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will reflect an increased interest in at least one STEAM domain. Data reported for middle and high school three-day school break programs. Result: According to pre and post surveys, 95% of participants reported increased confidence and interest in at least one STEAM domain. Survey data also shows 16% of participants increased their interest in learning math and 47% of participants increased interest in learning science. Overall, students reported the following across the various domains of STEAM: Goal 2: Increase conceptual understanding of what STEAM is and who can achieve a STEAM career: Participants will be asked to complete the Draw- A- Scientist evaluation, in which they draw their version of a scientist and associated tools while also listing three or more characteristics of a scientist. Participants will be asked if they self -identify with the characteristics listed. 75% of participant evaluations will reflect a broader conceptual understanding of STEAM and the type of person who can achieve a STEAM career. Data reported for middle and high school three-day school break programs. Result: 21% of participants who did not identify STEAM careers as possible future careers in their pre -survey did so in the post -survey, including one student who identified becoming an architect and one who changed their career interest from sales to engineering. On the post -survey, when asked to describe the character traits a person working in STEAM, 88% of participants identified themselves as having at least one character trait in common with a person working in STEAM, an increase from 84% who identified themselves as having at least one character trait in common on the pre -survey. Additionally, 63% of participants reported a better understanding of what a career in STEAM fields entails. In the Draw -A -Scientist evaluation, post -survey data shows 80% of participants included tools used in the program instead of tools that depict a stereotype of a scientist, such as lab coats, beakers, and thermometers. WMA % of students reporting increase in confidence in: Aggregated % increase on 5- point Likert- type scale % of students reporting increase in interest in: Aggregated % increase on 5 - point Likert - type scale Science 26% 15% 47% 10% Technology 21% 8% 21% 4% Engineering 26% 19% 21% 5% Art 32% 14% 37% 6% Math 21% 7% 16% 5% Average 25% 12% 28% 6% Goal 2: Increase conceptual understanding of what STEAM is and who can achieve a STEAM career: Participants will be asked to complete the Draw- A- Scientist evaluation, in which they draw their version of a scientist and associated tools while also listing three or more characteristics of a scientist. Participants will be asked if they self -identify with the characteristics listed. 75% of participant evaluations will reflect a broader conceptual understanding of STEAM and the type of person who can achieve a STEAM career. Data reported for middle and high school three-day school break programs. Result: 21% of participants who did not identify STEAM careers as possible future careers in their pre -survey did so in the post -survey, including one student who identified becoming an architect and one who changed their career interest from sales to engineering. On the post -survey, when asked to describe the character traits a person working in STEAM, 88% of participants identified themselves as having at least one character trait in common with a person working in STEAM, an increase from 84% who identified themselves as having at least one character trait in common on the pre -survey. Additionally, 63% of participants reported a better understanding of what a career in STEAM fields entails. In the Draw -A -Scientist evaluation, post -survey data shows 80% of participants included tools used in the program instead of tools that depict a stereotype of a scientist, such as lab coats, beakers, and thermometers. WMA