Conversion of Summer STEM Program from In-Person to Virtual Learning Offers Unexpected Positives and Pitfalls

Abstract

The Walter Reed Army Institute of Research holds an annual summer STEM program called Gains in the Education of Mathematics and Science (GEMS) in which rising 7th-12th graders are mentored by undergraduate STEM majors (near-peer mentors - NPMs) who facilitate hands-on, inquiry-centered activities. To make GEMS accessible to underserved and underrepresented populations, we recruit both students and NPMs from local, underserved communities and minority-serving institutions, while additionally broadcasting the opportunities to surrounding counties. We mitigate financial barriers to participation by offering both student and NPM stipends. Although GEMS is traditionally held in person, the COVID-19 pandemic led to the creation of virtual GEMS (eGEMS). We compared NPM and student survey responses for eGEMS to the prior year of in-person GEMS. Despite logistical differences, we maintained similar participant demographics, program elements, and shifts in attitudes towards STEM for all student