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7379-5.ch007.

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Countries, including the USA, are examining ways in which they can bring a high-quality program of STEM to their youth in preparation for the role they must play in economic development. Black and Brown students are traditionally reported as lagging behind in academic performance, and there is concern that this status may lead to their exclusion from STEM programs and thus limit their ability to participate in a program that leads them to higher academic achievement with an inroad to higher education and higher financial rewards in a profession that is high yielding not only in the USA but the

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Susnara, Daniela M., Victoria N. Shiver, and Jacob T. Peterson. "Pandemic Community Engagement." In Scholars in COVID Times. Cornell University Press, 2023. http://dx.doi.org/10.7591/cornell/9781501771606.003.0007.

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This chapter details how the authors transitioned their community engagement youth summer programs, Swim to the Top (STTT) and the STEM Entrepreneurship Academy (SEA). It reviews the swimming program for youth aged four to fourteen that required immense creativity and a shift in curriculum goals since swimming pools were closed over the summer of 2020. Despite the challenges, the authors outline the relevance of virtual programs and the meaningful experiences of these programs for both the youth participants and the university students who served as staff. The chapter explores how the COVID-19

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Conference papers on the topic "STEM summer program"

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Alcala, Alexandra, Josephine Bleach, Jennifer O'Neill, et al. "STEM Play & Learn: A Summer Family Learning Programme in Socio-Economically Disadvantaged Communities." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893101.

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Person, Karen. "Novel Volatile Filming Inhibitor Treatment Program Provides Improved Corrosion Control in Industrial Boiler Systems." In CORROSION 2015. NACE International, 2015. https://doi.org/10.5006/c2015-06180.

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Abstract Volatile filming corrosion inhibitors are increasingly utilized in industrial, utility and commercial boiler systems to control corrosion of low carbon steel and copper alloys throughout the steam-water cycle. This paper presents a novel approach for combining volatile filming technology with high-performance neutralizing amines to provide a holistic industrial boiler treatment and prevention solution for corrosion caused from acid or dissolved oxygen attack, erosion/flow assisted corrosion, and downtime/storage. Additionally, summary data will be presented that compares the performan

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Sollish, David B. "Boiler Water Inspection Methodology Past, Present and Future." In CORROSION 1993. NACE International, 1993. https://doi.org/10.5006/c1993-93039.

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Abstract The supply of steam and power is indispensable to industrial plant operation. Various types of heat transfer equipment provide the source. Almost without exception they all share a common working fluid. The health of the plant relies on the health of the boiler, which in turn relies on the health of the boiler feedwater quality. Testing of water chemistry provides an indirect measure of this health. This paper offers a summary review of current techniques for the more direct methods of analyzing the effectiveness of water treatment programs. In addition several new and future techniqu

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Viale, Sebastien. "Cryogenic Spillage Protection (CSP) on FLNG: Improving Safety through Normalization." In CORROSION 2017. NACE International, 2017. https://doi.org/10.5006/c2017-08968.

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Abstract The planned operation of natural gas liquefaction units offshore has raised numerous new safety concerns. Cryogenic spillage is among the most critical as load bearing structures cannot be designed to resist such accidents. In order to propose a more accurate protection at manageable cost, to improve structural integrity and to lower the risks associated with cryogenic spillage on structures, Technip as FLNG market leader, has run an extensive physical test program to investigate the performances of insulation materials as well as developing a test method. In a first step, numerous pr

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Salisbury, Joseph P., Steven W. Morgan, and John C. Williams. "Drug design as a video game: A summer program integrating chemical biology and computer science." In 2011 Integrated STEM Education Conference. IEEE, 2011. http://dx.doi.org/10.1109/isecon.2011.6229635.

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Spencer, Mark F., Imelda J. Atencio, Julie A. McCullough, and Eunsook S. Hwang. "The AFRL Scholars Program: a STEM-based summer internship initiative." In SPIE Optical Engineering + Applications, edited by G. Groot Gregory. SPIE, 2016. http://dx.doi.org/10.1117/12.2235827.

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Rawal, Bharat S., William Butler, Kellep Charles, and Sirina Sucklal. "S-STEM: Summer Bridge Program for, Academic Improvements, and Long-term Persistent Success." In 2022 7th International STEM Education Conference (iSTEM-Ed). IEEE, 2022. http://dx.doi.org/10.1109/istem-ed55321.2022.9920888.

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Encarnacion, Marysol, Caitlyn Bishop, Joseph Downs, et al. "CIRCUIT summer program: A computational neuroscience outreach experience for high-achieving undergraduates via sponsored research." In 2018 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2018. http://dx.doi.org/10.1109/isecon.2018.8340503.

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Sarkar, Ria, Lauren Neitzke Adamo, Patricia Irizarry-Barreto, and Julia Criscione. "MAKING SCIENCE COOL: A LOOK INTO THE RUGM'S SUMMER STEM PROGRAM." In Joint 69th Annual Southeastern / 55th Annual Northeastern GSA Section Meeting - 2020. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020se-345474.

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Li, Tong. "Comparing Student Experiences in STEM: In-Person Versus Online/Remote Experiences in a STEM Summer Bridge Program." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1892268.

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Reports on the topic "STEM summer program"

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Wachen, John, and Steven McGee. Qubit by Qubit’s Middle School Quantum Camp Evaluation Report for Summer 2021. The Learning Partnership, 2021. http://dx.doi.org/10.51420/report.2021.5.

