Progress 05/15/08 to 05/14/13
Outputs
OUTPUTS: The 4-H pathways for success in science and technology program completed its fifth and last year. The program continued to focus on three new engineering modules for participants. The first module engaged students in a Chemical Engineering program at the intermediate level to explore how chemical reactions take place all around them, everywhere and every day. Students created hand lotions, hand sanitizers, perfume, bouncy balls, crystals and candy. All inquiry and reactions were logged and reported in student science notebooks. In Unreal Technology module students learn software engineering through computer design, programming and 3D animation. They were instructed and achieved working proficiency in Photoshop, Z-brush, Cintiq and Camtasia. Students also presented a final demonstration of their video game design and work. Students in the third module built their own personal desktop computers over the course of eight weeks with the support of facilitators and trained volunteers. Students learned about basic computer construction and trouble shooting. They installed their own hard drives, software and wireless network cards. At the end of the lesson each student had a computer to take home to connect to the Internet. The program has also set up a general email account so students can connect with the program to troubleshoot any challenges with the finished computers. Other activities at three middle schools included a movie production about space. Students wrote their own movies and worked with laptops on a story board to record their movies. They selected one of the science activities they did as 6th graders for their movies. This allowed them to revisit several of the topics discussed and for staff to see what key points they remembered while exposing the students to using Windows Movie Maker. In the final project, "Kids Capture The Universe" image processing software was used while exploring objects in space. All classes met once a week for two and half hour sessions over a 12 week period. The 4-H Pathways for Success in Science and Technology will continue next year without Cyfar grant funds. We have training 12 school advisors to work with youth in the after school program on science projects. For each school science kits were put together and an online training system is available. The College Crusade of Rhode Island will manage the program and supervise the 12 school advisors. Volunteers in the Providence School, a second partner in the project, will continue the Technology Modules at the Inspiring minds center in Providence. These two programs will be funded by private and public funds. PARTICIPANTS: PSST engages the resources of the URI College of the Environment and Life Sciences and the URI Department of Human Development and Family Studies, including students, faculty and staff are involved in this outreach effort to increase underrepresented participants in Science and Technology. Community partners, such as The College Crusade of Rhode Island (TCCRI) and Volunteers in Providence Schools (VIPS) connect URI/ Cooperative Extension with middle school at risk students in a science enrichment program. The College Crusade of Rhode Island is the state's most comprehensive college-readiness and scholarship program for middle school and high school students in the low-income urban school districts. It serves approximately 3,800 students per year and rewards the efforts and achievements of financially eligible students with a four year college scholarship. From grade 6 through grade 12, Crusaders experience the steady nurturing presence of caring adults and participate in activities that focus on academic enrichment, social and personal development, career awareness and exploration, as well as readiness for college. Students who are members of The College Crusade graduate and go right on to college at much higher rates than their peers in the state's urban school districts. Since 2001, The College Crusade has awarded over $18 million in college scholarships to more than 2,500 graduates from Rhode Island high schools. For sustainability the Science coordinator for CYFAR is training Crusader advisors to take over the science program in 2013. The College Crusade is a nonprofit organization sponsored by a federal grant from the U.S.Department of Education's GEAR UP program, by the State of Rhode Island, and by private corporations, foundations, and individuals. The project incorporates the David Kolb experiential learning model. PSST addresses a secondary goal of increasing parents' ability to help their children be successful in school. Undergraduate students, TCCRI advisors and VIPS, staff the after school enrichment program and receive training in inquiry-based teaching techniques, cross cultural sensitivity, and adolescent social and intellectual development patterns. Creates a strong institutional partnership. Over 650 students participated in the project during the five years. TARGET AUDIENCES: According to the Kids Count report, "Research demonstrates a significant relationship between poverty and academic achievement in school."There is a great concern over the fact that minority children do not excel in math and science classes. URI/Human Development and Family Studies as well as the College of Environment and Life Sciences target minority youth in the urban area with the delivery of science enrichment programming. Non-white Hispanics make up the largest minority group in Providence. That translates into Hispanics accounting for 60% of students in Providence public schools, with Blacks representing 22% and Whites at 12%.The Necap science scores detail that only 4.7% of Providence public school students are proficient in science. The PSST project engages students in inquiry based science, building both contend, knowledge and experience participating in the scientific process while developing critical thinking skills. Therefore PSST gives students ownership over their learning and creates a path toward proficiency in science. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
The PSST classes are dedicated to understanding the needs of the whole student. Intake information includes social, economic and family data that tells us exactly who we are serving. Program satisfaction surveys are conducted with all the students in the program. We also track how much contact each student has with on hand participation with project during class time. We connect program participation with academic gains and attendance in school. We know based on past and current data that those students who are engaged in class activities attend school more often and outperformed their peers academically compared to those who do not attend science activity classes. There is a measurable correlation between the frequency with which a student participates in science activity and an increase in academic performance. Also, there is a decrease in unexcused absence from school. One hundred percent of the students share the following characteristics: -Statistically outperform their peers 8% - 11% in cumulative school grade reports. -Miss 15% fewer days than their non-served peers. -91% of all student served in engineering students can identify all key terms and processes following their 8 week program. This is an increase from 55% at the start of the program. -100% of the students have built or created something mechanical, visual or chemical as well as explored the scientific method/inquiry throughout the project. -95% of participating students very interested in more science activities outside of their time in school. All information is collected through student survey, program attendance reporting, student self-reporting, data collected through comprehensive services and data sharing contract with the Providence Public School District, both partner work with the school department.
