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Journal articles on the topic 'STEM summer program'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

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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Oppenheimer, Steven B., Jack I. Mills, Ali Zakeri, Trista R. Payte, Avi Lidgi, and MariaElena Zavala. "An Approach to Improving Student Success in Science, Technology, Engineering, and Mathematics (STEM ) Career Pathways." Ethnicity & Disease 30, no. 1 (2020): 33–40. http://dx.doi.org/10.18865/ed.30.1.33.

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In this article, we report on an 11-year study that explores approaches to improve student success in college by a five-week summer program in Mathematics and Language Arts for entering freshmen. To recruit students into the program, we invited students accepted at the university and listed as underrepresented and economically disadvantaged (Pell-eligible) by the Office of Institutional Research at California State University, Northridge. The program consisted of all-day Math and English enhancement in mixed ability groups. Results of this program examining Math and English performance at

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Lubin, Bertram, and Ellen Fung. "STEM Summer Program: Inspiring the next generation of scientists." Research Outreach, no. 105 (December 18, 2018): 64–67. http://dx.doi.org/10.32907/ro-105-6467.

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Guan, Kung Saw, Swagerty Brendan, Brewington Shon, Chang Chi-Ning, and Culbertson Ryan. "Out-of-school time STEM program: Students' attitudes toward and career interests in mathematics and science." International Journal of Evaluation and Research in Education (IJERE) 8, no. 2 (2019): 356–62. https://doi.org/10.11591/ijere.v8i2.18702.

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Internationally, out-of-school time (OST) science, technology, engineering, and mathematics (STEM) programs abound. However, rigorous evidence of their impacts on student outcomes is scarce. This study evaluated the relationships between OST STEM program participation and student motivational factors in math and science by analyzing survey and administrative data of 1.017 middle school students who participated in the seven-week, STEM-focused Prefreshman Engineering Program (PREP) in San Antonio, Texas, from 2015 to 2017. Multiple regression results indicated that the PREP participation was po

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Mallett Moore, Erica, Ari Hock, Bronwyn Bevan, and Katie Headrick Taylor. "Measuring STEM Learning in After-School Summer Programs: Review of the Literature." Journal of Youth Development 17, no. 2 (2022): 75–105. http://dx.doi.org/10.5195/jyd.2022.1131.

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After-school and summer programs provide important opportunities for youth to learn STEM practices and form STEM-related identities. However, there has been limited coordination across these programs to measure effectiveness toward learning outcomes. To better understand the constructs that are used to evaluate these programs, we searched key terms related to out-of-school time STEM learning on several education research databases. Our search uncovered 36 different tools. Across these tools, we discovered 76 measures, which were then grouped into 10 constructs based on similar themes. Construc

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Breyfogle, M. Lynn, Karen Castle, Xiaoyan Liu, and George C. Shields. "Supporting STEM Success Through Prematriculation Undergraduate Research." Scholarship and Practice of Undergraduate Research 7, no. 4 (2024): 61–72. http://dx.doi.org/10.18833/spur/7/4/3.

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The STEM Scholars program at Bucknell University was originally supported with a five-year National Science Foundation STEP grant to begin recruitment for a summer program in 2014. The grant, with a one-year no-cost extension, supported six cohorts of students. The recruitment of participants was specifically designed to attract typically underrepresented populations into STEM (Pell eligible, first generation, students of color, female identifying). As a result of successful implementation as measured by retention, persistence, and graduation rates, the university has secured private donations

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Bonner, Joseph, Wei Xiong, Carolina Velasquez, et al. "A Novel Summer Camp Integrating Physical, Psychological, and Educational Health in Youth: The THINK Program." Nutrients 16, no. 12 (2024): 1838. http://dx.doi.org/10.3390/nu16121838.

