The Health Sciences and Technology Academy: Re-Imagining Programmatic Delivery During the COVID-19 Pandemic

McKendall, Sherron Benson; McKendall, Alan; Kuhn, Summer; Morton, Catherine; McMillion, Mary; Freeland, Sean P.

doi:10.15695/jstem/v4i4.06

Cited by 2 publications

(1 citation statement)

References 10 publications

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“…Our findings add to previous literature exploring impacts of internship experiences on undergraduates. Studies of these experiences have primarily focused on outcomes such as retention (Nagda et al, 1998); persistence (Jones et al, 2010;Wigfield and Eccles, 2000); self-efficacy (Hunter et al, 2007;Lent et al, 2011Lent et al, , 2013; enjoyment (McKendall et al, 2021); and disciplinary and research knowledge (Parsons et al, 2021). For example, Weston and Laursen (2015) focused on undergraduates' opportunities to conduct authentic research, design and participate fully in projects, learn basics of scientific methods and skills, as well as the culture and norms of science-all of which contribute to students' ability to make informed decisions and persist in STEM disciplines.…”

Section: Introductionmentioning

confidence: 99%

The Pathways Undergraduate Researchers Program: Fostering Career Interests, Sense of Belonging, and Student Confidence in Pursuing Science

Vannier,

Torok-Storb,

Stromholt

et al. 2023

JSTEM

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The Pathways Undergraduate Researchers Program is a paid, nine-week summer internship at the Fred Hutchinson Cancer Center. It targets rising first-, second-, and third-year college students from backgrounds underrepresented in biomedical research. This paper describes how the internship impacted students' awareness of biomedical careers, scientific identification, and sense of belonging in research. Interns reported an increased awareness of biomedical careers and how to attain them. The experience also challenged interns' career ideas. Interns described a mix of feelings on sense of belonging. All felt welcomed and confident in their abilities. Nonetheless, some noted they were different from the other researchers. A number were motivated by being in the minority and ready to become leaders in diversifying the workforce. Data gathered during the COVID-19 pandemic shed a different light on the internship's impact. The interns reported becoming 'credible resources' on public health issues for their families and communities. The program supported this by building their confidence to understand and communicate science. This undergraduate program developed out of a longer running high school internship effort and many of the strategies described herein are used in both. These findings have implications for programs for underrepresented students at the high school and college level.

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Section: Introductionmentioning

confidence: 99%

The Pathways Undergraduate Researchers Program: Fostering Career Interests, Sense of Belonging, and Student Confidence in Pursuing Science

Vannier,

Torok-Storb,

Stromholt

et al. 2023

JSTEM

View full text Add to dashboard Cite

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High School Students’ Learning During the COVID Pandemic: Perspectives from Health Sciences and Technology Academy Participants

McKendall

Chester

et al. 2021

JSTEM

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This paper examines the perspectives of Health Sciences and Technology Academy (HSTA) participants as they navigate through their West Virginia (WV) high school learning environments (i.e., in-person, blended/hybrid, complete virtual) during the novel coronavirus, SARS-CoV-19 (COVID-19) pandemic. In March of 2020, the participants in this out-of-school-time (OST) academic enrichment program for exceptionally driven, yet underprivileged, at-risk students, with over 70% living in rural areas, started receiving remote learning instruction through learning management systems or via paper packets. In August of 2020, school systems provided parents and caregivers alternative learning environments for their student(s). In order to understand the learning experiences of HSTA students during these unprecedented times, HSTA released the 2020 Learning Outcomes Survey to participants in December of 2020. We performed chi-square test of independence to test the relationship between participants' learning environments, their satisfaction with the education they were receiving, their ability to keep up with their school-work, teacher availability to help when needed and teacher feedback supporting them in their learning environment. The results show significant differences between the learning environments and keeping up with school-work as well as teacher feedback supporting them in their learning; however, Phi and Cramer's V tests for effect size show weak correlations. This study provides a small glimpse into HSTA students' learning experiences as they attempted to continue to learn in their regular school environment during the COVID-19 pandemic while in HSTA.

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The Health Sciences and Technology Academy: Re-Imagining Programmatic Delivery During the COVID-19 Pandemic

Cited by 2 publications

References 10 publications

The Pathways Undergraduate Researchers Program: Fostering Career Interests, Sense of Belonging, and Student Confidence in Pursuing Science

The Pathways Undergraduate Researchers Program: Fostering Career Interests, Sense of Belonging, and Student Confidence in Pursuing Science

High School Students’ Learning During the COVID Pandemic: Perspectives from Health Sciences and Technology Academy Participants

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