Biomedical research is essential to healthcare and medicine. However, challenges in training and decreasing persistence among trainees have contributed to the U.S. ongoing healthcare crisis. MYHealth Impact Projects is a 9-month online research training program for adolescents where twenty-two participants used a nationwide text message poll to complete a team-based adolescent health research project. We conducted a mixed methods evaluation to assess engagement and changes in participants' researcher identity and self-efficacy, science motivation, and science literacy, including: 1) pre-, mid- and post-surveys, 2) program participation, and 3) semi-structured interviews. We used Kruskal-Wallis rank tests to compare changes over time. We conducted inductive thematic analysis on qualitative data and integrated final themes with the quantitative results for mixed methods inferences. Participants completed an average of 17.8 hours in bi-weekly sessions (28.75 hours max). There were statistically significant increases in researcher identity and science literacy. Salient themes included: 1) dispelling preconceived notions of being a researcher, 2) building research literacy through hands-on experience, 3) developing self-efficacy through an environment that supports autonomy, and 4) emerging interest in research careers through near-future goals. These findings emphasize the importance of hands-on and authentic learning in research training.
The Young Scholars Program (YSP; a maker learning opportunity) aims to widen the pipeline of youth attending Title I schools interested in STEM careers by engaging them in cancer medicine, biology, and prevention content through hands-on, maker learning experiences. We report on learning outcomes of a YSP cohort (N = 441; 49% female, 81% African American/Latine) of 3rd-5th graders participating in the curriculum. Data were examined in aggregate and across grade levels. On the program's evaluation survey, knowledge was high for cancer prevention (90% overall; 98% Grade 5 vs. 83% Grade 3: χ2 = 16, p < 0.01), cell biology (81% overall; 91% Grade 5 vs. 77% Grade 3: χ2 = 8.1, p < 0.01), and immune response (97% overall). Identification with STEM careers was also high: 99% for science and 97% for engineering. Further, 91% endorsed beliefs associated with inventive learning, 85% with STEM interest, and 92% with belonging in STEM (r = .26, p < 0.01). In a grade- and knowledge-adjusted regression model of the inventive learning outcome, both STEM interest (ß = 0.25, SE = 0.13, t = 3.91, p < 0.001) and feelings of belonging in STEM (ß = 0.30, SE = 0.09, t = 4.79, p < 0.001) were significant contributors. Elementary students appear to have benefited from the YSP's curriculum, which may broaden the STEM and medical workforces over time.
A lack of academic and social readiness limits the successful transition to high school and college for many students from populations historically underrepresented in Science, Technology, Engineering, and Math (STEM) and historically underrepresented groups in biomedical careers (HUG). Also, many families from underrepresented groups share little family health information, leading to suboptimal early health awareness, testing, and treatment. BioBridge is a 5-day summer learning program offering interactive experiences to facilitate successful transition into high school biology and to introduce students to cancer biology and biomedical careers. It also helps students gain important insights and skills and be effective communicators who can encourage discussions about cancer biology and family health history, potentially increasing early detection and treatment of cancer and decreasing its adverse effects. Over the past three summers, 97 students have participated in BioBridge and significantly increased their knowledge of biology, cancer, and cancer-related careers. They have also begun to understand the connections between science and social and ethical issues. Participants used a video platform to create discussions about cancer biology, which they then shared with their families. They found that BioBridge boosted their willingness and confidence to discuss cancer and, subsequently, other health topics with their families.
Disease ecology classes were conducted at two residential middle school summer camps held at a university-a camp for local youth who paid tuition and a free camp for youth from statewide underserved communities including Native, low-income, and rural. Disease ecology is defined as the ecological study of host-pathogen interactions within the context of their environment and evolution. The classes were created by a grant-funded program for disease ecology designed to increase middle school youths' interest, confidence, and identity in STEM, and their understanding of disease ecology. Undergraduate researchers were recruited to develop and teach lessons in disease ecology. This paper outlines the project's elements, effects on undergraduate students and middle school youth, and lessons learned. This study has three key findings: 1) Undergraduate participants increased their confidence and interest in science outreach and their understanding of disease ecology, 2) STEM identity increased in both underserved middle school youth and a comparison youth group, 3) Both underserved and comparison group middle school youth increased their understanding of disease ecology, Native culture, traditional knowledge about food, how to be healthy where they live, and how science can help their communities.