Publications
- No publications reported this period
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Progress 05/15/11 to 05/14/12
Outputs
OUTPUTS: The 4-H pathways for success in science and technology program completed its fourth year. The program focused on three new engineering modules for participants. The first module engaged students in the creation of a touch sensitive LED lamp. Students etched and drilled circuit boards, made and tested all connections, and built multicolored LED lamps that turn on an off with the touch of a student's hand. Many science principles related to soldering and circuitry were covered as a part of the project lesson. Module two is the most complex module to date. Students are currently involved in building a weather balloon equipped with GPS and HD video so images of the earth can be collected upon ascent and decent. The GPS will allow for the students to track the location of the balloon and retrieve the camera. While sending a weather balloon into near space to take pictures of the earth has been done by adults, there are very few examples of students completing this project. The balloon launch and retrieval is planned for late May or early June. In addition to the construction and testing of the balloons, students built mouse robots as a part of this module. This project focuses on soldering and circuitry as in the first module allowing students to build a motor driven mouse that follows light and responds to touch by turning the opposite direction. Students in the third module built their own personal desktop computers over the course of eight weeks with the support of facilitators and trained volunteers. Students learn about basic computer construction and troubleshooting. They installed their own hard drives, software and wireless network cards. They received training and instructions throughout the process. At the end of the lessons each student has a computer to take home to connect to the Internet. The program has also set up a general email account so students can connect with the program to troubleshoot any challenges with the finish computers. Other activities at three middle schools included a movie production about space. Students wrote their own movies and worked with laptops on a story board to record their movies. They selected one of the science activities they did as 6th graders for their movies. This allows them to revisit several of the topics discussed and for staff to see what key points they remembered while exposing the students to using Windows Movie Maker. In the final project, "Kids Capture The Universe" image processing software was used while exploring objects in space. The adaptation/biomes, balls and tracks, spaghetti bridge, chemistry with gloops/ polymers and the introduction of wind power were science topics covered this year. All classes met once a week for two and half hour sessions over a 12 week period. PARTICIPANTS: 145 youth from the 6th and 8th grade participated in the PSST hands on science activities. Youth advisors worked with underrepresented 6th and 8th grade students in 3 urban middle schools in order to help them gain confidence in science. The PSST project take place in the three schools weekly and the community center on Saturday. (Volunteers in Providence Schools), engaging the 145 youth in hands on science activities. Community agency parents were recruited and attended parent education workshops to support their children participation in the project. Partnerships with the three community schools, two community agencies, the University of Rhode Island Human Development and Family Studies and Cooperative Extension Children, Youth and Families Program were organized and maintained to support the ongoing integration of the project. Each partner provided support for the integration process by providing support to the project. A primary example at the community level was each of the schools waiving their fees for classroom space in an after school program. Community agencies provided volunteer staff to support the after school staffing ratio. Community agencies also provided access to computers, microscopes, lab coats and other science equipment at no additional cost to the project. Cooperative Extension Children, Youth and Families Specialists provided education and training for youth advisors, parents and agency staff to insure that all participants received the same educational information, using the train the trainer model for easy replication. TARGET AUDIENCES: The State of Rhode Island Educational Guidelines for the Development of Science Research demonstrates a significant relationship between poverty and academic achievement in school. There is a great concern over the fact that minority children do not excel in a math and science classes. URI/Human Development and Family Studies program targets minority youth in the urban area with the delivery of science enrichment programming. The program model provides an experiential learning model. High context at risk students' ages 11 to 14 are targeted. Six to eight grade youth each year participate in the program. Volunteers in the Providence Schools and The College Crusade of Rhode Island. The student mentors and agency advisers for the project provide 3 content hours per week in science, and technology. Quarterly training meetings with parents and parent liaisons were provided to 3 content hours for parent support; Summer 4H activities and opportunities were available to reinforce science skills and maintain the learning over the summer and for the start of the new school year. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
