Journal of STEM outreach最新文献_第3页

Tailoring Our Approach in Response to the SARS-CoV-2 Pandemic and Transcending Science Outreach Modalities for Native American Students in a Cancer Research Education Program. 调整我们的方法以应对SARS-CoV-2大流行，并在癌症研究教育计划中超越美国原住民学生的科学外展模式。

Journal of STEM outreach Pub Date : 2021-10-01 DOI: 10.15695/jstem/v4i4.08

Aislinn C Rookwood, Liliana P Bronner, Mariah A Abney, Hannah S Butler-Robbins, Misty S Pocwierz-Gaines, Alaina C Larson, Alexis M Huckleby, Joyce C Solheim, Maurice Godfrey, Regina E Idoate

{"title":"Tailoring Our Approach in Response to the SARS-CoV-2 Pandemic and Transcending Science Outreach Modalities for Native American Students in a Cancer Research Education Program.","authors":"Aislinn C Rookwood, Liliana P Bronner, Mariah A Abney, Hannah S Butler-Robbins, Misty S Pocwierz-Gaines, Alaina C Larson, Alexis M Huckleby, Joyce C Solheim, Maurice Godfrey, Regina E Idoate","doi":"10.15695/jstem/v4i4.08","DOIUrl":"https://doi.org/10.15695/jstem/v4i4.08","url":null,"abstract":"In response to the SARS-CoV-2 pandemic, a cancer research education program at the University of Nebraska Medical Center designed for Native American middle school, high school and undergraduate students adapted activities to be delivered online. There are considerable challenges to adapting in-person science programming to online delivery that can impact overall effectiveness. These challenges are further exacerbated when the cognate student population also faces significant disparities in health, wealth, and educational outcomes. We encountered both disadvantages and advantages in transitioning programming to online virtual formats. Challenges faced in delivering our programming during the pandemic included varied online accessibility, peripheral stressors, and disconnection to places and people. Despite these challenges, we found several benefits in remote delivery, some of which have alleviated barriers to program participation for Native American students. Some successes achieved by transitioning to fully remote programming included increased program reach, sustainability, and cultural relevancy. In this overview of the implementation of four online programs at the middle school, high school, and undergraduate levels, we highlight the challenges and successes experienced. Through this program description, we aim to provide insight into potential strategies to improve program delivery designed for Native American students during the SARS-CoV-2 pandemic and beyond.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9262249/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10566850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Health Sciences and Technology Academy: Re-Imagining Programmatic Delivery During the COVID-19 Pandemic. 健康科学与技术学院：重新构想 COVID-19 大流行期间的计划交付。

Journal of STEM outreach Pub Date : 2021-10-01 Epub Date: 2021-10-04 DOI: 10.15695/jstem/v4i4.06

Sherron Benson McKendall, Alan McKendall, Summer Kuhn, Catherine Morton, Mary McMillion, Sean Freeland

{"title":"The Health Sciences and Technology Academy: Re-Imagining Programmatic Delivery During the COVID-19 Pandemic.","authors":"Sherron Benson McKendall, Alan McKendall, Summer Kuhn, Catherine Morton, Mary McMillion, Sean Freeland","doi":"10.15695/jstem/v4i4.06","DOIUrl":"10.15695/jstem/v4i4.06","url":null,"abstract":"Out-of-school time academic/STEM programs provide educational enrichment to a myriad of student populations with some designed to assist those underrepresented and at-risk who desire to purse post-secondary studies. One such program in West Virginia (WV) is the Health Sciences and Technology Academy (HSTA), which provides hands-on, in person and engaging educational enrichment with the intent to increase the college going rates of Appalachia's most vulnerable youth. In March 2020, HSTA key personnel encountered the task of redesigning program delivery due to the immediate shutdown of all in person operations resulting from the novel coronavirus, SARS-CoV-19 (COVID-19) pandemic. This paper discusses the programmatic changes of program delivery during HSTA's key program components-the Summer Institute and the Community Based Programming. This paper also utilizes repeated measures one-way multivariate analysis (MANOVA) and paired t-test analysis to examine participants' perspectives on learning, enjoyment and satisfaction of the aforementioned components prior to and during the COVID-19 pandemic.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8725785/pdf/nihms-1766282.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39788517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Success of Distance Learning During 2020 COVID-19 Restrictions: A Report from Five STEM Training Programs for Underrepresented High School and Undergraduate Learners. 2020年新冠肺炎限制期间远程学习的成功：针对代表性不足的高中生和本科生的五个STEM培训项目的报告。

