University Outreach Program Research Articles

Using a Hydrogen Car to Discuss Renewable Energy (in a University Outreach Program) with Middle School Students

Using a Hydrogen Car to Discuss Renewable Energy (in a University Outreach Program) with Middle School Students

Rural postsecondary encouragement through a land grant university county extension office

AbstractRural students graduate from high school at higher rates but go to college at lower rate than their urban and suburban peers. To take on the educational attainment challenge for rural students, we need to know more about postsecondary encouragement programs. This study examined a pilot postsecondary encouragement program in 11 rural high schools with two questions: How do high school counselors support students’ plans for life after high school through a land‐grant outreach program? How is a university outreach program utilized in these schools? This qualitative case study used 17 individual interviews with school counselors and county extension agents. According to school counselors, the postsecondary encouragement program increased financial aid applications and student interest in college going. County extension agents were a trusted bridge between the program and the local high schools. Tracking student milestones helped school counselors serve all students, and program experts provided workshops for students and parents. Campus visits helped students visualize themselves as college students, yet financial concerns dominated the students’ college choices.Practical Takeaways Postsecondary encouragement through information from experts combined with local support can be a cost‐effective intervention to increase rural students’ college going. Counselors tracking all students for college and career readiness milestones ensure all students are given the message that they are college material, a predictor of enrollment. Counselors and students lack clear information about costs and financial aid availability, but these are important to rural families’ decisions. Local county extension agents can serve as the bridge between the rural student population and the 4‐year universities. Extension agents and school counselors gave credibility to outside experts.

Equalizing and Widening Access to Higher Education During a Pandemic: Lessons Learned from a Multi-University Perspective

The COVID-19 pandemic caused a rapid and unprecedented shift of widening participation and outreach activities to online and remote delivery. The impact of this went beyond practitioners and the university sector; positive and negative implications are felt by stakeholders and the broader community. This shift online is discussed through the lens of a multi-university perspective, using four case studies from university outreach programs in one Australian state. The article provides a holistic view of the lessons learned and discoveries made, informing future program design and delivery. These programs include primary and secondary students, teachers, parents, guardians and carers, and work within a range of low socioeconomic and regional, rural and remote contexts. We argue that the fundamentally necessary shift online created a profound legacy and bears potential to increase accessibility (via diversity and scale), but, simultaneously, that care must be applied if substituting face-to-face engagement with that online. While this article primarily focuses on issues of value to practitioners, it also discusses important implications for academics, support staff, and university executive regarding the access and participation of underrepresented cohorts during times of mass change.

Developing a Tool for Music Theory Placement: An Emphasis on Implicitly Learned Abilities

Addressing the disparate levels of aural skills that students may have acquired through their daily musical experiences prior to formal schooling can be difficult. Placement tests within the Western classical musical tradition typically involve structural decoding and formal concepts of elementary music theory. In this manuscript, we discuss the development of a music placement evaluation for beginner students ( N = 539) involved in the ear training and music theory classes of a university outreach program. The measure consisted of 12 aural skills tasks inspired by the principles of Serafine’s music development model that assessed knowledge acquired from daily music experiences without stressing the formal nomenclature of music theory. Stimuli were comprised of temporal (idiomatic construction and textural abstraction) and nontemporal processes (melodic closure, harmonic closure, transformation, and hierarchical levels) according to Serafine’s model. The comprehension of tempo, register, and melodic contours also was evaluated. The use of real music excerpts, some of which likely belonged to students’ own repertoires, may have helped the students to concentrate on the cognitive/aural tasks. The implications of this evaluation for music education are discussed.

