Enrichment Program Research Articles

Advancing STEM Learning Opportunities for Students with Autism Spectrum Disorder Through an Informal Robotics and Coding Program: A Feasibility Study for an After-School Enrichment Program

Advancing STEM Learning Opportunities for Students with Autism Spectrum Disorder Through an Informal Robotics and Coding Program: A Feasibility Study for an After-School Enrichment Program

Preparing a Globally Competent Workforce: A Mixed Methods Study of an Innovative Co-Curricular University Program

Problem Human resource development (HRD) scholars and practitioners have long sought ways to develop employees to meet the needs of globalized workplaces. However, given that many employers expect employees to possess global skills before they begin working, it is incumbent upon HRD educators in higher education contexts to develop and implement innovative programs to enrich global competence, which includes the knowledge, skills, experience, and mindset required for global work. Solution This mixed methods study describes and explores the efficacy of an innovative co-curricular program, the Global Competence Enrichment Program, designed to enhance the global competence of American and international graduate students enrolled at a higher education institution in the United States through a mutual intercultural learning process. Stakeholders Stakeholders include HRD scholars and practitioners as well as organizational leaders interested in designing and implementing HRD programs around global competence enrichment.

A Feasibility Study of a Music Enrichment Program on Relative Reinforcing Value of Food and Home Environmental Enrichment among Families of Low Socioeconomic Status.

Emerging evidence suggests that low socioeconomic status (SES) home environments may play a role by promoting excess energy intake through a lack of access to non-food reinforcers. Because of the deleterious effects of SES-related disparities on child health and development, feasible and culturally acceptable interventions are urgently needed. Community-based music enrichment programs may be an ideal intervention strategy. In collaboration with a local non-profit organization and music studio, we conducted a pilot randomized controlled trial to assess the effects of a music enrichment program versus a play date control in a group of 9-24-month-old healthy infants (N = 16). The study was conducted in accordance with the Declaration of Helsinki and approved by the Institutional Review Board of Children's Mercy Hospital Kansas City. This study is registered with clinicaltrials.gov (NCT05868811). Overall, we found some intervention effects on the relative reinforcing value of food (RRVfood) and the home environmental enrichment measures (i.e., increased music use at home and the home language environment). Our intervention demonstrated large effects on the increased use of music at home. We did not find significant group differences in the RRVfood and home language environment, but some of the effect sizes were medium-to-large. Results also suggest that our intervention is feasible and acceptable. Parent feedback indicated that the intervention was well-liked and that the steps we took to help reduce barriers worked. Music enrichment programs may be a high-impact, low-cost strategy to address socioeconomic disparities.

Evidence-Based Recommendations for Effective Enrichment to Improve the Welfare of Caged Hens Used for Research and Teaching Purposes

Currently, there are no guidelines on housing or recommendations for practical environmental enrichments for chickens used for research and teaching purposes. This study was conducted to identify optimal enrichment programs to improve the health and welfare of caged hens used for teaching and research purposes. The 24-week-old Hy-line Brown laying hens (n = 168) were allocated at random to six enrichment programs/treatments with 14 replicate cages of two birds per cage during a 5-week experiment. Hens had physical access to the following treatments: no enrichment provided (control); round, wooden perches provided (perch); scratch pads made of wood and covered with sandpaper provided (scratch pad); hanging CDs provided (hanging CD); all three enrichment forms provided (complex environment); and each enrichment form provided on a 2-week rotation (novelty). While the egg quality was consistent, the complex group had a significantly lower feed intake (p < 0.001) but similar egg mass; thus, they also had a lower feed conversion ratio (p < 0.001). Additionally, hens in the complex treatment group had the leanest average body weight at week 5 (p < 0.01). It should be noted that while some measures of welfare did show significant differences, the biological or practical difference may be negligible, as in the case of the body condition score in this study. The results show that providing three different forms of environmental enrichment had positive effects on the welfare, health condition, and laying performance of laying hens relative to no enrichment or only one enrichment item.

Educational Leadership Practices and Teaching Performance in Selected Chinese Schools towards Leadership-Driven Educational Enrichment Program

Educational Leadership Practices and Teaching Performance in Selected Chinese Schools towards Leadership-Driven Educational Enrichment Program

Enhancing cognitive dimensions in gifted students through future problem-solving enrichment programs

This study has undertaken a scrutiny of research pertaining to enrichment programs based on future problem-solving skills, aimed at enhancing the cognitive dimensions of gifted students between the years 2010 and 2023. The study used a sample of 10 studies; 3 correlational studies and 7 quasi-experimental studies. The study employed the descriptive-analytical approach by following a meta-analysis method. The study aimed to discern the effectiveness of enrichment programs based on future problem-solving skills in developing the cognitive dimensions of the gifted. The study's findings have indicated a significant impact of enrichment programs based on future problem-solving skills in the development of the cognitive dimensions of the gifted, as per both correlational and quasi-experimental designs. Moreover, statistically significant differences were found related to the variables of educational level and gender in accordance with both correlational and quasi-experimental designs. The study also advocates the need for further research in this domain to facilitate the generalization of the novel findings of this study within the gifted field.

