Northern Illinois University
STEM Interest and Engagement (STEM IE)

This strategy can be simple yet foundational. For example, when learning a particular mathematical skill or process, the AL can mention that youth can use it to figure out which size package is a better deal or how long it will take them to save enough money to purchase something they want. Or, an AL in a science-related program can draw a connection to a familiar activity such as riding a bike or a current news story about severe weather. 
ALs can ask youth to draw connections between what they are learning and their experiences in daily life instead of drawing connections for youth. Although this was not something we found in our study, some researchers have found that asking youth to make the connections has a more powerful impact on them than making the connections for them. 
Several STEM IE video clips feature staff and camp participants talking about the relevance of the STEM content to the youth:

• Michigan Relevance Health demonstrates ALs embedding mathematics and science in physical activities that are relevant to program participants. ALs combine practicing mathematics facts with outdoor physical activity.
• NIU Taft Relevance shows ALs making the content relevant to camp participants by connecting everyday objects and experiences with an art project they are creating.
• NIU Engineering Amusements Camp provides an overview of the camp. All of the camp activities relate STEM concepts to an amusement park. Sometimes the staff prompt participants to make the connections themselves rather than making the connections for them.
• IMSA Integrated Science Value shows how the activities and practices in the Illinois Mathematics and Science Academy (IMSA) Integrated Science program are deliberately planned to be relevant for participants.
• DIVAS Value shows how the skills youth are learning and the opportunities they have to make things in the IMSA DIVAS program are relevant to them. Youth associate what they are doing in the program with one of their interests or with something in their lives outside of camp or school. 

Analogies are one way to make the content relevant for youth. An analogy relates something that they are learning with something familiar to them.
Botanic Value Analogies shows Duane talking about why he uses analogies together with an example of him using analogies when introducing a lab activity.

Problem-based learning (PBL) entails youth working on solving real-world problems that are complex and multifaceted. PBL activities often involve youth taking on roles such as that of an engineer or emergency medical worker. Problems within the communities in which participants live or within their cultural or social milieu are likely to be especially meaningful and relevant to them.

The National Center for Quality Afterschool Training Toolkit highlights the practice of Exploring Science Through Projects and Problems. The toolkit was developed to provide guidance to afterschool program staff about how to plan lessons together with sample lessons and resources to help with projects. The toolkit highlights the value of tying the project and problem solving to a community need, a key element of PBL. Although the toolkit is designed for afterschool programs, the recommended processes and practices are relevant for summer programs. 

IMSA IT Dialysis Lab shows a typical activity planned for participants in the IMSA Integrated Science program. The program is heavily lab focused, and most labs use the PBL approach.

Clegg and her colleague (2014) investigated how to help middle schoolers “recognize the value of science in their lives and take initiative to see the world in scientific ways” (p. 36) within an informal science program, Kitchen Science Investigators. They found that it was important to allow youth to engage in authentic scientific practices, to “try on” different roles, and to both make and recover from mistakes as they worked. They also found that it was important for youth to pursue aspects that interested them, their friends, and their families and to have social interactions with other youth and staff. Importantly, when youth were engaged in science activities related to their everyday lives, they tended to transfer and use what they learned in other contexts. Tools, such as measuring cups and spoons, that were present in the activities seemed to spark connections with home cooking and with school science. The paper describing this program can be found by clicking on the link.
Clegg, T., & Kolodner, J. (2014). Scientizing and cooking: Helping middle‐school learners develop scientific dispositions. Science Education, 98(1), 36–63.

Fusco (2001) collaborated with an afterschool program in an urban housing complex on a gardening project. She found that youth saw the science they learned during this project as relevant because it was based upon their concerns, interests, and experiences; they participated in the planning, and it was situated in their community. The paper describing this study can be found by clicking on the link. 
Fusco, D. (2001). Creating relevant science through urban planning and gardening. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 38(8), 860–877.

The Green Education Network provides downloadable units about energy (energy crisis, transportation, Leadership in Energy and Environmental Design [LEED] building design, and alternative energy) for use in International Service Learning (ISL) environments. Individual lessons plans, activity sheets, and ideas are available, and related projects are described.

The National Center for Quality Afterschool Training Toolkit provides specific information about why and how to engage families and use community resources to support youth engagement in learning science that is relevant to them.

Activities that provide youth with opportunities to help others or address community or societal problems can be an effective way to help youth

1. Experience a sense of relevance while participating in STEM-oriented activities.
2. Develop an appreciation for how STEM can be used to make a meaningful contribution for the benefit of others or society more generally.

The beginning of the IMSA Integrated Science Value clip illustrates this.

The youth in Botanic Individual Student Projects talks about solving a green energy problem at 1:28 of the clip.

Field trips or guest speakers are traditional ways to expose youth to various careers. Empowering Teachers to Enhance Adolescents' Motivation for Science provides a guide for finding scientists and other STEM professionals in your community.

The NASA Career Corner for Students in Grades 5–8 provides resources and information that enable youth to explore careers related to NASA projects.

The Science Buddies website provides background information about sparking interest in science careers as well as resources and ideas for ALs to use in supporting middle school students’ career exploration.

Botanic Science First provides an overview of and information about the Science First program, which aims to expose young people to careers and enter them into the career continuum pipeline.

Michigan Egg Drop shows a STEM activity typical of those that the youth do in this program. It illustrates many of the features that we know are important: It is a task related to real life/careers, it is a challenge, it is fun, youth need to problem-solve and apply skills, youth get to make choices, ALs support and guide youth, and, after the activity is over, ALs lead youth to reflect on the experience.