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Numerous youth summer programs focus upon physical fitness, nutritional health, psychological well-being, or education. Few, however, have integrated all of these elements into a single program. The Translational Health in Nutrition and Kinesiology (THINK) program provides an integrative nutrition and exercise science curriculum that is interfaced with social emotional learning (SEL) and STEM education to enhance healthy behaviors in youth. The purpose of this study was to determine whether the THINK program could improve physical fitness, nutrition habits, SEL, and STEM education in a 6-week

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Johnson, Jennifer Michelle. "Managing transitions, building bridges." Journal for Multicultural Education 10, no. 2 (2016): 206–16. http://dx.doi.org/10.1108/jme-01-2016-0010.

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Purpose This paper aims to highlight the potential of science, technology, engineering and mathematics (STEM) summer bridge programs to promote college persistence by fostering a positive science identity among participants that is culturally consistent with the values and experiences of African American students. Design/methodology/approach This case study included demographic data, journals, a focus-group interview and program evaluation reports. Carlone and Johnson’s (2007) grounded model of science identity provided a culturally sensitive framework for examining science experiences of mino

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Wickliff, Gregory, Allison Elowson, Christopher Gordon, et al. "Student Research, Communication, and Scientific Reasoning in a Mathematics Enrichment Program." Journal of STEM Education: Innovations and Research 25, no. 3 (2024): 16–25. https://doi.org/10.63504/jstem.v25i3.2657.

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Summer Ventures in Science and Mathematics is a four-week summer enrichment program where high school students study a variety of STEM topics. This article explores how participation in the Mathematical Evolution course affected students’ skills in research, communication, and scientific reasoning and changes in self-efficacy towards STEM. Data was gathered using the Test of Scientific Literacy Skills (TOSLS), S-STEM survey, as well as examining student research papers, presentation posters, oral presentations, and presentation slides. Evaluation of student research papers indicated that stude

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Ghee, Medeva, Micere Keels, Deborah Collins, Cynthia Neal-Spence, and Earnestine Baker. "Fine-Tuning Summer Research Programs to Promote Underrepresented Students’ Persistence in the STEM Pathway." CBE—Life Sciences Education 15, no. 3 (2016): ar28. http://dx.doi.org/10.1187/cbe.16-01-0046.

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Although the importance of undergraduate research experiences in preparing students for graduate study and research careers is well documented, specific examination of program components is needed to assess the impact of these programs on underrepresented (UR) students. The Leadership Alliance, a consortium of leading PhD-granting and minority-serving institutions (MSIs), has leveraged its diverse partnership to place UR students from MSI and non-MSI institutions in competitive research environments through its national Summer Research Early Identification Program. Using longitudinal pre/post

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Russell, Jared A. "Enhancing Graduate Student Research, Recruitment, and Retention via a Summer Research Experience." Kinesiology Review 9, no. 4 (2020): 343–48. http://dx.doi.org/10.1123/kr.2020-0037.

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Programs that provide student research experiences at the undergraduate level are an impactful means of recruiting and preparing students for graduate academic programs. Notably, such programs, when combined with faculty mentorship, exposure to graduate-school-level academic curricula, and socialization experiences, are considered crucial to the effective recruitment and retention of students from diverse cultural backgrounds into science, technology, engineering, and mathematics (STEM)-oriented graduate academic programs. This work outlines the strategic efforts of Auburn University’s School

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Mendez, Brittany. "Big Town, Bigger Borders." Journal of Youth Development 14, no. 2 (2019): 228–32. http://dx.doi.org/10.5195/jyd.2019.766.

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This essay demonstrates how the perceptions of others can have a great impact on a young person’s life. The author writes about overcoming the negative perceptions of her border community and her important journey through a STEM summer program. Her essay highlights the transformative impact summer programs can play in changing the trajectory of a young person’s life by teaching valuable skills and providing opportunities to overcome personal and community obstacles.

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Walter, Helen, and Elisabeth Wade. "STEM Persistence Among Women, Non-Binary, and Students of Color: A Longitudinal Study of the Impact of a Residential Science-Oriented Summer Bridge Program." Journal of STEM Education: Innovations and Research 25, no. 2 (2024): 15–20. https://doi.org/10.63504/jstem.v25i2.2647.

