This research was conducted to explore the STEM imagination of Grade 10 students from one Malaysian rural secondary school that adopted the integration of the imagination process in an Engineering Design Process (EDP) through an outreach program in STEM. Four stages of the STEM imagination process were examined: initiation, dynamic adjustment, virtual implementation and implementation. A total of 50 students aged 16 participated in a 10-hour program which engaged them in designing and building two different prototypes. Data on students’ STEM imagination were captured through teachers’ field notes based on focus group interviews and observations. The findings reveal that students needed to draw from their lived experiences to brainstorm problems and solutions around a given scenario, and to arrive at a workable solution in order to move from the initiation to the implementation stage. The findings also suggested that the EDP approach is able to create a supportive environment for nurturing STEM imagination among rural secondary school students.
In this paper, we present a structured approach to developing an outreach program aimed at improving the coding abilities of pre- and in-service teachers. The paper presents the design and development decisions made using the ADDIE model. External evaluators assessed the material's quality, confirmed the estimated workload, and examined the material's relevance to the educational goals. Learners’ active participation was encouraged through multiple quizzes, and learners were assisted in their learning activities by means of practical examples. Based on the number of people who actually logged into the course, a completion rate of 70.84 percent is achieved. The paper presents and discusses the findings of an evaluation conducted with the assistance of experienced teachers and course participants.
In June 1993, the National Library of Medicine (NLM) joined with the National Institutes of Health’s (NIH) Office of AIDS Research (OAR), and the National Institute of Allergy and Infectious Diseases (NIAID) to host a conference at a pivotal time in the HIV/AIDS epidemic to understand better the information needs of five major constituency groups: clinical researchers; clinical providers; news media and the public; patients; and the affected community. NLM’s director, Donald A.B. Lindberg M.D., and staff sought to identify new program possibilities benefitting from the input of current and potential users of the Library’s information services. Conference recommendations led to a key NLM policy change providing cost-free access to all AIDS data, and the establishment of the HIV/AIDS community information outreach program (ACIOP), which enabled new partnerships with local community-based organizations serving the affected community. Uniquely funded and long running, more than 300 ACIOP projects have been supported to-date. These projects have improved awareness and use of national HIV/AIDS information resources; enhanced information seeking skills; developed locally generated information resources; and enhanced the capacity of community-based organizations to use new information and computer technologies providing access to essential information resources and services.
Background Since COVID-19 was declared a worldwide pandemic by the World Health Organization (WHO) in March of 2020, foundation-based cleft outreach programs to Low- and Middle-Income Countries (LMICs) were halted considering global public health challenges, scarcity of capacity and resources, and travel restrictions. This led to an increase in the backlog of untreated patients with cleft lip and/or palate, with new challenges to providing comprehensive care in those regions. Resumption of international outreach programs requires an updated course of action to incorporate necessary safety measures in the face of the ongoing pandemic. In this manuscript, the authors outline safety protocols, guidelines, and recommendations implemented in Global Smile Foundation's (GSF) most recent outreach trip to Beirut, Lebanon. Methods COVID-19 safety protocols for outreach cleft care and an Action Response Plan were developed by the GSF team based on the published literature and recommendations from leading international organizations. Results GSF conducted a 1-week surgical outreach program in Beirut, Lebanon, performing 13 primary cleft lip repairs, 7 cleft palate repairs, and 1 alveolar bone grafting procedure. Safety protocols were implemented at all stages of the outreach program, including patient preselection and education, hospital admission and screening, intraoperative care, and postoperative monitoring and follow-up. Conclusions Organizing outreach programs in the setting of infectious diseases outbreaks should prioritize the safety and welfare of patients and team members within the program's local community. The COVID-19 protocols and guidelines described may represent a reproducible framework for planning future similar outreach initiatives in high-risk conditions.
Background Participating in research opportunities during undergraduate education is met with myriad benefits. Students learn the scientific research process, how to think critically, develop transferable skills, refine public speaking, build a professional network, and gain confidence. Despite the numerous benefits of undergraduate research participation, underrepresented and minority (URM) students (e.g., first-generation, low-income, and historically underrepresented students) often do not engage in these valuable undergraduate research opportunities. Objective To begin breaking down some of these historical barriers to participation, we developed the Students Tackling Advanced Research (STAR) Scholars Program. Method A holistic educational outreach program was designed to facilitate underrepresented undergraduate students’ involvement in research and help them understand why research is important in a greater context. Conclusion Students who participated in STAR Scholars self-report positive impacts on understanding what research is, ways to seek out research opportunities, and what steps to take toward future educational and professional goals. Teaching Implications It is imperative to explicitly target barriers that underrepresented students face to allow for equity and inclusion in research and academia. Workshops and activities designed to demystify research, build networking and professional skills, and provide mentorship to students are successful in breaking down these barriers and increase student confidence and competence.