Gifted students’ experiences with participation in enrichment programs at talent centers in Norway

ABSTRACT Gifted students may be at risk of school disengagement due to lacking intellectual challenges. Four talent centers were established to offer makerspace enrichment programs, because makerspace activities promote engagement and science, mathematics, and technology learning. In the current study, we investigated gifted students’ experiences with makerspace enrichment programs in Norway in terms of social aspects, learning aspects and teacher support aspects. We conducted semistructured interviews with 15 participants (15–16 years) from four different talent centers across the country. Findings suggested that the informants had an overall positive experience of participation and that most were more engaged at talent centers than at their home schools. In addition, the makerspace approaches seemed to suit gifted learners’ need for more complex subject content and facilitate interaction with peers and teachers with similar content knowledge/interest. We concluded that makerspace activities at talent centers constitute an important supplement to ordinary school for gifted students.

Comparing contrasting instructional approaches: a way for research to develop insights about backward transfer

ABSTRACT Backward transfer, defined as the influence that learning about new concepts has on individuals' reasoning about previously learned concepts, is a relatively new topic in mathematics education. Our exploratory study compared the backward transfer produced in a mathematics enrichment programme that emphasised covariational reasoning to that produced in real algebra classrooms that did not emphasise a particular type of reasoning. Quadratic and linear functions were the new concepts being learned about and the concepts previously learned about, respectively. One theme that emerged from our comparisons was that quadratic instruction that emphasised covariational reasoning had less, but more consistent, backward transfer than quadratic instruction that did not have a strong emphasis on a particular type of reasoning. This and other findings led us to new insights about backward transfer, as well as tentative new ideas about backward transfer more generally, that can be tested in future studies..

An innovative educational approach to teach high school students the physiological mechanisms and nutrition concepts associated with the development of obesity.

An interdisciplinary team-teaching session was introduced to high school students who participated in the Oakland University William Beaumont Future Physician Summer Enrichment Program. The rising prevalence of adolescent obesity necessitates innovative educational strategies that effectively engage high school students in understanding the complex physiologic mechanisms and nutrition concepts underlying its development. This submission presents a session that is designed to integrate the physiological concepts and nutrition that are associated with the development of obesity. Foundational information about the different food ingredients and physiology of the gastrointestinal organ system followed by concepts associated with the development of obesity and its complications were introduced. The session was delivered using combined educational approaches such as a dialogical-narrative approach and hands-on application activities by two discipline experts, physiology and nutrition. This innovative approach was well received, as evidenced by high satisfaction rates among participants. While direct measures of critical thinking and practical skills development were not captured, the positive feedback suggests that students appreciated the engaging, hands-on application of theoretical concepts. The sessions fostered an awareness of personal health responsibilities, with students actively participating and connecting learned material with practical scenarios. We believe that using combined educational approaches in interdisciplinary team-teaching sessions promotes inclusiveness and interactive engagement and enhances long-life learning.NEW & NOTEWORTHY An interdisciplinary team-teaching session was introduced to high school students who participated in the Oakland University William Beaumont Future Physician Summer Enrichment Program. The session aimed to integrate physiological concepts and nutrition that are associated with the development of obesity. The session was delivered using combined educational approaches including a dialogical-narrative approach and hands-on application activity that are guided by combined learning theories such as dialogism, narrative, theories of engagement, and multimedia active learning.

Career Skills Readiness of Chinese Students Majoring in Digital Media Art and Design: A Groundwork for Skills Enrichment Program

Career Skills Readiness of Chinese Students Majoring in Digital Media Art and Design: A Groundwork for Skills Enrichment Program

Assessing the Impact of Minimum Learning Mastery Standard on the Effectiveness of Follow-Up Programs in Madrasa

This study aims to analyse the assessment and follow-up processes of Arab learning at Madrasah Aliyah using qualitative methods with a phenomenological approach. It involved 24 Arabic language teachers from Madrasah Aliyah in South Kalimantan. The findings indicated that Minimum Learning Mastery Standards (MLMS) were not adjusted to accommodate student characteristics, subject competencies, and educational unit conditions. Consequently, learning assessments became less credible, often serving merely to fulfil MLMS requirements. Both enrichment and remedial follow-up were perceived as formalities, lacking a basis in the analysis of student assessments, which undermined students' motivation to learn. Teachers encountered ethical dilemmas in assessment and decision-making processes, exacerbated by external pressures for students to meet MLMS benchmarks. The study emphasizes the importance of reducing external pressures in determining MLMS, enhancing teacher competence in adopting new assessment methods, and improving evaluation systems. These improvements are crucial for developing evidence-based structured enrichment and remedial programs

