Precollege Program Research Articles

신입생의 대학 적응을 위한 교육프로그램 프레임워크 개발: A 대학교 재학생을 대상으로

Objectives This study aims to understand the current state of freshman programs at domestic and international universities. It investigates student satisfaction with existing freshman education programs and examines the challenges freshmen face in adapting to university life. The ultimate goal is to analyze these findings to develop a framework for educational programs that facilitate freshmen's adaptation to university. Methods To achieve this, we reviewed prior research on freshman programs and conducted various literature re-views and actual surveys on freshman education programs at domestic and international universities. Based on these, we developed survey questions to assess perceptions of freshman education. Subsequently, we ad-ministered the survey to students at “A” University and analyzed the responses. Based on the findings of this study, we developed a framework for educational programs aimed at facilitating freshmen's adaptation to uni-versity life. Results Freshman programs at domestic and international universities can be broadly categorized into pre-college programs, freshman orientations, and freshman seminars. When surveying satisfaction with freshman education programs, students expressed high satisfaction with education that allowed them to explore their majors or career paths and desired practical information about university life. The support freshmen needed to adapt to university fell into four main categories: interpersonal relationships, academic skills, major-specific learning, and personal development. Based on these findings, this study developed a framework for educational programs to facilitate freshmen's adaptation to university life. Conclusions The educational program framework for freshmen's university adaptation developed in this study can be utilized to create systematic educational programs that help students adapt well to university life.

IINVENT pathways and practices: prizing the process over the product

Rural communities need skilled innovators who engage as community members, support economic opportunities, and develop novel ways to solve local problems. Through innovation, Invention Education (IvE) is one way to promote the creativity and problem-solving needed to restore economic vitality to regions of the rural US. IvE pathways support a skilled workforce that communities can draw upon to solve complex problems. Introductory IvE experiences can begin to bolster rural recovery and open prime grounds for innovative solutions. The Office of Precollege Programs at Oregon State University established the iINVENT Program for upper elementary, middle, and high school learners to engage in IvE and act as inventors. In this study, we describe the iINVENT pathways resulting from 8 years of curriculum design and iteration guided by engaged scholarship practices and robust evaluation. Program data from 2019–2023 was collected via learner, educator, community partner, and parent surveys, as well as through observations conducted by program staff and partner instructors. Results from qualitative content and thematic analysis demonstrate the value of introducing learners to IvE and how iINVENT practices support invention educators in impacting youth learners. The findings demonstrate essential practices, successes, and challenges that have shaped the iINVENT pathways and IvE curriculum delivered. Based on these findings and current discourse unfolding throughout the IvE professional community, the authors suggest that a process-oriented invention framework focused on inventiveness and the ways learners can act as inventors is pivotal to broaden access and participation in IvE, providing learners with a more applicable and relatable learning experience to cultivate inventiveness mindsets and skills transferable to all parts of life.

Identification Skills Fish Diversity and Potential Use of Genome Data

Identification skills are essential for students to increase awareness of will importance of diversity and active protection. Grouping species based on information genome is well considered in effort conservation. Research objectives to describe courses diversity and classification vertebrates (KKV) in identifying fish morphology, genome, and perception student about identification diversity through genome data in one LPTK in Bogor. This research uses qualitative with 27 students in The Biology Education Study Program in one LPTK in Bogor in the odd semester 2022/2023. Data collection about results interviews, documentation, and responses implementation of the pre-college program. Analysis of research data done qualitatively. Research results describe that ongoing study. This does not yet give optimal knowledge in fish diversity in a manner morphology until genome. Findings this give description will need students to identify species in a manner morphology until genome and needed databases that can identify diversity in detail and available essential internal identification feature application.