The PSST classes are dedicated to understanding the needs of the whole student. Intake information includes social economic and family data that tells us exactly who we are serving. Program satisfaction surveys are conducted with all the students and the program. We also track how much contact each student has with the project in class activity. We connect program participation with academic games and attendance in school. We know based on past and current data that those students who are engaged in class activities attends school more often and outperformed their peers academically compared to those who do not attend science activity class. There is a measurable correlation between the frequency with which a student participates in size activity and an increase in academic performance. Also, there is a decrease in unexcused absence from school. One hundred percent of the students share the following characteristics: -Statistically outperform their peers 8% - 11% in cumulative school grade reports. -Miss 15% fewer days than their non-served peers. -91% of all student served in engineering students can identify all key terms and processes following their 8 week program. This is an increase from 55% at the start of the program. -100% of the students have built or created something mechanical, visual or chemical as well as explored the scientific method/inquiry throughout the project. -95% of participating students very interested in more science activities outside of their time in school. All information is collected through student survey, program attendance reporting, student self-reporting, data collected through comprehensive services and data sharing contract with the Providence Public School District.
Publications
- No publications reported this period
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Progress 05/15/10 to 05/14/11
Outputs
OUTPUTS: This year the major goal of 4-H Pathways for Success and Technology was to assist students in understanding the relationship of science to everyday life. The fall curriculum consisted of 12 weekly, 2.5 hour sessions. During the fall students learned about genetics (students mapped their own genetic blueprint), electricity (understanding serial and parallel circuits,chemistry of water cycles, and geography of watershed. Students also learned how to conduct chemical pH tests. The spring curriculum consisted of 12 weekly, 2.5 hour sessions. Each session was spent reinforcing principle adaptation and biomes concepts. The Summer Camp program focused on technology and the engineering process. While exploring Newton's laws of aerodynamics, pressure, and gravity, students built and launched rockets. Field trips to the Massachusetts Institute of Technology Kavli Institute of Astrophysics and Space Research brought space learning to life for students. PARTICIPANTS: 111 youth from the sixth and seventh grade participated in the third year of the PSST hands on science activities. An undergraduate Practicum course in Environmental Education in an urban setting was developed for 3 undergraduate credits. Twelve undergraduate students were recruited to become Pathways for Success in Science and Technology mentors for youth in the community based after school sites. These mentors worked with underrepresented sixth and seventh grade students in 3 urban middle schools in order to help them gain confidence in science. The PSST mentors worked in the three schools weekly and the community center on Saturday, (Volunteers in Providence Schools), engaging the 111 youth in hands on science activities. Community agency parents were recruited and attended parent education workshops to support their children participation in the project. Partnerships with the three community schools, two community agencies, the University of Rhode Island Human Development and Family Studies and Cooperative Extension Children, Youth and Families Program were organized and maintained to support the ongoing integration of the project. Each partner provided support for the integration process by providing support to the project. A primary example at the community level was each of the schools waiving their fees for classroom space in an after school program. Community agencies provided volunteer staff to support the after school staffing ratio. Community agencies also provided access to computers, microscopes, lab coats and other science equipment at no additional cost to the project. Cooperative Extension Children, Youth and Families Specialists provided education and training for Undergraduate mentors, parents and agency staff to insure that all participants received the same educational information, using the train the trainer model for easy replication. TARGET AUDIENCES: The State of Rhode Island Educational Guidelines for the Development of Science Research demonstrates a significant relationship between poverty and academic achievement in school. There is a great concern over the fact that minority children do not excel in a math and science classes. URI/Human Development and Family Studies program targets minority youth in the urban area with the delivery of science enrichment programming. The program model provides an experiential learning model. High context at risk student's ages 11 to 14 are targeted. Sixth and seventh grade youth each year participate in the program. Volunteers in the Providence Schools and The College Crusade of Rhode Island. The student mentors and agency advisers for the project provide 3 content hours per week in science, and technology. Quarterly training meetings with parents and parent liaisons were provided to 3 content hours for parent support; Summer 4-H activities and opportunities were available to reinforce science skills and maintain the learning over the summer and for the start of the new year. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
