The impact of Academic Enrichment Program at Hampton University

2002 ◽  
Author(s):  
G.A. Hanidu ◽  
M. Rachedine ◽  
A. Oladipupo ◽  
K. Jothimurugesan ◽  
A.A. Adeyiga
Keyword(s):  
Academic Enrichment ◽  
Enrichment Program ◽  
Hampton University ◽  
The Impact

scholarly journals The Impact of a Short-Term Pharmacology Enrichment Program on Knowledge and Science Attitudes in Precollege Students

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Molly N Downing ◽  
Katherine E Rooney ◽  
Abigail Norris Turner ◽  
Nicole Kwiek
Keyword(s):  
High School ◽  
High School Students ◽  
Attitudes Toward Science ◽  
Science Attitudes ◽  
Science Careers ◽  
Science Knowledge ◽  
Short Term ◽  
School Students ◽  
Enrichment Program ◽  
The Impact

As our nation and the global economy place an increased demand for science, technology, engineering, and mathematics (STEM) jobs, science educators must implement innovative approaches to pique precollege student’s interests in these careers. Pharmacology remains a relevant and engaging platform to teach biology and chemistry concepts, and this strategy applied over several months in the formal classroom increases science literacy in high school students. In order to improve the affordability and accessibility of this educational approach, we developed and assessed the impact of a short-term pharmacology day camp, ‘Pills, Potions, and Poisons’ (PPP), on high school students’ science knowledge and attitudes toward science careers. The PPP program was offered annually from 2009 through 2012, and participants spent 6 days learning about pharmacology and careers in the biomedical sciences. All PPP student participants (n=134) completed surveys assessing their basic science knowledge and science attitudes before and after the program. Students achieved significant gains in their science knowledge by the end (Day 6) of the PPP program (from 41% mean test score to 65%; p<0.001). In addition, the majority of participants agreed or strongly agreed that the PPP program positively impacted their attitudes toward science (p<0.001). This study provides evidence that a short-term pharmacology-centered science enrichment program can achieve significant gains in participant’s science knowledge as well as motivation and confidence towards science careers. Moreover, we report benefits experienced by the undergraduate, graduate, and professional pharmacy student teaching assistants (TAs, n=10) who reported improved communication skills and an increased interest in future educational work.   Type: Original Research

scholarly journals “Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Ana María Casino-García ◽  
María José Llopis-Bueno ◽  
María Gloria Gómez-Vivo ◽  
Amparo Juan-Grau ◽  
Tamar Shuali-Trachtenberg ◽  
...  
Keyword(s):  
Gifted Students ◽  
Well Being ◽  
First Year ◽  
Subjective Well Being ◽  
School Students ◽  
Enrichment Programs ◽  
School Year ◽  
Enrichment Program ◽  
Educational Inclusion ◽  
The Impact

The educational inclusion of gifted students requires not only equity but also emotional accessibility and social participation. However, different studies indicate that gifted students constitute a vulnerable group (for example, the incidence of bullying is higher). Psychosocial variables are determinants for the development and expression of giftedness, particularly during adolescence. This study analyzes the impact of an inclusive extracurricular enrichment program for gifted secondary school students on the well-being of adolescents. The program was based on the enrichment model of Renzulli and Reis (2016). The objective was to develop a cluster to facilitate high-achieving learning in collaboration with teachers, administrators, and guidance counselors from their schools as well as university professors and students that would address their emotions and socialization across the board and benefit or involve their peers in their regular classrooms. The intervention took place over two years: eight sessions, one afternoon per week, for five months during each school year. The sample consisted of 47 students from the first and second years of compulsory secondary education (Educación Secundaria Obligatoria - ESO) (age, mean (M) = 12.57, standard deviation (SD) = 0.82) during the first year and 27 students from the first, second, and third years of ESO (age, M = 13.48, SD = 0.94) during the second year; 61.4% were girls. Participants completed a questionnaire before (T1) and (T3) and after (T2) and (T4) each intervention. The results show better outcomes for psychological and subjective well-being, more positive moods, and a significant reduction in school fears. The results from this study indicate the importance of educational screening and support for gifted students to promote their well-being through collaborative enrichment activities.