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The United States faces challenges in retaining students of color (SoC), women, and nonbinary individuals in Science, Technology, Engineering, and Math (STEM). This study explores the impact of a residential bridge program on STEM persistence for these groups. Participants, who were all women or nonbinary individuals and were 56% SoC and 30% first-generation, consistently outperformed their peers who did not participate in the program. Overall, 82% of scholars graduated in four-years (compared to a 59% college average), with 74% earning STEM degrees. Of particular significance, 81% of SoC grad

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Cominsky, L., A. Riccio, W. Martin, et al. "NASA'S NEURODIVERSITY NETWORK (N3)." Revista Mexicana de Astronomía y Astrofísica Serie de Conferencias 54 (August 1, 2022): 61–65. http://dx.doi.org/10.22201/ia.14052059p.2022.54.13.

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NASA's Neurodiversity Network (N3) is a five-year program that has been funded as part of NASA's Science Activation Network. N3's main goal is to provide a pathway to NASA participation and 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 envi

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Hellman, Hannah, and Lynn Cominsky. "Blasting off with NASA’s Neurodiversity Network." Research Notes of the AAS 8, no. 4 (2024): 115. http://dx.doi.org/10.3847/2515-5172/ad4482.

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Abstract 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.

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Wu, I.-Chen, Randal Pease, and C. June Maker. "Students’ Perceptions of a Special Program for Developing Exceptional Talent in STEM." Journal of Advanced Academics 30, no. 4 (2019): 474–99. http://dx.doi.org/10.1177/1932202x19864690.

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This investigation was to explore perceptions of students who participated in the Cultivating Diverse Talents in STEM project in an R1 university through (a) university-based summer internship program, (b) subsequent school-year research internships, and (c) successive summer workshops or internships. Thirteen high school juniors from diverse backgrounds and low-income families were selected using a series of identification and assessment methods. Both the performance-based and paper-and-pencil assessments were measures of creative problem solving and application of conceptual understandings.

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Beverly, Selyna Pérez, Quintana M. Clark, Lucas B. Hill, and Donald L. Gillian-Daniel. "Advancing Diversity, Equity, and Inclusion: Operationalizing the Inclusive Professional Framework to Develop STEM Faculty Change Agents." Education Sciences 15, no. 1 (2025): 77. https://doi.org/10.3390/educsci15010077.

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With the need for diverse representation in STEM, institutions have found ways to improve Diversity, Equity, and Inclusion (DEI) through programs and broad institutional policies. Yet, improving the awareness of faculty regarding DEI can be instrumental in improving conditions for underrepresented students in STEM. This article discusses the Inclusive Professional Framework (IPF) and its operationalization through a summer professional development program, the Aspire Summer Institute (ASI). Findings from longitudinal survey data indicated that participants increased their knowledge of, and con

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Schwab, Daniel Bryan, Logan Wyatt Cole, Karna Mahadev Desai, Jason Hemann, Katherine Ruth Hummels, and Adam Vincent Maltese. "A Summer Stem Outreach Program Run By Graduate Students: Successes, Challenges, And Recommendations For Implementation." Journal of Research in STEM Education 4, no. 2 (2018): 117–29. http://dx.doi.org/10.51355/jstem.2018.40.

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Providing science, technology, engineering and mathematics (STEM) experiences to middle and high school students outside of traditional classroom settings is critical in preparing learners to be literate in these fields. At the same time, providing graduate students in science and mathematics with independent pedagogical opportunities that prepare them to effectively teach and communicate STEM subjects to the general public are exceedingly rare. Here, we present the Foundations in Science and Mathematics program (FSM), a rapidly growing summer STEM educational program operated entirely by grad

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Lenaburg, Lubella, Ofelia Aguirre, Fiona Goodchild, and Jens-Uwe Kuhn. "Expanding Pathways: A Summer Bridge Program for Community College STEM Students." Community College Journal of Research and Practice 36, no. 3 (2012): 153–68. http://dx.doi.org/10.1080/10668921003609210.