Soil and Water Iron Microbes in North Carolina (SWIMNC) Outreach: Positive Impact of Combining Classroom and Field Experiences to Promote Learning and Shift Attitudes

. Environmental science is a topic that lends itself to innovative teaching methods in secondary education. Many aspects of environmental science have macroscopically observable components, creating myriad opportunities to link classroom lessons and practical, outdoor exercises to both pique the students’ curiosity about the world around them, and reinforce the fundamental knowledge imparted through books and lectures via active learning. Linking university research teams and local science teachers is a key way to incorporate cutting edge science into the classroom and to provide students with the experience of being a “scientist for the day”. Through the Soil and Water Iron Microbes in North Carolina (SWIMNC) project, local science teachers were recruited to participate in a university outreach program to bring current biogeochemical science to both students and teachers. A team of faculty, postdoctoral research associates, and graduate students delivered a classroom presentation on the importance of metals and iron oxidizing bacteria, emphasizing the role microbes play in affecting the availability and transport of metals in the environment. The group then traveled to a nearby site where iron oxides (bright orange deposits common in shallow water) form to collect samples and other field data. Students worked in small teams with a member of the university to collect and label samples, take measurements of pH and temperature, and make and record observations. Pre- and post- activity surveys assessed the impact of the combined classroom and field event on student’s knowledge and attitudes relating to environmental science. Survey results indicate that the combination of classroom activities and hands-on field sampling and analysis had a positive influence on students’ knowledge and views of environmental science. This impact was most pronounced on middle school students, but was still significant for high school students. University outreach programs provide a clear opportunity to integrate current topics into secondary school classrooms. Here, research about how bacteria and metals interact in the environment provides an avenue to incorporate current research data and demonstrations into classroom activities, giving teachers and students the opportunity to use these approaches in lessons and projects to gain a better understanding of environmental science.

The Effect of University Marketing Efforts on Students’ Academic Decision-Making: An Empirical Study

This study examines the influence that university marketing tools focusing on certain demographics (i.e., gender and age) have on students’ academic decision-making. The marketing students sampled rated their decision-making process in regards to college selection, selection of a Business Administration major, and selection of an option within that Business Administration major. The findings indicate that university marketing efforts are more influential for younger students already enrolled regarding their choice of a college or school. Refined university outreach programs are necessary to better inform and direct students’ post-enrollment decision-making.

Popular Opinion Leaders' Perspectives on Preventing Gender-Based Violence and Problem Drinking Among Kenyan College Students: A Brief Report.

Gender-based violence (GBV) occurs at alarmingly high rates among college students in a number of countries, including Kenya. To comprehensively address GBV and co-occurring public health issues (e.g., problem drinking), the nonprofit organization Elim Trust has begun to develop a student-led university outreach program (i.e., Vunja Kalabash Campus Project [VKCP]) in Kenya. The purpose of the current study was to examine the perspectives of popular opinion leaders (POLs) on GBV and related public health issues, and on the perceived effectiveness of the VKCP. We conducted a focus group with 16 POLs who lead prevention efforts on their campuses (62.5% women). Content analyses of the focus group suggested that GBV is a serious problem among Kenyan college students; GBV intersects with other problematic health behaviors like problem drinking, and despite some challenges (e.g., resources, time), VKCP is perceived to be effective at preventing GBV and supporting survivors of GBV. These data suggest that peer-led programming holds promise in preventing and responding to GBV.

Cooperative Extension and Practicing Anthropology: A Natural Fit

Abstract The Cooperative Extension System's mission to “put scientific knowledge into practice” is a natural fit for practicing anthropologists. Two extension anthropologists present their work with the Iowa State University Extension and Outreach programs, Iowa Learning Farms and Water Rocks!, as a case study for how anthropological practice can be used to develop and implement successful extension programs. Added to the conversation is the element of advocacy in anthropological practice, with an examination of how using anthropological research and evaluation methods to understand targeted program audience perspectives better enables practitioners to advocate for environmental improvements and better meet the primary extension program objective of bringing practical, science-based solutions to real world problems.

Disruptions and bridges in rural Australia: higher education aspiration to expectation of participation

ABSTRACTWidening higher education participation can deliver benefits to individuals, societies and economies but rural populations experience factors which inhibit their aspiration for and participation in higher education. When designing outreach programs, universities need to consider this landscape of factors, many of which are socio-cultural. This article reports evaluation results from a project that trialled three university outreach programs designed to align with rural contexts with the aim of identifying aspects which were effective in addressing factors of rurality, revealing obscured future options and showing higher education pathways as attainable. Universities can work effectively with rural communities to inform people’s higher education aspirations through ‘disruptions’, interventions that inform educational aspiration, and ‘bridges’ which support higher education participation through facilitating access to information, physical, financial, academic and social resources. A model including both ‘disruptions’ and ‘bridges’, jointly resourced and drawing on social capital resources of communities and higher education institutions is presented.