Journal of STEM outreach Pub Date : 2021-08-30 DOI: 10.15695/jstem/v4i3.03

E. Fung, M. Frey, M. E. Valmont, Dolores E. Caffey-Fleming, Marilyn Fraser, Janille Williams, D. Killilea, Emil Bogenmann, Solomon Livshits, David N. Boone

{"title":"Success of Distance Learning During 2020 COVID-19 Restrictions: A Report from Five STEM Training Programs for Underrepresented High School and Undergraduate Learners.","authors":"E. Fung, M. Frey, M. E. Valmont, Dolores E. Caffey-Fleming, Marilyn Fraser, Janille Williams, D. Killilea, Emil Bogenmann, Solomon Livshits, David N. Boone","doi":"10.15695/jstem/v4i3.03","DOIUrl":"https://doi.org/10.15695/jstem/v4i3.03","url":null,"abstract":"In 2020, STEM training programs across the country were challenged to provide support to students during a nation-wide shutdown of research institutions in response to the COVID-19 pandemic. Five U.S. high school science internship programs funded by the Doris Duke Charitable Foundation, with a history of collaboration, developed innovative strategies for distance-learning (DL) opportunities during the pandemic. Forty under-represented high school and undergraduate students were paired with scientific mentors at one of the programs for a DL scientific internship. Summer training combined synchronous and asynchronous programming with research projects adapted for DL success. Ninety-five percent of students who participated were satisfied with the training experience, nearly identical to exit survey responses from 2019 when our programs were held in-person. More students were interested in pursuing a career in research at the end of the program and credited the DL experience with increasing interest in research careers. Some DL elements were ideal for underrepresented youth, including a more flexible schedule and elimination of cost and time for travel. While the lack of in-person instruction challenged our ability to create a strong student community, we found that preparation, communication, and flexibility were key elements to these successful DL programs. The increased emphasis on interpretation and analysis of data, rather than data collection, enhanced student learning. This manuscript highlights the changes made to our curricula, elements which were most successful, and recommends strategies for future distance-learning programming.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42935046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Effectively Adapting and Implementing In-Person Teacher Professional Development to a Virtual Format. 将面对面的教师专业发展有效地调整和实施为虚拟形式。

Journal of STEM outreach Pub Date : 2021-08-01 Epub Date: 2021-08-30 DOI: 10.15695/jstem/v4i3.12

Katie Busch Chandran, Kathy C Haynie, Rachael Tawbush, J Michael Wyss

{"title":"Effectively Adapting and Implementing In-Person Teacher Professional Development to a Virtual Format.","authors":"Katie Busch Chandran, Kathy C Haynie, Rachael Tawbush, J Michael Wyss","doi":"10.15695/jstem/v4i3.12","DOIUrl":"10.15695/jstem/v4i3.12","url":null,"abstract":"A year of COVID-19 quarantine required educators to switch from in-person to virtual learning platforms, causing a dramatic reimagining of their daily praxis. Their experiences are likely to influence new norms for K-12 education. While virtual learning can be effective, student engagement, student retention, and student attention can be challenging. This paper discusses how we adapted a materials-heavy, hands-on, annual summer teacher professional development (PD) program from an in-person to a virtual platform in the initial months of the pandemic. We successfully maintained effective and hands-on components, giving authentic learning experiences to the participants. The 2020 virtual version of the program effectively engaged in-service teachers with high daily participation and retention rates. Nearly all participants rated the workshops as very good or excellent, and an assessment of participants' learning outcomes was comparable to that of the highly-rated in-person 2018 version of the program. Following the PD session, teachers reported feeling more prepared to facilitate their students' learning, increased inquiry-based science teaching knowledge and skills, and their enthusiasm for utilizing workshop strategies. While there are challenges to implementing virtual learning, virtual teacher PD can be widely adaptable and replicable for many institutions, especially in situations in which distance or finances deter in-person participation.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8782205/pdf/nihms-1761854.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39962937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Adapting Pathway Programs to the Virtual World: Insights from the Chicago EYES on Cancer Response to COVID-19-Related Disruptions to Training. 使路径计划适应虚拟世界:芝加哥之眼对癌症对covid -19相关培训中断的反应的见解。

