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Florida Gulf Coast University (FGCU) in partnership with the NAACP of Collier County hosted a two-week, on-campus, STEM camp during summer(s) 2014, 2015, and 2016. The program objectives were to improve students’ skills in mathematics; expose students to real-world math and its application in related career fields; increase the students’ awareness of STEM fields; expose students to processes that will increase their likelihood of being accepted into postsecondary institutions; expose students to practicing professionals in STEM fields; and create potential internship opportunities for camp participants. A system was designed and implemented that would assist the selection committee in identifying academically talented and motivated students that would be eligible to participate in the camp. The rigorous selection process resulted in the annual selection of forty plus applicants from an annual pool of over one hundred students. The average GPA for the camp participants was 3.8. Eighty percent (80%) of the participants were from underrepresented groups (Black or Hispanic descent) of which fortyone percent (41%) were males and fifty-nine percent (59%) were female. In terms of grade level, twenty-six percent (26%) were 9 graders, thirty-three percent (33%) were 10 graders, and forty-one (41%) were 11 graders. In addition to what we would call the core camp participants who made up the demographics mentioned above, the committee decided to conduct a pilot program and admit students who were not performing as well academically and had been involved in a supplemental educational program; namely, Youth Academy. The average GPA of this sub-group ranged between 1.8 to 2.5. They were selected based on five (5) guiding principles. This paper will describe the overall experiences and results of the broader camp as well as the outcome(s) and manifestations that resulted from the participants attending the camp. This paper places special emphasis on highlighting the improvements gained by the Youth Academy participants in terms of their performances on measured skill sets. In the end, it is hoped that the results from this study, particularly the way it was designed, will be useful in assisting others who might want to move the fence in terms of deciding who gets to be considered in the STEM arena. Background and Introduction A study of the science and technology workforce in 100 metro areas across the country ranked the Fort Myers/Cape Coral area seventh-worst. Recognizing that statistic, over the past three years (2014 – 2016), Florida Gulf Coast University in collaboration with the local NAACP successfully completed a two week in-house Residential Pre-Collegiate Summer Camp. The camp’s objectives were to increase the students’ awareness of STEM fields by exposing them to real-world math and its application in related career fields. In order to meet these goals, a committee consisting of individuals from various backgrounds including; academia, business, and community outreach was formed. In addition, a curriculum that incorporated math, a handson projects involving STEM, and an opportunity to develop relationships with STEM professionals was designed. The summer program was designed as a rigorous problem/project-based educational opportunity geared toward motivated and academically able students who showed interest in a relevant and hands-on education that’s heavily focused on STEM. Each year, a pool of over 100 students applied for the program. A selection committee reviewed the application and selected approximately 40 students to participate in the camp. With the luxury of this robust pool of applicants, the committee was able to use selection criteria consisting of a GPA no less than 3.2, listing extra-curricular activities, explaining favorite subjects related to the STEM fields, demonstration of high interest to participate in the program. The importance of increasing the number of underrepresented minority students in the STEM field has been well documented. STEM education is finally getting the attention it deserves, as there are many programs, classes, camps, and museum activities that allow for learning STEM subjects. Typically, criteria that requires very high marks is seen in STEM camp programs throughout the nation. Although their high standards are encouraging and according to many, necessary, a large segment of students; especially the ones with GPAs lower than 2.5, are excluded/disqualified. This type of awareness along with the very low representation of ethnic minorities in STEM positions are what prompted the case study/pilot program featured in this article. The Experiment/Case Study In 2016, a pilot study was conducted that involved integrating students, who are too often forgotten in the STEM conversation and who have not performed well academically, into the core camp that has proven to be competitive and very rigorous. The STEM summer camp welcomed eight (8) additional, non-conventional STEM qualified students. Throughout the paper, this sub-group will be referred to as the “Youth Academy”. The average GPA of this subgroup ranged between 1.8 and 2.5 and the students were selected based on the following five (5) guiding principles: 1. Youths should be provided with an environment in which they can learn to express their ideas and feelings. 2. Youths should be provided with opportunities to become self-directed and self-confident. 3. Youths should be provided with appropriate social skills through interactions with peers and adults. 4. Youths should be assisted with developing a love of learning through exploration and discovery. 5. Youths flourish when they develop and demonstrate respect for self and others. Supplementation Prior to Camp Participation A supplemental education program was designed and delivered to a select group of students one year prior to the integration of the Youth Academy participants into the STEM summer program. A primarily math and reading based curriculum was designed and executed by qualified personnel. The participants of the Youth Academy met every two weeks at a local high school and engaged in both academic and personal enhancement activities as part of the curriculum. Due to the supplemental instruction received through attending the Academy, it was determined that the Academy participants should get the opportunity to attend the summer camp. During the camp, the Youth Academy participants were blended with the broader group of students for the majority of the activities but were broken out of the larger group for specialized assistance in math at various points during the two weeks. As a way of monitoring progress and the effectiveness of the experience, pre and post-tests as well as participant surveys were administered throughout the camp. This paper highlights the lesson(s) learned from this experience/experiment. Past Experience of the General STEM Program The camp organizers successfully completed three summer camps (2014, 2015, and 2016). In order to meet the objectives, a committee of individual from various background including academia, business, and community outreach was established. Additionally, a curriculum that emphasized incorporating math, hands on projects in STEM, and opportunities for building relationships with STEM professionals was designed. The program was delivered in three (3) phases. A certified high school math teacher instructed the morning phase. The second phase, which emphasized the exposure to careers in STEM and hands on projects, was offered by faculty who regularly teach STEM classes at the university level. The third phase was delivered either in panel discussion format with practicing professionals with backgrounds in STEM fields, individuals who currently work in admissions and financial aid offices, and field trips to companies and organizations with major emphasis in STEM fields. Additional information about this summer camp was published by Villiers, et al.. For the past three years, one hundred twenty seven (127) students from ten (10) different local high schools participated in the summer camp. Eighty percent (80%) of the camp participants are from underrepresented groups (Black or Hispanic descent). Additional information about the students’ background and qualifications is summarized below:

A Case Study on Moving the STEM Fence: Exposing STEM to Minority Youth Who are Oftentimes Not Aware of Such Opportunities