PSST continues to have a great impact on its participants. As students explored a variety of science topics they learned the importance of science in daily life. PSST created a desire to explore science and its relationship to career opportunities. The technology component of The Kids Capture Their Universe program has continued and is progressing in its development. Youth incorporated their science learning into exhibitions which included space images, power point slide shows, poems, and sculptures. In addition to serving as a platform for students to display their learning these presentations also built students' confidence and communication skills. Over the course of this year Cooperative Extension Children, Youth and Families Specialists provided classes for over 400 parents to help them support their children in science and technology learning.The Student's Perception of Science was used as an evaluation tool to measure participants learning. This linear assessment consisted of 10 statements based on a five point linear scale. The reliability of the cognitive knowledge test remains at .60 as measured by the Spearman-Brown Reliability Coefficient. This continues to be slightly below the minimum acceptability level of .70. Statistical analysis was calculated using the Statistical Package for the Social Sciences (SPSS, 18.0) with all levels of significance pre- set at p<.05. Students made the connection between science and their everyday lives. It also broadened their awareness of career opportunities, as well as their awareness of the importance of continued education. We found that students had an increase in knowledge and skills and a positive increase in attitude towards science and learning. Pretests were conducted in the fall and post tests in the spring during the academic year. The science assessment tool consists of 20 questions true and false, as well as multiple choices. The mean score on the Student's Perception of Science attitude scale was 38 which was somewhat positive. Scores ranged from 21, somewhat negative, to 50, very positive. The median and mode was 39, somewhat positive. When attitude scores were evaluated by the demographic variables the following significant differences and correlations were found. Females had a higher attitude score (41) toward science than males (36). Based upon the findings to date, we recommend that: while test scores improved significantly, future program activities need to address concept retention. Both males and females showed improvement but males significantly more so. African American students improved their exam scores, but Hispanic student scores showed a greater need for improvement. Post exam scores show a 16% improvement from the pre exams.
Publications
- No publications reported this period
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Progress 05/15/09 to 05/14/10
Outputs
OUTPUTS: 4-H Pathways for Success in Science and Technology program took place at Roger Williams, Nathaniel Green, Oliver Hazard Perry middle schools and Volunteer in Providence Schools community site weekly. During the summer a science camp was held in Providence at two community sites. Youth participated in two science field trips. The first field trip was to the University of Rhode Island's animal farm lab. During this lab visit youth were able to conduct experiments, working with animal waste from a sheep, under the guidance of a scientist from the URI. The second field trip was to Cambridge, MA. Program participants' visited the Kavli Institute for Astrophysics and Space Research at the Massachusetts Institute of Technology. This field trip included use of the MIT Smithsonian Astrophysical Observatory to support the astrophysics curriculum. The MIT program title is Kids Capture Their Universe, the curriculum supports Rhode Island Schools' Science standards, regarding space science. In addition to addressing several space science goals, Kids Capture Their Universe enabled youth to meet many scientific inquiry state and national goals, such as: understanding science through experiential learning models, formulating questions and hypotheses, planning investigations and experiments, and evaluating results. Twelve undergraduate students were recruited to become Pathways for Success in Science and Technology mentors for youth at the four sites. An undergraduate Practicum course in Environmental Education in urban settings was developed for 3 undergraduate credits. Mentors worked with underrepresented seventh grade students in 3 urban middle schools weekly and the Volunteers in Providence Schools Center on Saturdays. This project year 94 youth were engaged in hands on science activities. The College Crusade a collaborative partner sponsored 12 educational workshops, with 181 parents attending to support their youth participation in the science program. Partnerships with the three community schools, two community agencies, the University of Rhode Island College of Environment and Life Science and Cooperative Extension Children, Youth and Families and the 4-H program were organized and maintained to support the ongoing integration of the project. A primary example of support at the community level is each of the schools waived their fees for classroom space to meet facility needs of the after school program. Community agencies not only provided volunteer staff to support the after school staffing ratio, but they also provided access to computers, microscopes, lab coats