scholarly journals Near-Peer Teaching Outreach Programs to Increase Minority Physician Recruitment

2018 ◽  
Vol 10 (01) ◽  
pp. e122-e126
Author(s):  
Wendy Linderman ◽  
Nicholas Apostolopoulos ◽  
Anand Gopal ◽  
John Encandela ◽  
Christopher Teng ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Minority Student ◽  
The United States ◽  
Peer Teaching ◽  
Educational Outreach ◽  
Outreach Program ◽  
School Students ◽  
Outreach Programs ◽  
Peer Teachers

Problem Health disparities among racial and ethnic groups exist in the United States despite improvements in health status and access to care. These inequalities may be reduced by increasing minority physician recruitment; however, how best to recruit these physicians remains unclear. Approach Near-peer teachers are not professionally trained, but have recently learned material that they themselves teach. Near-peer teaching in minority student outreach programs may be effective in increasing minority physician recruitment. The authors used a near-peer teaching model to promote interest in medicine, specifically ophthalmology, as a potential career path for both volunteer near-peer teachers and minority high school students participating in an educational outreach program. Twenty-one college and graduate-school near-peer teachers of various racial and ethnic backgrounds participated to teach 31 inner-city high school students. The program was evaluated using pre- and posttest surveys assessing students' knowledge about and interest in science, medicine, and ophthalmology; analysis used pairwise t-test comparisons. Qualitative responses and an end-of-training survey also assessed students' and near-peer teachers' satisfaction with the program and perceptions about medicine as a career. Outcomes Students' knowledge about and interest in medicine and ophthalmology increased significantly after participation. Near-peer teachers agreed that teaching in the program was beneficial to their careers and made it more likely that they would enter medicine and ophthalmology. Next Steps The authors will track the near-peer teachers' career paths and, in the next iteration, will increase the number of program days. This intervention may serve as a model for outreach for other specialties beyond ophthalmology.

Electron Microscopy and Educational Outreach on the World Wide Web

1996 ◽  
Vol 54 ◽  
pp. 408-409
Author(s):  
John S. Gardner ◽  
Judy Rice ◽  
Bill Fogt ◽  
Kali Erickson ◽  
Russell Harrison
Keyword(s):  
Electron Microscopy ◽  
High School ◽  
High School Students ◽  
World Wide Web ◽  
World Wide ◽  
Undergraduate Research ◽  
Educational Outreach ◽  
Outreach Program ◽  
School Students ◽  
Brigham Young University

For over five years, Utah Valley area high school students have been invited to the Brigham Young University Microscopy Lab to conduct individual and group research projects. This outreach program provides each student with concrete, “hands-on” experience in the field of microscopy and an application of the scientific principles learned in the high school classroom. The program utilizes the expertise of university faculty, lab personnel, undergraduate research assistants, corporate professionals and public school teachers as well as microscopy facilities and equipment (Fig. 1). These elements combine in an effort to mold confident and experienced young professionals. The outreach program has produced students who have published, won contests, earned scholarships and found employment opportunities within the field. However, the program has only been able to serve a limited number of students who want to participate. With the aid of developing technology and the distributed learning model, the influence of electron microscopy can be spread more effectively.The study of microscopy including several related subjects is now more accessible through the creation of a World Wide Web site at Brigham Young University (BYU). Users can select from a variety of menus including a Library, Teaching Center, Learning Center, and Explore Your Mini- Worlds. Student research images have been collected and downloaded through the use of computerized imaging and microscopy (Fig. 2).

Engaging High School Women in Engineering Design Using Cyberinfrastructure

2008 ◽  
Author(s):  
Kenneth W. English ◽  
Kevin F. Hulme ◽  
Kemper E. Lewis
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Engineering Design ◽  
Text Messaging ◽  
Secondary School Students ◽  
The United States ◽  
Digital Design ◽  
Outreach Program ◽  
School Students

Without a doubt, the current generation of secondary school students is very familiar with information technology. Text messaging, e-mail, and social networking websites are a normal means of communication. There is also increasing recognition of the need for diversification the engineering workforce and increasing the number of graduating engineers in the United States. This has created an opportunity to leverage leading edge Cyberinfrastructure in an outreach program targeting secondary school students. This paper demonstrates the implementation of a targeted outreach program that engages high school students in engineering design over a two-week period using state-of-the-art digital design repositories and motion simulation equipment.

scholarly journals Utilizing inquiry-driven science outreach to curate Natural Trap Cave fossils and inspire the pursuit of STEM careers

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Cory M. Redman ◽  
Susumu Tomiya ◽  
Kathleen Bitterman ◽  
Kacia Cain ◽  
Julie A. Meachen
Keyword(s):  
High School ◽  
High School Students ◽  
Student Performance ◽  
Scientific Literacy ◽  
Middle Eastern ◽  
The United States ◽  
Outreach Program ◽  
School Students ◽  
Des Moines ◽  
Natural Trap