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Rasgado-Flores, Hector, Maxine Loh, Shella Blue, et al. "INSPIRE program: Eleven years of promoting STEM and Healthcare careers among low-income, underserved, minoritized high school students." Journal of STEM Education: Innovations and Research 25, no. 3 (2024): 36–43. https://doi.org/10.63504/jstem.v25i3.2668.

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The dearth of Latinx and African American (AA) professionals in Science, Technology, Engineering, and Mathematics (STEM) fields is most concerning. AA and Latinx workers in the labor market hold an 11% and 17% share of US workers, respectively. However, these groups only contribute 9% and 8%, respectively, of STEM professionals and 4.8 and 6% of physicians (Temming, 2021). Thus, academic programs focused on AA and Latinx STEM representation are vital in meeting the demands of increasing STEM and healthcare positions and diversifying these fields. To build a pipeline for Latinx and AA high scho

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Boice, Katherine L., Justina R. Jackson, Meltem Alemdar, Analía E. Rao, Sabrina Grossman, and Marion Usselman. "Supporting Teachers on Their STEAM Journey: A Collaborative STEAM Teacher Training Program." Education Sciences 11, no. 3 (2021): 105. http://dx.doi.org/10.3390/educsci11030105.

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There is growing enthusiasm for STEAM education in preparing students for an increasingly complex world. However, implementing STEAM in the classroom can be challenging for educators, as it may require collaboration across disciplines, increased workload, and understanding the nature of STEAM integration. This paper details a mixed-methods evaluation of a year-long STEAM teacher training program, in which a STEM teacher and an arts teacher collaborated to design and implement integrated STEAM lessons at each of the nine participating schools (n = 17). The training program consisted of a 5-week

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Park, Chong Myung, Hayoung Kim Donnelly, Angelica Rodriguez, et al. "Developing STEM Career Identities among Latinx Youths: Collaborative Design, Evaluations, and Adaptations during COVID-19." Behavioral Sciences 13, no. 11 (2023): 949. http://dx.doi.org/10.3390/bs13110949.

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In response to the low representation of Latinx adults in STEM occupations, this community-based participatory action research study aims to increase the number of middle school youths developing STEM career identities and entering high school with the intention to pursue STEM careers. The students were provided with summer and after-school activities focusing on network science and career development curricula. Using a quasi-experimental pretest–posttest design and career narratives, this study examined the changes in STEM and career self-efficacy, as well as career identity. The results show

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Sanders, Elmer, Leigh-Ann Cruz, Emily Speidell, et al. "11039 Indiana CTSI High-School STEM Summer Research Program: Future opportunities from a 2020 virtual program." Journal of Clinical and Translational Science 5, s1 (2021): 63. http://dx.doi.org/10.1017/cts.2021.565.

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ABSTRACT IMPACT: o The Indiana Clinical and Translational Sciences Institute K-12 STEM Outreach Program’s pivoted to a virtual program in summer 2020 which yielded novel approaches that could be retained in future years to extend the reach/impact of our pipeline program. OBJECTIVES/GOALS: o Provide students with a meaningful and safe research experience during the COVID Pandemic. o Develop new modules and approaches that could be delivered virtually. o Engage students from communities that were not possible in previous years when in person meetings were required. METHODS/STUDY POPULATION: o Th

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Kim, Mihyeon, and Jennifer Riedl Cross. "Supporting Talent Development Among Low-Income, High-Ability Students: Camp Launch." Gifted Child Today 48, no. 1 (2024): 48–56. https://doi.org/10.1177/10762175241286162.

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The Center for Gifted Education (Center) at William & Mary has provided diverse enrichment programs for high-ability students since 1988. With an aspiration to serve financially disadvantaged students, the Center developed and hosted a summer residential enrichment program in STEM areas. Camp Launch, for low-income, high-ability middle school students started in 2012. The program expanded to serve up to 10th-grade students. Follow-up surveys and interviews of alumni provide evidence of the program’s impact on their academic and career planning.