Undue Burden the Medical School Application Process Places on Low-Income Latinos

Undue Burden the Medical School Application Process Places on Low-Income Latinos

The Queens of New York by E.L. Shen

Reviewed by: The Queens of New York by E.L. Shen Adam McConville Shen, E.L. The Queens of New York. Quill Tree/HarperCollins, 2023 [336p] Trade ed. ISBN 9780063237957 $19.99 E-book ed. ISBN 9780063237971 $10.99 Reviewed from digital galleys R Gr. 8-12 For seventeen-year-old friends Jia Lee, Ariel Kim, and Everett Hoang, this summer will be their first not spent together. For two, Everett and Ariel, it’s a summer of adventure, with Everett treading the boards at a prestigious drama camp in Ohio and Ariel boosting her science genius at a precollege program in California. Jia, meanwhile, remains in New York, working in her family’s struggling restaurant and babysitting her ailing grandmother and precocious little sister, with only texts from her far-away friends and time spent with cute new boy Akil as bright spots. Reality hits hard for all three girls, though, as Everett finds herself type-cast in a musical full of racist Asian stereotypes, and Ariel struggles to maintain her perfect-Korean-daughter image while mourning the sudden death of her older sister. Even the most drama-filled summer can’t come between these friends, though, in what is a clear narrative descendent of Brashares’ The Sisterhood of the Traveling Pants series, unfolding along similarly predictable, comfortably familiar lines. Yet Shen claims a space of her own on the shelf of friends-as-sisters teen fare, as she draws distinctions between each girl’s personal journey, their cultural identity (Jia is Chinese; Ariel, Korean; Everett, Vietnamese), and notably, their experience of racism. The first-person narrative shifts perspective by chapter among the three, allowing focus on individual struggles, while group chat text-messages and emails spotlight their mutually supportive connection and envy-worthy friendship. Indeed, it is the friendship here that is the real star, outshining not just parental pressures and systemic racism, but every other relationship, familial and romantic. Recommend this to readers seeking an updated “sisterhood” and a culturally sensitive celebration of friendship at its most enviable. Copyright © 2023 The Board of Trustees of the University of Illinois

Educational attainment for at-risk high school students: closing the gap.

The higher education gap persists in the United States for underserved, first-generation, low-income minority students. They often have little knowledge of college application and future success. This mixed-method study evaluated a Northeastern university-sponsored tutorial-mentorship 2-year program, Soar (pseudonym), for 80 metropolitan first-generation junior and senior high school students. One research question guided the study: Does Soar as a precollege program for underserved, first-generation, minority high school students help them successfully complete applications and prepare them for higher educational success? With college-oriented classes and workshops, the students submitted applications and received 205 acceptances from 96 colleges. Quantitative surveys and qualitative forums showed significant improvement in socioemotional and cognitive skill development and knowledge. Themes derived from qualitative focus groups supported the quantitative results. For juniors: Confidence, Aligning Schools and Strengths, Financial Literacy. For seniors: College Aspirations; Successfully Complete College Applications; Confidence, Self-Advocacy, Communication; Knowledge About Diversity of Schools and Critical Thinking. For mentors: Matching, Closeness, Trust; Confidence, Voice, Perseverance, Strengths, Goal Pursuit; Civic Engagement. The findings illustrate how an outreach program can result in higher education attainment and success for underserved, first-generation, minority high school students. Soar can become a model for college preparation for similar underserved students in other urban areas.

Exploring the self-efficacy of foster youth participating in a pre-college summer program

Although foster youth desire to attend college, many experience barriers to enrollment. Pre-college programs have been shown to improve college access for underrepresented students. Little is known about the impact of pre-college programs designed for foster youth. Researchers have found that youth who participate in experiential programs have an increased sense of self-efficacy. The purpose of this qualitative exploratory study was to lift the voices of youth who participated in a six-week pre-college program called the National Social Work Enrichment Program (NSEP). Thematic analysis was employed to explore the experiences of youth. This manuscript focuses on a subset of data from the larger qualitative study.

Optimizing precollege programs for future nurses.

Optimizing precollege programs for future nurses.