AbstractDespite the rising emphasis on STEM (science, technology, engineering, and mathematics) education in the last two decades, the United States has seen little change in student performance, based on international assessments. Transforming science education from the more traditional, lecture-format classes to inquiry-driven exercises is central for improving student’s STEM literacy and competency at all grade levels. This paper describes an outreach program that was developed for upper-level U.S. high school students (10th–12th grade) and centers around hands-on, inquiry-driven exercises using the large-bodied (> 3 kg) mammalian fossils from Natural Trap Cave (NTC). The objectives of this program were for the students to develop an understanding of the morphological adaptations of the vertebrate skeleton, preservational biases in the fossil record, and to participate in each of the curatorial steps used for the long-term preservation of fossils. Students from Des Moines Public School Central Campus came to Des Moines University 2 hours a week for a semester, receiving high school and community college credit for participating. The NTC outreach program has been offered for 11 semesters since the fall of 2014. Thirty-four high school students have participated, consisting of 24 women and 10 men, with 19 of the students belonging to African American, Middle Eastern, Asian, and Hispanic ethnicities. The students helped to identify and curate 3,700 NTC fossil specimens. Several of the students presented posters on the work they did during this outreach program at the multiple district and state science fairs in Iowa and received accolades. Only the 2017–2019 students were surveyed, but all the students reported gaining a deeper understanding of the scientific process and the utility of paleontology. One student even reported changing their career goal from undecided to a STEM field. The framework developed for the NTC outreach program can be easily modified to fit the needs or structure of another research project, community partnership, science laboratory, or museum facility, with the target audience being students from middle school to undergraduate. This type of STEM outreach program can also help improve scientific literacy and generate much-needed excitement and interest in science, at a time when many students are exploring potential career paths.

Educational Outreach Programs at the Center for Astrophysical Research in Antarctica

1996 ◽  
Vol 13 (1) ◽  
pp. 60-63
Author(s):  
J. S. Sweitzer ◽  
C. Brass ◽  
D. A. Harper ◽  
L. Hawkins ◽  
R. G. Kron ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Students ◽  
Primary Schools ◽  
Educational Outreach ◽  
School Students ◽  
Outreach Programs ◽  
The University ◽  
Academic Year ◽  
Astrophysical Research

AbstractThe Center for Astrophysical Research in Antarctica conducts various educational outreach programs as part of its mission as a National Science Foundation Science and Technology Center. The method behind the outreach programs is one of forging partnerships between Center researchers and other educational organisations. The main program serves primary and secondary students in Chicago. The core of the program is called Space Explorers and is targeted at high school students. These students attend a summer residential institute at the University of Chicago’s Yerkes Observatory. The high school Space Explorers then extend the reach of the program during the academic year by teaching in primary schools using a portable planetarium. The Center also pursues many other outreach activities and is in the process of forming an Antarctic Education Alliance.

Telling Cases That Inform an Understanding of Factors Impacting the Development of Inventors From Diverse Backgrounds

2020 ◽  
Vol 21 (2) ◽  
pp. 133-142
Author(s):  
Stephanie Couch ◽  
Audra Skukauskaite ◽  
Leigh B. Estabrooks
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
Gender Gap ◽  
Young Men ◽  
The United States ◽  
Foreign Born ◽  
School Students ◽  
School Year ◽  
Diverse Backgrounds

The lack of diversity among patent holders in the United States (1-3) is a topic that is being discussed by federal policymakers. Available data suggests that prolific patent holders and leading technology innovators are 88.3% male and nearly 94.3% Asian, Pacific Islander, or White, and half of the diversity that does exist is among those who are foreign born (3). The data shows that there is a need for greater diversity among patent holders. Few studies, however, are available to guide the work of educators creating learning opportunities to help young people from diverse backgrounds learn to invent. Educators must navigate issues that have complex sociocultural and historical dimensions (4), which shape the ideas of those surrounding them regarding who can invent, with whom, under what conditions, and for what purposes. In this paper, we report the results of an ongoing multimethod study of an invention education pro- gram that has worked with teachers and students in Grades 6 through 12 for the past 16 years. Findings stem from an analysis of end-of-year experience surveys and interview transcripts of six students (three young men and three young women) who participated in high school InvenTeams®. The data were used to investigate three topics: 1) ways high school students who have participated on an InvenTeam conceptualize the term "failure" and what it means to "learn from failure," 2) what supported and constrained the work of the three young women during their InvenTeams experience and the implications for policy makers concerned about the gender gap in patenting, and 3) ways the young men and young women took up (or didn't take up) the identity of "inventor" after working on a team that developed a working prototype of an invention during the previous school year.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

