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Ghani N, Baker H, Huntsinger A, Chen T, Familara TD, Itorralba JY, Vanderford F, Zhuang X, Chang CL, Vo V, Oh EC. Science Education for the Youth (SEFTY): A Neuroscience Outreach Program for High School Students in Southern Nevada during the COVID-19 Pandemic. eNeuro 2024; 11:ENEURO.0039-24.2024. [PMID: 38527805 PMCID: PMC10999729 DOI: 10.1523/eneuro.0039-24.2024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2024] [Revised: 02/20/2024] [Accepted: 02/20/2024] [Indexed: 03/27/2024] Open
Abstract
Laboratory outreach programs for K-12 students in the United States from 2020 to 2022 were suspended or delayed due to COVID-19 restrictions. While Southern Nevada also observed similar closures for onsite programs, we and others hypothesized that in-person laboratory activities could be prioritized after increasing vaccine doses were available to the public and masking was encouraged. Here, we describe how the Laboratory of Neurogenetics and Precision Medicine at the University of Nevada Las Vegas (UNLV) collaborated with administrators from a local school district to conduct training activities for high school students during the COVID-19 pandemic. The Science Education for the Youth (SEFTY) program's curriculum was constructed to incorporate experiential learning, fostering collaboration and peer-to-peer knowledge exchange. Leveraging neuroscience tools from our UNLV laboratory, we engaged with 117 high school applicants from 2021 to 2022. Our recruitment efforts yielded a diverse cohort, with >41% Pacific Islander and Asian students, >9% African American students, and >12% multiracial students. We assessed the impact of the SEFTY program through pre- and postassessment student evaluations, revealing a significant improvement of 20.3% in science proficiency (p < 0.001) after participating in the program. Collectively, our laboratory curriculum offers valuable insights into the capacity of an outreach program to actively foster diversity and cultivate opportunities for academic excellence, even in the challenging context of a global pandemic.
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Affiliation(s)
- Nabih Ghani
- Laboratory of Neurogenetics and Precision Medicine, College of Sciences, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
- Doctor of Medicine Program, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
| | - Hayley Baker
- Laboratory of Neurogenetics and Precision Medicine, College of Sciences, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
- Doctor of Medicine Program, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
| | - Audrey Huntsinger
- Laboratory of Neurogenetics and Precision Medicine, College of Sciences, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
| | - Tiffany Chen
- Laboratory of Neurogenetics and Precision Medicine, College of Sciences, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
- Doctor of Medicine Program, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
| | - Tiffany D Familara
- Laboratory of Neurogenetics and Precision Medicine, College of Sciences, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
| | - Jose Yani Itorralba
- Laboratory of Neurogenetics and Precision Medicine, College of Sciences, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
| | - Fritz Vanderford
- Laboratory of Neurogenetics and Precision Medicine, College of Sciences, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
| | - Xiaowei Zhuang
- Laboratory of Neurogenetics and Precision Medicine, College of Sciences, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
- Neuroscience Interdisciplinary Ph.D. program, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
| | - Ching-Lan Chang
- Laboratory of Neurogenetics and Precision Medicine, College of Sciences, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
- Neuroscience Interdisciplinary Ph.D. program, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
| | - Van Vo
- Laboratory of Neurogenetics and Precision Medicine, College of Sciences, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
| | - Edwin C Oh
- Laboratory of Neurogenetics and Precision Medicine, College of Sciences, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
- Neuroscience Interdisciplinary Ph.D. program, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
- Department of Brain Health, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
- Department of Internal Medicine, Kirk Kerkorian School of Medicine at University of Nevada Las Vegas, Las Vegas, Nevada 89154
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Ghani N, Baker H, Huntsinger A, Chen T, Familara TD, Itorralba JY, Vanderford F, Zhuang X, Chang CL, Vo V, Oh EC. Science Education for the Youth (SEFTY): A Neuroscience Outreach Program for High School Students in Southern Nevada During the COVID-19 Pandemic. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2024:2024.02.02.578716. [PMID: 38370644 PMCID: PMC10871319 DOI: 10.1101/2024.02.02.578716] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/20/2024]
Abstract
Laboratory outreach programs for K-12 students in the United States from 2020-2022 were suspended or delayed due to COVID-19 restrictions. While Southern Nevada also observed similar closures for onsite programs, we and others hypothesized that in-person laboratory activities could be prioritized after increasing vaccine doses were available to the public and masking was encouraged. Here, we describe how the Laboratory of Neurogenetics and Precision Medicine at the University of Nevada Las Vegas (UNLV) collaborated with administrators from a local school district to conduct training activities for high school students during the COVID-19 pandemic. The Science Education for the Youth (SEFTY) program's curriculum was constructed to incorporate experiential learning, fostering collaboration and peer-to-peer knowledge exchange. Leveraging neuroscience tools from our UNLV laboratory, we engaged with 117 high school applicants from 2021-2022. Our recruitment efforts yielded a diverse cohort, with >41% Pacific Islander and Asian students, >9% African American students, and >12% multiracial students. We assessed the impact of the SEFTY program through pre- and post-assessment student evaluations, revealing a significant improvement of 20.3% in science proficiency ( p <0.001) after participating in the program. Collectively, our laboratory curriculum offers valuable insights into the capacity of an outreach program to actively foster diversity and cultivate opportunities for academic excellence, even in the challenging context of a global pandemic. Significance Statement The Science Education for the Youth (SEFTY) program at UNLV successfully engaged 117 diverse high school students in neuroscience-based experiential learning, demonstrating the viability of in-person education during a pandemic. Significant improvements in science proficiency (20.3% increase) underscore the program's effectiveness in fostering academic excellence and diversity. This initiative potentially serves as a model for maintaining high-quality, inclusive science education in challenging times.