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Lyons, Genevieve, Monica Ahrens, Jennie Ma, Sarah Ratcliffe, Alexandra Hanlon, and Alicia Lozano. "102 CUBE: A Collaborative Undergraduate Biostatistics Experience to Bring Diversity and Awareness to the Field of Collaborative Biostatistics." Journal of Clinical and Translational Science 8, s1 (2024): 28–29. http://dx.doi.org/10.1017/cts.2024.100.

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OBJECTIVES/GOALS: Despite a steady rise of graduate degrees in biostatistics earned in the US, the percent from minorities remains low. This poster will describe the Collaborative Undergraduate Biostatistics Experience (CUBE), an 8-week program aimed to diversify and bring awareness to the field of collaborative biostatistics, from recruitment through evaluation. METHODS/STUDY POPULATION: The CUBE program is funded jointly by the NIH’s NIDA/NIAAA (award number: 1R25DA058482-01) and is designed to give underrepresented minority (URM) undergraduate students in STEM the opportunity to engage in a

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Hur, Jung Won, Jay Bhuyan, and Fan Wu. "Fostering STEM Interest:." Journal of STEM Education: Innovations and Research 26, no. 2 (2025): 11–18. https://doi.org/10.63504/jstem.v26i2.2709.

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To address disparity issues in STEM fields, this study implemented a culturally relevant, hands-on learning program tailored for African American high school students from low-income areas in America’s Deep South. The program included a one-month summer academy followed by a four-month collaborative app development project using MIT App Inventor. A mixed-methods evaluation was conducted with twenty-two participants, utilizing focus group interviews, pre- and post-surveys, field notes, and process documents to assess the impact of the collaborative app development experience. The findings indic

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Bruthers, C. Brooke, and Marsha Lakes Matyas. "Undergraduates from underrepresented groups gain research skills and career aspirations through summer research fellowship." Advances in Physiology Education 44, no. 4 (2020): 525–39. http://dx.doi.org/10.1152/advan.00014.2020.

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Undergraduate research experiences (UREs) have proven to be one of the most valuable approaches to increasing the number of underrepresented students earning degrees in STEM fields. However, there are many questions about how these impacts occur. Improving grades, experiencing laboratory work, and working with research staff are important components, but developing a “science identity” is integral to this process. In this qualitative study, interviews with 25 past summer research fellows who are members of groups underrepresented in STEM (underrepresented minorities, persons with disabilities,

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Sanders, Elmer, Vanessa Barth, Leigh-Ann Cruz, et al. "4539 Building a Translational Science pipeline: The Indiana CTSI STEM K-12 Program." Journal of Clinical and Translational Science 4, s1 (2020): 57–58. http://dx.doi.org/10.1017/cts.2020.203.

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OBJECTIVES/GOALS: Develop strong network of science teachers interested in promoting scientific research to their students.Place students in an immersive summer research internship that, when possible, matches their career interests.Expose students to the numerous career paths within the STEM field.METHODS/STUDY POPULATION: The program recruits socio-economically disadvantaged students and provides them a stipend, and also accepts students who can participate unpaid.Local school teachers are engaged in a summer fellowship to learn biotechnologies and research. In Spring these teachers help rec

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Manzanares, Maria, Courtney Peña, Kayla C. Kobak, and Miranda B. Stratton. "Ten simple rules for students navigating summer research experiences for undergraduates (REU) programs: From application to program completion." PLOS Computational Biology 19, no. 11 (2023): e1011573. http://dx.doi.org/10.1371/journal.pcbi.1011573.

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For many emerging scientists, research experiences for undergraduates (REU) programs are an important gateway to graduate school and a career in science, technology, engineering, and mathematics (STEM). REUs provide guided mentorship and learning experiences in a summer-long program where students develop research skills, build scientific knowledge, and strengthen their scientific identity. While the benefits of REUs are abundant, the process is not always easy to navigate, especially for students who come from first-generation and/or low-income (FLI) backgrounds. This paper provides two-fold

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Maton, Kenneth I., Tiffany S. Beason, Surbhi Godsay, et al. "Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy." CBE—Life Sciences Education 15, no. 3 (2016): ar48. http://dx.doi.org/10.1187/cbe.16-01-0062.

