Internationalism In Science Research Articles

What I see of you in me: how do high school students position scientists in a science internship?

ABSTRACT Science internship has been suggested as an effective way of engaging high school students in science inquiry. Research has investigated the impacts of science internship on students' science knowledge, skills, attitudes, interests, identity, confidence, and career aspirations. However, little research has studied how high school students position scientists in an internship. Drawing on dialogic self-theory, this qualitative study investigated how students positioned their relationships with scientists in a science internship using students' journals and interviews. Our analysis identified nine different positions of high school students towards scientists. They viewed scientists as busy faculty, expert, evaluator, feedback provider, effective instructor, patient listener, life-long learner, role model, and talent scout. These findings can help scientists and programme designers to tailor and improve future science internship designs and activities, and can contribute to understanding the process of science identity development. Importantly, this study demonstrates an alternative approach to understanding students' views of scientists.

Assessing Health Data Science Internships: A Comprehensive Study at the University of Lille.

Data Science emerged as a new cross-disciplinary discipline at the intersection of statistics, computer science, and expertise in a specific domain, such as health and biology. The data science field, alongside other data-related professions, is continuously evolving. We conducted a study examining tasks assigned to first-year internship students pursuing a Master's degree in Health Data Science, exploring the missions, technologies employed and skills required, and internship alignment with students' training through semi-structured interviews with 32 participants. Three quarters of the students were placed in teams within the public sector. Among these entities, there were 11 hospitals and 12 universities. Although the majority of students did their internship as part of a methodological team, they often had a healthcare professional on their team. Nearly half of the missions involved descriptive analysis, followed by 9 missions focused on etiology or prediction and 8 missions on implementing a data warehouse. The majority of students had to perform data management and produce graphs, while only half conducted statistical analysis. The findings highlighted that data management remains a major challenge, and it should be taken into consideration when designing training programs. In future, it remains to determine whether this trend will continue with second-year students or if, with experience, they are more often assigned statistical analyses.

An exemplary scientist's storytelling in a high school students’ science internship

ABSTRACT With the rapidly increasing demand for STEM skills, many scientists, mathematicians, engineers, and technology professionals encourage students to pursue STEM careers. However, communicating science to lay audiences is challenging due to complex scientific terminology. This qualitative research aimed to demonstrate how an exemplary scientist, Dr. Reed, used storytelling to teach science in a 7-month internship for high school students. Data sources included real-time videos, field notes, and individual student interviews. Labov's model was used to analyze 75 stories. The analysis shows that Dr. Reed's stories mainly targeted eight teaching purposes. Telling such stories allowed Dr. Reed to relate scientific practices to what the students were experiencing in the science internship. Science educators can use this study's findings to build their storytelling practice with the goal of communicating science to students more effectively.

Evaluation of Early and Late High School Student Science Research and Mentorship Programs: Virtual Gateway to Science Curricula and Mentorship During the COVID-19 Pandemic.

People from racial and ethnic minoritized groups, those with disabilities, and those from low-income backgrounds are underrepresented in biomedical careers. Increasing diversity in the biomedical workforce, particularly health care providers, is imperative to address the disparities faced by minoritized patients. The COVID-19 pandemic highlighted disparities experienced by minoritized populations and emphasized the need for a more diverse biomedical workforce. Science internship, mentorship, and research programs, which have historically been conducted in person, have been shown to increase interest in biomedical fields for minoritized students. During the pandemic, many science internship programs pivoted to virtual programming. This evaluation focuses on two such programs for both early and late high school students and evaluates change in scientific identity and scientific tasks pre- and post-program. Additionally, early high school students were interviewed to obtain more in-depth information on the program experiences and effects. Early and late high school students reported increased scientific identity and comfort with scientific tasks compared pre- to post-program in several domains. Desire to pursue biomedical careers was maintained pre- to post-program for both groups. These results highlight the importance and acceptance of developing curricula for online platforms to help boost interest in biomedical fields and desire for biomedical careers.