and other science equipment at no additional cost to the project. Cooperative Extension Children, Youth and Families Specialists provided education and training for Undergraduate mentors, parents and agency staff to insure that all participants received the same educational information, using the Train the Trainer model to insure service consistency. PARTICIPANTS: 94 youth from the sixth and seventh grades participated in the second year of the PSST hands on science activities. An undergraduate Practicum course in Environmental Education in an Urban setting was developed for 3 undergraduate credits. Twelve undergraduate students were recruited to become Pathways for Success in Science and Technology mentors for youth in the community based after school sites. These mentors worked with underrepresented sixth and seventh grade students in 3 urban middle schools in order to help them gain confidence in science. The PSST mentors worked in the three schools weekly and the community center on Saturday, Volunteers in Providence Schools, engaging the 94 youth in hands on science activities. Community agency parents were recruited and attended parent education workshops to support their children's participation in the project. Partnerships with the three community schools, two community agencies, the University of Rhode Island Human Development and Family Studies and Cooperative Extension Children, Youth and Families Program were organized and maintained to support the ongoing integration of the project. Each partner provided support for the integration process by providing support to the project. A primary example at the community level was each of the schools waiving their fees for classroom space in an after school program. Community agencies provided volunteer staff to support the after school staffing ratio. Community agencies also provided access to computers, microscopes, lab coats and other science equipment at no additional cost to the project. Cooperative Extension Children, Youth and Families Specialists provided education and training for Undergraduate mentors, parents and agency staff to insure that all participants received the same educational information, using the train the trainer model for easy replication. TARGET AUDIENCES: The State of Rhode Island Educational Guidelines for the Development of Science Research demonstrates a significant relationship between poverty and academic achievement in school. There is a great concern over the fact that minority children do not excel in a math and science classes. URI/Human Development and Family Studies program targets minority youth in the urban area with the delivery of science enrichment programming. The program model provides an experiential learning opportunity. High context at risk student's ages 11 to 14 are targeted. Sixth and seventh grade youth each year participate in the program. Youth met 8 to12 hours over 4 to 6 weeks after school with URI students, Volunteers in the Providence Schools and The College Crusade of Rhode Island. The student mentors and agency advisers for the project provide 3 content hours per week in science, and technology. Quarterly training meetings with parents and parent liaisons were provided to 3 content hours for parent support; Summer 4-H activities and opportunities were available to reinforce science skills and maintain the learning over the summer and for the start of the new year. PROJECT MODIFICATIONS: Project Modifications: The 4-H -PSST project Logic Model was changed to remove the math component. The project will continue to evaluate science attitude, knowledge and skills changes in the middle school years.
Impacts
PSST had a great impact on its participants. It gave many low income and minority students the opportunity to become engaged in the scientific process while learning science content. Students made the connection between science and their everyday lives. It also broadened their awareness of career opportunities, as well as their awareness of the importance of continued education. An ANOVA indicated that this training significantly increased the knowledge and skills of participants and positively increased their attitude toward science and learning. Pretests were conducted in the fall and post tests in the spring during the academic year. The attitude instrument tool is a ten item, five point Likert scale tool. The science assessment tool consists of 25 questions true and false, as well as multiple choices. The mean score on the Student's Perception of Science attitude scale was 38 which were somewhat positive. Scores ranged from 21 somewhat negative to 50 very positive. The median and mode was 39 somewhat positive. When attitude scores were evaluated by the demographic variables the following significant differences and correlations were found. Females had a higher attitude score 41 toward science than males 36. All instruments were reviewed by Extension and College faculty. Based upon the findings to date it is concluded and recommended that: while test scores improved significantly future program activities need to address concept retention. Both males and females showed improvement but males significantly more so. African American students improved their exam scores, but Hispanic student scores showed a greater need for improvement. To help their children with science, parents participated in the parenting education workshops. 97% of workshop participants rated the workshop quality as great or perfect. 98% of workshop participants rated the presenter quality as great or perfect. 80% of workshop participants reported having learned new ways to support children with learning.