Journal of STEM outreach Pub Date : 2021-08-01 DOI: 10.15695/jstem/v4i3.07

Megan A Mekinda, Michelle L Domecki, K. Goss, M. Dolan

{"title":"Adapting Pathway Programs to the Virtual World: Insights from the Chicago EYES on Cancer Response to COVID-19-Related Disruptions to Training.","authors":"Megan A Mekinda, Michelle L Domecki, K. Goss, M. Dolan","doi":"10.15695/jstem/v4i3.07","DOIUrl":"https://doi.org/10.15695/jstem/v4i3.07","url":null,"abstract":"Since spring 2020, the COVID-19 pandemic has disrupted development of the next generation of cancer researchers and physicians, forcing pathway programs across the nation to cancel, postpone or reinvent education and training activities. Accordingly, the University of Chicago's Chicago EYES on Cancer program was converted to a fully-online format, which prioritized flexibility for the 26 high school and undergraduate trainees, from underrepresented backgrounds, who were eligible to participate. Evaluation data suggest that the program's redesign successfully preserved trainees' access to intellectual, social and financial support despite the pandemic, with 88% of trainees meeting, and most exceeding, program requirements. Data also suggest positive outcomes for trainees, particularly with regard to their understanding of careers in biomedicine, their commitment to and confidence in planning for a research career, and their readiness and self-confidence as researchers. In the immediate term, our experiences offer practical insights for our colleagues similarly challenged to provide high-quality cancer research training within the context of COVID. In the long term, the success of our online programming can be leveraged to extend enrichment opportunities to program alumni, partner schools and other priority groups as a permanent component of the Comprehensive Cancer Center's broad cancer education strategy.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41296070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sustaining Student Engagement - Successes and Challenges of a Virtual STEM Program for High School Students. 维持学生的参与——高中学生虚拟STEM项目的成功与挑战。

Journal of STEM outreach Pub Date : 2021-08-01 Epub Date: 2021-08-30 DOI: 10.15695/jstem/v4i3.09

Kelli Qua, Raza Haider, Damian J Junk, Nathan A Berger

{"title":"Sustaining Student Engagement - Successes and Challenges of a Virtual STEM Program for High School Students.","authors":"Kelli Qua, Raza Haider, Damian J Junk, Nathan A Berger","doi":"10.15695/jstem/v4i3.09","DOIUrl":"https://doi.org/10.15695/jstem/v4i3.09","url":null,"abstract":"Case Western Reserve University's School of Medicine and Comprehensive Cancer Center coordinate in-depth research immersion STEM programs to engage high school students in biomedical research and encourage pursuit of careers in health-related research and clinical care. Due to COVID-19, the 2020 programs were delivered entirely virtually. Student and faculty perceptions of the virtual experience were evaluated using surveys and focus groups. Ninety percent of students felt the virtual program met expectations. Student rankings for programmatic components that could remain virtual in future years showed a preference for highly interactive activities, especially mentorship and dialogue-based activities like discussions of science in the news. Ninety-seven percent of faculty agreed students' scientific knowledge improved. Faculty commented that certain research projects (e.g., data analysis, literature reviews) were highly appropriate for a virtual program, but that the lack of hands-on laboratory activities was challenging. Increased individual attention, flexibility, and independence were hailed as strengths of the virtual program. These findings identify activities that sustain student interest in biomedical, healthcare, and cancer related research using a virtual medium and indicate mentorship and interactive discussion-based activities enhance virtual education. Moreover, the results support incorporation of interactive online pedagogical approaches to enhance student engagement virtually and in-person.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8631310/pdf/nihms-1745144.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39951421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Turning Towards Greater Equity and Access with Online Teacher Professional Development. 通过在线教师专业发展实现更大的公平和机会。

