Journal of STEM outreach最新文献_第3页

Interprofessional Near-Peer Mentoring Teams Enhance Cancer Research Training: Sustainable Approaches for Biomedical Workforce Development of Historically Underrepresented Students. 跨专业近距离同行指导团队加强癌症研究培训：为历来代表不足的学生提供生物医学人才培养的可持续方法。

Journal of STEM outreach Pub Date : 2022-08-01 Epub Date: 2022-08-31 DOI: 10.15695/jstem/v5i2.10

J J Huerta, M T Figuracion, A Vazquez-Cortes, R R Hanna, A C Hernandez, S B Benitez, M N Sipelii, T C Brooks, D T ZuZero, F M R V Iopu, C R Romero, A Chavez, A Zell, S R Shugerman, J S Shannon, L K Marriott

{"title":"Interprofessional Near-Peer Mentoring Teams Enhance Cancer Research Training: Sustainable Approaches for Biomedical Workforce Development of Historically Underrepresented Students.","authors":"J J Huerta, M T Figuracion, A Vazquez-Cortes, R R Hanna, A C Hernandez, S B Benitez, M N Sipelii, T C Brooks, D T ZuZero, F M R V Iopu, C R Romero, A Chavez, A Zell, S R Shugerman, J S Shannon, L K Marriott","doi":"10.15695/jstem/v5i2.10","DOIUrl":"10.15695/jstem/v5i2.10","url":null,"abstract":"A cancer research training program explored different approaches for staffing their in-person and virtual programs for high school students. The inclusion of undergraduate near-peer mentors had a universal benefit when implemented across in-person and virtual training programs of one- and ten-week durations. Benefits are described for four stakeholder groups: the high school trainees, program staff, scientist partners, and peer mentors themselves. Peer mentors described that their involvement enhanced their own professional development and, for some, drove a new interest in cancer research. Scientist partners described that peer mentors helped translate their work in the virtual environment for high school students. High school trainees reported their sessions with peer mentors to be one of their favorite parts of the program. Interprofessional peer mentors were highly relatable to students and modeled communication and paths in biomedical research. Staff reported that peer mentors supported student engagement during community shadowing sessions, allowing staff to focus on developing the shadowing experiences with partners. The benefit of including peer mentors was substantial from all viewpoints explored. Their intensive inclusion in cancer research training programs supports sustainability and capacity building in biomedical workforce development.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"5 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10174597/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9522639","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

The Impact of the Appalachian Career Training in Oncology (ACTION) Program on High School Participants. 阿巴拉契亚肿瘤学职业培训 (ACTION) 计划对高中参与者的影响。

Journal of STEM outreach Pub Date : 2022-08-01 Epub Date: 2022-08-03 DOI: 10.15695/jstem/v5i2.04

Carol D Hanley, Chris Prichard, Nathan L Vanderford

{"title":"The Impact of the Appalachian Career Training in Oncology (ACTION) Program on High School Participants.","authors":"Carol D Hanley, Chris Prichard, Nathan L Vanderford","doi":"10.15695/jstem/v5i2.04","DOIUrl":"10.15695/jstem/v5i2.04","url":null,"abstract":"Objective: Kentucky ranks first in the nation in cancer incidence and mortality. The Appalachian region of the state experiences the highest cancer disparities due to inequities in many social determinants of health as well as poor health behaviors. As a strategy for addressing cancer and education disparities in the region, the Appalachian Career Training in Oncology (ACTION) Program at the University of Kentucky Markey Cancer Center engages Appalachian-native high school students in cancer education, research, and outreach activities.Methods: Entry and exit surveys were administered to participants. Classical test theory and exploratory factor analysis were used to examine the instruments used for program evaluation, whereas repeated measures ANOVA was used to determine if there were significant differences in means between entry and exit timepoints.Results: There was an increase in students' understanding and comfort with cancer-related topics between entry and exit survey administrations. Students indicated that the program improved their research skills and career planning skills. Furthermore, students had positive perceptions of all aspects of the program.Conclusion: Data suggest that ACTION has a positive impact on high school students. Specifically, results show increased understanding and comfort with cancer-related topics, research skills, and career planning.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9648131/pdf/nihms-1829834.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40687764","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

Chicago EYES on Cancer: Fostering Diversity in Biomedicine through Cancer Research Training for Students and Teachers. 芝加哥癌症之眼：通过对学生和教师进行癌症研究培训，促进生物医学的多样性。

