Description/Abstract/Artist Statement
STEM camps are programs designed to promote exposure to learning associated with science, technology, engineering, and math educational outcomes. However, there is a significant gap in participation for Black and Brown individuals in STEM careers. This study seeks to understand how STEM programs during out-of-school time may support students from underrepresented communities and foster future interest in STEM-related careers. This study employs a retrospective qualitative research design investigating program participation in a week-long STEM camp in Hampton, Virginia. Thirty middle and high school students participated in the curriculum, technical drone skills, emphasizing emotional intelligence, self-regulation, and social awareness. These findings underscore the value of integrating the Social and Emotional Learning Models (SEL) in enhancing STEM engagement and soft skill development, offering valuable insights for future program design and policy decisions in STEM education and STEM-aligned programming. Moreover, the results highlight the potential of applying SEL-infused STEM initiatives to create more able learning environments that improve opportunities for all students, particularly those impacted by social inequities or historically underrepresented in STEM fields.
Faculty Advisor/Mentor
Rowan Williams
Faculty Advisor/Mentor Department
Trio McNair Program Student Success Services
College Affiliation
College of Education & Professional Studies (Darden)
Presentation Type
Poster
Disciplines
Accessibility | Civic and Community Engagement | Community-Based Research | Engineering Education | Other Social and Behavioral Sciences | Science and Technology Studies | Social Psychology and Interaction
Upload File
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Included in
Accessibility Commons, Civic and Community Engagement Commons, Community-Based Research Commons, Engineering Education Commons, Other Social and Behavioral Sciences Commons, Science and Technology Studies Commons, Social Psychology and Interaction Commons
65 - Evaluating Drone-Based STEM Camps for Enhanced Engagement and SEL Development
STEM camps are programs designed to promote exposure to learning associated with science, technology, engineering, and math educational outcomes. However, there is a significant gap in participation for Black and Brown individuals in STEM careers. This study seeks to understand how STEM programs during out-of-school time may support students from underrepresented communities and foster future interest in STEM-related careers. This study employs a retrospective qualitative research design investigating program participation in a week-long STEM camp in Hampton, Virginia. Thirty middle and high school students participated in the curriculum, technical drone skills, emphasizing emotional intelligence, self-regulation, and social awareness. These findings underscore the value of integrating the Social and Emotional Learning Models (SEL) in enhancing STEM engagement and soft skill development, offering valuable insights for future program design and policy decisions in STEM education and STEM-aligned programming. Moreover, the results highlight the potential of applying SEL-infused STEM initiatives to create more able learning environments that improve opportunities for all students, particularly those impacted by social inequities or historically underrepresented in STEM fields.