ethanporcaro/eric-fulltext-meta huggingface dataset:
The Life Sciences Learning Center: An Evolving Model for a Sustainable STEM Outreach Program
Author: Alcéna-Stiner, Danielle C.
Date: 2020-08-00
Type: Journal Articles
Subjects: STEM Education,Models,Outreach Programs,Sustainability,Hands on Science,Secondary School Students,College School Cooperation

The Life Sciences Learning Center (LSLC) is a hands-on science outreach center located at the University of Rochester's School of Medicine and Dentistry (UR-SMD) in Rochester, New York. The LSLC provides hands-on, case-based learning to boost science literacy and increase enthusiasm toward science learning. The LSLC offers on-site and in-school programs for secondary students (grades 6-12) and has developed a wide variety of online curriculum materials that can be used in science classrooms and informal education settings. The LSLC is a model for sustainability with over 20 years of funding through a combination of sources including numerous grant awards from National Institutes of Health (NIH) and private foundations. The LSLC was awarded its first of five NIH Science Education Partnership Awards (SEPA) in 1998, which would prove to be a key funding source for sustainability. The LSLC has widely disseminated its curriculum materials nationwide through teacher professional development programs and online. An ongoing partnership with Science Take-Out has led to further dissemination of LSLC's curriculum materials and has strengthened LSLC's model for curriculum development and evaluation. The LSLC has evolved over the years to meet the changing needs of teachers and their students and the increased demands for hands-on, inquiry-based learning that focuses on real-life issues in STEM.
Using a College Curriculum to Integrate Informal Science Learning Opportunities for University and Middle School Students
Author: Hebets, Eileen A.
Date: 2020-08-00
Type: Journal Articles
Subjects: College Curriculum,Integrated Curriculum,Informal Education,Science Education,College Students,Middle School Students,After School Programs,Capstone Experiences,Student Attitudes,Service Learning,Program Evaluation

We used community partnerships to develop an integrated science-learning program focused on two groups of learners -- university and middle school (MS) students -- to increase students' interest and confidence in science as well as motivation to pursue science. Key program elements include a university course for undergraduate and graduate students, university student-led weekly afterschool clubs held at local middle schools (mostly Title I), and a capstone museum science festival led by university and MS students. Across nine course offerings, 78 university students conducted 25 clubs at seven middle schools and engaged at least 240 MS students. The capstone science festival engaged [approximately]1,200 public participants across six events. We evaluated the program in two phases. Quantitative and qualitative assessments show that university students enjoyed the course and increased their ability to describe complex scientific phenomenon to youth. Middle school students reported significant increases in science interest, science understanding, and understanding scientists (1st evaluation phase); and increased interest in a career in science and in their perception of others seeing them as a scientist (2nd phase). Consistent with prior research, overall we found an increase in interest and understanding of science, science identity, and interest in future science careers for MS students.
Base Pair: 28 Years of Sustained High School Biomedical Research Mentorship Driving Health Sciences Career Progression
Author: Stray, Stephen
Date: 2020-10-00
Type: Journal Articles
Subjects: College School Cooperation,College Faculty,High School Students,High School Teachers,Biomedicine,Student Research,Laboratories,Mentors,Graduation Rate,College Attendance,Educational Attainment,Program Effectiveness,Faculty Development,Grantsmanship,STEM Education,Curriculum Development