Are You HIP?: How One Latinx Learning Community Integrates Ten High-Impact Practices to Foster Student Success

This practice report shares practices from a successful Latinx Studies learning community model at an urban research-intensive university in the Midwestern United States. The learning community model offers a tiered developmental curriculum to support the three different stages of a student’s journey, from enrollment to graduation. The three distinct phases of the learning community model are: a pre-college summer enrichment program, a first- and second-year college scholars program and a third and fourth-year college-to-career component. The model also integrates 10 out of 11 of Kuh’s (2008) high impact practices demonstrated to support student engagement and success for students making a direct transition from high school to university. The authors share gains in student retention and five-year graduation rates as evidence of effectiveness.

Decolonizing Mathematics Curriculum and Pedagogy: Indigenous Knowledge Has Always Been Mathematics Education

This article illustrates the shared work of Indigenous scholars and community members rooted in Indigenous knowledge toward the goal of decolonizing mathematics education. Furthermore, this study highlights IndigiLogix: Mathematics|Culture|Environment (M|C|E) programming, which is a mathematics precollege program created to advance college access and community empowerment for Indigenous students. IndigiLogix programming seeks to decolonize mathematics education through 4 curricular examples rooted in Indigenous place-based education, with the components of belonging, mastery, independence, and generosity (BMIG), and Indigenous mathematics knowledge. In partnership with public schools’ Indian Education Departments and Indigenous community Elders and community members, this model was employed in a precollege mathematics program for Indigenous youth.

Using technologies to design personalized learning pathways as a part of scientific practice of students

Problem and goal. The article deals with the process of designing the high school internship program of the ITMO Universitys Information Chemistry Center by using information and communications technology (ICT). The program development process involved following stages: client briefing, exploratory study, hypotheses-formation processes and its testing, custom development, learning experience design and project defense. Methodology. The high school students views about the Infochemistry Internship Program were analyzed. Authors conduc- ted in-depth interviews with respondents and retrieved information about students scientific achievements, challenges and recommendations for improving the internship program. During the exploratory research stage the high school internship programs of Russian and foreign universities in the field of biology, chemistry, physics and IT were studied. The initial sample was composed of Stanford University Mathematics Camp (SUMaC), Stanford University Science Circle, Harvard University Summer School (Pre-College Program), Chemistry Research Academy of University of Pennsylvania. Three types of scientific practices - summer camp or summer school, university science circle and a research academy - were identified. Results. The authors emphasized that there is not a single high school internship program in the field of chemistry in Russia like at IMTO University. This immerse education program is based on laboratory learning that allows students experience chemistry principles under the guidance of leading scientists. The concept of the program based on the science education model. It involves the personalized learning pathway, scaffolding activities, and participation in the research project. Flexible learning pathway is the core of the program that includes various levels of personalization: project, scaffolding means, pace of learning, educational content, educational result. To prove the importance of using ICT and social media in educational process authors found the results of the research conducted by University College Dublin and University of Melbourne. Conclusion. The paper has highlighted the significance of revamping internship programs, identified the most common types of scientific practices and proved the importance of selected program principles.

Minding the gap: academic outcomes from pre-college programs

ABSTRACT This paper analyzes the effects of assignment to a one-year college preparatory program on academic performance in college. We use a large dataset of United States Naval Academy students from the 1988 to 2018 graduating classes, of which a little over 22% received remediation. Exploiting the Academy's unique admissions criteria, we instrument for pre-college treatment using the number and quality of other applicants originating from the same Congressional district. We find that these pre-college programs promote significant but short-lived improvements in academic grades. They also can encourage students to choose STEM-oriented majors, and promote retention by lowering voluntary exits.