Journal of STEM outreach Pub Date : 2022-01-01 Epub Date: 2022-08-31 DOI: 10.15695/jstem/v5i2.11

Megan A Mekinda, Steven R Rogg, Christopher G Peña, Michelle L Domecki, Kathleen H Goss, Basia Galinski, M Eileen Dolan

{"title":"Chicago EYES on Cancer: Fostering Diversity in Biomedicine through Cancer Research Training for Students and Teachers.","authors":"Megan A Mekinda, Steven R Rogg, Christopher G Peña, Michelle L Domecki, Kathleen H Goss, Basia Galinski, M Eileen Dolan","doi":"10.15695/jstem/v5i2.11","DOIUrl":"10.15695/jstem/v5i2.11","url":null,"abstract":"The National Cancer Institute's Youth Enjoy Science Research Education Program (YES) supports cancer-based research experiences, curriculum development and outreach activities to foster diversity in the biomedical workforce. The University of Chicago Medicine Comprehensive Cancer Center was among the first recipients of the YES award in 2017, launching the Chicago EYES (Educators and Youth Enjoy Science) on Cancer program for high school and college students. The EYES team also introduced immersive research experiences and mentored curriculum development for high school science teachers, a potentially powerful means to extend science enrichment and career exposure to schools across Chicago. Ongoing evaluation of the EYES program suggests positive outcomes in terms of trainees' research skill development and their knowledge about, and positive attitudes towards, careers in biomedicine. Teacher research fellows reported that the program inspired new insights about science learning and practice that not only strengthened their skills as science educators, but also improved their ability to relate to their pupils. These findings contribute to the broader effort to establish best practices among cancer research training programs, particularly those with a shared mission to empower youth from diverse backgrounds to contribute to a field deeply in need of their talents and perspectives.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"5 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9788461/pdf/nihms-1836792.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10447399","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

Getting to YES: The Evolution of the University of Pittsburgh Medical Center Hillman Cancer Center Youth Enjoy Science (YES) Academy. 走向 YES：匹兹堡大学医学中心希尔曼癌症中心青年享受科学（YES）学院的发展历程。

Journal of STEM outreach Pub Date : 2022-01-01 Epub Date: 2022-08-03 DOI: 10.15695/jstem/v5i2.02

Joseph C Ayoob, Richard D Boyce, Solomon Livshits, Tullia C Bruno, Greg M Delgoffe, Deborah L Galson, Andrew W Duncan, Jennifer M Atkinson, Steffi Oesterreich, Steve Evans, Malihe Alikhani, Tobias A Baker, Sheila Pratt, Kenneth J DeHaan, Yuanyuan Chen, David N Boone

{"title":"Getting to YES: The Evolution of the University of Pittsburgh Medical Center Hillman Cancer Center Youth Enjoy Science (YES) Academy.","authors":"Joseph C Ayoob, Richard D Boyce, Solomon Livshits, Tullia C Bruno, Greg M Delgoffe, Deborah L Galson, Andrew W Duncan, Jennifer M Atkinson, Steffi Oesterreich, Steve Evans, Malihe Alikhani, Tobias A Baker, Sheila Pratt, Kenneth J DeHaan, Yuanyuan Chen, David N Boone","doi":"10.15695/jstem/v5i2.02","DOIUrl":"10.15695/jstem/v5i2.02","url":null,"abstract":"The University of Pittsburgh Medical Center Hillman Cancer Center Academy (Hillman Academy) has the primary goal of reaching high school students from underrepresented and disadvantaged backgrounds and guiding them through a cutting-edge research and professional development experience that positions them for success in STEM. With this focus, the Hillman Academy has provided nearly 300 authentic mentored research internship opportunities to 239 students from diverse backgrounds over the past 13 years most of whom matriculated into STEM majors in higher education. These efforts have helped shape a more diverse generation of future scientists and clinicians, who will enrich these fields with their unique perspectives and lived experiences. In this paper, we describe our program and the strategies that led to its growth into a National Institutes of Health Youth Enjoy Science-funded program including our unique multi-site structure, tiered mentoring platform, multifaceted recruitment approach, professional and academic development activities, and a special highlight of a set of projects with Deaf and Hard of Hearing students. We also share student survey data from the past six years that indicate satisfaction with the program, self-perceived gains in key areas of scientific development, awareness of careers in STEM, and an increased desire to pursue advanced degrees in STEM.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"5 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9997544/pdf/nihms-1873649.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9669890","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