Base Pair is an ongoing (1992-present) collaboration between University of Mississippi Medical Center (UMMC) faculty mentors and Mississippi high school students and teachers. UMMC faculty and Base Pair teachers designed a course which has allowed curriculum innovations by teachers. The student component engages 15 trainees annually in laboratory experiences under direct faculty mentorship while receiving high school graduation credit. Students have a 100% high school graduation rate (vs. [approximately]88% nationally) and 99% college entrance. These students have co-authored/presented over 450 times in UMMC, state or national venues. Of 220 graduates, roughly 63% are in/have completed post-baccalaureate training. Of these, at least 49 have gained a terminal degree in science or law, while another 35 students have attained a Master's degree. Over 100 teachers have been mentored in grant-writing exercises and curriculum development, resulting in over 159 applications for external funding of inquiry-based classroom activities of which 78% were funded. Teachers have also implemented several innovative STEM curricula, reaching thousands more students. These include a student team-based competition that fuses citizen science and molecular biology to assess insect infection with &quot;Wolbachia&quot; bacteria. Base Pair bolsters student engagement, promotes STEM/health career advancement for students, and enhances teacher job satisfaction.
Examining School Counselors&apos; Wellness and Its Contribution to Their Levels of Altruism and Burnout
Author: Limberg, Dodie
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Burnout,Social Attitudes,Mental Health,Job Satisfaction,Self Advocacy,Measures (Individuals),Wellness,Altruism,Predictor Variables,Elementary Secondary Education

We examined 437 school counselors' levels of wellness and its relationship with altruism and burnout. Our results support the inverse relationship of wellness and burnout, but school counselors experiencing higher levels of wellness had higher levels of altruism. Our implications highlight the importance of school counselors advocating for their role as it relates to wellness, burnout and altruism.
Moving from School Counseling Compliance to Cohesion: Making Mandates Meaningful
Author: Feirsen, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counseling,Elementary Secondary Education,School Counselors,Counselor Attitudes,Administrator Attitudes,State Regulation,Comprehensive Guidance,Differences,Administrators

The New York State Education Department (2016, 2018) recently passed sweeping reforms impacting school counseling practice, preparation, and credentialing. School districts are now required to have a comprehensive school counseling program (CSCP) for all students in grades K-12. A statewide survey collected perception data from school counselors, building leaders, and school counseling supervisors regarding the implementation of important aspects of these new regulations. The authors conclude that the core of success lies in the collaboration of building leaders and school counselors to sustain meaningful implementation of comprehensive school counseling programs.
Professional Development for PreK-12 Teachers in Health Science Content Using a &quot;Train and Equip&quot; Approach: 28 Years&apos; Experience
Author: Burns, E. Robert
Date: 2020-10-00
Type: Journal Articles
Subjects: Faculty Development,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Health Sciences,Teaching Methods,Workshops,Program Evaluation

From 1991-2019 at the University of Arkansas for Medical Sciences (UAMS), 202 different faculty individuals, from each of the five UAMS colleges, volunteered to offer 120 different workshops in health science content to 22,731 PreK-12 teachers and some school nurses in the Partners in Health Science (PIHS) program. Participants consumed 83,488 hours of professional development. Workshops were held at UAMS or in 39 communities in the state. Workshops provided each participant with a &quot;take home&quot; Resource Kit (RK) containing topic-appropriate materials, supplies and/or items of equipment, used in the workshop, intended to foster replication of workshop experiences in the teacher's home classroom. Short-term, i.e. same day evaluations indicated a high degree of satisfaction with the workshops. Long-term (6 months or longer after a workshop) evaluations revealed that a large number of the participants performed new experiments/demonstrations and/or classroom activities involving audience participation for their students -- a strong sustainability factor because it could last for a participant's entire teaching career. Pre vs. posttest data recorded a gain in knowledge from 1737 participants in several workshops ranging from 14.8% correct to 29.8%. Extramural funding was consistent, but varied over the duration of the program.
School Counselor Roles for Student Success during a Pandemic
Author: Pincus, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Counselor Role,Academic Achievement,COVID-19,Pandemics,Mental Health,Identification,Prevention,Intervention,Early Experience,Trauma,Psychological Needs,Stress Variables,Positive Behavior Supports,Counseling Techniques,Evidence Based Practice,Advocacy