Effects of a veterinary functional music-based enrichment program on the psychophysiological responses of farm pigs

Intensification of swine production can predispose pigs to chronic stress, with adverse effects on the neuroendocrine and immune systems that can lead to health problems, poor welfare, and reduced production performance. Consequently, there is an interest in developing tools to prevent or eliminate chronic stress. Music is widely used as a therapeutic strategy for stress management in humans and may have similar benefits in non-human animals. This study evaluated the effects of a music-based auditory enrichment program in pigs from a multidimensional perspective by assessing psychophysiological responses. Two experimental groups of 20 pigs each were selected for the study: one enriched, exposed to a program of functional veterinary music designed for pigs, and a control group without auditory stimulation. Qualitative behavior assessment (QBA) and skin lesions indicative of agonistic behavior were used to evaluate the psychological determinants underlying the observed behaviors. Physiological assessment included hemograms, with the determination of the neutrophil:lymphocyte ratio and daily measurements of cortisol and salivary alpha-amylase levels. The results demonstrated a positive effect of a music-based auditory program on psychophysiological responses. Therefore, this strategy developed for environmental enrichment may be beneficial in reducing stress and contributing to the welfare and health of pigs under production conditions.

Perspectives on the Journey Through the Early Exposure Psychiatry Enrichment Program 2024.

Perspectives on the Journey Through the Early Exposure Psychiatry Enrichment Program 2024.

Identifying the intersection of parental HPV and COVID-19 vaccine hesitancy to inform health messaging interventions in community-based settings

PurposeParental human papillomavirus (HPV) vaccine hesitancy contributes to delays or refusals in adolescent uptake. It is unclear if COVID-19 vaccine hesitancy has further impacted the low HPV vaccine uptake trends among underrepresented minorities. This study examines the relationship between COVID-19 vaccine intent and HPV vaccine hesitancy among parents for their adolescents in communities with low vaccine uptake in Los Angeles County. MethodsParents from a school-based academic enrichment program serving low-income, first-generation immigrant families completed an online cross-sectional survey to understand parental HPV vaccine hesitancy, adolescent HPV vaccine behavior, and attitudes towards other vaccines, including intent to receive COVID-19 vaccines. In March 2021, parents with children ages 9–17 years completed online surveys. Using multivariate logistic regression models, we examined whether low parent intent to vaccinate their adolescent against COVID-19 was associated with hesitancy to vaccinate against HPV. ResultsA total of 291 surveys were completed. Among parents with high HPV vaccine hesitancy for their adolescent, 33 % did not intend to vaccinate their adolescent against COVID-19 compared to 7 % among parents with low HPV vaccine hesitancy. Low parent intention to vaccinate adolescent against COVID-19 was associated with higher HPV vaccine hesitancy (p < 0.01) after controlling for parent nativity status, medical mistrust, receiving the flu vaccination and negative HPV information. DiscussionOur findings indicate associations between low parental COVID-19 vaccine intent and higher HPV vaccine hesitancy for their adolescent. Identifying community-relevant health interventions to address parental vaccine hesitancy across multiple child and adolescent vaccines may help to achieve equitable vaccine uptake.

Performance of Islamic Teachers in Madrasah: Analysis of Problems and Solutions in the Learning Process

This study investigates the performance achievements of 60 Islamic teachers in madrasahs during the learning process and identifies the problems and solutions needed to ensure all teachers meet the standards set by the Decree of the Minister of Education, Culture, Research, and Technology of the Republic of Indonesia Number 209//P/2021. Utilizing a survey methodology and in-depth interviews, the study found several challenges: 19 teachers struggled with implementing contextual learning; 8 teachers faced issues with process and results assessment; 18 teachers had problems with remedial and enrichment programs; 15 teachers found it difficult to create a pleasant learning environment; 31 teachers encountered obstacles in promoting reading and writing literacy; 10 teachers had trouble ensuring student safety, comfort, and cleanliness; and 17 teachers faced difficulties optimizing school facilities and infrastructure. These challenges were attributed to the lack of active participation in teacher quality improvement training programs such as contextual teaching and learning, assessment instruments, active learning, literacy, and media and learning resource development training. Interviews with teachers who did not face these difficulties indicated that their participation in ongoing professional development programs helped them overcome these issues. Consequently, it is recommended that school stakeholders support teachers' involvement in these professional development programs to enhance their performance.

