Innovative Gerontology in Higher Education: Transformative Effects of the Pandemic

Gerontology in higher education is experiencing an exciting inflection point rising from the COVID pandemic pushing us to adapt our teaching modalities. Many educators have developed innovative learning experiences making use of creativity, virtual reality, online discussion boards, virtual tours, Jam Boards, videos, and breakout rooms. This symposium will bring together gerontologists and educators to discuss their educational innovations. Dr. Saunders will discuss the use of virtual reality in a Geriatrics clerkship experience to enhance knowledge, empathy, and attitudes towards older adults. Dr. Hanna and Ms. Kim will present the use of a virtual avatar to explore aging identity. Professor Barsness will discuss the participation of older adults from the community as subject matter experts. Ms. Redlich will share her virtual internship experience of exploring the intellectual and social benefits of adult study abroad. Although the pandemic was challenging to gerontological education, substantial transformations have been accomplished. The innovations described in this session broadened engagement of students with older adults to identify their strengths and challenges to flourish in the "New Normal."

AN APPRAISAL OF VIRTUAL INTERNSHIP IN KENYA: EXPERIENCES AND PERCEPTIONS DURING COVID-19 PANDEMIC

Purpose: This paper sought to discuss the impact of COVID-19 on Virtual internship. It explores the interns experience and perceptionon virtual internship that was accelerated by the outbreak of COVID-19. Methodology: The study adopted a cross-sectional study on interns in different companies in Kenya. The study used both close-ended and open-ended online questionnaires to collect data from 161 interns about their experience and perception of switching to virtual internship. The data analyzed quantitatively and qualitatively. Results: Internship programs were interrupted by COVID-19 pandemic greatly. There was low number of interns in organizations, and management made changes on the scope and intake of interns. Among the changes made by organization was the shift from traditional internship to virtual internship. The virtual interns reported great satisfaction. They reported gaining by learning technical skills and soft skills for remote work. Unique contribution to theory, practice and policy: The findings of this study contribute and fill the gaps to the literature around virtual internship. The study recommends organizations to adopt policy that allow for virtual internship. The policy should, firstly, provide for orientation of interns. This will enable the interns to understand their scope of work and company culture. Secondly, the policy should clearly provide the most appropriate communication platforms e.g. zoom, WhatsApp, teams etc. Finally the policy should include a framework that will allow interns to attend departmental meetings. This will go a long way in exposing the interns to the company’s work culture and reduce isolation.

The STEM Enhancement in Earth Science “Mosquito Mappers” Virtual Internship: Outcomes of Place-Based Engagement with Citizen Science

In this paper, we describe a virtual high school earth science enhancement program that embeds a citizen science experience within a scientist-mentored research internship. We demonstrate the success of the program as measured by knowledge of pertinent science concepts and processes, and changes in future career orientation, and explore the role of place-based citizen science in interns’ experience of their research projects. The STEM Enhancement in Earth Science (SEES) Mosquito Mappers Virtual Internship connected high school interns with research opportunities applying NASA Earth Observations to the global health threat of mosquito-vector borne diseases. The interns engaged in 120–150 h of research working closely with NASA subject matter expert mentors, and making use of the GLOBE Observer citizen science infrastructure to collect and analyse data. In the virtual format, interns were able to participate in activities synchronously or asynchronously through an online learning platform, web conferencing software and social media. Students developed and completed either an independent or small team research project leveraging data collected using the place-based citizen science mobile application, GLOBE Observer. We found that participants were motivated by conducting fieldwork in and around their communities using the GLOBE Observer app. Local fieldwork enabled the student researchers to apply their prior knowledge of their natural and built landscapes, while also contributing to the reduction of mosquito-borne disease risk in their communities. This finding highlights the benefit of coupling citizen science to a virtual internship. Interns shared that their interest in research, and research in the earth sciences specifically, increased as a result of participating in the internship program. By leveraging citizen science data collection and reporting tools, existing data, and analysis tools, the program represented a robust, cost effective research experience conducted in a virtual environment, lowering barriers to participation and broadening access to STEM enhancement opportunities for all.