It is a well-known fact that, in general, many students have a lack of interest and proficiency in mathematics and science. Therefore, it is imperative that we prepare and inspire all students, specifically students of underrepresented populations, to learn science, technology, engineering, and mathematics (STEM) content. Now in its fourth year, See Blue STEM Camp was created in order to expose middle-level students to a variety of STEM fields and STEM professionals through hands-on project-based learning experiences in order to increase their interest in STEM. This paper describes the structure and the activities of the camp. In this innovative project, we utilized an embedded mixed methods study design to investigate the extent middle level students' attitudes, perceptions, and interest in and toward STEM fields and careers changed after participating in an informal learning environment of a five-day day camp held on the campus of a major university in the mid-south. The results revealed an increase in their motivation and interest in STEM fields; in fact, there was 3% increase from pre to post in interest in STEM careers. The data also revealed that a majority of the participating middle school students found the STEM content sessions "fun" and engaging, specifically citing the hands-on experiences they received.

For the vast majority of psychology majors who do not pursue graduate training but elect to enter the workforce upon graduation, a critical college-to-career transitional issue is recognizing the knowledge, skills, and abilities (KSAs) desired by employers who hire psychology majors (Landrum, Hettich, & Wilner, 2010). In the present study, undergraduates rated 100 KSAs according to their perceived importance to potential employers who hire psychology majors. These ratings were also compared with a similar set of KSAs rated by potential employers obtained by Landrum and Harrold (2003). Results indicate a significant overall relationship for the KSA ratings by the students and potential employers. Seven of the top 10 KSAs rated by students were similar to those rated in the top 10 by employers. While demonstrating the extent to which psychology majors seem to be aware of the KSAs desired by potential employers who hire them, we discuss the results with respect to how faculty members teaching the Careers in Psychology course can help students to better understand how the content of courses taught within the undergraduate psychology curriculum translates into those KSAs desired most by employers.

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