A blended learning course for playfully teaching programming concepts to school teachers

In this paper we report our experiences from a University outreach program with primary and secondary education teachers of various specialties. Our goal was to improve the coding abilities of teachers through Scratch activities. The participants can in turn teach their students, multiplying that way the benefitted population. To increase the participation and the completion percentage, the activities are designed as a course in Moodle realized in discrete runs with manageable groups, in a blended learning approach. The educational material was a combination of learning objects with specific objectives, video material and try-out activities. The course has been completed by 559 teachers from various Greek districts, mainly of regional areas, with a high completion rate of 65%. The participants found the experience highly satisfying, interesting and agreed that they had been supported effectively throughout the process. In the paper we describe the rational of our approach, the design and implementation phases of the project, the outcomes and the main findings of the evaluation of the user opinions.

Student-led widening access schemes.

Medicine is among the most competitive degrees in the UK. Successfully gaining admission into medical school requires students to demonstrate a variety of academic and nonacademic skills in addition to experience and insights into the profession. However, gaining relevant experience within medicine may not be equally available to all students. The 2012 report from the Social Mobility and Child Poverty Commission stated that in terms of widening access and improving social mobility “medicine lags behind other professions”. As president and vice president of Imperial College School of Medicine’s student-led widening access society, we can provide an insight into the role of medical students in leading widening participation programs within a large medical school. In this article, we discuss our organizational structure, our core activities and our collaboration with the university’s outreach program.

대학연계형 연속보호체계형 노인주거환경의 서비스 및 프로그램 운영 분석 연구 : 미국의 사례를 중심으로

This study aimed to identify services and social and leasure programs that will be needed for helping senior residents to be aging healthfully and comfortably in the university-based continuing care retirement community (UBRC). This study conducted case study targeting three representative university-based CCRCs in the east area of United States such as Oak Hammock (OH) at Florida state, Kendal at Lexington (KL) and The Collonades (C) at Virginia state. There were three types of services in the UBRC, which were meal services, healthcare services, and personal services. Those services were different from the level of care such as independent living, assisted living, nursing home and memory care. Meal services and personal services were very similar among three UBRC, whereas healthcare services of OH were higher level of quality and diversity than the others. The social and leisure programs were categorized in-house programs, university outreach program and intergenerational programs between residents and students attending to related university. In-house programs and university outreach program were almost similar among three UBRC, whereas intergenerational programs of OH were well organized and actively operated than the others. This study results are expected to provides essential information for the development of Korean style services and programs of university-based CCRCs in the future.

Pushing Past Clichés: Latina and Black Women’s Perceptions of the Dietetics Major and Profession during Career Exploration

ABSTRACTDiversity in dietetics, like other health professions, has remained stagnant despite the increase of racial and ethnic minority groups in the United States. We examined how Latina and Black women, enrolled in a university outreach program, make sense of a critical media literacy program during career introduction to dietetics. Our findings revealed that the women did not identify with the dietetics major and profession due to stereotypical images. Cliché messages were used as a discourse method. The need to explore public discourse to understand identity formation and barriers to entry into health profession careers is discussed.

Empowering Latino Parents to Transform the Education of Their Children

This article emphasizes the role of parental involvement in the college preparation of Latino elementary and secondary school students. Although literature shows that education is highly valued in Latino families, actual college enrollment rates for Latino youth are below average. This has been attributed to barriers including lack of financial resources, problems in communication with schools, and low familiarity with the college planning process. The American Dream Academy is a university outreach program that is designed to help Latino families overcome these barriers. We conducted a qualitative analysis of speeches that were prepared and delivered by parents at graduation ceremonies of the program from 2007 to 2009. Our analysis revealed six themes: facing challenges, envisioning success, understanding the school system, taking ownership, community raising a child, and creating a supportive home environment. The findings enrich existing literature and help understand the complex systems that are at play with parental involvement in Latino families.