Science and Public Engagement in National Parks: Examples and Advice from Young Scientists

Science and Public Engagement in National Parks: Examples and Advice from Young Scientists

High School Students’ Emergent Positions from Science Internships

Learning science in authentic settings, such as science internships in university laboratories, has been suggested as an effective way to enhance students’ scientific knowledge and skills, expand their views on the nature of science inquiry, and inspire them to pursue science careers. However, little research has been done to study how high school students position themselves in science internships while working at the elbows of scientists. According to positioning theory, how students view and position themselves may greatly shape how they participate in educational activities. Thus, the purpose of this ethnographic study was to investigate high school students’ emergent positions from their interactions with scientists in science internships. By analyzing students’ cogenerative dialogues about their internship experiences, we identified ten categories of high school students’ positions that emerged in science internships. Moreover, how each science laboratory team made unique contributions to high school students’ positionalities and how these students positioned themselves during follow-up interviews eight months after their internships were further discussed. Science educators may model classroom environments that can promote and support the positions identified in this study as students learn how to research and experiment to answer scientific questions in an authentic science learning environment.

Preparing UK PhD students towards employability: a social science internship programme to enhance workplace skills

ABSTRACT Employability is rapidly becoming a primary aim of PhD programmes. Internships have been shown to maximise students’ chances of employment; however, there is limited evidence for how relevant this approach is to social science PhD students. This article reports on a mixed methods study, designed to utilise secondary and primary programme evaluation data collected through student (n = 18) and partner (n = 15) questionnaires, student (n = 30) case study reports and interviews with partners (n = 7) in the first five years of an internship programme running at a UK Russell Group university. The study found that the social science PhD internship programme surpassed the high expectations of both PhD students and partners. The key implication of the study is that the programme boosted student employability, demonstrating to students and employers that traditional PhD social science study provides transferable workplace skills and internships enhance these skills and illuminate a wide range of non-academic employment pathways. The study provided the evidence needed to engage future students and partners in the programme, and to improve the framework for programme evaluation. An expansion of the programme is recommended, alongside ongoing monitoring and alignment of non-academic partner, university and student needs.

Individual and Social Factors Influencing Sports Science Internship Students’ Practice-Based Learning: A Phenomenological Study

The results of this study will help form guidelines for developing students’ capacities for learning in authentic workplace settings to better prepare them to be effective and efficient in their chosen careers. This phenomenological study examined factors influencing practice-based learning and how participants learned from their practice. Six fourth-year students majoring in sports science who had recently returned from their internships took part in this study. Data were collected through semi-structured interviews. Thematic analysis was performed on the transcripts to characterize the participants’ shared experiences, which yielded the following seven themes of factors influencing their practice-based learning: (a) clear career goals and identification of an appropriate internship facility; (b) self-efficacy; (c) reflective practice; (d) good workplace relationships; (e) organizational leaders as agents transferring knowledge; (f ) knowledge-sharing behavior; and (g) impact of the COVID-19 pandemic. Internship students also learned to identify their weaknesses in this study, communication skills, group fitness instructor skills, and a professional exercise instructor image.

Beyond measure: using cogenerative dialogues as a formative assessment to improve PBL science internships

ABSTRACT Project-based learning has been suggested as an effective student-centered practice to teach science. However, how to assess students’ learning in project-based learning activities remains challenging because of its open-ended nature. In this study of high school students’ science internships, we demonstrated that cogenerative dialogs can serve as a formative assessment to improve teaching and learning in project-based learning activities. Cogenerative dialogs provided a safe and supportive space for respectful and equitable dialogs. In cogenerative dialogs, both instructors and students identified areas for improvements and brainstormed solutions as a team. As a result, students were empowered to speak up their voices and willing to take on the responsibility for their learning. The regular cogenerative dialogs became an effective form of formative assessments to improve both the teaching and learning involved in the science internships. By analyzing these cogenerative dialogs, we identified eight key strategies used by participants in cogenerative dialogs to justify and assess the internship teaching and learning. These key strategies may serve as a framework to observe how instruction revolutions and feedback are intertwined and how students become engaged in assessing themselves and their peers in formative assessments.

