Virtual summer research camp for incoming Freshmen students in STEM

In Summer 2020, our university organized a two weeks summer research experience for 16 recently graduated first-generation and underrepresented high school students who would be joining University as incoming freshmen in various STEM majors. The summer camp was originally planned to be in-person with students residing in the university dorm to receive an early university experience and plan for their college life. But due to COVID-19, it had to be changed to a completely virtual format. This was the first time the faculty were organizing a two weeks camp in a complete virtual format. In this work, we discuss the overall virtual camp experience, challenges faced to provide effective experience to students in the online format, and evaluate the program based on student's feedback. We found that frequent breaks, activities that include students move around for some physical activity, interactive lesson plans, good communication tools, better planning and information tools are required to organize an efficient virtual program. In summer 2022, we plan to have second cohort of summer research camp and use the experiences from 2020 to improve the program. © 2022 IEEE.

Evaluation of Safety Measures at a Medical Summer Camp During the SARS-CoV-2 Pandemic.

INTRODUCTION: SARS-CoV-2 poses challenges for the safe delivery of a camp experience with a medically complex camper population. Multiple studies have investigated the effect of nonpharmaceutical interventions for preventing SARS-CoV-2 transmission in traditional summer camp settings, but none in the medical summer camp settings. Our objective was to describe and evaluate the nonpharmaceutical interventions on SARS-CoV-2 transmission rate in a medical summer camp setting. METHODS: This was a single-institution cross-sectional study conducted between June 2021 and August 2021 in a rural summer camp setting in upstate New York. Nonpharmaceutical interventions consisted of prearrival guidance on low-risk activities, obtaining negative SARS-CoV-2 polymerase chain reaction results within 72 h prior to arrival, adult SARS-CoV-2 vaccine mandate, universal masking mandate, small cohorts, daily symptom screening, and rapid testing on site. Primary cases were defined as an individual with a positive SARS-CoV-2 test result of any type while at camp or 2 wk after departure from camp without any known exposure at camp; secondary cases were defined as cases from potential exposures within camp. RESULTS: Two hundred and ninety-three campers were included. Nine individuals were tested owing to potentially infectious symptoms while at camp. Thirty-four campers were tested because they arrived from a county with an a priori intermediate level of SARS-CoV-2 community spread. Zero on-site rapid tests were positive for SARS-CoV-2. CONCLUSIONS: We describe the implementation of multilayered nonpharmaceutical interventions at a medical summer camp during the SARS-CoV-2 pandemic.

Developmental Experiences in Seasonal Employment: A National Mixed-Methods Study of Camp Staff

As the labor market has tightened, seasonal recreation employers have struggled to find and hire quality staff. Operating under tight budgetary constraints due to the COVID-19 pandemic, many seasonal employers are looking for alternatives to pay increases to attract staff. Emerging adults, defined as people between 18 and 29 years of age, are commonly seeking seasonal employment to complement their school schedules during the summer months. Therefore, adding non-monetary value to these seasonable employment experiences may encourage further interest from emerging adults.Emerging adults are generally focused on understanding who they are and what they want out of life. This type of learning is often facilitated through experiences that offer opportunities to be socially and emotionally supported (Yohalem et al., 2007), build meaningful relationships with others (Lerner & Lerner, 2013), try and experiment in new contexts and activities (Durlak et al., 2010), and contribute in significant ways (Eccles & Gootman, 2002). Collectively, such experiences are often termed developmental experiences (Nagaoka et al., 2015). Seasonal employ-ment experiences that are developmental offer emerging adults non-monetary value that they may find attractive. Therefore, the purpose of this paper was to understand developmental experiences reported by emerging adult summer camp employees as a way to inform seasonal staffing efforts.Participants were 254 individuals (Mage = 19.8 years), majority female (68.9%) and White (76%) who were recruited from a longitudinal study and were camp staff during summer 2018. A convergent design was used, including data from semi-structured interviews and quantitative surveys. Qualitative data were ana-lyzed inductively and deductively, and within-subjects designs (RMANOVAs and paired t-tests) were used to analyze quantitative data. The reported employment experiences generally aligned with the existing literature on important character-istics of developmental experiences and were categorized as experiential and en-gaging activities, positive social and emotional climate, supportive relationships, and meaningful contributions. An additional characteristic, less consistent with the extant literature, separate time and space, was also present. Implications for practice are offered, highlighting ways to facilitate developmental experiences for camp staff and reduce characteristics that may hinder developmental experiences.