Amidst the COVID-19 pandemic and restrictions, school counselors continue to provide necessary mental health services, support, prevention, intervention, and referrals, as needed, to the increasing number of PK-12 students with mental health needs. School counselors are essential mental health professionals who provide developmentally appropriate, comprehensive, and evidence-based support for all students across education settings including in-person, blended, and virtual formats. Through their ongoing leadership, advocacy, collaboration, and systemic change, school counselors strive to ensure that their roles and responsibilities include supporting the mental health needs of students especially now that those needs have been exacerbated by COVID-19. Adverse childhood experiences during the pandemic have resulted in a need for additional early identification, prevention, and interventions to address the increasing mental health needs of students. Recommendations for more effectively addressing the mental health and social emotional needs of students are included as are suggestions for increasing advocacy for school counselor roles and responsibilities, evidence-based assessments, and the utilization of technology. Finally, the authors conclude by affirming that school counselors should be viewed as essential mental health professionals who are prepared to support the social emotional and behavioral health of students now more than ever when students need support overcoming COVID-19 related obstacles, stressors and trauma-inducing situations.
The Magic in the Classroom: A Twenty-Year Sustained Scientist in the Classroom Partnership Program
Author: Ufnar, Jennifer A.
Date: 2020-10-00
Type: Journal Articles
Subjects: Scientists,STEM Education,Undergraduate Students,Graduate Students,Partnerships in Education,Mentors,School Districts,College School Cooperation,Teaching Skills,Pedagogical Content Knowledge,Science Interests,Science Careers,Faculty Development,Middle School Teachers,High School Teachers,Educational History,Teacher Attitudes,Student Attitudes,Educational Change

The National Science Foundation GK-12 program, started in 1999, partnered university STEM undergraduate and graduate students with K-12 classroom teachers to co-teach inquiry science &quot;to boost the content of elementary and secondary education and the quality of graduate and undergraduate education at the same time&quot; (Colwell, 1999). The national program ended in 2010, with many of the programs unable to continue beyond NSF funding (Ufnar et al., 2012). In the current study we describe the adaptations to the original Vanderbilt GK-12 program -- now called the Scientist in the Classroom Partnership (SCP) -- that have allowed the program to continue for over 20 years while maintaining what will be called the &quot;core components&quot;. The SCP has been integrated into the STEM program of the partner school district, and is now in its 21st year. All of the participants in the SCP program have benefited from the experience: fellows have gained important teaching, communication, and mentoring skills; teachers have gained science content knowledge and confidence in teaching science; and students have exhibited increased excitement about science and interest in science careers. The SCP has provided professional training for 184 fellows; has provided over 200 professional development hours per teacher for 138 middle and high school teachers in 35 schools; and has positively impacted the STEM learning of over 30,000 students.
Exploring Factors That Affect School Counselors&apos; Use of Time
Author: Brasfield, Michelle W.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Time Management,Counselor Role,Public Schools

American School Counselor Association (ASCA) advocates for school counselors to allocate 80% of their time to direct and supportive services to students and against non-counseling duties inconsistent with the ASCA National Model. For this exploratory study, we investigated how time allocations were impacted by non-counseling duties, school characteristics, and the presence of supportive services for 143 public school counselors. Results indicated that time allocations were impacted by grade level, non-counseling duties, Title I status, school enrollment, and the existence of supportive personnel. Implications for school counseling advocacy and areas of future research are addressed.
Decades of Sustainability
Author: Wood, Charles A.
Date: 2020-10-00
Type: Journal Articles
Subjects: STEM Education,Videoconferencing,Web Sites,Educational Technology,Technology Uses in Education,Elementary Secondary Education,Role Playing,Problem Based Learning,Sustainability,Space Sciences,Simulated Environment,Computer Simulation,Science Laboratories,Medicine,Financial Support,Partnerships in Education,Epidemiology,Allied Health Occupations