Exploring youth voices in a pre-college program: Implications for policy, practice & research

BackgroundYouth transitioning from foster care to college face multiple obstacles. Pre-college programs can promote college access for underrepresented students. The research on pre-college programs that prepare foster youth for college is limited. There is a paucity of research that illuminates youth voices in pre-college programs. ObjectiveThis article reviews key program components of a pre-college summer program designed specifically for youth transitioning from foster care, the National Social Work Enrichment Program (NSEP). Findings from a qualitative research study of NSEP are presented. Implications for policy, practice, and research for pre-college programs are discussed. Participants and settingFourteen youth, who successfully completed NSEP and had enrolled in college following the program, participated in the study. MethodsParticipants completed semi-structured interviews via a video conferencing tool. Interviews were transcribed verbatim and analyzed using NVivo 12. ResultsThematic analysis captured youth voices, highlighted in the themes: college aspirations, college preparation, and community building. Results suggest NSEP youth aspired to enroll in college. Results also suggests that the NSEP experience helped to prepare youth for college and facilitated the development of community among participants. ConclusionsInvestment in pre-college programs could provide the right support and resources that youth need to transition from foster care to college. Pre-college programs provide an opportunity for youth to develop college readiness skills, build relationship skills, and grow personally. Further research on the efficacy of pre-college programs is needed.

Writing While Black: The Power of Words and Student’s Self-Empowerment

Using the writings of a group of eleventh-grade African-American youths in a pre-college program, we illustrate what happens when youth are afforded opportunities to declare “their truth.” Facilitating such opportunities creates safe spaces to better hear often silenced and marginalized voices and provides chances to affirm and legitimize their experiences.

Eco-Solutioning: The Design and Evaluation of a Curricular Unit to Foster Students’ Creation of Solutions to Address Local Socio-Scientific Issues

The global pandemic and climate change have led to unprecedented environmental, social, and economic challenges with interdisciplinary STEM foundations. Even as STEM learning has never been more important, very few pre-college programs prepare students to address these challenges by emphasizing socio-scientific issue (SSI) problem solving and the engineering design of solutions to address local phenomena. The paper discusses the design and evaluation of a pre-college, SSI curricular unit where students expand their learning by creating solutions to increase biodiversity within local urban neighborhoods. The learning approach, which we call eco-solutioning, builds from current vision and policy documents in STEM education emphasizing phenomenon-centric instructional materials, science investigations, and engineering design. The paper outlines design principles for creating an eco-solutioning instructional unit that guides young students to: collect and analyze data on local organisms, use an engineering design approach to craft solutions to increase local biodiversity, and present their solutions to local city planners and community members. Two cycles of research studies evaluated student learning using paired t-tests. Results demonstrated significant pre-post learning outcomes in both research cycles. A third research cycle in the form of a summer extension program supported students as they implemented their local solutions. Conclusions highlight design principles for the successful creation of SSI curricular units centered on local environmental issues of interest to students, teachers, and stakeholders.

Minding the Gap: Academic Outcomes from Pre-College Programs

This paper analyzes the effects of assignment to a one-year college preparatory program on academic performance in college. To measure the value added from pre-college programs, we use a large dataset of United States Naval Academy students from the 1988 to 2018 graduating classes, of which a little over 22% received post-high school remediation. Given the Academy's unique admissions criteria that members of each incoming class originate from an even distribution of congressional districts, we instrument for pre-college treatment using the number and quality of other applicants originating from the same district. After incorporating these instruments as well as a wide range of outcome measures and background characteristics, we find that preparatory programs have positive but limited effects for human capital development for undergraduate students. Specifically, these pre-college programs promote significant but short-lived improvements in academic grades. They also can encourage students to choose STEM-oriented majors, and promote retention by lowering voluntary exits.

The Benefits of Being a "Buddy": Exploring the Medical Student Experience As Mentor to Minority High-School Students.