Developmental Experiences in Seasonal Employment: A National Mixed-Methods Study of Camp Staff

As the labor market has tightened, seasonal recreation employers have struggled to find and hire quality staff. Operating under tight budgetary constraints due to the COVID-19 pandemic, many seasonal employers are looking for alternatives to pay increases to attract staff. Emerging adults, defined as people between 18 and 29 years of age, are commonly seeking seasonal employment to complement their school schedules during the summer months. Therefore, adding non-monetary value to these seasonable employment experiences may encourage further interest from emerging adults. Emerging adults are generally focused on understanding who they are and what they want out of life. This type of learning is often facilitated through experiences that offer opportunities to be socially and emotionally supported (Yohalem et al., 2007), build meaningful relationships with others (Lerner & Lerner, 2013), try and experiment in new contexts and activities (Durlak et al., 2010), and contribute in significant ways (Eccles & Gootman, 2002). Collectively, such experiences are often termed developmental experiences (Nagaoka et al., 2015). Seasonal employment experiences that are developmental offer emerging adults non-monetary value that they may find attractive. Therefore, the purpose of this paper was to understand developmental experiences reported by emerging adult summer camp employees as a way to inform seasonal staffing efforts. Participants were 254 individuals (Mage = 19.8 years), majority female (68.9%) and White (76%) who were recruited from a longitudinal study and were camp staff during summer 2018. A convergent design was used, including data from semi-structured interviews and quantitative surveys. Qualitative data were analyzed inductively and deductively, and within-subjects designs (RMANOVAs and paired t-tests) were used to analyze quantitative data. The reported employment experiences generally aligned with the existing literature on important characteristics of developmental experiences and were categorized as experiential and engaging activities, positive social and emotional climate, supportive relationships, and meaningful contributions. An additional characteristic, less consistent with the extant literature, separate time and space, was also present. Implications for practice are offered, highlighting ways to facilitate developmental experiences for camp staff and reduce characteristics that may hinder developmental experiences. [ FROM AUTHOR]

The Artful Craft of Improving Virtual Summer Camps in the Midst of COVID-19 (Work in Progress)

The Artful Craft of Science (TACoS) is a week-long summer camp that the University of Wyoming has provided annually for up to 80 upcoming 5th and 6th graders since 2015. The program includes a variety of activities in science, technology, engineering, and mathematics (STEM), including a five-day introductory computer science (CS) class. In 2020 and 2021, TACoS ran virtually due to COVID-19, revealing a unique opportunity to compare two instances of the CS section of the program. This study focuses on answering two questions: 1) How does video quality impact student participation and engagement;and 2) How does the length of time that content is accessible affect how students engage with course material? Both virtual years (Summers 2020 and 2021), the CS program included five 20-30-minute videos, a corresponding website for students to follow, and physical components that were mailed to each student prior to the course. After the first year (Summer 2020), improvements were made to the CS course presentation including attention to video quality, fresh course content for repeat-attendees, and further streamlined lesson plans. In the second virtual year (Summer 2021), students were given access to course material for a longer amount of time, as content remained available for a month instead of only during the camp week. Over both virtual years, viewership data was collected from each video including the number of views per activity, the average view duration, the audience retention rate across each video, the average views per viewer, and the lifetime watch time for each video. A total of 37 (46%) parent evaluation reviews (including perspectives of their students) of the TACoS program were collected, providing insight on the overall impressions of the camp, the CS program specifically, the students' favorite project/course within TACoS, the course completion rate, the ranked comparison of parents' time spent helping their child with each TACoS program, and general parent feedback. Findings show that there was improvement in the video content which could have invited more participation in the project/course and higher student engagement with the project/course material in the second virtual year. © American Society for Engineering Education, 2022.