Since 1998, educators at Wheeling Jesuit University's Challenger Learning Center and Center for Educational Technologies have created realistic live simulations of science and medical emergencies in which students act as astronauts, scientists or doctors to solve STEM problems such as diagnosing diseases, stopping epidemics, picking a safe spacecraft landing spot, and rescuing stranded astronauts. These 90 to 120-minute simulations, &quot;e-Missions,&quot; are video-conferenced into classrooms, with companion websites providing pre-mission preparation, supplemental resources and teacher tutorials. &quot;e-Missions&quot; have been used more than 11,000 times at schools in 50 states and 22 nations. More than 310,000 elementary, middle and high school students have role-played STEM experts, and 10,000 teachers were trained to use technology and problem-based learning. Shorter live missions, &quot;e-Labs,&quot; were created to demonstrate science topics in 3-9 grade classrooms, and &quot;e-Labs&quot; Jr do the same for K-3. The simulations and &quot;e-Labs&quot; are developed with funding from agencies, foundations and corporations, and are maintained through payments by schools of $400 to $550 for each &quot;e-Mission,&quot; and $200 for &quot;e-Labs,&quot; often year after year as culminating events for relevant curricula. More than $5 million dollars have been earned over the last 20 years, supporting the sustained delivery of these innovative STEM experiences, and software and hardware updates. Evaluations have identified positive changes in &quot;e-Mission&quot; student attitudes and perceptions toward science and science careers.
Using Acceptance and Commitment Therapy to Support a Multi-Tiered System of School Counseling Supports
Author: Beck, Matthew J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychotherapy,School Counseling,Counseling Techniques,Comprehensive Guidance,Counselor Role,Middle Schools,COVID-19,Pandemics,Student Needs,Anxiety,Middle School Students,Positive Behavior Supports

There is a dearth of existing literature pertaining to the use of Acceptance and Commitment Therapy (ACT) in school counseling; which may be beneficial when addressing student concerns such as social anxiety and decreased social networks. This article discusses the overlap of ACT with comprehensive school counseling programs and culminates with a case study highlighting the role of school counselors in using an ACT-informed tiered plan to address students' social-emotional needs following a crisis situation.
Non-Suicidal Self-Injury (NSSI): What School Counselors Need to Know to Support Their Students
Author: Barbour, Laura
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Destructive Behavior,School Counselors,Knowledge Level,Counselor Client Relationship,Mental Health,Cultural Differences,Identification,Counselor Role,Referral

Non-suicidal self-injury (NSSI) is defined as intentional self-inflicted damage to the surface of the body without suicidal intent. Research shows that approximately 15% of adolescents engage in NSSI behaviors, necessitating school counselors with the knowledge and skills to respond systemically and systematically. Five functions of NSSI have been identified, including: (a) affect regulation (anxiety, anger, frustration, depression); (b) change cognitions (distraction from problems, stopping suicidal thoughts); (c) self-punishment; (d) stop dissociation; and (e) interpersonal (secure care and attention, fit in with peers) (Peterson et al., 2008). As educational leaders and mental health professionals, school counselors are in a unique position to educate school personnel, accept referrals, provide responsive services, and provide referrals to address non-suicidal self-injury of students (American School Counselor Association, 2017). This article will describe how school counselors can respond to NSSI, briefly reviewing recent literature in training and education, NSSI protocols, and interventions used in school settings.
Anxiety-Based School Refusal: Implications for School Counselors
Author: Guerra, Jillian
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,School Counselors,Attendance Patterns,Student Behavior,Truancy,At Risk Students,Counselor Role