Publications
- No publications reported this period
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Progress 05/15/08 to 05/14/09
Outputs
OUTPUTS: 4-H Pathways for Success in Science and Technology During the first year of the program, sessions were held at three different community sites for nine week each semester ( two days a week).. Each session gave youth the opportunity to explore a variety of science fields. Curriculum units included radio telemetry, GPS and rocketry design. A new curriculum focused on the exploration of climate and biomes based on the Andrill research was also piloted. To help youth understand science concepts field trips were planned to science labs at the University of Rhode Island Kingston and Providence campuses respectively. An undergraduate Practicum course in Environmental Education in an urban setting was developed for 3 undergraduate credits. Undergraduate students were recruited to become Pathways for Success in Science and Technology mentors for youth in the community based afterschool sites. These mentors worked with underrepresented sixth grade students in 3 urban middle schools in order to help them gain confidence in science. The PSST mentors worked in the three schools weekly and the community center on Saturday. (Volunteers in Providence Schools), engaging the 69 youth in hands on science activities. Community agency parents were recruited and attended parent education workshops (150 total parents) to support their children's participation in the project. Partnerships with the three community schools, two community agencies, the University of Rhode Island College of Environment and Life Science and Cooperative Extension Children, Youth and Families and the 4-H program were organized and maintained to support the ongoing integration of the project. A primary example of support at the community level was, each of the schools waiving their fees for classroom space in an afterschool program. Community agencies provided volunteer staff to support the afterschool staffing ratio. Community agencies also provided access to computers, microscopes, lab coats and other science equipment at no additional cost to the project. Cooperative Extension Children, Youth and Families Specialists provided education and training for Undergraduate mentors, parents and agency staff to insure that all participants received the same educational information, using the train the trainer model for easy replication. PARTICIPANTS: During the first year of the program three two week summer camp sessions were held at three different community sites. Each summer session gave youth the opportunity to explore a variety of science fields. Curriculum units included radio telemetry, GPS and rocketry design. A new curriculum focused on the exploration of Antarctica Climate Secrets based on the Andrill research was also piloted. To help youth understand science concepts field trips were planned to science labs at the University of Rhode Island Kingston and Providence campuses respectively. An undergraduate Practicum course in Environmental Education in an Urban setting was developed for 3 undergraduate credits. Undergraduate students were recruited to become Pathways for Success in Science and Technology mentors for youth in the community based afterschool sites. These mentors worked with underrepresented sixth grade students in 3 urban middle schools in order to help them gain confidence in science. The PSST mentors worked in the three schools weekly and the community center on Saturday. (Volunteers in Providence Schools), engaging the 69 youth in hands on science activities. Community agency parents were recruited and attended parent education workshops to support their children's participation in the project. Brief description of integrating the community into the program. Partnerships with the three community schools, two community agencies, the University of Rhode Island College of Environment and Life Science and Cooperative Extension Children, Youth and Families 4-H program were organized and maintained to support the ongoing integration of the project. Each partner provided support for the integration process by providing support to the project. A primary example at the community level was each of the schools waiving their fees for classroom space in an afterschool program. Community agencies provided volunteer staff to support the afterschool staffing ratio. Community agencies also provided access to computers, microscopes, lab coats and other science equipment at no additional cost to the project. Cooperative Extension Children, Youth and Families Specialists provided education and training for Undergraduate mentors, parents and agency staff to insure that all participants received the same educational information, using the train the trainer model for easy replication. TARGET AUDIENCES: According to the 2007 Kids Count report, "Research demonstrates a significant relationship between poverty and academic achievement in school". There is a great concern over the fact that minority children do not excel in a math and science classes. URI/CELS CE program targets minority youth in the urban area with the delivery of science enrichment programming.. The program model to be designed will provide an experiential learning model. . High context at risk students ages 11 to 14 will be targeted. 60 six grade youth each year will participate in the program Youth will meet 8 to12 hours over 4 to 6 weeks after school with URI students, VIPS and TCCRI advisors for the STEM component providing 3 content hours per week offering modules in science, and technology. Quarterly training meetings with parents and parent liaisons will provide 3 content hours; Summer 4H activities and opportunities will be available and facilitated optimal level supportive relationships and successful understanding of the science literacy and technology curricula during the school year with reinforcing Summer activities to maintain the learning over the summer and for the start of the new year. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Outcome type include Change in Knowledge Outcome Measure and Change in Action Outcome Measure. Pre and post tests reflect the number of students who increased skills and knowledge in science.ANOVA evaluation tool was used with a test return rate of 45%,yielded the following result:increase in knowledge and skills and a positive increase in attitude towards science and learning.To help their children with science,Parents participated in the parenting education workshops. 97% of workshop participants rated the workshop quality as Great or Perfect. 98% of workshop participants rated the presenter quality as Great or Perfect. 80% of workshop participants reported having learned new parenting skills. Compared to parents who have not attended Cooperative extension children, youth and families workshops, parents who have attended parenting workshops engage in significantly: More nurturing parenting And less harsh parenting styles
Publications
- No publications reported this period
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