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Ahmad Z, Ammar M, Siby N, Bhadra J, Sellami A, Al-Thani NJ. Do research experience programs promote capacity building in Qatar: Investigating the trend and participation differences. Heliyon 2023; 9:e22071. [PMID: 38027785 PMCID: PMC10663928 DOI: 10.1016/j.heliyon.2023.e22071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Revised: 10/27/2023] [Accepted: 11/03/2023] [Indexed: 12/01/2023] Open
Abstract
Research Experience programs (REPs) inspire students to pursue advanced degrees and shape their research career paths. Government and commercial organizations sponsor REPs to promote the capacity building of the country. In Qatar, the national youth is reported to show concerning participation in Science, Technology, Engineering, and Mathematics (STEM) disciplines at the K-12 level. However, none of the studies investigate these participation trends at the undergraduate level, especially in scientific research, which is deemed necessary for building a knowledge-based economy in Qatar. Therefore, to bridge this gap, the current study uses a quantitative approach to analyze the REP in Qatar through the participation data of 2455 undergraduate students. For this, statistical measures, including descriptive analysis, independent samples t-test, and Pearson's correlation analysis were used. Results indicated concerning trends in national student participation rate, implying underlying issues restricting their representation in undergraduate research activities. Also, statistically significant differences were found in student participation rates among students' gender and ethnic distributions. While female students demonstrated higher participation rates than males, national students showed lower participation than the non-nationals. Moreover, this low participation of national students suffered more drastically in STEM disciplines. Therefore, these findings determine the outlook for stakeholders and academic institutions in making meaningful educational decisions and envision synchronizing REPs at the university level, gauging measures to bolster the adjacent funding agencies and government organizations. Furthermore, being the first research addressing REPs in the Middle East region, this study has the potential to support educators in neighboring and other developing nations where STEM education is especially significant for human capacity building.
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Affiliation(s)
- Zubair Ahmad
- Qatar University Young Scientists Center (QUYSC), Qatar University, 2713, Doha, Qatar
| | - Mohammad Ammar
- Qatar University Young Scientists Center (QUYSC), Qatar University, 2713, Doha, Qatar
| | - Nitha Siby
- Qatar University Young Scientists Center (QUYSC), Qatar University, 2713, Doha, Qatar
| | - Jolly Bhadra
- Qatar University Young Scientists Center (QUYSC), Qatar University, 2713, Doha, Qatar
| | | | - Noora J Al-Thani
- Qatar University Young Scientists Center (QUYSC), Qatar University, 2713, Doha, Qatar
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Flores JJ, Huang S, Sawyer S, Thomas M, Venegas L, Burke MW, Blankenship KM, Wutoh A. Developing an Inclusive Generation of HIV Researchers Through Diversity and Community. J Acquir Immune Defic Syndr 2023; 94:S53-S59. [PMID: 37707849 PMCID: PMC10503029 DOI: 10.1097/qai.0000000000003252] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/15/2023]
Abstract
BACKGROUND The DC Center for AIDS Research Diversity, Equity, and Inclusion Pathway Initiative (CDEIPI) is designed to increase the number of underrepresented minority (URM) students engaged in HIV research by providing an opportunity to participate in research and developing a sense of self-efficacy and community. SETTING Currently in its second year, the program provides high school (HS) and undergraduate (UG) URM students (CFAR scholars) HIV mentored-research opportunities, and a range of professional development, outreach, and volunteer opportunities meant to build a sense of community and promote self-efficacy. A near-peer mentoring program, led by graduate students leads (GSL), was added in the second year to enhance community building. METHODS We conducted a descriptive evaluation of the program using both individual surveys distributed to program participants and a series of focus groups conducted with current HS and UG scholars, and GSL. RESULTS Based on initial evaluation results, this program was able to recruit a diverse group of scholars who have persisted in mentored HIV research, increased interests in pursuing careers in HIV research and care, developed research competencies, and increased confidence and self-efficacy. CONCLUSION Our long-term goal is to build on this program by annually recruiting new cohorts, providing multiyear support to UG scholars, and developing additional evaluation tools to measure program impacts on the career trajectories of program participants, and identify program characteristics associated with those impacts.
