Key Takeaways
- Penn College of Technology’s 3rd annual STEMfest attracted roughly 380 middle‑school students from five Pennsylvania counties.
- The event offered hands‑on stations covering concrete science, horticulture, non‑destructive testing (NDT), surgical technology, robotics, electronics, civil engineering, and polymers.
- Teachers who completed Penn College’s externship camp helped recruit students, linking classroom instruction to industry practice.
- Participants, such as 7th‑grader Abigail Koshy, reported that the experiential format clarified personal interests and highlighted real‑world applications of STEM concepts.
- Educators and industry instructors emphasized that active learning—doing rather than merely listening—reinforces comprehension and career readiness.
- NDT instructor Michael Nau noted rapid growth in inspection careers that rely on X‑ray and ultrasound techniques to ensure safety in bridges, aircraft engines, and other critical infrastructure.
- Penn College plans to repeat STEMfest next year, aiming to sustain momentum in regional STEM outreach and workforce development.
Introduction and Event Overview
Penn College of Technology hosted its third annual STEMfest in Lycoming County, transforming the campus into a vibrant laboratory of discovery for middle‑school learners. The day‑long festival was designed to immerse students in a variety of engineering and technical disciplines through interactive stations rather than traditional lecture‑based instruction. By integrating practical activities with exposure to career pathways, the event sought to spark curiosity and help young participants envision futures in science, technology, engineering, and mathematics (STEM). Organizers highlighted that the festival’s success hinged on collaboration between college faculty, industry professionals, and local educators who had previously undergone Penn College’s externship training.
Participant Demographics and Recruitment
Approximately 380 students ranging from grades six to eight attended STEMfest, representing schools from Lycoming, Bradford, Clinton, Northumberland, and Tioga counties. These students were primarily recruited through teachers who had completed Penn College’s externship camp—a program that equips educators with industry insights, lesson‑plan development skills, and hands‑on technical training. Courtney Dunne, the college’s Student Experiences Manager, explained that the externship experience enables teachers to bring authentic, industry‑aligned activities back to their classrooms, making them effective ambassadors for events like STEMfest. This recruitment strategy ensured a diverse cohort of learners who might not otherwise have access to specialized STEM resources.
Hands‑On Learning Philosophy
A recurring theme throughout the day was the belief that genuine understanding emerges from active participation. Lawrence Bubeck, a sixth‑grade science teacher at Warren L. Miller Elementary, articulated this perspective by stating, “The real learning occurs by doing rather than by ingesting a lecture.” While acknowledging that lectures still have a place in education, Bubeck emphasized that manipulating materials, observing phenomena, and troubleshooting problems cement concepts in ways passive listening cannot. This philosophy guided the design of each station, ensuring that students engaged directly with tools, materials, and processes relevant to the featured disciplines.
Concrete Science Station
At the concrete science booth, students explored the composition, mixing, and curing processes that give concrete its strength and durability. They measured water‑to‑cement ratios, observed how additives affect setting time, and performed simple slump tests to gauge workability. By creating small concrete specimens and testing their compressive strength with handheld devices, participants gained insight into civil‑engineering material science and the importance of quality control in construction projects. The activity also highlighted environmental considerations, such as the use of supplementary cementitious materials to reduce carbon footprints.
Horticulture Activity
The horticulture station invited learners to investigate plant biology through tactile experiments. Students examined root structures, conducted seed‑germination trials under varying light conditions, and measured transpiration rates using simple pot‑weight methods. Facilitators discussed how horticultural techniques intersect with technology—such as sensor‑based irrigation systems and greenhouse automation—showcasing the overlap between biology and engineering. This station underscored the relevance of STEM principles to sustainable food production and landscape management.
Non‑Destructive Testing (NDT) Demonstration
Michael Nau, a welding and NDT instructor at Penn College, led a station that introduced students to the science of inspecting materials without causing damage. Using portable X‑ray units and ultrasound probes, participants viewed internal flaws in metal samples, learning how technicians detect cracks, voids, and inclusions that could compromise safety. Nau emphasized the rapid expansion of NDT careers, driven by stricter safety regulations across industries such as aerospace, civil infrastructure, and energy. He noted that inspectors play a crucial role in preventing catastrophic failures by ensuring that components like bridge girders and aircraft engines meet stringent integrity standards.
Surgical Technology Exploration
At the surgical technology booth, students interacted with simulators that mimicked basic laparoscopic procedures. They practiced hand‑eye coordination using graspers and cameras to manipulate objects within a training box, gaining appreciation for the precision required in minimally invasive surgery. Instructors explained how imaging technologies, such as ultrasound and endoscopy, complement surgical tools, allowing clinicians to visualize internal anatomy in real time. The activity highlighted the interdisciplinary nature of modern healthcare, where engineering, optics, and computer science converge to improve patient outcomes.
