Journal of STEM outreach最新文献

In this case study, we describe an alternative storyline design approach that we adopted to translate an informal, out-of-school summer science experience with a strong emphasis on developmental neuroscience and data literacy into a more inclusive, replicable, and scalable experience for formal high school science instruction. Combining elements of problem- and project-based learning, a storyline is a curriculum model that engages students in the application of investigative science and engineering practices to incrementally build conceptual models that explain an observable (anchoring) phenomenon. Published reports on the storyline design process describe procedures and tools that are well suited to the creation of novel instructional units. However, these design methods are difficult to apply to projects aimed at translating pre-existing science experiences and resources into classroom storyline units. In this descriptive case study, we discuss a series of alternative design procedures that we utilized to achieve this adaptation. Our overarching project goal was to create the resources necessary to engage high school students in the construction of a multidimensional explanatory model for an unusual movement disorder that assimilates converging lines of behavioral, neuroanatomical, neurophysiological, molecular genetic, developmental, and cellular data. The methods described in this case study establish a design template for other biomedical scientists who are interested in adopting a storyline approach to bring aspects of their work or educational projects into science classrooms and into closer alignment with a new vision for science teaching and learning articulated in the National Research Council's A Framework for K-12 Science Education and the Next Generation Science Standards.

The authors designed an integrated type 2 diabetes (T2D) curricula to model real-world complexity for high school biology and health students, highlighting interactions between genetic, biologic, environmental, and social factors, and modeling prevention and intervention activities. We evaluated the curriculum with two samples of students (888 historical comparison [no exposure] and 2,122 intervention students [received the T2D curricula]). Students completed pre-post assessments that were analyzed for knowledge gains and changes in self-efficacy to engage in healthy behaviors. Correct posttest answers in the intervention group increased by 24% versus 1% (biology) and 3% (health) of comparison students (p < .001); mean (sd) self-efficacy scores increased for biology [3.2 (25.2)] and health [1.5 (7.2), both p < .0001)]. COVID-19 prompted mandatory online teaching starting in March 2020 resulting in more health (65%) than biology students (47%, p < .001) doing the curriculum in virtual/hybrid classrooms, yet posttest knowledge gains were similar for these students learning in class or online (p = .47). Students' "take-home" messages mentioned the importance of prevention (64%), physiological mechanisms for developing T2D (54%), and environmental factors (17%). The curricula successfully delivered cross-disciplinary content without placing undue burden on teachers to create and sustain integrated learning systems.

Genome Sciences Education Outreach (GSEO) has developed innovative programs that bring leading-edge science to teachers and students in K-12 schools. Disseminating educational materials equitably and accessibly to teacher stakeholders to maximize reach and impact is challenging for many programs. Traditionally, programs connect materials with teachers through local networks, in-person professional development sessions, and at regional and national conference presentations. The need for curricular changes in 2020 spurred the proliferation of online and digital educational materials and professional development opportunities. These digital materials-now available to a worldwide audience-require a shift in dissemination strategy to enhance the potential reach of these materials both locally and nationally. This manuscript reports a case study of a dissemination approach, to create a collaboration between GSEO and CommLead (the communications master's program at the University of Washington) to promote education materials developed by the publicly-funded Genes, Environment and Me Network (GEMNet) program. This manuscript describes the development and the ad hoc implementation and evaluation of a social media campaign to expand the reach of the GEMNet curricula. With a targeted social media campaign on Facebook, GSEO was able to dramatically and affordably increase the reach of the GEMNet curricula and expand the potential impact and utilization of educational materials to a nationwide teacher audience, highlighting the potential for other similar collaborations to efficiently enhance the dissemination strategy of other education outreach programs.

University of Maryland, Baltimore CURE Connections (UMB CURE) connects West Baltimore high school students with STEM enrichment including hands-on research and community outreach. This study's purpose was to describe successes and challenges of implementing the virtual Community Health Worker curriculum during the summer programming for UMB CURE high school scholars. This certificate-based program was designed to teach students about the community health field while providing training that demonstrates competence as a community health worker. The training was implemented over two summer sessions (2020 and 2021). Scholars completed a survey to assess program satisfaction. A subset of scholars completed qualitative interviews that focused on scholars' summer program experience and recommendations for program improvement. Engagement metrics (scholar participation, retention) were compiled. Overall themes from qualitative interviews included (1) overall summer program experience, (2) about the Morehouse curriculum, (3) advice for future scholars, (4) in-person versus virtual summer program, and (5) recommendations for the program. While the program was generally well-received, scholars required more instruction and guidance than anticipated. Many found the required assignments challenging to navigate, citing virtual instruction as a reason. Scholars also requested more hands-on synchronous STEM-focused activities. These data will be used to modify future programming to engage scholars in out-of-school-time STEM initiatives.

