More than a babysitter: Looking back on an effective summer enrichment program

Each summer families across the globe send their children to summer camps and daycares for what amounts to babysitting. This study takes the discussion beyond babysitting and explores a unique summer enrichment program offered to rising second through fifth grade students in a modified enrichment camp model. During the four-week program, students were engaged in standards-based academic instruction in reading, mathematics, and science designed to provide enrichment activities to better prepare them for academic success in the upcoming year. Students were pre-tested over standards from the first quarter of the upcoming year. Then, they were taught the standards and post-tested. Analysis of the pretest and posttest data suggests that the program was successful in increasing students’ content knowledge in each of the subject areas taught. The findings imply that summer programs intentionally offering standards-based academics in an enrichment camp environment can be used to provide learning opportunities that diminish academic opportunity gaps.

Students’ Experiences in Summer Enrichment Engineering Courses: An Input–Process–Outcome Model of Collaborative Creativity

In this study, we examined students’ experiences regarding precollege engineering curricula, classroom environments, and their experiences with the creative process in two engineering courses offered in a university-based summer enrichment program. Applying provisional and open coding to interview data from 16 participants, an Input–Process–Outcome Model of Collaborative Creativity (IPOCC model) was developed. The IPOCC model expands the 4P model of creativity to incorporate more collaborative contexts. The IPOCC model suggests that in K–12 collaborative practice, creativity involves group-level considerations in addition to individual-level components. The IPOCC model offers insights for educators in terms of input components, group processes, and mediating factors that can facilitate learners’ engagement in creative teamwork. The findings of this study indicated that a combination of challenging tasks, open-ended problems, and student teamwork provides a rich environment for learners’ engagement to think creatively.