Extracurricular Learning Research Articles

An Analysis on the Path of Integrating Lei Feng Spirit into High School Ideological and Political Lessons

Lei Feng spirit, as one of the first great spirits to be included in the spiritual pedigree, contains rich spiritual connotation and educational value. High school ideological and political course is the key course to carry out the fundamental task of moral education. The integration of Lei Feng spirit into high school ideological and political lessons is conducive to the implementation of the fundamental task of moral education, is conducive to promoting the high-quality development of high school ideological and political teaching, and is also conducive to training good young people in the new era. Therefore, this paper puts forward practical approaches from three aspects of teachers, classroom and after-class practice, namely, improving teachers' literacy and carrying out teaching research activities; Grasping the main channel of classroom, innovating teaching links; Connect the second class and create an extra-curricular learning atmosphere.

Strategi Penerapan Media Pembelajaran Sesuai Perspektif Kurikulum Merdeka di MAN Binjai Sumatera Utara

This research aims to explore: First, evaluate the level of understanding and ability of MAN Binjai teachers in implementing learning media that supports the principles of the Independent Curriculum. Second, knowing the strategies that can be implemented to optimize the use of learning media in accordance with the Independent Curriculum at MAN Binjai. Third, knowing the obstacles faced in implementing learning media at MAN Binjai, knowing the strategies that can be implemented to optimize the use of learning media in accordance with the Independent Curriculum at MAN Binjai. This research method is a qualitative type with a descriptive approach. The instruments used in this research were observation, interviews and documentation studies. The location of this research is MAN Binjai, North Sumatra. This research data analysis uses three steps, data reduction, data presentation and conclusion drawing. The research results show that: First, the implementation of the independent curriculum at MAN Binjai includes the implementation of intracurricular learning, extracurricular learning, and the Pancasila Rahmatan Lil Al-Amin (P5RA) Student Profile Strengthening Project. This independent curriculum emphasizes freedom to think, innovate, learn independently and creatively, as well as the freedom to feel happy. Second, the planning strategy for using interactive digital learning media at MAN Binjai begins with intensive training for teachers to integrate technology in their teaching process. The use of digital media also helps students develop technological skills which are very important in the modern era. The research results show that the use of interactive digital learning media at MAN Binjai has increased student engagement, expanded access to learning, and developed their digital skills. Third, the obstacles faced by Technological Infrastructure: One of the main obstacles is the availability of adequate technological infrastructure. Training Limitations: Despite intensive training, there are still challenges in obtaining adequate training for all teachers. Teacher Readiness and Willingness: Not all teachers have the same readiness in adopting and integrating digital learning media. Insufficient Content: Sometimes, the availability of appropriate and quality content to support project-based learning can be a challenge. Time Limitations: Implementing interactive digital learning media requires additional time for preparation and development of learning content. Student Engagement: While digital learning media can increase student engagement, there are also challenges in ensuring that all students can access and use the technology effectively.

College Adjustment and Information Experience of First‐Generation College Students' Coursework and Extracurricular Learning

ABSTRACTThe current study aims to explore college adjustment and information experiences of first‐generation college students in coursework and extracurricular learning contexts. Information World Mapping visual‐elicitation interviews were conducted with 25 first‐generation college students from two elite universities in one university system. We found that while first‐generation college students tend to feel fallen behind, and be somewhat remote from professors and peers, they make use of all resorts to thrive in both coursework and extracurricular learning experiences. Most of their personal‐meaningful coursework experiences are academic group work; their extracurricular learning experiences are career‐oriented. Implications were discussed based on the findings.

PROJECT IMPLEMENTATION TO STRENGTHEN PANCASILA STUDENT PROFILE AT ACTIVATOR SCHOOL OF SMPIT INSAN MULIA, MANOKWARI REGENCY, WEST PAPUA