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Affiliation(s)
- Justino J. Flores
- Department of Psychological and Brain Sciences, The George Washington University, Washington, D.C
| | - Shihui Huang
- Department of Neuroscience, American University, Washington, D.C
| | - Simone Sawyer
- Department of Prevention and Community Health, The George Washington University, Washington, D.C
| | - Miracle Thomas
- Department of Physiology and Biophysics, College of Medicine, Howard University, Washington, D.C
| | - Luz Venegas
- Department of Epidemiology, The George Washington University, Washington, D.C
| | - Mark W. Burke
- Department of Physiology and Biophysics, College of Medicine, Howard University, Washington, D.C
| | | | - Anthony Wutoh
- Office of the Provost, Howard University, Washington, D.C
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Kim C, Preston K, Braga A, Fankhauser SC. Increasing Student Confidence in Writing: Integrating Authentic Manuscript Writing into an Online 8-Week Research Program. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:00199-22. [PMID: 37089245 PMCID: PMC10117147 DOI: 10.1128/jmbe.00199-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/01/2022] [Accepted: 03/09/2023] [Indexed: 05/03/2023]
Abstract
In various formats, students at the secondary and postsecondary levels participate in multiweek authentic science research projects. There have been many papers explaining the operations of such programs, but few have provided explicit instruction on how to incorporate authentic communication practices into the student research process. In this paper, we describe how we integrated primary literature into an 8-week online research program for 8th to 11th graders. Each week, students were introduced to a specific section of a primary research article reflecting different stages of their research project, and they were guided on how to write that specific section for their own research paper. By the end of the program, students had an outline or first draft of a primary research paper based on their research. Following completion of the program, student participants reported greater self-efficacy and confidence in scientific writing. Here, we describe our approach and provide an adaptable framework for integrating primary literature into research projects.
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Affiliation(s)
- Choah Kim
- Harvard University, Cambridge, Massachusetts, USA
- Journal of Emerging Investigators, Chandler, Arizona, USA
| | - Kiam Preston
- Journal of Emerging Investigators, Chandler, Arizona, USA
- Morehouse School of Medicine, Atlanta, Georgia, USA
- National Eye Institute, Bethesda, Maryland, USA
| | - Alice Braga
- Journal of Emerging Investigators, Chandler, Arizona, USA
- Department of Neuroscience, Tufts University School of Medicine, Boston, Massachusetts, USA
| | - Sarah C. Fankhauser
- Journal of Emerging Investigators, Chandler, Arizona, USA
- Oxford College of Emory University, Oxford, Georgia, USA
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McKendall SB, McKendall A, Chester A. The development and validation of an academic, work health sciences, and community intentions scale for out-of-school-time (OST) participants. EVALUATION AND PROGRAM PLANNING 2023; 96:102190. [PMID: 36455342 PMCID: PMC9752355 DOI: 10.1016/j.evalprogplan.2022.102190] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2020] [Revised: 04/21/2022] [Accepted: 11/20/2022] [Indexed: 06/17/2023]
Abstract
This study applies Exploratory Factor Analysis (EFA) to examine the internal structure and reliability of an academic, work, and community intentions scale for a cohort of out-of-school-time (OST) academic/STEM enrichment program participants (N = 533). This study utilizes the SPSS and SAS statistical software packages for comparative analysis. Both provide evidence of a three-factor model for intentions--Academic, Work/Health Science, and Community (i.e., the AWHSCI). The ordinal Cronbach's alpha reliability coefficients were excellent or good. Non-parametric tools were employed to determine differences in participants' academic, work/health science, and community intentions by race and gender.
