Inq-ITS is a science-based inquiry program used in classrooms that allows teachers to provide their students virtual learning laboratory experiences. Inq-ITS produces its laboratories through verified Next Generation Science Standards (NGSS), giving science outcomes and expectations for students to adapt. Within Inq-ITS, students conduct experiments by manipulating multiple variables within the laboratories to understand the results on their screens. Afterward, they analyze the results and create hypotheses, claims, and reasoning based on the results, which is inquiry-based learning. This displays these students comprehending the science concepts of the virtual laboratory and practicing the scientific method that demonstrates their knowledge through inquiry. Within Inq-ITS, we have added pre and post-assessment questions that gauge the students' understanding of the laboratory before and after. These questions are designed based on the laboratory itself to display their current knowledge of the sciences. Depending on their correctness rate, this is further analyzed on whether students are comprehensive of the material or if they're lucking out on false positives. Inq-ITS is an excellent tool for students to use the scientific process to learn through inquiry, allowing inquiry-based learning to be more effective than traditional style methods.

There has been a battle in the education field on how things should be taught. This research investigates the importance and strengths of inquiry-based learning. The most common type of learning currently in the United States is traditional learning. This research aims to demonstrate the importance of inquiry-based learning and highlighting the strengths and advantages over traditional learning styles. The procedures to be followed in order to prove this point will be to find quantitative data of how much a student has learned and is motivated to pursue a STEM career before and after their inquiry-based learning session from those who previously had only experienced traditional learning. With roughly around 3000 middle school students questioned and who have completed at least one virtual science lab. Our preliminary results exhibit that inquiry-based learning to be more beneficial for students based on their increase of STEM passion and increased understanding of what they learned. The potential impact of this work will demonstrate to people in the education field that inquiry-based learning is the new way of learning that should replace the traditional way of learning.

Youth Development Professionals (YDP) are: (1) individuals who work for organizations that support after school (AS) and out-of-school time (OST) programs; (2) important and trusted adults in the lives of young people; and (3) engage with youth from all walks of life. Within Cuyahoga County there are approximately 534 AS/OST programs and over the past 20 years there has been a systematic investment in the training and preparation of YDP within the County. The emergence of COVID-19 and efforts to promote racial equity have significantly shifted the structure, focus, and processes associated with this YDP and AS/OST programs. Accordingly, the purpose of this study is: to explore the experiences, perceptions of competence, and readiness of YDP; and, to identify strategies to support re-engagement with youth as a part of AS/OST programming. This will involve developing and implementing a web-based assessment among YDP in Cuyahoga County which includes a series of questions related to: demographic characteristics; competencies; equity; and engagement strategies. Participants will be recruited from the Cuyahoga County Youth Work Institute (CCYWI) database. The survey will be administered in July of 2021 over a period of 3-4 weeks using the Dillman method of web-based research. Results will be shared with local YDP, AS/OST programs, and CCYWI participants in the fall of 2021 in addition to being submitted for publication in the Journal of Youth Development. Newman, J. (Year). Supporting the Out-of-School Time Workforce in Fostering Intentional Social and Emotional Learning. Journal of Youth Development, Volume 15 (Issue 1), 239-265. doi:10.5195/jyd.2020.807

Abstract Context/Background: Traditional pedagogy methods for skills development include using faculty demonstration and mannequins to practice skills in the lab. There are barriers to traditional pedagogies include nursing faculty, lab availability, and mannequin shortages. There are limited open lab hours for students to practice their skills with mannequins. There is a need to explore alternatives to supplement traditional pedagogy methods. A promising method to supplement skill mastery is the use of a virtual serious game for nursing skills. Objectives: The multidisciplinary team developed a virtual serious game for fundamental skill mastery. The goal of this project is to assess the functionality of the virtual game in promoting skills mastery in the College of Nursing. Methods/Setting/Work Done: This project evaluates the functionality of a virtual serious game to promoting nursing skill competencies. Particularly, this virtual serious game will be a supplement for students to learn how to insert a nasogastric tube. Data obtained looks at how efficient the functionality of the virtual serious game is to enhance the outcomes for student skill competencies. Results: We currently have not collected results due to the virtual serious game still in development. Conclusion: The virtual serious game can improve nursing students' ability to perform nasogastric tube insertion than traditional pedagogy methods. Also, it provides students with more practice time without needing to be in the skills lab. Combining virtual serious gaming and traditional pedagogy methods could enhance the retention of knowledge and motor coordination to develop the skill mastery.