Abstract / Synopsis
The United States Military Academy is uniquely positioned to contribute to our nation’s Science, Technology, Engineering, and Math (STEM) outreach initiatives. As one of the country’s most highly regarded undergraduate engineering schools, the institution receives a steady influx of Cadet near-peer mentors who volunteer to lead STEM modules. When the COVID-19 pandemic shut down in-person STEM workshops for the better part of 2020-2021, the Center for Leadership and Diversity in STEM adeptly transitioned to a virtual platform. Informed by research on STEM education and delivery, the Center successfully executed its signature summer camp event in a virtual format for two days in July of 2021 for 227 middle and high school students across 43 states. Despite challenges in logistics and module delivery, the event proved highly successful. Comprehensive pre- and post-surveys were administered to participants, yield- ing both quantitative and qualitative data through Likert scale assessments and open-ended inquiries. Based on survey results, we attribute our virtual camp success to near-peer mentors, small group breakout sessions, guest speaker panels, and spirited competitions within each module. This article provides lessons learned and key insights in both planning and executing a virtual STEM workshop. This successful virtual STEM workshop event provides a compelling alternative framework to traditional in-person STEM workshops.
DOI
10.5642/jhummath.HGXW3766
Recommended Citation
Andrew Lee, Jeremy Reynolds, Margaret Reynolds, Freda Li & Lubjana Beshaj, "Near-Peer Student-Run Virtual STEM Summer Camp: Lessons Learned," Journal of Humanistic Mathematics, Volume 15 Issue 1 (January 2025), pages 227-253. DOI: 10.5642/jhummath.HGXW3766. Available at: https://scholarship.claremont.edu/jhm/vol15/iss1/13
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