The Pancasila Student Profile Strengthening Project (P5), which has been implemented by activator schools in Indonesia since 2021, aims to improve the quality of character education. This project guides character education in the Merdeka Curriculum, which is implemented through a positive culture built by schools through intracurricular, co-curricular, and extracurricular learning. This research aims to analyze the whole activity by involving partners and identifying factors that support or hinder the implementation of P5 at SMPIT Insan Mulia, Manokwari Regency, West Papua. This research adopted descriptive qualitative approach with data collection techniques through participatory observation, in-depth interviews, and documentation checking. Data validity was tested using triangulation techniques and discussions with peers, while data analysis was carried out through data reduction, data presentation, and conclusion drawing. The P5 implementation at SMPIT Insan Mulia Manokwari began with planning and were followed by socialization to teachers, students, and parents, fostering proactive attitudes and gotong royong. Optimizing P5 according to project guidelines enhanced student engagement through innovative learning, encouraging creativity and critical thinking. Teachers facilitated reflective dialogue to develop a positive school culture. The program concluded with a learning celebration to appreciate students' efforts. Key supporting factors included the principal's role, teacher collaboration, partner involvement, and student enthusiasm, while the hindering factor was limited time allocation. Overall, the management of P5 adhered to guidelines without significant obstacles.

Effects of online tours at the zoo and natural history museum on interest in extant and extinct animals

ABSTRACT During the Corona pandemic, many extracurricular learning sites with a biological focus, such as zoos and natural history museums, were closed. In order to offer students the opportunity to visit these learning sites even under pandemic conditions, online live tours were conducted at the Senckenberg Natural History Museum and the Frankfurt Zoo. To investigate the effects of this educational format on students’ individual interest in extinct prehistoric and extant animals, they were surveyed in writing in a pre/post/follow-up design. The results of the study show a mixed picture. While online tours at the zoo had very little effect on interest in extant animals, significant increases in interest in extinct animals were shown immediately after a tour at the Natural History Museum. But even these effects were not sustained, as follow-up tests demonstrated. Apparently, it is very difficult to maintain interest in animals over a longer period of time through online guided tours. Possible reasons for this are the lack of an authentic experience, the lack of a special atmosphere in the real extracurricular places of learning and the lack of a personal, tangible connection to the exhibits and live animals.

The Relevance Of The Merdeka Curriculum In Improving The Quality Of Islamic Education In Indonesia

The Merdeka Curriculum Kurmer is an innovation in the education curriculum in Indonesia after the 2019 COVID pandemic, which was ratified in February 2022. The Ministry of Education, Culture, Research and Technology's target for 2024 is for all educational units to use the Kurmer as a learning guide, including madrasas, under the auspices of the Ministry of Islamic Education. This research aims to describe the relevance of the Merdeka Curriculum in improving the quality of Islamic education in Indonesia. The research was conducted at the secondary level of Islamic education. The data were collected directly at Madrasah Tsanawiyah Ar-Rahman, and Madrasah Ittifaqiyah Ogan Ilir and several previous findings in Indonesia. Data analysis was carried out descriptively and qualitatively. The research findings indicate that there are obstacles in implementing the Merdeka Curriculum. These challenges arise primarily due to administrative unpreparedness and a lack of comprehensive understanding, particularly concerning the co-curricular aspects of the Pancasila Student Profile (P5) and the Rahman Lilalamin Profile (P2RM). Encouraging implementation can be seen in the operations and administration of curricular and extracurricular learning, in meeting graduation targets, implementing learning and in the assessment process. The visible support is the high work enthusiasm of educators, being united and able to work together, potential students, having a large Pesantren area, and support from a decree from the Ministry of Islamic Education. There was relevance in implementing a Kurmer from the aspects of graduation, content standards, process and assessment standards, although there are several weaknesses.

아동·청소년기 생활시간과 학업성취 인과관계 종단분석

In this study, we explored the causal relationship between the daily activities and academic achievement of children and adolescents using the data from the Korean Children & Youth Panel Survey(KCYPS) 2018 provided by the National Youth Policy Institute. The analysis sample consisted of 1,740 participants from the 4th-grade panel (4th grade to 2nd-year of middle school) and 1,874 participants from the 1st-year of middle school panel (1st year of middle school to 2nd year of high school) who did not drop out from the 1st to the 5th wave and had no missing values for variables included in the research model. The independent variables consist of the daily activities of children and adolescents, including parental interaction time, extracurricular learning activities, and leisure time. The dependent variable is the academic achievement. The analysis method involved setting up a latent growth model to analyze the causal relationship between the daily activities and academic achievement of children and adolescents. The latent growth model analysis was conducted by estimating a linear model using the 5th wave data, with maximum likelihood estimation as the parameter estimation method. The results of the analysis indicate differences in daily activities and academic achievement between the 4th-grade panel and the 1st-year panel, with extracurricular learning time and leisure time showing contrasting results in the two panel groups. These findings contribute to understanding the context of the causal relationship between the daily activities and academic achievement of children.

