Adapting a Hands-On Youth Development STEM Program in the Age of COVID-19: The LEAH Knox Scholars Program

Autor/inn/en	Morgan, Brandon; Gaitan, Erika; Polletta, Valerie; Cheung, Chloe; Aslan, Lisa; Wolff, Lisa; Cheung, Vanessa; Sassanfar, Mandana; Wallace, Laurie Jo
Titel	Adapting a Hands-On Youth Development STEM Program in the Age of COVID-19: The LEAH Knox Scholars Program
Quelle	In: Journal of STEM Outreach, 4 (2021) 3, (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2576-6767
Schlagwörter	COVID-19; Pandemics; STEM Education; Molecular Biology; Low Income Students; High School Students; Minority Group Students; Disproportionate Representation; School Closing; Online Courses; Educational Technology; Videoconferencing; Program Implementation; Youth Programs; Workshops; Barriers; Student Participation; Hands on Science; Career Readiness; Summer Programs; College Readiness; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? STEM; Molekularbiologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Unterrichtsmedien; Jugendsofortprogramm; Lernwerkstatt; Schulung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sommerkurs
Abstract	In 2020, the COVID-19 pandemic changed the landscape for out-of-school-time STEM programs. The LEAH Knox Scholars (LKS) program is a five-week, in-person molecular biology research experience for low-income high school youth of color who are underrepresented in the sciences. The program is organized and implemented by Health Resources in Action, a nonprofit public health organization in partnership with Massachusetts Institute of Technology (MIT). In response to the pandemic, all 2020 LKS program activities shifted from in-person to virtual engagement using the Zoom platform. To assess program implementation, qualitative data and quantitative data were collected through four virtual focus groups with youth participants and six key informant interviews with LKS staff, as well as pre-and post-surveys. Discussions explored program successes, challenges, opportunities for improvement, and perceived program impact. Key findings from these discussions identified several successes of the virtually adapted program including: relationship building between youth and staff, the teaching of life skills via a workshop format, and the implementation of a hands-on research curriculum. Barriers to program implementation included technological challenges such as limited internet capability and "Zoom fatigue"; and limitations in assessing student engagement via the virtual format. Key learnings from this case study have relevant applications for STEM initiatives that need to adapt to the new environment post COVID-19. The findings of this experience demonstrate that "at-home" research experiences are not only possible in a pandemic but can be effective in preparing high school youth for STEM-based careers through hands-on experiences in the sciences in a virtual format. Such efforts are important, especially in adverse circumstances, to actively eliminate disparities and promote equity and inclusion in STEM fields. (As Provided).
Anmerkungen	Journal of STEM Outreach. PMB 0367, 230 Appleton Place, Nashville, TN 37203. e-mail: jstemoutreach@vanderbilt.edu; Web site: https://www.jstemoutreach.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01