Overview of the megaGEMS AEOP Summer 2021 Research Apprenticeship Camp

GEMS (Girls in Engineering, Math, and Science) is a free STEAM and programming summer camp and after-school robotics club that focuses on educating girls about the fields of STEM. GEMS is divided into two main programs: miniGEMS for rising fifth through eighth middle school students and megaGEMS for rising ninth through twelfth-grade high school students. This paper will provide an overview of a new program within megaGEMS called megaGEMS AEOP (Army Education Outreach Program) for rising eleventh and twelfth-grade high school girls. The camp was initially piloted in the Summer of 2020 during the COVID-19 pandemic as a virtual four-week research camp. For Summer 2021, megaGEMS hosted the inaugural eight-week in-person Apprenticeship Research Camp from June 7-August 6, 2021, for eight rising juniors or seniors. This Apprenticeship Research Camp was held at the Autonomous Vehicle Systems (AVS) Research Laboratories located at the University of the Incarnate Word provided the students with an experiential research camp mentored by both faculty and graduate students in the science of autonomy. The camp was funded through two grants provided by the Army Education Outreach Program. Examples of projects included brain-computer interfacing, virtual reality, and Infrared and LIDAR sensor collection. One apprentice was able to obtain her FAA Part 107 UAS Operator license to collect images using a drone. The camp provided opportunities to expand soft skills, explore college-level research, and community outreach. The apprenticeship curriculum was implemented by undergraduate and graduate students which included: daily Python coding classes, developing quality research skills, improving public speaking, and introducing careers in STEAM. Local female STEM leaders were guest speakers and provided career advice. The program concluded with a research symposium where they presented their research in poster and presentation format. This paper will provide details about recruiting, lessons learned working with students and parents under COVID-19 restrictions and developing research agendas for high school students. © American Society for Engineering Education, 2022.

Evolution of an invention education summer camp as a bridge from high school to college STEM (Evaluation)

We describe the evolution of curriculum and practices in a four-week summer camp for high school students. The camp is free for 25 participants chosen through an application and interview process. We do not select for prior STEM experience or high academic performance. A brief overview of the camp and some representative outcomes are presented. The main thrust of the paper is on the changes we have made to improve the camp based on results from external evaluators and our own reflection. We describe 8 main changes since the start of the camp in 2016. In 2020 and 2021, in response to restrictions imposed by the COVID-19 pandemic, the camp was transformed from an in-person format on a college campus to a remote format where participants worked from their homes. Many of the changes required by the shift to remote format will be incorporated into future in-person offerings of the camp. We believe that the lessons learned in our evolution of the camp will be useful to others working with high school students and even first-year students in college-level engineering programs. © American Society for Engineering Education, 2022