Purpose: The Aspiring Doctors Precollege Program at Ohio University Heritage College of Osteopathic Medicine serves to introduce underrepresented minority (URM) high-school students to careers in health care as well as introducing URM high-school students to medical student mentors. Each month, medical students and their student mentees connect through a variety of activities on the medical college campus. While the program has significant benefit for the mentees, it also provides professional development opportunities for the medical students as mentors. Many researchers have written on the value of mentored relationships between medical students and established physicians; however, exploring the benefits of medical student mentorship has yet to be discussed in the literature.Objectives: The primary objectives of this study are to understand medical student perceptions of being a mentor and describe the contributions to their medical education.Methods: Semistructured interviews were conducted with student mentors regarding their experiences serving in this program. These interviews were inductively coded for significant ideas, themes, and patterns.Results: A series of 12 research interviews were conducted with medical students who have participated in The Aspiring Doctors program for at least three semesters. Major themes that emerged from the analysis include the following: the importance of guidance in medicine through person-to-person mentoring, and identification of future career aspirations.Summary/Conclusions: Medical student mentors found this program to be a valuable addition to their educational experience. Mentoring URM high-school students offers pre-clinical medical students the opportunity to connect with their community and envision themselves serving as physicians in underresourced communities. Simultaneously, it provides a meaningful way of paying-it-forward during their education. Further studies can be done to track the outcomes of the medical students with respect to their designations stated while participating in this program, the role of mentorship on professional identity development, and possible effects on preventing/mitigating burnout.

Under-represented minority students and identification of obstacles to a career in medicine.

The Aspiring Doctors Precollege Program is an innovative pipeline program designed to introduce under-represented minority (URM) high school students to career in medicine. A total of 52 students have completed this year-long program. This study sought to provide insight into student perceptions of barriers to entry and success in the medical field. Each year, students were selected based on a competitive application process. At the end of the program, students were asked to complete a survey evaluating their experiences in this program and their level of interest in medicine. Students were specifically asked to provide rational for their college/career choices and to identify obstacles they perceived as barriers to a career in medicine. Students repeatedly identified competitiveness, duration, and cost of training as major obstacles to a medical career. Although the majority of students intended to pursue medical education, in the post-survey, a small minority (15%) revealed they were no longer interested in medical education. All participants highlighted competitiveness, duration, and cost of training as obstacles to their future career. While this resulted in a change in career plans for some, other remained committed to careers in medicine. This work illustrates the importance of acknowledging the impact these factors can have on URM students at early stages of the education. In order to increase the diversity of the health care workforce, systemic solutions must be sought to ensure equitable financial access and pre-medical opportunities be afforded to all qualified students.

A Case Study of the Use of Newsela PRO Among Adult, Emergent Bi/Multilingual Learners in a Precollege Program

Adult literacy and English as an Additional Language (EAL) programs are often challenged to find suitable and authentic reading texts and instructional materials for their students. Newsela PRO, an entirely online resource, provides high-interest fiction, timely news articles, and other nonfiction texts in both English and Spanish that focus on developing reading and critical thinking skills by providing students with five levels of reading difficulty. Although originally designed for younger learners, the use of Newsela PRO has recently expanded into adult literacy programs. This convergent mixed-methods study investigated the usability and instructional use of this educational technology in an intensive, precollege EAL program in a community college in the northeastern United States. This case study found that instructors felt the detailed reports provided by Newsela PRO enhanced their instruction and feedback and enabled them to differentiate instruction more effectively. Regardless of language-proficiency level, students found Newsela “easy to very-easy-to-use.” They were motivated to read more extensively and developed more confidence in their academic skills and English-language proficiency. These preliminary findings justify the additional cost of Newsela PRO as well as exploring its expanded use in other adult education, EAL, and literacy programs, especially Spanish-language literacy programs, both in the United States and internationally. As many adult and higher education programs were mandated to transition to distance learning exclusively during the recent COVID-19 pandemic, the effective instructional use of educational technology has become critical.

Effects of a Pre-College Program on University Students’ Communicative Competence and Problem-Solving Skills

Effects of a Pre-College Program on University Students’ Communicative Competence and Problem-Solving Skills