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Affiliation(s)
- Sherron Benson McKendall
- Health Sciences & Technology Academy, HSC West Virginia University, P.O. Box 9026, Morgantown, WV 26506-9026, USA.
| | - Alan McKendall
- Department of Industrial and Management Systems Engineering, 1306 Evansdale Drive, PO Box 6107, Morgantown, WV 26506-6107, USA.
| | - Ann Chester
- Health Sciences & Technology Academy, HSC West Virginia University, P.O. Box 9026, Morgantown, WV 26506-9026, USA.
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White WB, Harris KK, Mohamed A, Henderson FC. Thinking Ahead to the Next Generation of Cardiometabolic Investigators: What It Takes to Successfully Engage Underrepresented Minorities in Biomedical and Public Health Careers. Curr Diab Rep 2022; 22:311-316. [PMID: 35579784 PMCID: PMC9110944 DOI: 10.1007/s11892-022-01472-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/29/2022] [Indexed: 11/28/2022]
Abstract
PURPOSE OF REVIEW The purpose of this review is to examine the existing information regarding cardiometabolic syndrome (CMS) manifestations among underrepresented minority populations, underrepresented minorities' representation in the cardiometabolic workforce, and the models that successfully recruit and retain underrepresented minorities in the field. RECENT FINDINGS The scientific literature is replete with information on methods to recruit and train URM in research careers. However, there are few programs that are specifically designed to train URM to become diabetes researchers, or more specifically cardiometabolic researchers. The CMS scientific community leaders do not have to design a new learning program to engage URM in research. They only have to follow the prototypes by other organizations and make applicable to cardiometabolic research.
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Affiliation(s)
- Wendy B White
- JHSUTEC Tougaloo College, 500 West County Line Road, Tougaloo, MS, 39174, USA.
| | - Kisa K Harris
- JHSUTEC Tougaloo College, 500 West County Line Road, Tougaloo, MS, 39174, USA
| | - Amel Mohamed
- JHSUTEC Tougaloo College, 500 West County Line Road, Tougaloo, MS, 39174, USA
| | - Frances C Henderson
- JHSUTEC Tougaloo College, 500 West County Line Road, Tougaloo, MS, 39174, USA
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Roberts BT, Rodgers GP. NIDDK initiatives addressing health disparities in chronic diseases. J Clin Invest 2021; 130:5036-5038. [PMID: 32692729 DOI: 10.1172/jci141563] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022] Open
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Chester A, McKendall S, McKendall A, Mann M, Kristjansson A, Branch R, Hornbeck B, Morton C, Kuhn S, Branch FS, Barnes-Rowland C. The Health Sciences and Technology Academy (HSTA): Providing 26 Years of Academic and Social Support to Appalachian Youth in West Virginia. JOURNAL OF STEM OUTREACH 2020; 3:10.15695/jstem/v3i3.04. [PMID: 34142020 PMCID: PMC8208073 DOI: 10.15695/jstem/v3i3.04] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
The Health Sciences and Technology Academy's, (HSTA) goals are to increase college attendance of African American, financially disadvantaged, first generation college and rural Appalachian youth and increase health-care providers and STEM professionals in underserved communities. Students enter in the 9th grade and remain in HSTA four years. They engage in a rigorous academic program within the nurturing environment of small after-school clubs punctuated by yearly summer camps on multiple college campuses. A distinctive piece of HSTA is its students' development of research projects under the mentorship of teachers and researchers that examine and address health issues faced by their communities. The projects help HSTA students to understand the health dynamics in their local community, transforming them into community advocates who address health and social issues at home as they prepare to move on to college and beyond. Substantial in-state tuition waivers inspire 99% of the 3,021 HSTA graduates to attend college versus 56% of WV high school graduates. Approximately 85% of matriculating HSTA students graduate with a four-year degree or higher versus less than 50% of all college entrants. To date, 57% of HSTA students go into health and other STEM majors, much higher than the state and national figures.
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Affiliation(s)
- Ann Chester
- Health Sciences and Technology Academy, Morgantown, WV
| | | | - Alan McKendall
- Industrial and Management Systems Engineering, Morgantown, WV
| | - Michael Mann
- Department of Community and Environmental Health, Boise State University, Boise, ID
| | | | - Robert Branch
- Department of Medicine (Emeritus), University of Pittsburgh, Pittsburgh, PA
| | | | | | - Summer Kuhn
- Health Sciences and Technology Academy, Morgantown, WV
| | - Feon Smith Branch
- College of Education and Professional Development, Marshall University, Huntington, WV
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