School attendance problems (SAPs) have traditionally been viewed as a result of behavioral challenges in student populations. Increasing evidence suggests, however, that a substantial portion of SAPs and school refusal behaviors are related to underlying anxiety in students. The school counselor, as an advocate for all students, is well-positioned to transform school response to SAPs and school refusal behavior to anxiety-informed approaches. This conceptual article reviews the literature surrounding anxiety-based SAPs and school refusal and suggests approaches for school counselors to implement in their districts.
The Health Sciences and Technology Academy (HSTA): Providing 26 Years of Academic and Social Support to Appalachian Youth in West Virginia
Author: Chester, Ann
Date: 2020-10-00
Type: Journal Articles
Subjects: Health Sciences,STEM Education,After School Programs,Clubs,Summer Programs,Camps,Student Research,Rural Youth,African American Students,Low Income Students,First Generation College Students,High School Students,Mentors,Enrichment Activities,College Attendance,Graduation Rate,Program Effectiveness,Financial Support,Educational Finance,Barriers,Educational Strategies,Disproportionate Representation

The Health Sciences and Technology Academy's, (HSTA) goals are to increase college attendance of African American, financially disadvantaged, first generation college and rural Appalachian youth and increase health-care providers and STEM professionals in underserved communities. Students enter in the 9th grade and remain in HSTA four years. They engage in a rigorous academic program within the nurturing environment of small after-school clubs punctuated by yearly summer camps on multiple college campuses. A distinctive piece of HSTA is its students' development of research projects under the mentorship of teachers and researchers that examine and address health issues faced by their communities. The projects help HSTA students to understand the health dynamics in their local community, transforming them into community advocates who address health and social issues at home as they prepare to move on to college and beyond. Substantial in-state tuition waivers inspire 99% of the 3,021 HSTA graduates to attend college versus 56% of WV high school graduates. Approximately 85% of matriculating HSTA students graduate with a four-year degree or higher versus less than 50% of all college entrants. To date, 57% of HSTA students go into health and other STEM majors, much higher than the state and national figures. [For the corresponding grantee submission, see ED609230.]
Using Adventure Therapy to Improve Self-Efficacy of Middle School Students
Author: Christian, David D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Grade 7,Evidence Based Practice,Mental Health,Health Needs,Prevention,Intervention,Group Counseling,Therapy,Adventure Education,Problem Solving,Decision Making,Cooperation,Outcomes of Treatment,Academic Ability,Social Emotional Learning,Gender Differences,School Counselors,Counseling Techniques,Self Concept Measures,Middle School Students,Counselor Characteristics

School counselors are encouraged to employ evidence-based practices to meet students' mental health needs, yet a scarcity of outcome research limits their access to adequately supported prevention and intervention resources (Griffith et al., 2019). To maximize their impact and time, school counselors should consider conducting group counseling with students. Specifically, school counselors should consider implementing Adventure Therapy (AT), a kinesthetically engaging form of group counseling that uses adventure activities to promote participation through collaborative problem solving, encourage responsible decision-making, and foster accountability among students (Christian et al., 2019). While literature supports the use of AT in schools, there is a dearth of outcome studies examining its efficacy with students. This study explored the impact of AT on 7th graders' self-efficacy (n = 19). The researchers measured Total, Academic, Social, and Emotional self-efficacy using the Self-Efficacy Questionnaire for Children at pre, mid, post, and follow-up. Results suggested AT groups were effective for increasing all types of self-efficacy for participants with males showing a greater increase. Implications for school counselors and future research are described.
School Counselors&apos; Conceptualizations of Their Students
Author: Waalkes, Phillip L.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Attitudes,School Counseling,Student Characteristics,Personality Traits,Persistence,Student Motivation,Resistance (Psychology),Demography,Family Problems,Behavior Problems,Counseling Theories,Counseling Techniques

Conceptualization can inform school counselors' work with students including about cultural and environmental influences on student success. Yet, there is limited research about school counselors' conceptualizations of their students. We used qualitative content analysis to examine a nationwide sample of school counselors' (N = 174) descriptions of students. The predominantly White participants described their students from largely individualistic perspectives with limited mentions of context and cultural identities and counseling theory. To develop contextual thinking and theory-driven conceptualizations, school counselors can reflect upon how privilege and marginalization influence them and their students and form consultation groups with other school counselors.