Innovative University-Based Regional Workforce Development Experience

Stemming from requests from regional industrial employers primarily in the manufacturing field, an innovative, state-funded workforce development summer camp and related dual-enrollment course was developed at Austin Peay State University. The focus of the camp and course was to prepare students in their junior and senior years of secondary education for entry-level employment in regional manufacturing facilities. The five-week summer camp included an opportunity to gain OSHA-10 online training, basic theoretical and applied knowledge in engineering technology-related areas pertinent to entry-level manufacturing jobs, and the necessary soft skills needed to meet regional employers' demand. Ten students that were assessed from school districts surrounding the hosting institution participated in the first offering of the camp in the summer of 2021. Topics customized for the potential trained, operator-level employee included industrial safety;basic industrial electrical distribution and motor theory;basic mechanical drive theory;and basic industrial automation theory, including industrial robotics and programmable logic controller theory. All technical content theory was accompanied by a related lab that allowed for the application of the learned theory. Additionally, soft-skills training was provided via online vendors. Assessment of student progress was accomplished through a university-held dual-enrollment course in the form of exams and participation grades. The students enrolled in the course received both secondary and university level academic credit that could be transferred into the university's engineering technology associate's or bachelor's degree programs. While fulfilling the need of regional industrial employers, the summer camp and dual enrollment course provided a university-based learning experience that would better inform the student of future career path opportunities. Due to COVID-19 complications in recruiting targeted students, many of the 10 students participating in the camp did not intend to follow the manufacturing employee career pathway, although all 10 students passed the course with above-average grades. Funding for the camp, which includes scientific and safety demonstrations, is secured for the 2022 summer term, during which a more engineering-focused cohort of students will be an enrollment goal. © American Society for Engineering Education, 2022

Challenges of Incorporating a Mobile Device Forensics Detectives Summer Camp with Critical Thinking Amongst K-12 Students

The researchers participated in a Mobile Device Forensics Detectives Summer Camp with intermediate students from the surrounding areas of Jackson, MS, who debated on critical thinking, deductive reasoning, problem-solving skills, defined the meaning of Mobile Device Forensics and what it entails in order for the students to achieve proficient or advanced levels on the students' state exams. The researchers had to overcome some barriers for the middle school students that subsequently had not occurred previously due to Covid-19, measure how effective this process progressed moving forward by the external evaluator, and discuss the challenges faced by the Leadership Team of the Mobile Device Forensics Group and how the researchers alleviated some of those issues. © 2021 IEEE.

COVID and the club: conversations with Boys & Girls Club leaders on providing services during the COVID-19 pandemic

Purpose Boys & Girls Clubs of America (BGCs) provide numerous avenues for youth to connect, be physically active and have healthy meals/snacks. These services are often provided to low-income families at reduced cost to bridge the gap in after school and summer childcare. However, many of these clubs were forced to dramatically change their services during the COVID-19 pandemic. This study aims to examine how 13 BGCs in Texas, USA, experienced COVID-19 and persevered to provide services. Design/methodology/approach Interviews were conducted with 16 BGC leaders from 13 different BGCs. Open-ended questions were used to elicit leaders' experiences with the pandemic, services their clubs were able to offer, barriers overcome and supports crucial to their ability to serve their communities. Thematic analysis was used to generate findings from these interviews. Findings BGC services changed significantly during the pandemic. Normal activities were no longer possible;however, leaders (alongside their communities) continually provided services for their families. Further, leaders reiterated the power of the community coming together in support of their families. Social implications While BGC leaders had to adapt services, they found ways to reach families and serve their community. These adaptations can have dramatic impacts on the social and physical well-being of children in their communities. Learning from this adversity can improve services as clubs start to build back. Originality/value This study provides vital context to the changing care and setting children were exposed to during the pandemic response. Additionally, these results provide understanding of the adaptations that took place in these services.

Virtual Computer Engineering Summer Camp Experience in the Era of the COVID-19 Pandemic

This paper presents the experience of the author from a virtual computer engineering summer camp in the era of the COVID-19 Pandemic. The target audience for this pre-college summer camp was high school students. Even though the university had a long history of offering on-campus day and residential summer camp programs in several areas, the camp that was offered in the summer of 2020 was the first of its kind for being offered completely in virtual mode. To keep the participants engaged in the program, the camp material was designed to include a great deal of hands on activities involving electronics, microcontrollers, sensors, and robotic kits, as well as programming. This paper presents the structure of the program, description of the content delivered, and reports on results of the survey completed by the participants to assess the effectiveness of the program. Based on the survey results we conclude that the program turned out to be successful with 92.3% of the survey respondents reporting that the virtual camp has satisfied their initial expectations and 100% of them reporting that they would recommend the camp to others. © 2021 IEEE.