Regulating Emotions through Cogenerative Dialogues to Sustain Student Engagement in Science Internships: A Case Study

Open inquiry learning and student–scientist partnerships are two effective ways of enhancing students’ science learning; however, due to their challenging and intimidating nature, students might encounter emotional breakdowns when engaging with them. To address communicative and emotional issues in high school students’ internships with scientists, this ethnographic case study integrated a pedagogical tool called cogenerative dialogues (cogen), which are conversations cogenerated by different stakeholders to reflect on participants’ experiences and help them reach collective decisions about the rules, roles, and responsibilities that govern their partnerships. Data sources include video recordings of internship activities, video recordings of cogenerative dialogues, students’ journals and interviews, and researchers’ field notes, pictures, and artifacts collected during the internship. Drawing on the emotion regulation framework, I demonstrate how cogen could be used as a powerful tool to reveal emotion suppression, share emotion regulation strategies, and transform negative emotions into positive emotions. The results of this case study show that cogen played an important role in addressing specific issues one at a time and sustaining student engagement throughout the internship program. The implications of cogen for sustainability and organizational health are discussed.

121. Evaluation of An Early High School Student Science Kickstarter Program: Virtual Gateway to Science Curricula and Mentorship During the COVID-19 Pandemic

People from racial and ethnic minority groups, those with disabilities, and those from low-income backgrounds are underrepresented in higher education and science-related careers. Adolescents from these groups are less likely to attend college and obtain a science degree or pursue a science-related career. The COVID-19 pandemic has highlighted the importance of a diverse healthcare workforce and exacerbated educational disparities already experienced by youth from disadvantaged backgrounds. While science internship programs can help encourage science interest and pursuit, we know less about the role that virtual curricula play in advancing science education and mentorship opportunities.

Cultural identity central to Native American persistence in science

Native Americans are the least represented population in science fields. In recent years, undergraduate and graduate level summer research programs that aimed to increase the number of Native Americans in science have made some progress. As new programs are designed, key characteristics that address science self-efficacy and science identity and provide supports for Native American students’ commitment to a scientific career should be considered. In this study, we used sequential mixed methods to investigate the potential of culturally tailored internship programs on Native American persistence in science. We analyzed surveys (n = 47) and interviews (n = 4) with Native American students to understand their perceptions of themselves in relation to science research and how summer research experiences might develop science identities. Based on regression modeling, science identity, but not science self-efficacy, predicted intent to persist in science. In turn, science self-efficacy and Native American identity predicted science identity, and this suggests cultural identity is central to Native American persistence in science. In interviews, students’ comments reinforced these findings and shed light on students’ reasoning about the kinds of science experiences they sought; specifically, they chose to participate in culturally tailored internships because these programs provided a sense of belonging to the scientific community that did not conflict with their cultural identities. Based on our analysis, we propose an Indigenous science internship model and recommend that agencies target funding for culturally tailored programs from high school through early-investigator levels as well as provide inclusive programmatic and mentoring guidelines.

Effects of a 2-Week Remote Learning Program on Empathy and Clinical and Communication Skills in Premedical Students: Mixed Methods Evaluation Study.

BackgroundExpressing empathy builds trust with patients, increases patient satisfaction, and is associated with better health outcomes. Research shows that expressing empathy to patients improves patient adherence to medications and decreases patient anxiety and the number of malpractice lawsuits. However, there is a dearth of research on teaching empathy to premedical students. The Clinical Science, Technology, and Medicine Summer Internship of Stanford Medicine (also called the Stanford Anesthesia Summer Institute) is a 2-week collaborative medical internship for high school and undergraduate students to inspire learners to be compassionate health care providers. The summer 2020 program was adapted to accomplish these objectives in a fully remote environment because of the COVID-19 global pandemic.ObjectiveThis study aims to measure the change in empathy and competencies of participants in clinical and communication skills before and after program participation.MethodsA total of 41 participants completed only the core track of this program, and 39 participants completed the core + research track of this program. Participants in both tracks received instructions in selected clinical skills and interacted directly with patients to improve their interviewing skills. Research track participants received additional instructions in research methodology. All participants completed web-based pre- and postsurveys containing Knowledge and Skills Assessment (KSA) questions. Participant empathy was assessed using the validated Consultation and Relational Empathy measure. A subset of participants completed optional focus groups to discuss empathy. The pre- and post-KSA and Consultation and Relational Empathy measure scores were compared using paired 2-tailed t tests and a linear regression model. Open-ended focus group answers were then analyzed thematically.ResultsParticipants in both tracks demonstrated significant improvement in empathy after the 2-week remote learning course (P=.007 in core track; P<.001 in research track). These results remained significant when controlling for gender and age. A lower pretest score was associated with a greater change in empathy. Participants in both tracks demonstrated significant improvement in KSA questions related to surgical skills (P<.001 in core track; P<.001 in research track), epinephrine pen use (P<.001 in core track; P<.001 in research track), x-ray image interpretation (P<.001 in core track; P<.001 in research track), and synthesizing information to solve problems (P<.001 in core track; P=.05 in research track). The core track participants also showed significant improvements in health communication skills (P=.001). Qualitative analysis yielded 3 themes: empathy as action, empathy as a mindset, and empathy in designing health care systems.ConclusionsSummer internships that introduce high school and undergraduate students to the field of health care through hands-on interaction and patient involvement may be an effective way to develop measurable empathy skills when combined with clinical skills training and mentorship. Notably, increases in empathy were observed in a program administered via a remote learning environment.