An Exploratory Study to Investigate the Impact of an Enrichment Program on Aspects of Einsteinian Physics on Year 6 Students

2013 ◽  
Vol 44 (3) ◽  
pp. 363-388 ◽  
Author(s):  
Marina Pitts ◽  
Grady Venville ◽  
David Blair ◽  
Marjan Zadnik
Keyword(s):  
Exploratory Study ◽  
Enrichment Program ◽  
The Impact

Fostering Mathematical Competence through Technology-Enhanced Interactive Environments

2013 ◽  
pp. 1115-1138
Author(s):  
Azita Manouchehriazi ◽  
Jennifer Czocher ◽  
Ravi Somayajulu ◽  
Yating Liu ◽  
Pingping Zhang ◽  
...  
Keyword(s):  
High School Students ◽  
Learning Environments ◽  
Longitudinal Research ◽  
Computer Software ◽  
Content Standards ◽  
School Students ◽  
Mathematical Practices ◽  
Enrichment Program ◽  
Interactive Computer Software ◽  
The Impact

In this longitudinal research project, the authors traced the impact of a mathematics enrichment program on a group of approximately 80 middle and high school students as they worked on mathematical explorations using interactive computer software for three years. The results indicate that learning environments designed for children supported their development of mathematical practices emphasized by the CCSMP while increasing their exposure to and understanding of content standards.

Covariance Analysis in the Evaluation of an Enrichment Program

1977 ◽  
Vol 2 (2) ◽  
pp. 121-137
Author(s):  
Francisco J. Samaniego ◽  
Scott T. Rickard
Keyword(s):  
Low Income ◽  
Task Force ◽  
Analysis Of Covariance ◽  
Orientation Program ◽  
College Curriculum ◽  
Evaluation Task ◽  
Summer Enrichment ◽  
Enrichment Program ◽  
The University ◽  
The Impact

The Summer Enrichment Program at the Davis campus of the University of California is an academic and orientation program which is directed toward aiding low-income and minority students in making the transition to the college curriculum. Participants in the program are high-potential students who are admitted to the University via waivers of standard requirements. An evaluation of the program is described in which analysis of covariance is used to focus on the impact of the program on college academic work. The integration of this statistical study into the decision making process of an evaluation task force is also described.

Using Geospatial Technology to Promote Middle School Students' Critical Thinking on Socioscientific Issues

2020 ◽  
pp. 47-78 ◽  
Author(s):  
Wardell Anthony Powell
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Socioscientific Issues ◽  
Sixth Grade ◽  
Geospatial Technologies ◽  
School Students ◽  
Non Profit ◽  
Summer Enrichment ◽  
Enrichment Program ◽  
The Impact

This chapter is a demonstration of how to use geospatial technologies to promote middle school students' abilities to think critically and to argue persuasively on socioscientific issues. Forty-three sixth grade students from a summer enrichment program operated by a non-profit organization in the northeastern United States participated in this study. The duration of this curricular unit took place over five consecutive 1-hour period blocks. The researcher utilized qualitative procedures to analyze the students' abilities to think critically and to argue persuasively on socioscientific issues. The results indicate that the students' background knowledge on the impact of human activities on climate change was enhanced with the use of videos, graphics, audio-visuals, and other hands-on activities. Additionally, the knowledge the students gained from the events in this investigation enhanced their abilities to propose convincing arguments in opposition or support for the socioscientific issues investigated.

Using Socioscientific Issues to Enhance Evidence-Based Reasoning Among Middle School Students

2019 ◽  
pp. 150-176 ◽  
Author(s):  
Wardell Anthony Powell ◽  
Danielle Fuchs
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Socioscientific Issues ◽  
Evidence Based ◽  
School Students ◽  
Non Profit ◽  
Post Test ◽  
Enrichment Program ◽  
The Impact ◽  
Argumentation Quality

This study investigated the implementation of a socioscientific issue curricular unit that was designed to enhance evidence-based reasoning among middle school students. Forty-three middle school students (11-12 years old; 20 males, 23 females) from a summer enrichment program operated by a non-profit organization in the northeastern United States participated in this study. The duration of this curricular unit took place over five consecutive 1-hour period blocks. The researchers utilized qualitative procedures to analyze students' abilities to engage in evidence-based reasoning and the impact it might have on students' argumentation quality on whether the air we breathe makes us sick. Comparison of the findings from pre-test and post-test indicate that students were able to use evidence-based reasoning to enhance their argumentation quality. The results from this investigation suggest that perhaps the use of socioscientific issues as a critical pedagogical tool does enhance students' abilities to engage in evidence-based reasoning.

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