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Qubit by Qubit’s Middle School Quantum Camp is one of the first opportunities for students as young as eleven to begin learning about the field of quantum computing. In this week-long summer camp, students learn about key concepts of quantum mechanics and quantum computing, including qubits, superposition, and entanglement, basic coding in Python, and quantum gates. By the end of the camp, students can code quantum circuits and run them on a real quantum computer. The Middle School Quantum Camp substantially increased participants’ knowledge about quantum computing, as exhibited by large gains

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and pl

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Wachen, John, and Steven McGee. Qubit by Qubit’s Four-Week Quantum Computing Summer School Evaluation Report for 2021. The Learning Partnership, 2021. http://dx.doi.org/10.51420/report.2021.4.

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Qubit by Qubit’s Quantum Computing Summer School is a four-week summer course for high school and university students in their first or second year of studies. The aim of the summer school is to introduce the field of Quantum Information Sciences and Engineering (QISE), specifically quantum computing. Through the course, students learn about quantum mechanics, quantum computation and information (quantum gates, circuits, and algorithms and protocols, including Grover’s Algorithm and Quantum Key Distribution), applications of quantum computing, and quantum hardware. Students also learn how to p

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Shen, Zhina, Angelicque Tucker-Blackmon, Terrence Calistro, and Kelly Correa. Educating Advancing Driver Assistance Systems Technicians: Year Four Formative Evaluation Report. Innovative Learning Center, LLC, 2024. http://dx.doi.org/10.52012/xclk3756.

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The Enhancing Driver Assistance Systems (ADAS) Technician program at Florida State College at Jacksonville (FSCJ) prepares individuals for the rapidly evolving automotive industry, particularly in response to the increasing prevalence of autonomous and intelligent vehicles. By 2030, 12% of new cars will feature autonomous technology, growing to 40% by 2035. To address these vehicles' complex repair and maintenance needs, FSCJ developed a comprehensive ADAS curriculum, modifying five courses and creating two new ones, with significant input from industry experts. The program also established si

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Cohodes, Sarah, Helen Ho, and Silvia Robles. STEM Summer Programs for Underrepresented Youth Increase STEM Degrees. National Bureau of Economic Research, 2022. http://dx.doi.org/10.3386/w30227.

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Boyle, Maxwell. Terrestrial vegetation monitoring at Canaveral National Seashore: 2022 data summary. National Park Service, 2024. http://dx.doi.org/10.36967/2303291.

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The Southeast Coast Network (SECN) conducts long-term terrestrial vegetation monitoring as part of the NPS Inventory and Monitoring Program. The vegetation community vital sign is one of the primary-tier resources identified by SECN park managers, and monitoring is conducted at 15 network parks (DeVivo et al. 2008). Monitoring plants and their associated communities over time allows for targeted understanding of ecosystems within the SECN geography, which provides managers information about the degree of change within their parks? natural vegetation. 2022 marked the first year of conducting th

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Boyle, M. Terrestrial vegetation monitoring at Congaree National Park: 2021 data summar. National Park Service, 2023. http://dx.doi.org/10.36967/2300302.

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he Southeast Coast Network (SECN) conducts long-term terrestrial vegetation monitoring as part of the NPS Inventory and Monitoring Program. The vegetation community vital sign is one of the primary-tier resources identified by SECN park managers, and monitoring is conducted at 15 network parks (DeVivo et al. 2008). Monitoring plants and their associated communities over time allows for targeted understanding of ecosystems within the SECN geography, which provides managers information about the degree of change within their parks’ natural vegetation. 2021 marked the first year of conducting thi

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Papadakis, Stamatios, Арнольд Юхимович Ків, Hennadiy M. Kravtsov, et al. Revolutionizing education: using computer simulation and cloud-based smart technology to facilitate successful open learning. Криворізький державний педагогічний університет, 2023. http://dx.doi.org/10.31812/123456789/7375.

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The article presents the proceedings of two workshops: Cloud-based Smart Technologies for Open Education Workshop (CSTOE 2022) and Illia O. Teplytskyi Workshop on Computer Simulation in Education (CoSinE 2022) held in Kyiv, Ukraine, on December 22, 2022. The CoSinE workshop focuses on computer simulation in education, including topics such as computer simulation in STEM education, AI in education, and modeling systems in education. The CSTOE workshop deals with cloud-based learning resources, platforms, and infrastructures, with topics including personalized learning and research environment d

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Boyle, Maxwell, and Elizabeth Rico. Terrestrial vegetation monitoring at Fort Pulaski National Monument: 2019 data summary. National Park Service, 2021. http://dx.doi.org/10.36967/nrds-2288716.

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The Southeast Coast Network (SECN) conducts long-term terrestrial vegetation monitoring as part of the nationwide Inventory and Monitoring Program of the National Park Service (NPS). The vegetation community vital sign is one of the primary-tier resources identified by SECN park managers, and monitoring is currently conducted at 15 network parks (DeVivo et al. 2008). Monitoring plants and their associated communities over time allows for targeted understanding of ecosystems within the SECN geography, which provides managers information about the degree of change within their parks’ natural veg

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Boyle, Maxwell, and Elizabeth Rico. Terrestrial vegetation monitoring at Timucuan Ecological and Historic Preserve: 2019 data summary. National Park Service, 2021. https://doi.org/10.36967/2286623.

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The Southeast Coast Network (SECN) conducts long-term terrestrial vegetation monitoring as part of the nationwide Inventory and Monitoring Program of the National Park Service (NPS). The vegetation community vital sign is one of the primary-tier resources identified by SECN park managers, and it is currently conducted on 15 network parks (DeVivo et al. 2008). Monitoring plants and their associated communities over time allows for targeted understanding of ecosystems within the SECN geography, which provides managers information about the degree of change within their parks’ natural vegetation.

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