Outreach program by measurements of frost depth Harada, Koichiro; Yoshikawa, Kenji; Iwahana, Go ...
Summaries of JSSI and JSSE Joint Conference on Snow and Ice Research,
2012
Journal Article
Key points
Paediatric oncology outreach‐programs have been effective development interventions to reduce inequalities in healthcare between high‐income countries (HIC) versus low and middle‐income ...countries (LMIC). Little is known about their sustainability during times of a pandemic
This study assesses the impact of COVID‐19 government measures on a paediatric oncology outreach‐program between three large referral hospitals in Netherlands (HIC), Indonesia (LMIC) and Kenya (LMIC)
COVID‐19 government measures have impacted childhood cancer care at all three hospitals. However, disruptions in services are more prominent at partner sites in LMIC, increasing existing inequalities
COVID‐19 government measures have adversely affected the wellbeing of children with cancer in both HIC and LMIC, and the chances of survival of children with cancer in LMIC
Government leaders and policy makers should take collateral damage of their COVID‐19 policies and local settings into account to protect children with cancer in LMIC
Anatomy laboratories can provide rich opportunities for outreach to K-12 and college students interested in pursuing careers in health, medicine, or science. At the University of Missouri, the ...Department of Pathology and Anatomical Sciences has designed flexible, one-hour interactive sessions that typically cover basic anatomical concepts using whole-body donors. In order to evaluate whether short-duration programs were impactful in increasing enthusiasm for anatomy and the health professions sciences, we used mixed methods to study participant experience covering three topics: (1) enthusiasm for anatomy, (2) interest in pursuing a career in healthcare professions, and (3) perception of the importance of whole-body donation. The same questions were asked pre- and post-session, and the post-session survey had additional questions related to student satisfaction. Quantitative analyses showed an increased interest in anatomy and appreciation for whole-body donation following the session. Students also perceived that they had a better understanding of the body and what it would be like to attend a health professions school. Thematic analysis revealed an appreciation for contextualizing the size, position, and hands-on feel of anatomical structures, and emphasized that students felt that they understood the body better after having seen a donor's anatomy. This work shows that short-duration, flexible outreach sessions involving whole-body donors can provide students with a rare opportunity to confirm their contextual understanding of anatomy, and provide students with an authentic, and humanistic experience.
Migrant students tend to underperform in Science, Technology, Engineering, and Mathematics (STEM) subjects and are less likely to pursue higher education in STEM when compared with their nonmigrant ...peers. Given the substantial increase in migration, this disparity has been a central concern in science education in many European countries. The purpose of this study was to investigate the effectiveness of an innovative science outreach program that brings together migrant students and STEM professionals with the same linguistic and cultural backgrounds. The program consists of one‐off workshops that follow an inquiry‐based approach and include hands‐on activities and science communication in the students' heritage language. Using surveys with adapted scales and open‐ended questions, we applied a randomized block design with waitlist control groups and repeated measures. Eighty‐three Portuguese‐speaking migrant students aged 6–17 years participated in the workshops in Germany and the United Kingdom. Results indicate that both the students and STEM professionals evaluated the program positively and that students who participated in the workshops tended to demonstrate an increase in their attainment value for science and an increase in their self‐concept of ability for the heritage language 4 weeks after the intervention when compared with students in the control condition. These effects were particularly pronounced for students with low prior motivation to study science or speak the heritage language. Our results thus show that it is possible to foster migrant students' attainment value for science and increase their self‐concept of ability regarding the heritage language through a brief science outreach intervention.
Previous studies highlight the positive effects of science outreach labs, in particular on students' motivational variables. However, out‐of‐school learning is generally associated with high novelty ...and specific setting characteristics that can impact learning and development. Indeed, previous studies call for further research on students' perception of the learning settings to ensure the best possible use of science outreach labs. This study aims to take this call up by analyzing motivational outcomes (situational interest and self‐concept) together with an unprecedented number of carefully chosen student and setting factors supposed to contribute to students' experience at science outreach labs. This study involved 509 high‐school students from 13 countries who took part in a half‐day hands‐on session at the particle physics outreach lab S'Cool LAB at CERN and a single group longitudinal pre‐ and post‐test research design. The results confirm that this intervention led to very high situational interest and self‐concept, even for a student sample that showed higher‐than‐average dispositional interest and self‐concept beforehand. Moreover, the initial motivational gender gap was closed after the intervention. To take the nested data into account, multilevel models were employed to study the predictive power of a set of student factors as well as students' perception of setting factors. Here, even after controlling for student factors such as their dispositional interest, support by the learning environment and educators was a crucial setting factor and was associated with especially high situational interest. Furthermore, students' cognitive preparedness and cognitive load were vital with respect to their situational self‐concept. Overall, regression models account for almost 60% of the variance of both motivational outcomes. We conclude that a systematic measurement of student and setting factors together with a multilevel approach provides highly valuable information about science outreach labs and how to optimize their effectiveness.
Since the Post-9/11 G.I. Bill was passed in 2008 and implemented in 2009, over 750,000 veterans have made use of the expanded benefits to earn a college degree. Many academic libraries have created ...programs and events to help these students along their journeys. Although several librarians have authored papers on these programs and their results, those have always focused on events at one institution. To better understand how libraries have supported student veterans and to learn what types of programs have had the most success, the author of this paper conducted a survey of every R1 and R2 institution in the United States. The survey encompasses outreach events, collections development and maintenance, collaborations with student groups and official campus veterans' centers, and specialized training for faculty and staff. The author hopes to use the results of this study in the creation of a comprehensive student veteran's outreach and engagement program at their institution, and to help other academic librarians who are interested in doing more targeted work to assist this underrepresented student group.
The present study investigated outreach activities, developed by STEM-based companies or universities in co-creation with secondary education with the aim to inform students about and motivate them ...for a career in STEM by connecting the work-context with school-science. Although many of such activities are being offered, little is known about their effects. We investigated students' perceptions with the outreach learning environment, perceived need-fulfilment, self-reported motivation and attitudes towards STEM. Data were gathered from 729 high-school students engaged in 12 activities in the USA and the Netherlands. The students completed a questionnaire, which contained questions about four elements of our theoretical frame based on the Self-Determination-Theory (SDT). Perceived needs-fulfilment and motivation were measured using the basic-psychological-needs-scale and the self-regulation-questionnaire. Attitudes were measured using the test-of-science-related-attitudes. Learning environment perceptions were measured in a previous study using subscales of what-is-happing-in-this-classroom (WIHIC), constructivist-learning-environments-scale (CLES) and classroom-environment-scale (CES) and typified by activity characteristics. Multilevel analyses of variance were conducted for the two motivation scales (controlled and autonomous-motivation) and the two attitude scales (social-implication and career-interest). Activity characteristics explained almost all variance in these variables between activities. Specific characteristics of outreach activities that statistically significantly related to autonomous motivation and positive general attitudes towards STEM were: workshop-format, understanding science, an out-of-school component. The attitude towards a possible STEM-career was positively associated with autonomous-motivation and negatively associated with controlled-motivation. Thus, outreach learning environments indeed created opportunities to increase students' motivation in STEM and attitude towards STEM, but the impact varied according to particular characteristics of the activities.
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