The Evaluation of Kurikulum Merdeka with Context Input Process Product (CIPP) Model

Structured curriculum evaluation is part of advancing education in a country. Because of its efforts, it can improve the curriculum in the development stage as well as those that have been implemented. Thus making education in the country more prepared in the future. The purpose of this study is to determine the readiness of the implementation of a kurikulum merdeka in terms of context, input, process, and obstacles in its implementation. The method used is a qualitative method with research subjects in the form of teachers and students. Data collection techniques through curriculum documents, photos of activities, and questionnaire data of TK Plus An-Nur Peterongan. Analysis techniques by sorting data, presenting data, and drawing conclusions. The results of the research from the aspects of context, input, and process show that TK Plus An-Nur Peterongan is overall ready to implement a kurikulum merdeka with an independent category of change. This is evidenced by the results of the analysis of school needs to achieve educational goals, locally charged learning activities, strengthening the Pancasila student profile project, literacy, STEAM, ethical values, and identity through the intracurricular and extracurricular learning process and cooperation with the community environment. The obstacles to the implementation of the kurikulum merdeka found in the evaluation of the CIPP model seen from the input aspect are the quality of teachers who are not from the Kindergarten department and learning resources or media that are not fulfilled for the introduction of numerical literacy. This research contributes in the form of understanding and advice to teachers that evaluating the curriculum used by schools with the CIPP model can determine the readiness of the school or an obstacle in implementing the curriculum.

THE INFLUENCE OF EXTRACURRICULAR ACTIVITIES ON THE INTEREST OF CZECH AND FINNISH STUDENTS IN BIOLOGY

Extracurricular learning plays a key role in shaping students' interest in (not only) biology. The research examined which extracurricular areas related to biology can make biology more attractive for the participating Finnish and Czech students. A 5-point Likert scale questionnaire was administered to 178 Finnish and 195 Czech 9th-grade lower-secondary school students. Cronbach's alpha, Varimax rotation and Mann–Whitney U-test were performed. Factor analysis identified 7 areas: Family trips, My career, Biology lessons, Healthy lifestyle, Institutions, Nature-related hobbies, and Information sources. For Czech, hobbies related to nature and family trips are significant contributors to fostering interest in biology, and an informal educational environment is crucial for cultivating a lasting relationship with biology. For Finns, biology classes and career orientation have a more significant influence on students, demonstrating the effectiveness of formal educational strategies in increasing students' interest in biology. Increasing interest in biology among the students observed in both sociocultural environments is significantly influenced by family involvement and the use of information sources. Further research should explore how specific ECA can support the connection between family and school environments and their impact on students' interest and engagement in biology lessons. Keywords: extracurricular activities, interest in biology, lower secondary school students, questionnaire

Effects of flipped blended learning based on assessment: an action research study in translation technology education

ABSTRACT Flipped blended learning (FBL) has become popular in translator training, requiring teachers to adapt their beliefs and attitudes towards blended learning to design and implement professional training programmes. This study investigates the effects of FBL on competence improvement in translation technology education. Using an action research approach with mixed methods, two iterative cycles of planning, acting, observing and reflecting were conducted. Sixty-six postgraduates participated in the programme, and their academic achievements were quantitatively evaluated through pre- and post-tests for computer-aided translation and revision tasks, practical operation tests and online learning statistics. Qualitative data from Q&A sessions, questionnaires and open-ended interviews revealed the students’ perceptions of professional development. The results showed the FBL emphasising interaction with peers, context and content, enhances translators’ competence. FBL should not be limited to integrating internet, classroom or laboratory settings alone. Extracurricular learning outside campus can also be integral with the support and guidance of off-campus tutors.