Summer Research Internships Prepare High School Students for 21st Century Biomedical Careers. 暑期研究实习为21世纪的生物医学事业做好准备。

Journal of STEM outreach Pub Date : 2021-11-01 Epub Date: 2021-11-29 DOI: 10.15695/jstem/v4i1.13

Anushka Patel, Arlene Bulger, Kevin Jarrett, Shirley Ginwright, Katie Busch Chandran, J Michael Wyss

{"title":"Summer Research Internships Prepare High School Students for 21st Century Biomedical Careers.","authors":"Anushka Patel, Arlene Bulger, Kevin Jarrett, Shirley Ginwright, Katie Busch Chandran, J Michael Wyss","doi":"10.15695/jstem/v4i1.13","DOIUrl":"https://doi.org/10.15695/jstem/v4i1.13","url":null,"abstract":"STEM internships for both high school and college students provide early opportunities for students to discover careers of interest and career paths they may not otherwise experience. For over 25 years, the University of Alabama at Birmingham's (UAB) Center for Community OutReach Development (CORD) has provided rising high school seniors with opportunities to conduct research in federally-funded laboratories under the mentorship of UAB faculty. This paper evaluates CORD's High School Summer Science Institute III Program (SSI III) and its impact on participants' STEM career trajectories. Outcomes were tracked for SSI III participants over an eight-year period, and former interns' perceptions of the program reported. Over 99% of surveyed interns (N=102) chose a STEM undergraduate major, and 97% of the former interns reported they were pursuing STEM careers. Nearly all interns indicated their SSI-III experience was very positive and influenced their career decision. Over half of the interns matriculated into an undergraduate STEM major at UAB, providing the university with return as more excellent students for their investment in the program. These results highlight the importance of high school student involvement in STEM internships as a pathway that leads towards STEM careers.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8681743/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39617389","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 Community of Bilingual English-Spanish Speakers Exploring Issues in Science and Health: Experiences During the COVID-19 Pandemic. 英西双语社区探索科学与健康问题:2019冠状病毒病大流行期间的经验

Journal of STEM outreach Pub Date : 2021-10-01 Epub Date: 2021-10-04 DOI: 10.15695/jstem/v4i4.05

Julie E Lucero, Jenica Finnegan, Joseph Wilcox, David Crowther, Janet Usinger, Ruben K Dagda, Jacque Ewing-Taylor

{"title":"The Community of Bilingual English-Spanish Speakers Exploring Issues in Science and Health: Experiences During the COVID-19 Pandemic.","authors":"Julie E Lucero, Jenica Finnegan, Joseph Wilcox, David Crowther, Janet Usinger, Ruben K Dagda, Jacque Ewing-Taylor","doi":"10.15695/jstem/v4i4.05","DOIUrl":"https://doi.org/10.15695/jstem/v4i4.05","url":null,"abstract":"Language diversity is increasing in the United States. This growth has implications for language preference, cost, quality, and client outcomes in health services settings. However, language diversity among medical and allied health professionals is lacking. Education pipeline programs are a mechanism to prepare bi- and multi-lingual diverse students to enter health careers. The Community of Bilingual English-Spanish Speakers Exploring Issues in Science and Health (CBESS) is one such program. Through peer mentorship from Leadership Trainees (LT), and a multicomponent 17-month education curriculum, CBESS was designed to increase interest in STEM careers among English-Spanish bilingual high school youth. In 2020, the COVID-19 pandemic interrupted high school students' education and forced programs to innovate. CBESS was no exception. The most significant modifications were to a) expectations of SRs for a successful Summer Virtual Research Program (SVRP), b) LT roles, and c) scope and delivery of summer science content. A preliminary evaluation was conducted from data collected through pre-post surveys, process data, and focus groups. Among the outcomes were a significant increase in science knowledge among SVRP youth participants as well as no significant differences between cohort 1 and 2 suggesting that changes did not impede program goals. LTs highlighted skills needed and role of mentors. Adaptations were successful and will continue with the 2021 cohort.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8653503/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39720752","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

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":"4 4","pages":""},"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":" ","pages":""},"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":" ","pages":""},"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":"4 3","pages":""},"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