Journal of STEM outreach Pub Date : 2021-08-01 Epub Date: 2021-08-30 DOI: 10.15695/jstem/v4i3.05

Atom J Lesiak, Joan C Griswold, Helene Starks

{"title":"Turning Towards Greater Equity and Access with Online Teacher Professional Development.","authors":"Atom J Lesiak, Joan C Griswold, Helene Starks","doi":"10.15695/jstem/v4i3.05","DOIUrl":"https://doi.org/10.15695/jstem/v4i3.05","url":null,"abstract":"Access to professional development opportunities promotes equity for both teachers and students. We identified time, distance, and childcare needs as limiting factors for teachers seeking to attend our conference workshops and in-person professional development opportunities. Therefore, just months before the COVID-19 pandemic and the rapid shift to online learning, the Genome Sciences Education Outreach (GSEO) program transitioned to online professional development for the NIGMS sponsored SEPA grant Genes Environment and Me Network (GEMNet) program. Our program was well positioned to support teachers in our network by providing online PD that included technology support and rapid access to our online curriculum for use for distance learning. Here we share the process of creating online PD as well as converting our materials to the digital environment. Additionally, we provide survey data and lessons learned from eight online PD trainings from January 2020 to January 2021 for both Health/Family and Consumer Science Teachers (n=20) and Biology Teachers (n=23). Notably, Teachers provided feedback affirming our initial reasons for providing online PD, and appreciated being supported at an overwhelmingly difficult time to be an educator. Our findings support the need for both online and in-person professional development opportunities for future programs.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9221391/pdf/nihms-1807563.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40403398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

STEM Lab on a Kitchen Table: An Investigation of Remote Student-Driven Problem-Based Research. 厨房桌子上的STEM实验室:远程学生驱动的基于问题的研究的调查。

Journal of STEM outreach Pub Date : 2021-07-19 DOI: 10.15695/jstem/v4i2.10

Alyson G. Michael, Kelly R. Salmon, M. Testorf, Megan Morrone, K. Bass, Peter Faletra

{"title":"STEM Lab on a Kitchen Table: An Investigation of Remote Student-Driven Problem-Based Research.","authors":"Alyson G. Michael, Kelly R. Salmon, M. Testorf, Megan Morrone, K. Bass, Peter Faletra","doi":"10.15695/jstem/v4i2.10","DOIUrl":"https://doi.org/10.15695/jstem/v4i2.10","url":null,"abstract":"In 2020, the COVID-19 pandemic affected formal and informal education programs in the USA. The pandemic had a devastating impact on programs that required a dedicated physical space and in-person laboratory research. The distinguishing feature of New Hampshire Academy of Science (NHAS) programs is the participation of secondary school students in STEM research projects that emulate university-level research. Moving to a remote format presented various challenges. In this case study, we describe and discuss our experiences transforming a summer STEM research program for secondary school students from on-site and in-person to a remote platform, providing details of the planning phase, the logistics of maintaining the quality of the students' research, and the results of internal and external evaluations. Of the 33 students who participated, 32 completed all central elements of the program, and 25 went further and submitted summary papers and presented their research at the remote annual meeting of the American Association for the Advancement of Science. External evaluation found that students saw their work as similar to that of professional scientists, and perceived themselves to have gained proficiency in the use of scientific techniques and instrumentation. Students expressed they missed elements of in-person lab work including social interactions.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48270366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing Pandemic Comics for Youth Audiences. 为青少年观众制作流行漫画。