Evaluation of flipped classroom teaching quality for civil engineering courses

The impact of civil engineering course education on civil engineers is profound and crucial. Due to the hierarchical and ambiguous nature of quality assessment for flipped classroom teaching, there is an urgent demand for a rational and effective approach to conduct such assessments. This would enable the targeted formulation of instructional improvement methods based on assessment outcomes, ultimately elevating the quality of pedagogy. This study combines the analytic hierarchy process and fuzzy evaluation method. The fuzzy evaluation method is utilized to identify four primary evaluation factor sets, fourteen secondary judgment factor sets, and five evaluation outcome sets, with subsequent quantification of the assessment results. The analytic hierarchy process is employed to ascertain the weight coefficients of the evaluation factors. The comprehensive assessment model for flipped classroom teaching quality is established. The assessment results indicate that the overall quality of flipped classroom teaching in the civil engineering major at Anhui University of Science and Technology, conducted through the platform of Superstar Learning Hub, falls within the ‘Good’ category. The fuzzy comprehensive evaluation score for extracurricular learning quality is the lowest, and the weight proportion attributed to flipped classroom infrastructure is the highest. Consequently, several targeted improvement measures are proposed to enhance the quality of flipped classroom teaching.

Dance Extracurricular Learning Process for Character Building of Students at MTs Negeri 2 Lahat

Dance Extracurricular Learning Process for Character Building of Students at MTs Negeri 2 Lahat

Implementation of the Trilogy Concept: Improving Student Quality and Education Standards at the Islamic Education Foundation

This research explores the trilogy concept's application in improving student quality and educational standards at the Ulul Albab Islamic Education Foundation. The research method uses a qualitative descriptive approach with case studies, and this research focuses on the quality of teachers, students, and parents. The results show the foundation's commitment to producing students with character through learning activities and extracurricular learning. Increasing teacher quality can be realized through investment in human resources, which increases individual capital. Meanwhile, through parenting activities and home visits, the role of parents in educating children at home is strengthened. A holistic approach involving all relevant parties, full support from the environment, community, and government, and the implementation of quality management and national standards are the keys to improving the quality of Islamic education. The implication is that greater collaborative efforts are needed between all stakeholders to implement effective strategies in improving education quality and increasing educators' competence in educating the next generation.

Learning Model for Natural Disaster Mitigation Based on Local Wisdom

The geographical situation of Palu City is rich in local culture and, at the same time, vulnerable to natural disasters. Learning with an insight into natural disaster mitigation based on local wisdom in Junior High Schools (SMP) in Palu City is important. This research aims to explain a learning model with an insight into natural disaster mitigation based on local wisdom in Palu City Junior High Schools (SMP). This research is a type of descriptive qualitative research. The source of research data is learning documents, and the subjects of this research are students and teachers at five junior high schools in Palu City. Data collection techniques were carried out using documentation, observation, and interviews. Data analysis techniques are done by data reduction, classification, and verification. The research results found that the learning model for natural disaster mitigation based on local wisdom was implemented through intracurricular and extracurricular learning activities. Extracurricular activities are taught with a practical preparedness approach in OSIS activities, Scouts, Youth Red Cross (PMR), etc. Intracurricular learning is taught with an integrated approach to natural disaster mitigation material based on local wisdom in Indonesian Language, Natural Sciences, Social Sciences, Civics, and Arts and Culture.

Tantangan Berkelanjutan: Problematika Guru dalam Penerapan Kurikulum Merdeka Pada Mata Pelajaran Sejarah

The Merdeka Curriculum represents an evolution from the 2013 Curriculum, introducing several changes aimed at providing schools, teachers, and students with opportunities to innovate, improvise, and negotiate for independent and creative learning. This research aims to investigate the implementation of the Merdeka Curriculum, highlighting challenges and efforts in teaching history. The research methodology utilized is descriptive qualitative, employing data collection techniques such as observation, interviews, and document analysis. Data analysis involves data reduction, presentation, and drawing conclusions, with validity ensured through measures of credibility, transferability, dependability, and confirmability. The findings reveal that Vocational High School 2 Banjarmasin has adopted the Merdeka Curriculum since 2021, emphasizing learning to generate products and services. Intracurricular learning is categorized into regular classroom sessions and extracurricular learning activities. The Project to Strengthen the Profile of Pancasila Students (P5) is conducted for a month outside regular teaching hours, with teachers independently preparing teaching materials. Teachers encounter various challenges in implementing the Merdeka Curriculum, including difficulties in analyzing learning outcomes, formulating learning objectives, constructing the flow of learning objectives, developing teaching modules, and selecting appropriate teaching media and methods. Additionally, limitations in technology, student textbooks, and classroom space contribute to these challenges. Efforts to address the obstacles in implementing the Merdeka Curriculum involve collective commitment, specialized training such as upskilling sessions and subject teacher collaboration activities, as well as enhancements to educational facilities and infrastructure. In conclusion, teachers must adapt to curriculum changes, overcome implementation obstacles, and possess the flexibility to ensure the effectiveness of curriculum implementation at Vocational High School 2 Banjarmasin.