Mental health and substance use fields suffer from underrepresentation of racially and ethnically minoritized, first-generation college student, and female members. The homogeny of the current workforce can impede scientific productivity, creativity, and problem-solving in addressing health-related issues. Our team developed the Teen Science Ambassador Program (TSAP) to provide underrepresented minoritized (URM) high school students with science-focused education, research opportunities, and mentoring within their community. The goals of the current study were to describe the logic model and structure of TSAP, provide access to a resource bank to facilitate replication across communities, and present preliminary mixed-methods outcome data to guide development of the program. Qualitative and quantitative results from our first two cohorts (N = 18; 89% girls; 72% Black or African American; 22% Hispanic or Latino; 40% of parents did not have a college degree) indicated TSAP contributed to sustained interest, increased confidence, and enhanced sense of belonging in science-related fields, especially those pertaining to mental health and substance use. These findings highlight the program's promise to facilitate entry and sustainment of URM and female youth within the biomedical sciences. Given the urgent need to promote diversity in the mental health and biomedical workforce, we provide readers with a resource bank to facilitate replication across communities.

Gender stereotypes and lack of access to relatable role models, mentors, and STEM opportunities have been suggested to deter middle school girls and students from underrepresented backgrounds away from STEM. Seeds of Success, an out-of-school program, is designed to inspire girls to consider STEM careers by countering gender stereotypes through relatable role models, promoting STEM confidence through STEM workshops and hands-on activities, and encouraging alignment between cultural and STEM identities through community-based STEM projects that develop leadership skills. Since 2015, the program has impacted 453 students who in turn have reached more than 42,777 people in Puerto Rico through their STEM Ambassadors projects. A robust mix-method evaluation of the 2020 and 2021 cohorts demonstrates significant improvements in participants' STEM attitudes and science identity, as well as in their self-perception as a leader, confidence in their ability to succeed in science, knowledge about STEM careers and opportunities, and access to STEM role models. Moreover, 95% of participants intend to continue participating in STEM activities after the program and overall scores for the entire survey were significantly higher after the program than before. We discuss lessons learned for other programs seeking to empower girls from historically underserved backgrounds in STEM.

People from racial and ethnic minoritized groups, those with disabilities, and those from low-income backgrounds are underrepresented in biomedical careers. Increasing diversity in the biomedical workforce, particularly health care providers, is imperative to address the disparities faced by minoritized patients. The COVID-19 pandemic highlighted disparities experienced by minoritized populations and emphasized the need for a more diverse biomedical workforce. Science internship, mentorship, and research programs, which have historically been conducted in person, have been shown to increase interest in biomedical fields for minoritized students. During the pandemic, many science internship programs pivoted to virtual programming. This evaluation focuses on two such programs for both early and late high school students and evaluates change in scientific identity and scientific tasks pre- and post-program. Additionally, early high school students were interviewed to obtain more in-depth information on the program experiences and effects. Early and late high school students reported increased scientific identity and comfort with scientific tasks compared pre- to post-program in several domains. Desire to pursue biomedical careers was maintained pre- to post-program for both groups. These results highlight the importance and acceptance of developing curricula for online platforms to help boost interest in biomedical fields and desire for biomedical careers.

The National Cancer Institute's (NCI) Youth Enjoy Science Program (YES) funds initiatives to support the cancer research training and career ambitions of middle school through undergraduate students from populations underrepresented in the biomedical sciences. The program has funded 16 institutions nationally as of January 2022. Given the program's focus on increasing diversity within the cancer research workforce, demographic characteristics of YES trainees provide essential information about the populations being served and program effectiveness. Six programs formed an interest group focused on trainee demographics and surveyed all YES grantees about their demographic data practices. Fifteen programs (94%) completed the survey. Survey data were analyzed through descriptive statistics and thematic coding. Findings revealed considerable variability in programs' approach to demographic data, including which demographics were measured, how they were operationalized, and when and how the data were collected. Half of YES programs (53%) could report underrepresented populations in biomedical research among trainees using consistent definitions. Most programs described efforts to improve their demographic data practices; however, challenges remained for the vast majority. In consideration of these findings, we offer recommendations for inclusive demographic data practices to better define and retain underrepresented populations in biomedical sciences.

The goal of the Rutgers Youth Enjoy Science Program (RUYES) is to increase the diversity of the cancer research workforce. RUYES provides hands-on mentored cancer research experience and curriculum development support to high school science teachers. RUYES also engages high school and undergraduate students from underrepresented backgrounds (URG) in mentored cancer research and professional career development activities. Rutgers Cancer Institute faculty members with active, well-funded research programs and extensive mentoring experience serve as research mentors. In addition, RUYES provides support to participants to develop innovative cancer related outreach activities to connect with families and communities of participants. Teachers and students engage in research and program related activities for a total of 12 weeks per year, for two years. Teachers engage in cancer research for eight weeks each for two consecutive summers (sixteen weeks total). Collaborative partnership with Rutgers Office of STEM Educations supports teachers in developing novel instructional approaches that relate to their research experience. Students have the opportunity to conduct cancer research for ten weeks each for two consecutive summers (twenty weeks total). Students receive co-curricular and professional development support throughout their participation. In addition, teachers and students engage in post-summer program engagement for 4 and 2 weeks, respectively. We recruit program participants from all over New Jersey with special emphasis on school districts with high percentages of students from URG. This report details the components of the RUYES program, outcome evaluation plan, successes and challenges, and lessons learned for others interested in establishing similar programs at their institutions.