Science, Technology, Engineering and Mathematics (STEM) Education: A Longitudinal Examination of Secondary School Intervention

Learning experiences in informal Science, Technology, Engineering, and Mathematics (STEM) educational settings, such as camps, provide significant benefits for secondary students such as awareness of STEM subjects and careers along with increasing enthusiasm, self-efficacy, and content knowledge. To expand the number of students majoring in STEM subjects and entering careers in STEM fields, a two-week summer STEM camp for secondary students (N=31) was held at a Research I University. This qualitative case study followed students through matriculation into a postsecondary STEM major. Camp participants were interviewed to address the following research questions: 1) How did the camp fulfill its purpose and intended student outcomes? 2) Were the purpose and intended outcomes reflected in student perceptions? 3) Did the camp experience influence a student's decision to attend the hosting university as well as choice of major? This camp fulfilled its purpose and encouraged students to attend the host university and major in a STEM field. The anticipated cognitive and social outcomes were reflected in the student's experiences at camp. Informal learning environments, such as the one described in this study, can result in increased achievement, self-efficacy, and interest in STEM along with encouraging students to pursue STEM careers.