An Interprofessional Team-Based Experiential Learning Experience in Public Libraries

The Stony Brook Medicine Healthy Libraries Program (HeLP) is an interprofessional team-based experiential learning opportunity for health professional students. University faculty members in the fields of nursing, public health, social work, and library science collaborated with four suburban public library directors to design, implement, and evaluate a team-based interprofessional service-learning experience, in which supervised students engaged in health monitoring and promotion in the library setting. Participating students were enrolled in either a semester-long population health course ( n = 16), a Master of Social Work fieldwork internship ( n = 2), a Master of Library Science internship ( n = 1), or a Master of Public Health practicum ( n = 2). HeLP faculty educated students on content, library culture, communication, professional roles/responsibilities, and documentation using standardized data collection tools. Concurrently, the interprofessional student teams delivered resources to patrons 1 day a week, with alternating locations, for a minimum of 2 hours per visit over the course of 6 weeks. HeLP provided students with an opportunity to apply core competencies based on the Interprofessional Education Collaborative. The team-based approach fostered interprofessional learning, as students worked together to assist library patrons on health and social needs. Throughout the program’s duration, students documented the type of resources provided, the types of encounters between team members, and the number of referrals. Student learning was assessed after program completion using three open-ended reflection questions.

Success of Distance Learning During 2020 COVID-19 Restrictions: A Report from Five STEM Training Programs for Underrepresented High School and Undergraduate Learners.

In 2020, STEM training programs across the country were challenged to provide support to students during a nation-wide shutdown of research institutions in response to the COVID-19 pandemic. Five U.S. high school science internship programs funded by the Doris Duke Charitable Foundation, with a history of collaboration, developed innovative strategies for distance-learning (DL) opportunities during the pandemic. Forty under-represented high school and undergraduate students were paired with scientific mentors at one of the programs for a DL scientific internship. Summer training combined synchronous and asynchronous programming with research projects adapted for DL success. Ninety-five percent of students who participated were satisfied with the training experience, nearly identical to exit survey responses from 2019 when our programs were held in-person. More students were interested in pursuing a career in research at the end of the program and credited the DL experience with increasing interest in research careers. Some DL elements were ideal for underrepresented youth, including a more flexible schedule and elimination of cost and time for travel. While the lack of in-person instruction challenged our ability to create a strong student community, we found that preparation, communication, and flexibility were key elements to these successful DL programs. The increased emphasis on interpretation and analysis of data, rather than data collection, enhanced student learning. This manuscript highlights the changes made to our curricula, elements which were most successful, and recommends strategies for future distance-learning programming.

142 Providing an experiential learning opportunity through an Extension animal science internship

Abstract Summer is a busy time for Extension programs and includes several activities, such as 4-H youth programs and producer meetings. Three years ago, the Arkansas Extension Animal Science Department started offering an internship opportunity for students. The internship occurs for 12 weeks with salary compensation and housing (if needed). Monies for the internship are provided by both the department and Extension ANR Associate Director. Applications are accepted in the spring (resume, cover letter, and 3 references), interviews are held for the top 3–5 applicants, and then an intern is selected. Year 1 and 2 yielded 11 applicants each year and year 3 generated 22. Interns spend the summer assisting faculty with youth programs, adult programs, and research projects. They are not assigned to one particular faculty member, but have the opportunity to gain experiences from all faculty members.Mid-way through the internship and at the end of the internship, an evaluation is sent to both the intern and faculty members to assess the mid- and overall performance of the intern. Some notable results from the intern evaluations include: 75% had moderate or large improvement in written and oral communication skills and 100% had a large improvement in general knowledge of Extension. All interns indicated that tasks assigned were challenging, but attainable; they believe the internship was excellent and would definitely recommend to others; they are more interested to work for Extension as a result of the internship; and believe the internship is a very valuable educational experience. From the faculty perspective, having an intern is very valuable. An intern allows for more things to get done in a timely manner. Suggestions for improvement are for more interns to be hired. Internships are a great way to expose students to Extension and what the Animal Science Department offers.