Analysing the Effects of Cyber Security on National Security from a Realist Perspective: "Stuxnet" Example

In this study, the effects of providing cyber security on national security are examined from a realistic perspective using the example of the Stuxnet virus. It has been stated that the increasing complexity of cyber threats due to technological advances poses serious risks to states' national security. In the study, the critical role of cyber security in protecting national security is emphasized through the Stuxnet attack. The Stuxnet attack is a cyber-attack on the facilities where Iran carried out its nuclear enrichment program in 2010. As a result of this attack, it was revealed that Iran had both interruptions in its nuclear program and a weakness in cyber security. As such, it is underlined that cyber security can affect the international balance of power and the strategic interests of states. From a realist perspective, since ensuring national security requires a resilient defense against cyber threats and vulnerabilities, it has become necessary to consider cyber security as an important parameter in determining national security policies. This study reveals the interdependent relationship between cyber security and national security in this age when cyberspace has become a very important arena for power struggles. Considering these reasons, it has been recommended that states, which realists consider the main actor in the international system, should make investments that will support their cyber security to protect their national security.

Implementation of Social Studies Learning at Cimahi City Junior High School Post-Covid-19 Pandemic

This study aims to determine the implementation of social science learning at the end of the COVID-19 pandemic in junior high schools in Cimahi City. The approach used is qualitative with a descriptive method. The research instruments used are observation, interviews, documentation, and literature studies. Data analysis is carried out interactively simultaneosly as data collection and continous until data collection is complete. Furthermore, data reduction is carried out, data exposure is done, and finally, conclusions are made. The results showed that junior high school social studies teachers in Cimahi City had implemented social studies learning at the end of the COVID-19 pandemic by planning, implementing, and conducting learning assessments following applicable laws and regulations. Learning planning includes preparing annual programs, semesters, syllabi, and lesson implementation plans, although some social studies teachers must complete them. Most social studies teachers have carried out learning, including preparatory or preliminary activities, core learning, and closing, following the learning syntax very well, and some are included in the excellent category and quite well according to applicable regulations. However, the enrichment program has not been able to be implemented optimally. Social studies teachers have also conducted learning assessments following aplicable laws and regulations, including affective, cognitive, and psychomotor domain assessments.

The Impact of the ‘Coding Girls’ Program on High School Students’ Skills, Awareness and Aspirations

Abstract This article evaluates the impact of the ‘Coding Girls’ educational enrichment program designed to address the underrepresentation of women and girls in the fields of science, technology, engineering, and math (STEM). Implemented in Italy, the program seeks to stimulate the interest of young female students in programming and science, encouraging them to consider STEM-related fields of study. Through a randomized controlled trial involving twenty-eight classes across ten secondary schools in Turin, Italy, we assess the program’s effectiveness. Our results show that Coding Girls significantly enhances the programming skills of both male and female students. Moreover, it raises awareness among students about gender disparities in STEM-related professions. While the program positively influences boys’ aspirations to pursue higher education in STEM disciplines, it does not have a similar effect on girls. (JEL codes: J16 I23)

TNBC response to paclitaxel phenocopies interferon response which reveals cell cycle-associated resistance mechanisms.

Paclitaxel is a standard of care neoadjuvant therapy for patients with triple negative breast cancer (TNBC); however, it shows limited benefit for locally advanced or metastatic disease. Here we used a coordinated experimental-computational approach to explore the influence of paclitaxel on the cellular and molecular responses of TNBC cells. We found that escalating doses of paclitaxel resulted in multinucleation, promotion of senescence, and initiation of DNA damage induced apoptosis. Single-cell RNA sequencing (scRNA-seq) of TNBC cells after paclitaxel treatment revealed upregulation of innate immune programs canonically associated with interferon response and downregulation of cell cycle progression programs. Systematic exploration of transcriptional responses to paclitaxel and cancer-associated microenvironmental factors revealed common gene programs induced by paclitaxel, IFNB, and IFNG. Transcription factor (TF) enrichment analysis identified 13 TFs that were both enriched based on activity of downstream targets and also significantly upregulated after paclitaxel treatment. Functional assessment with siRNA knockdown confirmed that the TFs FOSL1, NFE2L2 and ELF3 mediate cellular proliferation and also regulate nuclear structure. We further explored the influence of these TFs on paclitaxel-induced cell cycle behavior via live cell imaging, which revealed altered progression rates through G1, S/G2 and M phases. We found that ELF3 knockdown synergized with paclitaxel treatment to lock cells in a G1 state and prevent cell cycle progression. Analysis of publicly available breast cancer patient data showed that high ELF3 expression was associated with poor prognosis and enrichment programs associated with cell cycle progression. Together these analyses disentangle the diverse aspects of paclitaxel response and identify ELF3 upregulation as a putative biomarker of paclitaxel resistance in TNBC.

A Cocurricular Context-Based Enrichment Program to Enhance Scientific Skills Development

A Cocurricular Context-Based Enrichment Program to Enhance Scientific Skills Development