Literaturnachweis - Detailanzeige
| Autor/inn/en | Michel, Brittany C.; Fulp, Sherri; Drayton, Danielle; White, Karen Burns |
|---|---|
| Titel | Best Practices to Support Early-Stage Career URM Students with Virtual Enhancements to In-Person Experiential Learning |
| Quelle | In: Journal of STEM Outreach, 4 (2021) 3, (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2576-6767 |
| Schlagwörter | Undergraduate Students; First Generation College Students; High School Students; Minority Group Students; Disproportionate Representation; Student Satisfaction; Program Effectiveness; Synchronous Communication; Virtual Classrooms; COVID-19; Pandemics; Summer Programs; Outreach Programs; STEM Education; Scientific Research; Science Careers; Cancer; Hands on Science; Critical Thinking; Self Efficacy; Research Training; Experiential Learning; Massachusetts (Boston) |
| Abstract | STEM training of college-bound and college students has reliably employed hands-on experiential learning by placing students in on-campus research settings. Dana-Farber/Harvard Cancer Center's Young Empowered Scientists for ContinUed Research Engagement (DF/HCC's YES for CURE) program introduces Massachusetts high school and college students from underrepresented populations to cancer research by immersing them in scientific and nursing research environments. Amidst the COVID-19 pandemic, the 2020 summer program was re-designed and delivered virtually for 45 students. Because the program spans three years, we could evaluate the experiences of 18 students (cohort 2) who completed the 2019 (pre-pandemic) and 2020 (pandemic) summer programs. Analysis of cohort 2 data revealed three areas where students felt their competence improved with virtual programming (i.e., effective communication of ideas, access to high caliber speakers, engagement with program leaders) and two areas where it declined significantly (i.e., engaging other students, learning lab material). Additionally, student-reported competence to perform 21 scientific research and seven critical thinking processes were not negatively impacted by the virtual transition. Herein, we describe the adaptation of DF/HCC's YES for CURE program to a virtual format and the impact on students as a resource for institutions interested in enhancing their STEM training programs with virtual programming. (As Provided). |
| Anmerkungen | Journal of STEM Outreach. PMB 0367, 230 Appleton Place, Nashville, TN 37203. e-mail: jstemoutreach@vanderbilt.edu; Web site: https://www.jstemoutreach.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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