As federal strategic plans prioritize increasing diversity within the biomedical workforce, and STEM training and outreach programs seek to recruit and retain students from historically underrepresented populations, there is a need for interrogation of traditional demographic descriptors and careful consideration of best practices for obtaining demographic data. To accelerate this work, equity-focused researchers and leaders from STEM programs convened to examine approaches for measuring demographic variables. Gender, race/ethnicity, disability, and disadvantaged background were prioritized given their focus by federal funding agencies. Categories of sex minority, sexual (orientation) minority, and gender minority (SSGM) should be included in demographic measures collected by STEM programs, consistent with recommendations from White House Executive Orders and federal reports. Our manuscript offers operationalized phrasing for demographic questions and recommendations for use across student-serving programs. Inclusive demographics permit the identification of individuals who are being excluded, marginalized, or improperly aggregated, increasing capacity to address inequities in biomedical research training. As trainees do not enter training programs with equal access, accommodations, or preparation, inclusive demographic measures can welcome trainees and inform a nuanced set of program outcomes that facilitate research on intersectionality to support the recruitment and retention of underrepresented students in biomedical research.
The authors designed an integrated type 2 diabetes (T2D) curricula to model real-world complexity for high school biology and health students, highlighting interactions between genetic, biologic, environmental, and social factors, and modeling prevention and intervention activities. We evaluated the curriculum with two samples of students (888 historical comparison [no exposure] and 2,122 intervention students [received the T2D curricula]). Students completed pre-post assessments that were analyzed for knowledge gains and changes in self-efficacy to engage in healthy behaviors. Correct posttest answers in the intervention group increased by 24% versus 1% (biology) and 3% (health) of comparison students (p < .001); mean (sd) self-efficacy scores increased for biology [3.2 (25.2)] and health [1.5 (7.2), both p < .0001)]. COVID-19 prompted mandatory online teaching starting in March 2020 resulting in more health (65%) than biology students (47%, p < .001) doing the curriculum in virtual/hybrid classrooms, yet posttest knowledge gains were similar for these students learning in class or online (p = .47). Students' "take-home" messages mentioned the importance of prevention (64%), physiological mechanisms for developing T2D (54%), and environmental factors (17%). The curricula successfully delivered cross-disciplinary content without placing undue burden on teachers to create and sustain integrated learning systems.
Genome Sciences Education Outreach (GSEO) has developed innovative programs that bring leading-edge science to teachers and students in K-12 schools. Disseminating educational materials equitably and accessibly to teacher stakeholders to maximize reach and impact is challenging for many programs. Traditionally, programs connect materials with teachers through local networks, in-person professional development sessions, and at regional and national conference presentations. The need for curricular changes in 2020 spurred the proliferation of online and digital educational materials and professional development opportunities. These digital materials-now available to a worldwide audience-require a shift in dissemination strategy to enhance the potential reach of these materials both locally and nationally. This manuscript reports a case study of a dissemination approach, to create a collaboration between GSEO and CommLead (the communications master's program at the University of Washington) to promote education materials developed by the publicly-funded Genes, Environment and Me Network (GEMNet) program. This manuscript describes the development and the ad hoc implementation and evaluation of a social media campaign to expand the reach of the GEMNet curricula. With a targeted social media campaign on Facebook, GSEO was able to dramatically and affordably increase the reach of the GEMNet curricula and expand the potential impact and utilization of educational materials to a nationwide teacher audience, highlighting the potential for other similar collaborations to efficiently enhance the dissemination strategy of other education outreach programs.
Mental health and substance use fields suffer from underrepresentation of racially and ethnically minoritized, first-generation college student, and female members. The homogeny of the current workforce can impede scientific productivity, creativity, and problem-solving in addressing health-related issues. Our team developed the Teen Science Ambassador Program (TSAP) to provide underrepresented minoritized (URM) high school students with science-focused education, research opportunities, and mentoring within their community. The goals of the current study were to describe the logic model and structure of TSAP, provide access to a resource bank to facilitate replication across communities, and present preliminary mixed-methods outcome data to guide development of the program. Qualitative and quantitative results from our first two cohorts (N = 18; 89% girls; 72% Black or African American; 22% Hispanic or Latino; 40% of parents did not have a college degree) indicated TSAP contributed to sustained interest, increased confidence, and enhanced sense of belonging in science-related fields, especially those pertaining to mental health and substance use. These findings highlight the program's promise to facilitate entry and sustainment of URM and female youth within the biomedical sciences. Given the urgent need to promote diversity in the mental health and biomedical workforce, we provide readers with a resource bank to facilitate replication across communities.