Using cogenerative dialogue to address heightened emotions with difficult students

In “It’s the magic circle”! cogenerative dialogue is used to create a safe environment to address emotional conflicts in a project-based learning (PBL) science internship. Hsu is drawing on polyvagal theory (PVT) and event-oriented enquiry to show how educators can use cogens as a pedagogical tool to successfully address emotional conflicts between scientists and high school students in a PBL science internship through respectful communication emphasising equality. Cogenerative dialogues (cogens) have been used as a methodological and pedagogical tool for a number of years. Cogens can transform teaching and learning environments, produce positive emotional energy, increase participation of stakeholders and give voice to participants. The event “the Lucy incident” that is central to Hsu’s study occurred when a cogen was conducted that did not adhere to the rules of cogen and the dominant voice of the scientist became central. “The Lucy incident” was a significant event that transformed the interactions amongst all participants afterwards. After reading Hsu’s paper, we were intrigued by some similarities between her study and our research. In a previous study by Jennifer Oakley (Understanding emotional climate: interaction rituals and cogenerative dialogue in a beginning science teacher’s classroom, Queensland University of Technology, 2016) of cogen in a beginning science teacher’s classroom, a similar exertion of power by a classroom teacher resulted in a failed cogen. Thus, in this forum paper, we aim to address those similarities and discuss the differences through the lenses of PVT and interaction ritual theory.

Cogenerative dialogues, emotional conflicts and polyvagal theory: links to science learning

This forum paper offers alternative insights into Pei-Ling Hsu’s “It’s a magic circle”! Using cogenerative dialogues to create a safe environment to address emotional conflicts in a project-based learning science internship. In her paper, she presented how cogenerative dialogues can be used to create an emotionally safe environment for conflict resolutions in a project-based science internship program. She examined the emotions during the cogenerative dialogues using the polyvagal theory. Here, we continue the discussion by raising alternative perspectives to view the events, particularly the “Lucy incident” that was described. We suggest the use of emotional regulation strategies such as situation selection, situation modification, attention deployment, cognitive change and response modulation as a means to enhance the way cogenerative dialogues could be carried out. The main argument on this commentary is that strong emotions cannot be dismissed if cogenerative dialogues are used as a means to resolve conflicts. Rather, participants in cogenerative dialogues need to apply specific emotional regulation strategies so that they can contribute and participate in cogenerative dialogues more constructively.

Teaching and Learning of Nature of Scientific Knowledge and Scientific Inquiry: Building Capacity through Systematic Research-Based Professional Development

ABSTRACTThis study provides an example of a systematic professional development project designed to build capacity for the teaching of nature of science and scientific inquiry, while not sacrificing the learning of more traditional science subject matter. Specifically, this project examined the impact of a 5-year professional development project on K-12 science teachers’ content knowledge and pedagogical knowledge, and their students’ knowledge, related to nature of scientific knowledge (NOSK) and scientific inquiry (SI). For five years a total of 236 science teachers in K-12 participated in the project and over 23,000 students were affected by the project. During each year of professional development teachers engaged in science internships, NOSK and SI activities, model lessons, curriculum development, microteaching presentations, and assessment practices related to NOSK/SI. The pre- and post-test results from the Views of nature of Science, Form D (VNOSK-D) and the Views About Scientific Inquiry (VASI) instruments indicated that teachers and their students significantly improved their understandings of NOSK/SI. In addition, analysis of teachers’ microteaching lessons showed that there was a developmental continuum of teaching NOSK/SI from implicit to didactic to explicit teaching as teachers progressed through the program.

A Promising Partnership

Though library science internships for undergraduates are not as well documented as those for MLIS students, internships for undergraduates can be impactful for both the intern and the library. Undergraduate students have firsthand, immersive experience with their major curriculum and this expertise can benefit science librarians making collection development decisions and creating content for research guides. This article discusses two such projects undertaken by an undergraduate mathematics major as part of a science librarianship internship.