Taking STEM Enrichment Camps Virtual: Strategies Reflections from Quick Pivot due to COVID-19

Since COVID-19 began spreading in the US and quickly established as a global pandemic in March of 2020, the NSF-funded STEM SEALS team at North Florida College faced the touch decision to either cancel their inaugural hands-on STEM enrichment camp planned for Summer 2020 or rushing at full speed to take it virtual. The biggest concern in making the decision to go virtual was a passionate belief in the importance of not losing the hands-on focus that had been planned. After all, the STEM SEALs effort at NFC was designed to expand access to high quality STEM experiences for historically underserved students in a high poverty, rural area. Changing from the in-person delivery to distance learning with minimal preparation presented a daunting challenge and also a unique opportunity;the opportunity to study the process and provide guidance to other STEM providers who are considering a move to a virtual platform. This exploratory study aimed to (1) identify the barriers to moving STEM enrichment programming in a rural environment from in-person to virtual activities during the COVID-19 pandemic, (2) describe key decisions that were made in transitioning to the virtual format along with the rationale behind those decisions, and (3) disseminate best practices that emerged from the inaugural effort. © 2021 IEEE.

Camp Abilities: Accessibility and Virtual Summer Camps

Youth with disabilities are less likely to participate in community activities than their nondisabled peers (Bedell et al., 2013). For participants with physical disabilities, summer camp can increase knowledge of one’s own abilities (Aggerholm & Moltke Martiny, 2017). Camp Abilities is an international sports camp model that recognizes the ongoing challenges that people with disabilities have with respect to accessing physical activity and living active lifestyles. There are over 25 independent camp programs throughout the world with a mission of providing high quality sport, health, and physical activity programming to youth with visual impairments. In the summer of 2020, the COVID-19 pandemic caused many camps to close their in-person sessions. In order to continue summer camp programming for the youth they serve, the staff at several Camp Abilities programs for youth with visual impairments developed a virtual service delivery model based on collaboration between physical activity and visual impairment processionals. Staff used digital platforms such as YouTube and Zoom, as well as emails, text messages, and video chats to safely create a camp experience despite the pandemic. Both camps had positive responses to the virtual model from children, parents, and staff. Leadership teams at both programs discovered methods that were successful for their participants, as well as some approaches that they would not use again. Subscribe to JPRA

Making a Difference in Children’s Lives: Lessons Learned from Planning and Implementing a Virtual Summer Camp During the COVID-19 Pandemic

Summer camps are known to increase knowledge and engage children during the summer holidays. However, the COVID-19 pandemic placed a freeze on all activities that required face-to-face interaction during the summer of 2020. The purpose of this paper is to describe the planning, implementation, and evaluation of a virtual summer camp for children. Our virtual camp “Whimsical Wednesdays" was hosted by a Historically Black College and University (HBCU) that is dedicated to changing children's lives and providing service to the community. We recruited children aged 6-12 to attend the virtual summer camp through informational flyers posted on the institution’s website, Instagram, Facebook, and other social media networks. The camp ran for five consecutive Wednesdays during July 2020 and engaged children in 60-minute sessions between 11:00 a.m. and noon. An average of 20 children participated each week in topics such as performing arts, reading, STEM, health and wellness, and cultural awareness. Overall, the camp demonstrated that children and facilitators were able to engage and interact using the online platforms Zoom and Nearpod. All participants expressed satisfaction with the program through survey evaluation instruments. Lessons learned include successes and challenges with technology, evaluation, and data collection methods. These lessons will be used to improve future programs.