In this case study, we describe an alternative storyline design approach that we adopted to translate an informal, out-of-school summer science experience with a strong emphasis on developmental neuroscience and data literacy into a more inclusive, replicable, and scalable experience for formal high school science instruction. Combining elements of problem- and project-based learning, a storyline is a curriculum model that engages students in the application of investigative science and engineering practices to incrementally build conceptual models that explain an observable (anchoring) phenomenon. Published reports on the storyline design process describe procedures and tools that are well suited to the creation of novel instructional units. However, these design methods are difficult to apply to projects aimed at translating pre-existing science experiences and resources into classroom storyline units. In this descriptive case study, we discuss a series of alternative design procedures that we utilized to achieve this adaptation. Our overarching project goal was to create the resources necessary to engage high school students in the construction of a multidimensional explanatory model for an unusual movement disorder that assimilates converging lines of behavioral, neuroanatomical, neurophysiological, molecular genetic, developmental, and cellular data. The methods described in this case study establish a design template for other biomedical scientists who are interested in adopting a storyline approach to bring aspects of their work or educational projects into science classrooms and into closer alignment with a new vision for science teaching and learning articulated in the National Research Council's A Framework for K-12 Science Education and the Next Generation Science Standards.
University of Maryland, Baltimore CURE Connections (UMB CURE) connects West Baltimore high school students with STEM enrichment including hands-on research and community outreach. This study's purpose was to describe successes and challenges of implementing the virtual Community Health Worker curriculum during the summer programming for UMB CURE high school scholars. This certificate-based program was designed to teach students about the community health field while providing training that demonstrates competence as a community health worker. The training was implemented over two summer sessions (2020 and 2021). Scholars completed a survey to assess program satisfaction. A subset of scholars completed qualitative interviews that focused on scholars' summer program experience and recommendations for program improvement. Engagement metrics (scholar participation, retention) were compiled. Overall themes from qualitative interviews included (1) overall summer program experience, (2) about the Morehouse curriculum, (3) advice for future scholars, (4) in-person versus virtual summer program, and (5) recommendations for the program. While the program was generally well-received, scholars required more instruction and guidance than anticipated. Many found the required assignments challenging to navigate, citing virtual instruction as a reason. Scholars also requested more hands-on synchronous STEM-focused activities. These data will be used to modify future programming to engage scholars in out-of-school-time STEM initiatives.
The Health Sciences and Technology Academy of Alabama (HSTA-AL) is an academic program focused on health sciences enrichment offered through the College of Nursing at the University of Alabama to address the state's nursing and biomedical professionals shortage (i.e., a 10:1,000 nursing to population ratio). This paper examines outcomes addressing social, academic, and life success from the participants' perspective. The one-sample-pretest-posttest designed study evaluated whether there was a difference between baseline and year 1 levels of community engagement and academic intentions for the 23 students for which paired data were obtained. Analyses show promising outcomes from baseline to year one matched responses with preliminary evidence of program goals being realized.
The Accelerate Cancer Education (ACE) summer research program at The University of Kansas Cancer Center (KUCC) is a six-week, cancer-focused, summer research experience for high school students from historically marginalized populations in the Kansas City metropolitan area. Cancer affects all populations and continues to be the second leading cause of death in the United States, and a large number of disparities impact racial and ethnic minorities, including increased cancer incidence and mortality. Critically, strategies to bolster diversity, equity, inclusion, and accessibility are needed to address persistent cancer disparities. The ACE program offers an educational opportunity for a population of students who otherwise would not have easy access onto a medical center campus to make connections with cancer physicians and researchers and provides a vital response to the need for a more diverse and expansive oncology workforce. Students grow their technical, social, and professional skills and develop self-efficacy and long-lasting connections that help them matriculate and persist through post-secondary education. Developed in 2018, the ACE program has trained 37 high school junior and senior students. This article describes the need for and how we successfully developed and implemented the ACE program.