Biomaterial education initiative for primary school students

Event Abstract Back to Event Biomaterial education initiative for primary school students Christopher J. Gehrmann1, 2, Joshua Herwig1, 2, Joel D. Bumgardner1, 2 and Jessica A. Jennings1, 2 1 University of Memphis, Biomedical Engineering Herff College of Engineering, United States 2 University of Tennessee Health Science Center, Biomedical Engineering, College of Medicine, United States Purpose: We propose a novel method for initiating, evaluating, and sustaining a Biomaterials Education program for 6th-8th grade students. This method details the use of affordable materials, funding resources, and use of university outreach programs to provide biomaterials education in primary schools. This model is reproducible and adaptable through unique, yet robust assessment tools, which improve the pedagogy of the presented material throughout the program. The positive learning outcomes of this model apply to not only primary school students, but also university students by providing opportunities to teach fundamental biomaterial principles. Methods: Our model is built around a funding structure provided by the Society for Biomaterials (SFB) and West Tennessee STEM Hub. The STEM Hub has awarded the University of Memphis Student Chapter with a grant to fund STEM teaching in local primary schools. Additionally, we have received an award from SFB as part of their Biomaterials Education Challenge. The University of Memphis SFB Student Organization was used for staffing. Students in this organization have special knowledge and/or interest in the field of Biomaterials that facilitates the implementation of experiments and lectures. Outreach to local primary education institutions is facilitated by the growing focus on STEM education. Local magnet schools focusing on promoting STEM education provided locations with cooperative school administration and alignment of our outreach activities with the current school curricula. Creation of proper assessment tools is necessary to assess achievement of learning objectives and to adjust demonstrations and curriculum for future semesters. Two surveys are created and administered: one for assessing the impact on primary school students, and the other for evaluating the instructor’s educational approach and for correlation with learning objectives. The primary student surveys include pre-interest, post-interest, and knowledge scales to track effects numerically, followed by similar surveys which collect qualifiable data of current and learned knowledge. The instructor surveys are administered post-activity and assess effectiveness of the instruction. Experiments begin with an introduction, pre-lesson assessment forms, and a lecture explaining the science of the experiment. Volunteers coordinate the activities on a group-by-group basis. The experiments are: Sodium Alginate Crosslinking[1], Biomaterial Mechanical Testing of Vascular Graft[3], Smart Material Demonstration[2], Advanced Hydrogel Crosslinking Analysis. Results and Conclusion: Based on the results of a preliminary educational seminar[1], we have developed a Biomaterials Education program for 6th-8th grade students. Through timely and repetitive assessment of learning outcomes before and after instruction (short and long term) we can tailor instruction methods to most effectively convey knowledge. This innovative assessment of shortfalls in pedagogy heightens interest, bolsters understanding, and improves retention of biomaterials concepts. Future work will include (1) charting the instructors’ comfort level and effectiveness compared to the evaluation of knowledge and retention of the students, and (2) investigation of knowledge and interest based on factors such as group size, grade level, and complexity of activity. Furthermore, we will expand the Education program to a larger number local Middle Schools. This work was supported in part by the West Tennessee STEM Hub, funded by the University of Memphis ST-TTT Grant.

A FORMAÇÃO DE ALUNOS NA EXTENSÃO UNIVERSITÁRIA DA UFMG: PROGRAMA ESCOLA INTEGRADA (PEI)

This work presents the impacts of a university outreach program at UFMG on students´ initial education. The goal of the PROGRAMA ESCOLA INTEGRADA1 (PEI/UFMG) was to provide undergraduate students who received a grant the opportunity to participate at workshops offered by the Department of Education of Belo Horizonte in the form of extracurricular activities. Interviews conducted with the grant students from the School Support area highlighted the dilemmas faced by the students and how they were solved. We hope to understand the role of Outreach University programs and their relation with teaching and research.

Does Living Closer to a University Increase Educational Attainment? A Longitudinal Study of Aspirations, University Entry, and Elite University Enrolment of Australian Youth.