Journal of STEM outreach Pub Date : 2021-07-01 Epub Date: 2021-07-19 DOI: 10.15695/jstem/v4i2.03

Judy Diamond, Amy Spiegel, Trish Wonch Hill, Elizabeth VanWormer, Judi Gaiashkibos, Bob Hall, Aaron Sutherlen, Julia McQuillan

{"title":"Developing Pandemic Comics for Youth Audiences.","authors":"Judy Diamond, Amy Spiegel, Trish Wonch Hill, Elizabeth VanWormer, Judi Gaiashkibos, Bob Hall, Aaron Sutherlen, Julia McQuillan","doi":"10.15695/jstem/v4i2.03","DOIUrl":"https://doi.org/10.15695/jstem/v4i2.03","url":null,"abstract":"In spring 2020 our team received funding from the Rapid Response Research program of the National Science Foundation to develop comics that would help youth understand the COVID-19 pandemic. Our project built on a decade of expertise creating comics about the biology of viruses. In collaboration with virologists and artists, we developed three comic stories about COVID-19 during the pandemic and posted them on-line during the last half of 2020. The fictional narratives address fundamental issues in biology, virology, and network science, in order to help readers understand the complexities of living through a viral pandemic. The stories focus on three themes: the biology and social context of the COVID-19 virus; the relationship of wild animals, particularly bats, to the pandemic; and the impact of the pandemic on Tribal communities. We describe the challenges of comic development during the pandemic and the feedback from youth on whether the comics were appealing, interesting, and understandable. The stories were posted on worldofviruses.unl.edu and are published by the University of Nebraska Press as the book, C'RONA Pandemic Comics, with essays for youth about the virus and the pandemic.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8443080/pdf/nihms-1708393.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39424625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

What the Pandemic Experience Taught Us About STEM Higher Education-School Partnerships. 大流行的经历教会了我们关于STEM高等教育与学校合作的什么。

Journal of STEM outreach Pub Date : 2021-07-01 Epub Date: 2021-07-19 DOI: 10.15695/jstem/v4i2.11

Nancy P Moreno, Dolores V Garay, Katherine A Harris, Alana D Newell, Beatriz Perez-Sweeney, Elizabeth Camacho-Lopez, Bernice A Shargey

{"title":"What the Pandemic Experience Taught Us About STEM Higher Education-School Partnerships.","authors":"Nancy P Moreno, Dolores V Garay, Katherine A Harris, Alana D Newell, Beatriz Perez-Sweeney, Elizabeth Camacho-Lopez, Bernice A Shargey","doi":"10.15695/jstem/v4i2.11","DOIUrl":"https://doi.org/10.15695/jstem/v4i2.11","url":null,"abstract":"The move to virtual schooling and other measures to reduce the spread of SARS-CoV-2 infection dramatically changed the educational experience for grades K-12 populations during the years 2020 and 2021. STEM teaching and learning, and community partnerships focused on STEM education, were not exempt from the changes. Universities and other community partners had to adapt their STEM partnership programming to address new needs and assist students, teachers, families, and schools throughout periods of at-home learning and the re-reintroduction of in-person classes. Some of the changes included developing new programs, providing health-related guidance to school leaders, and converting student-focused programs to virtual formats. Through these experiences, new approaches emerged and lessons were learned that can be applied to partnership activities during normal times. These lessons included recognizing the importance of addressing inequities in students' access to technology; development of strategies to redesign enrichment programs and classroom instruction for effective online delivery; and identifying and adapting to the range of technologies available to support virtual teaching in differing schools. The increased familiarity by all partners with virtual formats has opened the door to greater participation by students in STEM enrichment programs, online partnerships with STEM professionals and mentoring opportunities.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9534371/pdf/nihms-1827095.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33491514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1