League of VetaHumanz uses a nationwide network of university-community partnerships to provide veterinary STEM learning experiences for children who are more likely to lack access to enriching, supplemental educational opportunities due to systemic barriers based on their race, ethnicity, or socioeconomic status. To include participation beyond in-person programming, SuperPower Packs, self-guided, learning experiences, were developed. Leveraging social cognitive career theory and the "Batman Effect," SuperPower Packs are designed to build self-efficacy, and seed STEM and veterinary science career aspirations by engaging children in STEM learning through connections with a veterinary role model. Four SuperPower Packs were developed. Beginning in the fall of 2021, for 17 months, 16,655 SuperPower Packs were distributed to children in 23 states. A small portion of children who received the game (3.8%, N = 614, 6-12 years old) returned evaluation surveys that measured activity engagement, likelihood of role model identification and demographics. Participants indicated variation in their experiences, but mean scale scores show desirable perceptions of engagement (MRange = 2.38 - 2.90/3) and role model identification (MRange = 2.15 - 2.94/3). These positive learning and role model experiences help set the stage to encourage youth to pursue similar learning and career opportunities in the future.
People from racial and ethnic minoritized groups, those with disabilities, and those from low-income backgrounds are underrepresented in biomedical careers. Increasing diversity in the biomedical workforce, particularly health care providers, is imperative to address the disparities faced by minoritized patients. The COVID-19 pandemic highlighted disparities experienced by minoritized populations and emphasized the need for a more diverse biomedical workforce. Science internship, mentorship, and research programs, which have historically been conducted in person, have been shown to increase interest in biomedical fields for minoritized students. During the pandemic, many science internship programs pivoted to virtual programming. This evaluation focuses on two such programs for both early and late high school students and evaluates change in scientific identity and scientific tasks pre- and post-program. Additionally, early high school students were interviewed to obtain more in-depth information on the program experiences and effects. Early and late high school students reported increased scientific identity and comfort with scientific tasks compared pre- to post-program in several domains. Desire to pursue biomedical careers was maintained pre- to post-program for both groups. These results highlight the importance and acceptance of developing curricula for online platforms to help boost interest in biomedical fields and desire for biomedical careers.
At-risk urban youth benefit from mentored activities.The Champion Academy (CA) is a youth mentoring program for high risk urban youth.We used a community based participatory research (CBPR) approach to explore 1) youth perspectives on health and wellness, EH and EJ; and 2) community perspectives on the intersection of structural racism, health equity, and youth health and wellness.We surveyed CA participants to assess health and wellness and conducted youth and adult interviews and focus groups to understand what environmental factors impact their daily lives.In 45 youth surveys, 64% reported enjoying time outdoors; 45% had concerns about pollution.The five youth focus groups (N = 49) and individual interviews (N = 10) identified 3 themes: (1) pervasive community violence; (2) systemic racism, and (3) limited power to make change.The two adult focus groups (N = 7) and individual interviews (N = 5) identified: 1) normalization of environmental problems and violence; 2) youth prioritize survival over health and wellness; 3) CA education should emphasize relevance to youth; 4) access to healthy foods is limited; and 5) mindsets need to change.In sum, youth's real-life environmental concerns must be addressed as part of more typical EH concerns.
Flipped Science Fairs put power directly into children's hands, inviting them to judge graduate student science fair posters.At the fair, graduate students practice communicating their research to a young audience, while children have the opportunity to see themselves as valued contributors in science.Here, we present a model for a walk-in Flipped Science Fair, designed in partnership between nine Virginia Tech graduate students and the Roanoke City Public Libraries (RPL; Roanoke, VA, USA).At our event, 27 graduate students presented posters about their research, with an audience of over 250 community members.We found that hosting the Flipped Science Fair at a public library lowered barriers to entry for participants and allowed us to reach an audience further from the university.While judging posters, children learned about a wide range of leading-edge research and had meaningful interactions with diverse scientists in small-group settings.Conversely, for graduate students, this event and associated training workshops provided an opportunity to practice communicating their research to a new audience.Throughout this article, we share our experience as graduate students collaboratively conceptualizing and organizing this community-oriented Flipped Science Fair with public library partners.