Geography remains a critical factor that shapes the development of aspirations, attainment, and choice in young people. We focus on the role of geography on university entry and aspirations due to the increasing requirement in society for a higher education qualification for access to prestigious positions in society. Using a large representative longitudinal database (N=11,999; 50% male; 27% provincial or rural; 2% Indigenous) of Australia youth we explore the association between distance to a university campus and the critical attainment outcomes of university entry and enrolment in an elite university as well as critical predictors of these outcomes in access to information resources (i.e., university outreach programs) and university aspirations. In doing so, we provide new insight into distance effects, and the extent that these are due to selection, cost, and community influence. Our findings suggest that distance is significantly associated with both university expectations and entrance, with an especially large impact upon young people from low socioeconomic backgrounds. However, we also find little evidence that distance is related to attending a university led information session. Our conclusion is that distance effects cannot be fully explained by selection in terms of academic achievement and socioeconomic status, and that anticipatory decisions and costs are the most likely drivers of the distance effect.

The Efficacy of Routine Screening for High-Frequency Hearing Loss in Adults and Children.

This study was conducted to investigate the efficacy of routine screening for high-frequency hearing loss (HFHL) including 3000, 6000, and 8000 Hz frequencies with conventional test frequencies (1000, 2000, and 4000 Hz) in adults and children in a university outreach program. Screening outcomes were examined in 2 cohorts of adults (Cohort 1, N = 315, M = 66.2 years; Cohort 2, N = 67, M = 68.3 years) and children (Cohort 1, N = 177, M = 6.5 years; Cohort 2, N = 57, M = 6.9 years) with a high-frequency screen protocol (1000-8000 Hz at 25 dB HL for adults and 20 dB HL for children) using supra-aural headphones. A rescreen was conducted in Cohort 2 with a modified protocol using insert earphones and monitored ambient noise levels. Average total test time significantly increased (p < .0001) and nearly doubled with inclusion of 3000-, 6000-, and 8000-Hz frequencies, adding approximately 1 min. Rescreen referral rates decreased by approximately 2%-16% at 1000-8000 Hz (approximately 13%-16% at 6000 and 8000 Hz) using the modified protocol in adults and children, supporting false-positive responses using supra-aural headphones. Screening for HFHL should include insert earphones in order to prevent potential errors, particularly at 6000 and 8000 Hz.

Extending Support for English Language Learning: A University Outreach Program

&lt;p class="MsoNormal" style="margin: 0in 0in 0pt;"&gt;&lt;span style="font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 10pt;"&gt;As universities in English-speaking countries recruit and enroll international students, a variety of forms of support are typically offered on and off campus to help students make a successful transition. The most common challenges for non-native English-speaking international students are linguistic and cultural. In spite of meeting English proficiency score requirements for admission, students report struggling with the demands of academic English. This article describes a model for an on-site English language program to help students improve their levels of English proficiency prior to their arrival. Program effectiveness was assessed through pre and post test measures of students&amp;rsquo; English language skills, interviews with stakeholders, and observations. Students&amp;rsquo; gains in proficiency were moderate due to the limited amount of time they had available for course attendance and study, but gains in affective factors were strong. Challenges in the implementation of the program and how they were resolved are described. &lt;/span&gt;&lt;/p&gt;

Expansion and equity in Australian higher education: three propositions for new relations

This article outlines three broad propositions for student equity in Australian higher education (HE), arising from the Australian Government's recent policy announcement to expand and widen student participation. The first is that a new relationship between student demand for places and their supply is on the horizon, unlike any other in Australia's history. Specifically, demand will struggle to match the intended supply. Given these new arrangements between government, institution and applicant, the article's second proposition is that governments and universities will need to develop a new regard for the people they seek to attract. And, following on from this, they will need to pay more attention to the nature of HE and its appeal to people who traditionally have not been all that interested. Informing this account are an examination of statistical data, analysis of university outreach programs, and a comparison of current principles of effective teaching in HE. The article concludes that advancing student equity in the current context will require new relations between institutions and students, which include a more sophisticated appreciation for the diversity of students and their communities, and for what they potentially contribute to HE.