The Implementation of Independent Curriculum at State Vocational High School 2 Tebing Tinggi

This article discusses the evolution of the education curriculum in Indonesia from 1947 to the present day, undergoing changes eleven times to align with the goals outlined in Law Number 20 of 2003. The shift from the 2013 curriculum to the independent curriculum was prompted by challenges such as low literacy and numeracy skills of students, highlighted by the Program for International Student Assessment (PISA) study in 2018. The Covid-19 pandemic further emphasized the need for curriculum changes to recover from learning loss. The independent curriculum provides schools, especially students, the freedom to choose based on their needs, focusing on freedom and creative thinking. The study employs a qualitative research approach with a case study design, conducted from October 2023 to December 2023. The object is the implementation of the independent curriculum at SMK Negeri 2 Tebing Tinggi, and the subjects include two lead teachers and one curriculum teacher. Data collection involves interviews, direct observation, and documentation of relevant materials. The independent curriculum at SMK Negeri 2 Tebing Tinggi focuses on fostering independent and self-reliant students. The implementation involves various stages, including participation in training activities, workshops, and self-training through the Merdeka Mengajar Platform. Challenges include changing regulations, low teacher experience, and limited facilities. Challenges in the implementation include changing regulations, low teacher experience, limited references, digital access limitations, and inadequate facilities. Despite challenges, SMK Negeri 2 Tebing Tinggi has been successful in implementing the independent curriculum, focusing on intracurricular, curricular, and extracurricular learning principles.

INITIAL ANALYSIS OF THE IMPLEMENTATION OF THE CREDIT-MODULE SYSTEM OF EDUCATIONAL PROCESS ORGANIZATION AND ATTITUDE OF MEDICAL COLLEGE STUDENTS TO IT

The training of a mid-level healthcare professional involves studying a significant number of different subjects and assimilating a large amount of information in a short period of time. The credit-modular system of educational process organization according to the standards of the European Credit Transfer System (ECTS) of education provides good prospects for the implementation of this task, ensuring the acquisition of relevant knowledge and competencies, which is necessary in the context of competition on the global labour market and innovative development of society.
 The purpose of the study was to find out and analyse the opinions of students, academic and teaching staff of Physiology department, their attitude and suggestions regarding the implementation of ECTS at the Professional Medical College of IFNMU, where this system started working since 2021.
 Materials and methods. An anonymous survey was carried to achieve the set objectives. Separate questionnaires were drawn up for students and teachers, which included questions about their attitude to teaching disciplines (including Physiology) in accordance with the ECTS principles, its positive and negative aspects, wishes and suggestions for improving the educational process organization and other items. In total, the questionnaires contained eight questions for teachers and sixteen for students.
 Results. The analysis of the survey results gives grounds to assert that not all students of the Medical College are fully ready to the study based on ECTS at the moment, transition from passive to active forms of it, where individual and creative work is preferred. Actually, in our opinion one of the key problematic issues of the credit transfer system of education is that students are not entirely focused on the priority of independent learning of the curriculum material and a significant part of extracurricular learning in it. Also most students consider that the amount of material assigned for independent study is too much. On the other hand, our teaching experience shows that they do not always work through the topics properly, although there are consultation hours during extracurricular time, where students can discuss unclear questions with the teacher. The attitude to test control as an integral part of the educational process and one of the methods of students’ knowledge evaluation is ambiguous. Among the positive aspects of ECTS education the most often are noted the following: constant and versatile preparation for classes, a better evaluation system, the possibility of retaking unsatisfactory marks, which is an important additional motivation to improve the level of knowledge from the subject and improve academic performance.
 Conclusions. As a result, the following conclusions can be drawn: a) as of today, the perception of the IFNMU Medical College students the credit-modular system of education, their readiness and attitude to it are quite ambiguous with the corresponding positive and negative aspects; b) there is an evidently need for further work to improve the training of both students and teachers, optimisation of their collaboration and creation a closer relationship between them; c) it is necessary, in our opinion, on the one hand, to preserve maximally the positive achievements of the national education system, on the other hand – to use effectively the experience of European countries. This will create the basis for training a qualified, mobile, creative specialist of mid-level healthcare.

