The Careers in Health and Medical Professions Program (CHAMPS): An Impact Study of a University-Based STEM+H Outreach Program

Wallace, Eric; Perry, Justin C.; Ferguson, Robert; Jackson, Debbie

doi:10.1007/s10956-014-9536-2

Cited by 17 publications

(22 citation statements)

References 18 publications

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“…Components of the CHAMPIONS NETWork—high school student participation in intensive health curriculum, mentorship, and exposure to health careers—have been validated as beneficial to students in previous programs (Crump, Ned, & Winkleby, 2015; Rashied-Henry et al, 2012; Sasson, Haukoos, Eigel, Magid, & Shah, 2014; Wallace, Perry, Ferguson, & Jackson, 2015; Winkleby, Ned, & Crump, 2015). The CHAMPIONS NETWork goes beyond the traditional pipeline program to take a more health promotion focus.…”

Section: Methodsmentioning

confidence: 99%

The CHAMPIONS NETWork: Training Chicago High School Students as Health Advocates to Improve Health Equity

Heinert

Rios

Arya

et al. 2018

Health Promotion Practice

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In Chicago, major disparities exist across ethnic groups, income levels, and education levels for common chronic conditions and access to care. Concurrently, many of Chicago's youth are unemployed, and the number of minorities pursuing health professions is low. In an effort to eliminate this health equity gap, the University of Illinois at Chicago convened a community-university-hospital partnership to implement the CHAMPIONS NETWork (Community Health And eMPowerment through Integration Of Neighborhood-specific Strategies using a Novel Education & Technology-leveraged Workforce). This innovative workforce training program is a "High School to Career Training Academy" to empower underserved youth to improve population health in their communities, expose them to careers in the health sciences, and provide resources for them to become community and school advocates for healthy lifestyles. This program differs from other traditional pipeline programs because it gives its students a paid experience, extends beyond the summer, and broadens the focus to population health with patient contact. The CHAMPIONS NETWork creates a new type of health workforce that is both sustainable and replicable throughout the United States.

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Section: Methodsmentioning

confidence: 99%

The CHAMPIONS NETWork: Training Chicago High School Students as Health Advocates to Improve Health Equity

Heinert

Rios

Arya

et al. 2018

Health Promotion Practice

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“…Examinando rapidamente a ocorrência de artigos, é possível perceber que a educação tradicional das periferias urbanas é recorrente entre os pesquisadores. Soares et al, 2001;Bodzin, & Fu, 2013, Bodzin et al, 2014Chen et al, 2014;Duran et al, 2014;Price, Lee, & Malatesta, 2014;Wallace et al, 2014;Varelas et al, 2014;Berland, & Wilensky, 2015;Harris et al, 2015;Wenner, & Settlage, 2015;Beckett et al, 2016;Bressler, 2016;Whitesell, 2016;Wyner, & Doherty, 2017;Paprzycki et al, 2017 metodologia eficiente Dika, & Amico, 2016;Ramnarain, 2016 avaliação Paleari, & Biz, 2010;de Carvalho, 2016;Lowan-Trudeau, 2016multiculturalismo Parker, 2014Kwah et al, 2014gênero González-Howard, & McNeill, 2016Swanson et al, 2014;Ganhor, 2019linguagem Mclaughlin, 2014Kane, 2016;Archer et al, 2016;Chapman, & Feldman, 2016;Deneroff, 2016;Guerra, & Rezende, 2016;Walls, 2016 identidade científica Aschbacher, Ing, & Tsai, 2014;Eisenhart et al, 2015;Zhang et al, 2016;Carpi et al, 2016;Connors-Kell...…”

Section: Resultados E Implicações Apresentados Na Literaturaunclassified

“…Após estas considerações, poucos artigos se referem a contextos em que a maioria da população escolar é branca (Bodzin, & Fu, 2013;Bodzin, Fu, Kulo, & Peffer, 2014;Mulvey, Chiu, Ghosh, & Bell, 2016). Invariavelmente, os artigos selecionados apresentam a escola periférica como: pobre (Parker, 2014;Dika, & Amico, 2016;Kane, 2016;Bressler, 2016;Paprzycki, Tuttle, Czerniak, Molitor, Kadervaek, & Mendenhall, 2017;Ramnarain, 2016;Wyner, & Doherty, 2017), de maioria negra (Brkich, 2014;Wallace, Perry, Ferguson, & Jackson, 2014;Berland, & Wilensky, 2015;Harris, Penuel, Angelo, Debarger, Gallagher, Kennedy, & Krajcik, 2015;Kane, 2016;Deneroff, 2016;Chapman, & Feldman, 2016;Ramnarain, 2016;Ball, 2017), latina (Shady, 2014;Aschbacher, Ing, & Tsai, 2014;Swanson, Bianchini, & Lee, 2014;Varelas et al, 2014;Carpi, Ronan, Falconer, & Lents, 2016;González-Howard & McNeill, 2016;Whitesell, 2016;Morales-Doyle, 2017;Wyner & Doherty, 2017) e de desempenho escolar baixo (Archer, Dawson, Seakins, & Wong, 2016).…”