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Previous research has shown that the Meyerhoff Scholars Program at the University of Maryland, Baltimore County, is an effective intervention for high-achieving underrepresented minority (URM) students; African-American Meyerhoff students are significantly more likely to enter science, technology, engineering, and mathematics (STEM) PhD programs than comparison students. The first of two studies in this report extends the prior research by examining levels of PhD completion for Meyerhoff (N = 479) versus comparison sample (N = 249) students among the first 16 cohorts. Entering African-American

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Fletcher, Trina, Kerrie Hooper, Danay Fernandez Alfonso, and Ahlam Alharbi. "Gender and STEM Education: An Analysis of Interest and Experience Outcomes for Black Girls within a Summer Engineering Program." Education Sciences 14, no. 5 (2024): 518. http://dx.doi.org/10.3390/educsci14050518.

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An effective way to increase the participation of historically excluded students in engineering education is through informal programming that covers science, technology, engineering, and mathematics (STEM). This study is part of a broader investigation conducted by Fletcher aimed at evaluating the programs offered by the National Society of Black Engineers (NSBE) as part of the Summer Engineering Experience for Kids (SEEK) program at different sites. The study collected pre- and post-assessment data from 1235 girls across twelve sites to determine if there were significant differences in inte

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Barker, Bradley S., Neal Grandgenett, Gwen Nugent, and Viacheslav I. Adamchuk. "Pairing Educational Robotics with Geospatial Technologies in Informal Learning Environments." Journal of Youth Development 5, no. 2 (2010): 44–52. http://dx.doi.org/10.5195/jyd.2010.219.

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Educational robotics, when paired with geospatial technologies and taught in an informal educational environment, can be an innovative strategy to teach youth about science, technology, engineering, and mathematic (STEM) concepts. However, little is known about the true effects on conceptual knowledge and associated attitudes. Therefore, this study was conducted to examine the short-term effects of a series of five-day summer robotics/geospatial camps held in Nebraska. The study was conducted at six diverse locations and consisted of a five-day 4-H camp experience. The study examined the exper

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Savoca, Marianna, Karen Kernan, Catherine Scott, and Monica Bugallo. "Early exposure to STEM research as a foundational experience for STEM careers." Experiential Learning and Teaching in Higher Education 6, no. 1 (2023): 46–55. http://dx.doi.org/10.46787/elthe.v6i1.3567.

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The benefits of undergraduate research to student persistence and success has been established in the literature. Less studied, however, is the long term impact of early exposure to research among students from underserved backgrounds.This qualitative study of undergraduates participating in a unique summer research program uncovers the deeper meaning of the overall experience on the students: from the lab itself, to the mentors, peers, professional development, socials, and the impact of the program staff. Three major themes emerged: (1) Early exposure to research as a foundation for career d

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Hack, Niki, Kellie E. Brown, Julie H. Shakib, and Anthea Letsou. "213 The Utah CTSI SLCSE-BEES Program: Boosting engagement through experiences in science." Journal of Clinical and Translational Science 9, s1 (2025): 66. https://doi.org/10.1017/cts.2024.866.

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Objectives/Goals: The University of Utah (U of U) CTSI has partnered with the Salt Lake Center for Science Education (SLCSE), a Title I school serving grades 7–12. Goals of this partnership are to 1) bridge the gap between K12 classroom learning and real-world applications and 2) better prepare students from underrepresented populations to enter the STEM workforce. Methods/Study Population: To cultivate science self-efficacy in grade 7–12 students, experiences included interviewing a scientist for 7th graders, model organism lab visits for 11th graders, and summer research internships for risi

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Austin-DeFares, Beth, and Barry Bunin. "The Impacts and Benefits of Engaging STEM Students in Maritime Security Research." Marine Technology Society Journal 49, no. 4 (2015): 45–52. http://dx.doi.org/10.4031/mtsj.49.4.6.