Development of Multiculturalism Values in Religious Education and Its Implications for Multicultural and Democratic Student Ethics

Objective: The purpose of this study is to describe and analyze multicultural content; multicultural content implementation strategy; multicultural content cultivating strategies; and the implications of multicultural content in PAI on the multicultural nature of students at SMAN 4 Magelang. Method: This research uses a qualitative descriptive method with a case study approach. The data collection procedure is carried out in a natural setting, with the primary data source of PAI teachers. The data collection technique is more with passive participation observation, in-depth interviews with school principals, PAI teachers and learning documentation studies in schools. Data analysis was carried out following the Miles and Huberman model, which included three activities, namely data reduction, data presentation, and data verification. Result: The results showed that the content of multicultural values in the PAI book at SMAN 4 Magelang was explicitly and implicitly stated. Multicultural values extracted from PAI materials include Religious Moderation, Equality, Democracy, Justice, and Tolerance (MB-KDKT). The school added the value of courtesy and integrity (SI) which was extracted from local wisdom. So that all values when acronymized become MB-KDKT-SI. Conclusion: The approach used for the implementation of multicultural content in PAI by adapting James A. Banks' theory of multicultural dimensions and the application of hidden curricula. The practice is packaged in the form of developing a learning culture that integrates intracurricular, co-curricular, and extracurricular learning activities in conceptual, operational and internalization levels or dimensions. The cultivation of multicultural values refers to Thomas Lickona's moral domain theory which is packaged in the form of homestays in people's homes for a certain period, joint camps between religious believers and modelling by teachers and school leaders. The implications of multicultural content in PAI are reflected in the form of multicultural content of learners. His findings, theoretically, are in the form of a formal formulation of Multicultural Adab. Practically (its manifestation) is in the form of moderate attitudes and behaviours in religion, as well as equality, democracy, justice, tolerance, courtesy and integrity in the learning process and social interaction.

Implementing a Pesantren-Based Curriculum and Learning Approach to Foster Students' Emotional Intelligence

This study aims to analyze and investigate the efforts to cultivate students' emotional intelligence by implementing a pesantren-based curriculum and learning at SMPU Al-Yasini Pasuruan. This research adopts a qualitative approach with a case study research design and utilizes data collection techniques, including interviews, observational studies, and examination of relevant documentation. The data analysis begins with data collection, condensation, presentation, and conclusion. The research participants in this study consist of the Head of SMPU Al-Yasini, the Deputy Head of Curriculum at SMPU Al-Yasini, Guidance and Counseling Teachers at SMPU Al-Yasini, and students of SMPU Al-Yasini. SMPU Al-Yasini was selected as the research site due to its status as one of the formal institutions implementing a pesantren-based curriculum and learning under the auspices of the Miftahul Ulum Al-Yasini Pasuruan Islamic Boarding School. The findings of this study indicate that SMPU Al-Yasini implements endeavors to develop students' emotional intelligence in terms of concepts, values, and indicators through the development of a hidden curriculum, which is manifested in the implementation of 1) student class mapping and diagnostic tests, 2) counseling facilities, 3) extracurricular learning, 4) co-curricular activities and school culture, and 5) extracurricular engagements.

Innovative Extracurricular Student Engagement: The Community Problem Solving Challenge

The Community Problem Solving Challenge Program is an innovative extracurricular learning program that engages university students with high school students from inner city, economically distressed neighborhoods to develop entrepreneurial solutions for complex socio-economic problems identified by community leaders. Examples of problems addressed by students in the past include drug use among students and members of the community, the transition of incarcerated population to civil society, food deserts, and mobility. This program overcomes the limitations of the outsider-driven top-down model of community development. In this instance, community “insiders”—the high school students—collaborate with “outsiders”—the university students—to develop entrepreneurial solutions to live problems in their communities. The program illustrates how activities designed using entrepreneurship pedagogy theories can provide engaging, enriching, and effective outcomes. The program benefits all stakeholders participating in it. For example, high school students develop an entrepreneurial mindset, learn entrepreneurship principles by application of frameworks to real-world problems, achieve self-efficacy as they discover that they have agency to transform their communities, and by bringing together community leaders, faculty, college, and high school students the program fosters networks, that according to student feedback, increases the likelihood of the high school participants pursuing a college degree. This paper elaborates on the impact for all stakeholders.