Virtual Camp: LGBTQ Youths’ Collective Coping During the COVID-19 Pandemic

The COVID-19 pandemic prompted school closures across the United States, removing important social support sources for many LGBTQ youths. The current research examines the collective coping of young LGBTQ people (majority transgender/nonbinary) who participated in the first known virtual camp program for pandemic-affected youths. In Study 1, in-depth, semistructured interviews with 15 youths (aged 14–20) revealed youths used the virtual camp space to develop unique support networks, maintain connections with trusted individuals, dwell where LGBTQ identity is celebrated, find grounding through synchrony, and fill unscheduled time. In Study 2, 41 participants in a second virtual camp session (aged 12–19) were longitudinally surveyed. Findings demonstrated youths experienced reduced depressive symptoms, and new friendships made through virtual camp influenced self-esteem. Results across both studies indicate the importance of tailored virtual spaces in facilitating social connections, providing a sense of safety and belonging, and addressing LGBTQ youths’ mental health during a collective crisis. © 2022 (Traci Kristin Gillig, Jared Macary, and Ron Price). Licensed under the Creative Commons Attribution Non-commercial No Derivatives (by-nc-nd). Available at http://ijoc.org.

Introducing Engineering Principles in a Diverse Interdisciplinary Virtual Summer Camp for Underrepresented 9th - 12th Graders in Rural Louisiana (Evaluation, Diversity)

The experience of delivering a STEM focused summer program to pre-college students is not novel, however, in the midst of the COVID-19 pandemic, the choice to offer such a program virtually to a diverse underrepresented population of 9-12th graders in rural Louisiana posed a great opportunity to reach an otherwise underserved segment of the population. This however is not without unique challenges. The ten-day summer program included applications of engineering principles across disciplines in a virtual setting. The program consisted of 8 different modules as daily themed mini-camps covering the areas of mechatronics, CAD & 3D printing, cyber security, biological sciences, physical science, architectural design, environmental engineering, and chemical engineering. Through several hands-on activities and interactive simulations, students practiced many engineering concepts including the engineering design process, drafting and 3D modeling, energy conversions, sustainability and clean energy, microcontroller coding, and internet security. This program was one segment of a comprehensive on-going initiative to serve students and educators from underrepresented communities which also includes a professional development program for in-service STEM educators. The program for educators is ongoing and is designed to provide them with the tools and experiences that are necessary to offer continued support and specific instruction to their students at their local schools. This paper will serve as an investigation of such a program and detail both the delivery and specific challenges encountered as well as discuss the solutions that were implemented and lessons learned. © American Society for Engineering Education, 2021

Introducing Multidisciplinary Engineering in a Diverse Interdisciplinary Virtual Summer Camp for Underrepresented 9th - 12th Graders in Rural Louisiana (Evaluation, Diversity)

The experience of delivering a STEM focused summer program to pre-college students is not novel, however, in the midst of the COVID-19 pandemic, the choice to offer such a program virtually to a diverse underrepresented population of 9-12th graders in rural Louisiana posed a great opportunity to reach an otherwise underserved segment of the population. This however is not without unique challenges. The ten-day summer program included applications of engineering principles across disciplines in a virtual setting. The program consisted of 8 different modules as daily themed mini-camps covering the areas of mechatronics, CAD & 3D printing, cyber security, biological sciences, physical science, architectural design, environmental engineering, and chemical engineering. Through several hands-on activities and interactive simulations, students practiced many engineering concepts including the engineering design process, drafting and 3D modeling, energy conversions, sustainability and clean energy, microcontroller coding, and internet security. This program was one segment of a comprehensive on-going initiative to serve students and educators from underrepresented communities which also includes a professional development program for in-service STEM educators. The program for educators is ongoing and is designed to provide them with the tools and experiences that are necessary to offer continued support and specific instruction to their students at their local schools. This paper will serve as an investigation of such a program and detail both the delivery and specific challenges encountered as well as discuss the solutions that were implemented and lessons learned. © American Society for Engineering Education, 2021