The Effects of Police Violence on Inner-City Students*

2020 ◽  
Vol 136 (1) ◽  
pp. 115-168
Author(s):  
Desmond Ang
Keyword(s):  
High School ◽  
High School Students ◽  
Los Angeles ◽  
High School Completion ◽  
Well Being ◽  
The United States ◽  
Public High School ◽  
School Students ◽  
Police Violence ◽  
Public High School Students

Abstract Nearly 1,000 officer-involved killings occur each year in the United States. This article documents the large, racially disparate effects of these events on the educational and psychological well-being of Los Angeles public high school students. Exploiting hyperlocal variation in how close students live to a killing, I find that exposure to police violence leads to persistent decreases in GPA, increased incidence of emotional disturbance, and lower rates of high school completion and college enrollment. These effects are driven entirely by black and Hispanic students in response to police killings of other minorities and are largest for incidents involving unarmed individuals.

scholarly journals Relationship between High School Student Participation in State-level Future Farmers of America Career Development Events and Matriculation at the Host University: A Case Study in Horticulture at Kansas State University

2016 ◽  
Vol 26 (6) ◽  
pp. 862-868 ◽  
Author(s):  
Kimberly A. Williams ◽  
Chad T. Miller ◽  
Ward Upham
Keyword(s):  
High School ◽  
High School Students ◽  
Career Development ◽  
State Level ◽  
The United States ◽  
Future Farmers Of America ◽  
State University ◽  
School Students ◽  
Kansas State University ◽  
Career Development Events

In recent years, many horticulture departments around the United States have been concerned with recruiting and retaining an adequate number of students. One potential recruitment opportunity is the horticulture Future Farmers of America (FFA) Career Development Events (CDEs). For the time period of 1999 to 2012 (14 years), 1462 students participated in the annual state-level horticulture contests, comprising floriculture and nursery/landscape CDEs, held at Kansas State University (KSU). Using the rosters from these two CDEs, we referenced the university’s student information database to determine whether the high school students who participated as FFA horticulture CDE contestants ultimately matriculated to KSU. Fifty-two percent of former FFA horticulture CDE participants were accepted to KSU and 32% matriculated. Of these, 58% enrolled in the College of Agriculture and 19% majored in horticulture. Therefore, 3.5% of total horticulture CDE participants majored in horticulture at KSU. Students who participated in more than one horticulture CDE over time were more likely to major in horticulture at KSU compared with students who competed only once. Thirty-nine percent of students who participated in both horticulture CDEs pursued a baccalaureate program in horticulture. These two student characteristics could be used as indicator data points to target recruitment of future horticulture students. Data about the high school programs that generated contest participants were also summarized. Exceling in the CDE contests was not an indicator CDE participants would pursue a baccalaureate degree in horticulture. These analyses suggest FFA CDEs have some potential to optimize student recruitment efforts.

Evaluating the effectiveness of Let’s Talk Period’s educational outreach for high school students

2018 ◽  
Author(s):  
Lubnaa Hossenbaccus
Keyword(s):  
High School ◽  
High School Students ◽  
Young Female ◽  
Von Willebrand Disease ◽  
Educational Outreach ◽  
School Students ◽  
Young Females ◽  
Abnormal Bleeding ◽  
Von Willebrand ◽  
Health Teachers

Von Willebrand Disease, the most common bleeding disorder, is inherited equally by men and women, though bleeding symptoms are usually more evident in females due to their menstrual cycles and childbirth. The goal of developing a youth outreach project was to empower young female high school students with knowledge and resources about abnormal bleeding. The 75-minute presentation was given to five Grade 9 Girls’ Health classes across the Limestone District School Board, and led by a Hemophilia Nurse, supported by a Clinical Research Assistant and a 2nd year undergraduate student, who interacted with students and documented the presentation with photographs. Queen’s REB approved the project, and parental and student permission was obtained for photographs. Using Kahoot, an interactive online quiz program, students participated in short pre- and post-presentation quizzes to evaluate their knowledge and learning. Questions including "True/False: Iron deficiency is normal and expected among young females," were posed within the set of 9 questions on topics of anemia, menstruation, and abnormal bleeding. 84 students participated, aged 14 and 15, and 58 had evaluable quiz results. The results showed an average pre-presentation score of 77%, ranging from 72-83%, with a post-presentation quiz average of 92%, ranging from 83-95%. It was determined that students’ post-presentation scores were significantly higher (p<0.001) than those before the presentation, providing evidence for an increase in student understanding. Testing efficacy of these presentations can help determine their level of utility as a resource for health teachers to implement in their classrooms.  

Sign in / Sign up

Export Citation Format

Share Document