Section: O Que Qualifica Uma Periferia Urbana?unclassified

Sistemas de Classificação Intuitiva como Possibilidade para o Ensino de Diversidade Animal no Contexto da Educação do Campo

Sousa

Freixo

2020

RBPEC

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O presente artigo apresenta e avalia uma possibilidade para o ensino sobre diversidade animal a partir de uma investigação sobre as classificações intuitivas de estudantes de uma escola de ensino fundamental no contexto do campo. A pesquisa aconteceu em uma Escola Família Agrícola no Semiárido da Bahia, por meio de oficinas das quais participaram 44 estudantes das turmas de 7º e 9º anos do ensino fundamental, no ano de 2017. Pautada nos aspectos metodológicos da pesquisa-ação, os encontros ocorreram em três momentos distintos, nos quais realizou-se um levantamento dos conhecimentos etnobiológicos dos estudantes sobre a fauna, por meio de desenhos e descrições. Os estudantes realizaram classificações intuitivas com os animais citados e, por fim, abriu-se espaço para um possível diálogo de saberes, estimulando os estudantes a perceber semelhanças ou diferenças entre os modos de agrupar os animais, sejam suas classificações intuitivas, seja a classificação filogenética. Os dados obtidos passaram por análise de conteúdo. Os resultados apontam que algumas das categorias utilizadas pelos estudantes para agrupar os animais, como “animais da caatinga”, “animais nojentos”, “animais de produção”, expressam o valor simbólico e cultural que os estudantes apresentam sobre animais que pertencem ou não ao seu ambiente e convívio. A abordagem utilizada na presente pesquisa mostra grande potencial enquanto estratégia que permite a criação de um espaço em que os estudantes possam interagir e participar, promovendo o diálogo entre professor/aluno/conteúdo.

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“…A comprehensive science education that integrates multiple components addressing the multiple aspects of learning science -technical knowledge, collaborative or interpersonal interactions, and psychological/ behavioral experiences associated with development and growth as a scientist, is critical (Ashley et al, 2017;Salto et al, 2014). Furthermore, science education programs that offer mentorship and supportive role models providing guidance in conducting research in "authentic scientific" settings, offers underrepresented students opportunities to build the confidence and skills they need as a future scientist (Rohrbaugh and Corces, 2011;Salto et al, 2014;Wallace et al, 2015). Exposure to these types of scientific environments and research are crucial to demystifying the process of science and the role biomedical scientists play in advancing knowledge in various areas of science and healthcare practice (Aschbacher et al, 2009;Hsu and Roth, 2010;White and Usher, 2015).…”

Section: Discussionmentioning

confidence: 99%

Engaging Underrepresented Adolescents in Authentic Scientific Settings: Scientist Role Models and Improving Psychosocial Outcomes

Chávez

Race

Bowers

et al. 2019

JSTEM

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There is a critical need for more effective comprehensive programs to increase the number of underrepresented minority students pursuing scientific careers. Science education often is fragmented, delivered with single-focused approaches -traditional classroom lectures, or hands-on-activities, or conducting research. The current paper examines a comprehensive biomedical research program that integrated classroom teaching, hands-on-activities, conducting a research study, and mentoring from scientists in authentic scientific settings. We assessed short-term psychosocial outcomes and long-term academic outcomes in the participants, largely underrepresented minority high school students. The psychosocial outcomes assessed pre and post program include: knowledge of science pathways, attitudes toward science, self-efficacy in science, and scientific communication skills. Post-program results showed an increasing trend for knowledge of science pathways, attitudes toward science, and self-efficacy in science. Post-program, students also reported significant increases in feeling they had role models in science. A long-term assessment was conducted examining participating students' college attendance and majoring in a STEM field. The long-term assessment showed that 77% of students were attending college, 79% were majoring in STEM, and 75% were planning to pursue additional higher education. Findings provide evidence for the short-term and long-term benefits of a comprehensive biomedical research program conducted in an authentic scientific setting.

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The Careers in Health and Medical Professions Program (CHAMPS): An Impact Study of a University-Based STEM+H Outreach Program

Cited by 17 publications

References 18 publications

The CHAMPIONS NETWork: Training Chicago High School Students as Health Advocates to Improve Health Equity

The CHAMPIONS NETWork: Training Chicago High School Students as Health Advocates to Improve Health Equity

Sistemas de Classificação Intuitiva como Possibilidade para o Ensino de Diversidade Animal no Contexto da Educação do Campo

Engaging Underrepresented Adolescents in Authentic Scientific Settings: Scientist Role Models and Improving Psychosocial Outcomes

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