Unique Presentation Identifier:
10
Program Type
Graduate
Faculty Advisor
Dr. Mohamed Ibrahim
Document Type
Poster
Location
Face-to-face
Start Date
9-4-2026 1:00 PM
End Date
9-4-2026 3:00 PM
Abstract
This mixed-methods study examined the impact of GEAR UP week-long middle-school STEM summer camp on students’ socio-emotional learning (SEL) and STEM engagement. Using pre- and post-intervention surveys (N = 45), an exploratory factor analysis identified two underlying competency dimensions: Socio-Emotional Skills and STEM Engagement & Spatial Skills. A repeated-measures MANOVA revealed a significant overall time effect; however, growth occurred only in Socio-Emotional Skills, which increased with a large effect size, F(1,44) = 29.28, p < .001, partial η² = .400, while STEM Engagement showed no significant change, F(1,44) = 0.89, p = .350
To understand this divergence, we analyzed 371 reflective journal entries from 42 students using thematic analysis. Eleven themes emerged, revealing that SEL gains were driven by activities that were embodied, collaborative, and appropriately challenging, such as synchronized team tasks, shared physical adversity, and structured leadership exercises. These experiences improved metacognitive awareness, teamwork confidence, and collective efficacy. In contrast, STEM engagement remained static due to surface-level technology activities, preexisting familiarity, technical failures (especially VR), passive career exposure, and insufficient scaffolding in spatial-skills tasks like orienteering
The integrative finding indicates that activity design, not domain, determined learning depth. Activities that required authentic interdependence and physical engagement produced meaningful SEL growth, whereas STEM activities lacked these design features. Implications highlight the need for STEM programming that mirrors effective SEL pedagogy by incorporating collaborative, hands-on, and cognitively challenging experiences to promote deeper STEM identity development.
Recommended Citation
Rogers, Lilly, "New Directions in GEAR UP STEM Camps: How Activity Design Shapes Socio-Emotional and STEM Outcomes" (2026). ATU Scholars Symposium. 40.
https://orc.library.atu.edu/atu_rs/2026/2026/40
Included in
New Directions in GEAR UP STEM Camps: How Activity Design Shapes Socio-Emotional and STEM Outcomes
Face-to-face
This mixed-methods study examined the impact of GEAR UP week-long middle-school STEM summer camp on students’ socio-emotional learning (SEL) and STEM engagement. Using pre- and post-intervention surveys (N = 45), an exploratory factor analysis identified two underlying competency dimensions: Socio-Emotional Skills and STEM Engagement & Spatial Skills. A repeated-measures MANOVA revealed a significant overall time effect; however, growth occurred only in Socio-Emotional Skills, which increased with a large effect size, F(1,44) = 29.28, p < .001, partial η² = .400, while STEM Engagement showed no significant change, F(1,44) = 0.89, p = .350
To understand this divergence, we analyzed 371 reflective journal entries from 42 students using thematic analysis. Eleven themes emerged, revealing that SEL gains were driven by activities that were embodied, collaborative, and appropriately challenging, such as synchronized team tasks, shared physical adversity, and structured leadership exercises. These experiences improved metacognitive awareness, teamwork confidence, and collective efficacy. In contrast, STEM engagement remained static due to surface-level technology activities, preexisting familiarity, technical failures (especially VR), passive career exposure, and insufficient scaffolding in spatial-skills tasks like orienteering
The integrative finding indicates that activity design, not domain, determined learning depth. Activities that required authentic interdependence and physical engagement produced meaningful SEL growth, whereas STEM activities lacked these design features. Implications highlight the need for STEM programming that mirrors effective SEL pedagogy by incorporating collaborative, hands-on, and cognitively challenging experiences to promote deeper STEM identity development.