Table 2 a: Overview of the four STEM experience models. b: Relative emphasis placed on each program design principle within each STEM experience model.

From: Consequential insights for advancing informal STEM learning and outcomes for students from historically marginalized communities

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  1. a: All experiences were co-created by scientists, educators, and students using the same set of research-based agreed upon design principles. All experiences also shared the same overall goals. The context, timeline, and content varied based on students’ interest and the connected research projects. Rising seniors participated during the summer between their 11th and 12th grade years and were most often 17 years old; rising juniors between their 10th and 11th grade years and were most often 16 years old. The Total Survey Responses (n values) represent the number of people who completed either some or all of the survey items. Depending on the cohort, 71–94% of participants were students from HMC.
  2. b: This heat map displays the relative emphasis placed on each of the 10 shared design principles across all four STEM experience models. Each STEM experience model was co-created with students, educators, scientists, and other pertinent stakeholders (e.g., physicians, artists, software engineers, etc.) based on 10 program design principles. Due to time availability, content, and specific experience objectives, the level each design principle was emphasized varied within each model. This heat map demonstrates the relative level emphasized for each program design principle on a scale from low with the lightest gray to high with the darkest gray.
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