Robotics and Electronics Zone
The robotics and electronics area featured programmable microcontrollers, sensor kits, and simple robotic arms. Students wired circuits, wrote basic code to control LED patterns, and programmed robots to navigate obstacle courses. Facilitators discussed the fundamentals of feedback loops, sensor integration, and algorithmic thinking, linking these concepts to real‑world applications like autonomous vehicles, manufacturing automation, and consumer electronics. By troubleshooting wiring issues and debugging code, participants experienced the iterative problem‑solving mindset essential to engineering disciplines.
Civil Engineering and Polymers Exhibit
In the civil engineering and polymers segment, learners examined the properties of various polymeric materials used in construction, such as PVC pipes, geotextiles, and sealants. They performed tensile‑strength tests on polymer strips and observed how additives affect flexibility and resistance to UV degradation. The station also introduced basic principles of load distribution and structural design, using bridge‑building kits that allowed students to experiment with truss configurations and observe failure points under incremental loads. This hands‑on approach clarified how material selection influences the longevity and safety of infrastructure projects.
Student Perspective: Abigail Koshy
Abigail Koshy, a seventh‑grader from Saint John Neumann Regional Academy, shared her enthusiasm for the event’s exploratory nature. She explained that she attended STEMfest to sample different career paths and discover what genuinely interested her. Abigail particularly enjoyed the magnetism and ultrasound demonstrations, noting how visualizing invisible fields and internal structures made abstract concepts tangible. Her reflections echoed the broader sentiment among participants that direct engagement helped them connect classroom learning to tangible, exciting possibilities in STEM fields.
Teacher Perspective: Lawrence Bubeck
Lawrence Bubeck reinforced the value of experiential learning, arguing that activities like those at STEMfest bridge the gap between theory and practice. He observed that when students physically manipulate materials—whether mixing concrete, testing polymer strength, or programming a robot—they retain information more effectively and develop confidence in their problem‑solving abilities. Bubeck also noted that such experiences can demystify STEM careers for students who might otherwise perceive them as inaccessible or overly abstract, thereby broadening the pipeline of future technicians, engineers, and scientists.
Instructor Perspective: Michael Nau
Michael Nau highlighted the growing demand for skilled non‑destructive testing professionals, attributing this trend to increased emphasis on safety and reliability in critical infrastructure. He described how NDT technicians employ X‑ray, ultrasonic, magnetic‑particle, and dye‑penetrant methods to assess component integrity without compromising usability. Nau pointed out that certifications in NDT often lead to well‑paid, stable careers, especially as industries adopt advanced inspection technologies to meet stringent regulatory standards. His presentation aimed to inspire students to consider technical pathways that combine hands‑on work with high‑tech analysis.
Impact on Career Awareness
Collectively, the stations at STEMfest served as a catalyst for career awareness among middle‑school attendees. By exposing students to a breadth of disciplines—from the tactile world of horticulture to the high‑precision realm of surgical technology—the event helped them identify personal affinities and potential academic trajectories. Many participants reported leaving with a clearer idea of which subjects they wished to pursue further in high school, and some expressed interest in enrolling in technical programs or summer camps offered by Penn College and partner organizations.
Penn College’s Role and Future Plans
Penn College of Technology positioned STEMfest as an extension of its mission to foster regional workforce development through accessible, high‑quality technical education. The college’s Experiential Learning Office coordinated logistics, faculty involvement, and industry partnerships to ensure a seamless experience. Courtney Dunne affirmed that the college intends to host STEMfest again next year, with plans to expand the number of stations, incorporate emerging technologies such as additive manufacturing and renewable‑energy systems, and deepen collaboration with local school districts to sustain year‑round STEM engagement.
Broader Implications for STEM Education
The success of Penn College’s STEMfest illustrates a replicable model for community‑based STEM outreach: leveraging institutional resources, aligning with teacher professional‑development initiatives, and prioritizing active, inquiry‑driven learning. Such events can mitigate inequities in STEM access by bringing high‑impact experiences directly to underserved regions, thereby nurturing a more diverse talent pool. As industries continue to evolve with advances in automation, biotechnology, and sustainable materials, early exposure through festivals like STEMfest becomes increasingly vital for preparing the next generation of innovators and problem‑solvers.
Conclusion
Penn College of Technology’s third annual STEMfest successfully combined hands‑on exploration with career inspiration, drawing nearly four hundred middle‑school students from five Pennsylvania counties. Through a diverse array of stations—concrete science, horticulture, non‑destructive testing, surgical technology, robotics, electronics, civil engineering, and polymers—students experienced the tangible applications of STEM concepts. Perspectives from participants, educators, and industry experts underscored the effectiveness of learning by doing and highlighted the growing demand for skilled technical professionals. With plans to revive and expand the event annually, Penn College continues to play a pivotal role in cultivating regional interest in STEM pathways and strengthening the pipeline of future engineers, technicians, and scientists.