Social Media Based STEM Enrichment Curriculum Positively Impacts Rural Adolescent Health Measures

Chester, Ann; Hanks, Sara; Kuhn, Summer; Jones, F A; White, Travis; Harris, Misty; Hornbeck, Bethany; McKendall, Sherron Benson; McMillion, Mary; Morton, Cathy; Slusser, Mallory; Saunders, Rachel

doi:10.15695/jstem/v1i1.17

Cited by 6 publications

(6 citation statements)

References 25 publications

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“…Conversely, the positive impact of including families in interventions needed to be balanced with intervention content that addressed interpersonal barriers to healthy eating, such as peer and family pressure, lack of parental support for healthy eating, lack of control over food at home and in social settings, and tensions with cultural foods and healthier food choices [52,55,56]. Designing interventions in concert with community partners aided in the planning and delivery of the intervention, identifying improvements, and ensuring intervention sustainability [48,[57][58][59][60][61][62].…”

Section: Role Of Families and Communitiesmentioning

confidence: 99%

“…Studies recommended selecting social media platforms according to the target population, as differences in usage of platforms may exist between genders, SES levels, age groups, and countries [47,48,52,54,55,63]. Adolescents preferred content presented in actionable terms; frequent opportunities for peer interaction; examples of good-tasting healthy food; minimal, low-cost ingredient simple recipes; and culturally relevant content [48,52,55,59,61,64,65]. Studies found that content should be reviewed ahead of delivery to avoid stigmatizing messaging and encourage healthy lifestyles [52,63,64,[66][67][68][69].…”

Section: Tailoring For Target Populationmentioning

confidence: 99%

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Social Media Interventions for Nutrition Education Among Adolescents: Scoping Review

Kulandaivelu¹,

Hamilton²,

Banerjee³

et al. 2023

JMIR Pediatr Parent

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Background Adolescence is a critical period for reinforcing healthy dietary behaviors and supporting the development of cooking skills. Social media may be an avenue for supporting these behaviors, as it is popular among adolescents and can improve access to nutrition education interventions. This study sought to understand the optimal implementation of effective social media–based nutrition education interventions to inform the implementation of future social media–based nutrition education interventions. Objective A scoping review of the characteristics, feasibility, effectiveness, and factors influencing social media–based nutrition education interventions for adolescents was conducted. Methods We searched MEDLINE, Embase, CINAHL, Web of Science, and PsycINFO databases using a predefined search strategy. Primary research articles were independently screened and included if they involved adolescent populations (10-18 years old) and delivered nutrition education through social media. The information on intervention characteristics, feasibility, effectiveness, and factors influencing social media–based nutrition education interventions was extracted. Results A total of 28 publications out of 20,557 met the eligibility criteria. Twenty-five nutrition interventions were examined by 28 studies. Fourteen interventions used homegrown social media platforms, 8 used Facebook, and 2 used Instagram. Feasibility outcomes were infrequently reported, and the cost of intervention delivery was not reported. Engagement with interventions was variable; high engagement was not required to elicit significant improvements in dietary behaviors. Tailoring interventions, offering practical content, meaningful peer support, and involving families and communities facilitated successful interventions. Strategies to address engagement and technical issues were varied. Conclusions Emerging evidence demonstrates that social media interventions for adolescent nutrition are acceptable and improve nutrition outcomes. Future interventions should strengthen peer support components and tailor delivery to specific populations. Further research should examine engagement, adherence, and the impact of interventions on behavioral and physical outcomes. This review is the first to examine the use of social media as the primary medium for nutrition education for adolescent populations. The analysis used in this review argues the importance of peer support in social media–based nutrition interventions and the need for user-centered design of the interventions.

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Section: Role Of Families and Communitiesmentioning

confidence: 99%

Section: Tailoring For Target Populationmentioning

confidence: 99%

Social Media Interventions for Nutrition Education Among Adolescents: Scoping Review

Kulandaivelu¹,

Hamilton²,

Banerjee³

et al. 2023

JMIR Pediatr Parent

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“…This article described positive outcomes associated with the program. Since then, numerous studies have highlighted the program's success over two decades, including HSTA students exhibiting higher performance in college (McKendall et al, 2019), greater persistence in college (McKendall et al, 2000), greater persistence in STEM majors (McKendall et al, 2000), higher standardized test scores in high school (Smith-Branch et al, 2018), increasing recruitment of underserved students into the STEM workforce (Griffith, 2019;McKendall et al, 2014), and increasing health literacy and healthy behaviors among participants and their families (Chester et al, 2018).…”

Section: Key Strategies 4-7: the Skills Building Rsmentioning

confidence: 99%

“…HSTA's organizational structure is community leadership, local out of school time clubs led by local teachers, implementation of personally relevant research requirements led by CRAs (Rye and Chester, 1999), multiple summer camps, and a four-year requirement for completion. This infrastructure is effective in four ways: 1) increasing educational attainment of participants (McKendall et al, 2000); 2) increasing recruitment of underserved students into the STEM workforce (Griffith, 2019;McKendall et al, 2014); 3) increasing health literacy and healthy behaviors among participants and their families (Chester et al, 2018); and 4) increasing scientists' access to under-served populations through the ability of students to partner in substantial ways with active research scientists (Siciliano et al, 2018).…”

Section: Key Strategies 4-7: the Skills Building Rsmentioning

confidence: 99%

The Health Sciences and Technology Academy (HSTA): Providing 26 Years of Academic and Social Support to Appalachian Youth in West Virginia

Chester

McKendall

et al. 2020

JSTEM

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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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“…Social media platforms, like Twitter, Facebook, and Instagram, have emerged as tools for teachers and education outreach programs to build community, network, and share information (Al-Qaysi et al, 2023;Carpenter et al, 2020Carpenter et al, , 2023. Although some programs have been successful in using social media for connecting with students in rural areas, there remain important challenges related to teacher-student engagement on social media platforms Carpenter and Harvey, 2019;Chester et al, 2018). Social media is perhaps better suited for connecting adult professionals with resources, as teacher networks on social media platforms have emerged as a hub for teachers and education outreach programs to share professional materials and training opportunities with one another (Carpenter et al, 2023;Davis and Yi, 2022;Torphy et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

A Creative Communication Partnership to Promote Curricula Dissemination on Social Media

Lesiak,

Malik,

Griswold

2024

JSTEM

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Genome Sciences Education Outreach (GSEO) has developed innovative programs that bring leadingedge 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 audiencerequire 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.

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Social Media Based STEM Enrichment Curriculum Positively Impacts Rural Adolescent Health Measures

Cited by 6 publications

References 25 publications

Social Media Interventions for Nutrition Education Among Adolescents: Scoping Review

Social Media Interventions for Nutrition Education Among Adolescents: Scoping Review

The Health Sciences and Technology Academy (HSTA): Providing 26 Years of Academic and Social Support to Appalachian Youth in West Virginia

A Creative Communication Partnership to Promote Curricula Dissemination on Social Media

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