Leveling the Playing Field: A Virtual Summer Camp for Women of Color

People of color are underrepresented in science, technology, engineering, and mathematics disciplines (STEM). The number is even smaller for women of color who enter into STEM fields. Based on current projections, it is estimated that by the year 2044, underrepresented minorities (Black, Hispanic, LatinX and American Indian) will comprise over 50% of the overall population in the U.S. However, underrepresented minority (URM) youth lag significantly behind their white and Asian American counterparts in their interest in STEM. Lower representation of URMs in STEM can be attributed to a variety of factors including, a lack of institutional commitment, a lack of representation throughout students' upbringing, ineffective cultural recruitment/outreach efforts, educational discrepancies throughout PK-12, and social expectations, among others. A large portion of government efforts to address this problem focuses on initiatives and training to overcome negative perceptions and attitudes towards STEM and entice more URM youth into STEM pathways. For the United States to maintain a competitive position in innovation and technology, the disparity must be reduced. The Women of Color Summer Engineering Camp (WOCSEC) was developed to address the disparity. The camp was composed of six outreach components to provide engaging, critical thinking and uplifting experiences for all its participants. The components include: Engineer Spotlight Interview;Engineering Design Challenge;Empowerment Session;Design Lab;Interactive Forum and Panel;and College Readiness. Due to Covid-19 the camp was transformed from an in-person face to face experience to a virtual experience. Online learning is an effective method of instruction, provided that devices and technology platforms are accessible and screen time is monitored and limited. WOCSEC includes workshops for standardized testing, the college application process, scholarship resources, shadowing opportunities, summer internships and the required high school courses required of most collegiate engineering programs. Students were given a pre-survey the first day of the camp to assess their attitudes and perceptions towards entering STEM fields. In an effort to measure student's change in perception, students completed a post survey. In addition to the pre-post survey, a semi-annual quantitative and qualitative inquiry tool will be administered to camp participants throughout high school to measure their interest in engineering, intent to major in STEM and overall college readiness. In this paper we will describe how the program was implemented, the experience of the participants and share the data from the pre-post survey. © American Society for Engineering Education, 2021

Olympics on the Moon: A Challenge for Engineering Design

These activities were developed to be implemented fully online as part of an online engineering design summer camp due to the COVID-19 pandemic. Middle school students will discover how sport arenas, rules, and equipment would change if the Olympic Games were conducted on the Moon. During the sessions, students learn about framing an engineering design problem (a step of the engineering design process) in the Lunar Olympics context and are introduced to basic physics concepts. Students also use free online design and coding tools to help improve their engineering conceptions and design skills. The activities can easily be transformed for in-class or hybrid classroom use. © American Society for Engineering Education, 2021

Use of Science Lab Simulation During a Two-Week Virtual Biomedical Research Training Summer Camp for Underserved Minority Youth: A COVID-19 Adjustment.

The Maryland Action for Drug Discovery and Pharmaceutical Research (MADDPR) Program provides hands-on lab experience and mentoring to underserved minority high school students. With the inability to conduct an in-person STEM summer camp, the program transitioned to a virtual format in 2020. Thirty-three students and their PLTW teacher participated in live sessions using Blackboard Collaborate Ultra®. One highlight of the sessions was program faculty's use of interactive simulation software such as science labs (Labster®), animal behavior (Sniffy the Virtual Rat®), and aseptic compounding (Virtual Interactive Clean Room®). Graduate student mentors worked with students in small virtual breakout sessions. Post-session survey data show that the majority of students felt comfortable participating in the simulation sessions. Students' responses indicated that they enjoyed the virtual labs and appreciated the effort to implement the game-like lab simulation exercises. Remarkably, student ratings of the virtual sessions compared favorably and, in some cases, exceeded those from the same sessions conducted in-person in 2019. In post-camp surveys, 96% of the participants indicated an interest in pursuing careers in pharmacy/other health professions. Student and teacher comments also indicated that the virtual experience of the camp prepared both students and their teacher for the coming fall semester at school.