Students of color, first-generation, and residents of communities experiencing disinvestment-who aspire to obtain meaningful postsecondary degrees, career success, financial security, and social mobility-face tremendous challenges in navigating science, technology, engineering, math, and health science (STEM-H) education and career sectors.The Rush Education and Career Hub (REACH) utilizes a place-based workforce intermediary model that joins an academic medical center with academic institutions, community-based organizations, and employers to increase and broaden STEM-H participation.REACH provides innovative, hands-on learning for underrepresented youth cradle-to-career to increase postsecondary achievement and diversity in STEM-H professions through: (1) early and sustained access to high quality STEM-H education experiences, (2) paid work-based learning paired with professional development, (3) the ability to earn recognized industry credentials, (4) mentorship to facilitate participant engagement and promote program completion, and (5) OutREACH community engagement that provides information, resources and wraparound supports for students, their families, and the community.Preliminary findings suggest that this model inspires and prepares young people for success.REACH offers institutions an equity-centered community-engaged framework for cultivating education and workforce partnerships to foster opportunities, support, and the relationships necessary to thrive in STEM-H for those who have historically been denied.
Cena y Ciencias (Supper and Science), or CyC, is a STEM outreach program for kindergarten through fifthgrade youth and their families.Monthly, university scientists lead interactive experiments with assistance from university student mentors.CyC is conducted entirely in Spanish.While youth complete activities, a separate parent session is held to explain the activities.The overall program goals are to increase interest in STEM careers and encourage Spanish-speaking youth that a scientist can "look like me."We conducted a descriptive, qualitative case study assessing the program's impact on participants, parents, and mentors.Youth participants and parents reported they liked the activities from CyC.Both youth and parents believe anyone can be a scientist.However, few students identified CyC teachers as scientists without further prompting.Neither youth nor parents connected attending CyC with the youth participant's future career.Mentors developed an appreciation of their bilingual skills as a positive identity within their science profession.Mentors expressed new appreciation for science outreach and future intent to do more outreach.All mentors felt CyC was a welcoming environment.Implications for all STEM outreach targeting young audiences include revisiting the connection between fun science activities and careers, confirming participants make the desired connections.
There is a need to expand the pool of talented science, technology, engineering and mathematics (STEM) professionals who come from underrepresented backgrounds.The W.E.B.Du Bois Scholars Institute's Accelerated Learning Academy (ALA), which operated as a three-weekend online STEM program in 2021, provided high-achieving tenth, eleventh and twelfth graders from underserved communities the opportunity to participate in interactive online STEM workshops within one of four ALA STEM tracks: Applied Mathematics, Artificial Intelligence (AI) and Technology, Medical Science or Biomedical Engineering and Technology.The weekend workshops consisted of STEM guest presentations, a combination of lecture and interactive group activities for practical application, and "New Thinking'' workshops to foster collaboration in exploring methods to address contemporary STEM issues.In this paper, I describe attributes of the ALA program that was configured for the online environment and the survey data reflecting students' responses to the program.Survey results showed a heightened awareness of STEM careers after participating in the workshops and an increase in STEM knowledge and skills.Furthermore, survey results indicated that students derived high value in the online workshops' curriculum, working with other participants, and learning from experienced STEM professionals.
Making is a design-based, participant-driven endeavor based on a philosophy of "learning by doing."Formal and informal educators at science museums, libraries, and universities see Making to engage youth in authentic experiences involving science and technology.However, there is a lack of ethnic, gender, and socioeconomic diversity among Makers.With the goal of broadening participation in Making, we used six research-based design principles to develop and implement an afterschool STEM-based Making program for middle school students.As part of the program, teams of diverse undergraduate science and math majors lead weekly sessions that introduce middle school students to a variety of Making activities.A two-year pilot at four middle schools involved over 200 middle school participants and 46 undergraduate facilitators.Observations, focus groups, and surveys investigated the integration of design principles and documented increases in the participants' interest and self-efficacy related to Making and STEM, as well as their perception of the relevance of STEM/Making in everyday life.This paper describes the complex interplay between design principles, program implementation and refinement, and participant outcomes, with implications for others seeking to broaden participation in Making and STEM through informal education experiences.