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AbstractThe Department of Homeland Security (DHS) has created university-based Centers of Excellence—each focused on a unique homeland security need. As described in this article, the Maritime Security Center (MSC), formerly the Center for Secure and Resilient Maritime Commerce, a DHS Center of Excellence in Port and Maritime Security, has developed a summer research program with the objective of enhancing science, technology, engineering, and mathematics (STEM) student interest in advanced academic study and careers in the maritime homeland security domain. Student research projects have focu

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Strode, Derick B., Julia Link Roberts, and Lynette Breedlove. "A Public–Private Networking and Partnership Model: The Gatton Academy of Mathematics and Science." Gifted Child Today 44, no. 1 (2020): 25–34. http://dx.doi.org/10.1177/1076217520963631.

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This article profiles public–private partnerships and networks established by the public, residential, STEM-focused Carol Martin Gatton Academy of Mathematics and Science in Kentucky. Authors discuss relationships and partnerships cultivated to extend student learning opportunities beyond what public support provides. The article focuses first on key partnerships that were imagined when the program was created, profiling how these relationships have evolved in the program’s first 12 years. These foundational partnerships include the program’s integration with Western Kentucky University and a

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Stieben, Margaret E., Thomas A. Pressley, and Marsha Lakes Matyas. "Research experiences and online professional development increase teachers’ preparedness and use of effective STEM pedagogy." Advances in Physiology Education 45, no. 2 (2021): 191–206. http://dx.doi.org/10.1152/advan.00158.2020.

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Many national reports call for K-12 teachers to increase their content knowledge, expertise in student-centered learning methods, and skills in working with an increasingly diverse student population. Historically, most teacher professional development (PD) has not addressed these multiple challenges. We evaluated two PD models—research experiences for teachers and online PD—for their comparative impacts on middle and high school teachers’ understanding of, preparedness to use, and actual use of proven STEM teaching methods and STEM career information. The programs were unique in their focus o

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Collins, Melissa A., Joanna Totino, Ardice Hartry, Valeria F. Romero, Rosio Pedroso, and Rosalinda Nava. "Service-Learning as a Lever to Support STEM Engagement for Underrepresented Youth." Journal of Experiential Education 43, no. 1 (2019): 55–70. http://dx.doi.org/10.1177/1053825919887407.

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Background: Women and people of color are consistently underrepresented in science, technology, engineering, and math (STEM) fields and careers. Though there are myriad factors underlying these gaps, one potential variable may be the extent to which these students feel connected to their STEM classroom experiences. Purpose: The present study investigated the potential of a service-learning experience to support STEM engagement for underrepresented youth. Methodology/Approach: Two cohorts of high school students participated in a summer program through which they built “solar suitcases” to prov

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Capaldi, Mindy, Kristi Bugajski, Bonnie Dahlke Goebbert, Michael Watters, and Michelle Slattery. "Improving Retention of Commuter STEM Students through Undergraduate Research." Scholarship and Practice of Undergraduate Research 6, no. 1 (2022): 14–22. http://dx.doi.org/10.18833/spur/6/1/1.

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Student retention is important to any university, especially keeping commuter students who are traditionally less anchored in campus life. Even more at risk, given the leaky STEM pipeline, are STEM commuter students. In 2016, Valparaiso University launched the Establishing Practices Integrating Commuter Students (EPIC) program, centered around engaging students in undergraduate research. Students participate in a research laboratory for their four academic years, and take part in one summer of funded research. This program has achieved its goal of providing scholarships, research opportunities

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Guffey, Sarah K., Christopher W. Parrish, Susan N. Ferguson, and André M. Green. "Successes and challenges of a summer STEM program for students from Title I schools." Middle School Journal 51, no. 3 (2020): 26–32. http://dx.doi.org/10.1080/00940771.2020.1735869.

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Puvirajah, Anton, Geeta Verma, and Todd Campbell. "Advancing Minoritized Learners’ STEM Oriented Communication Competency Through a Science Center-Based Summer Program." Journal of Museum Education 45, no. 4 (2020): 437–49. http://dx.doi.org/10.1080/10598650.2020.1820812.

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