LearnIT2teach: Teacher training and online learning for newcomers in times of crises

How teachers creatively adopted and adapted to the effects of the COVID-19 outbreak is at the heart of the findings presented in this chapter. With the support of the Avenue-LearnIT2teach project, English Second Language (ESL) teachers in Canada enabled the rapid response of many Language Instruction for Newcomers to Canada (LINC) programs to site closures, resulting in an unprecedented uptake of online learning (OL) in a matter of weeks. The project rapidly changed course to support LINC teachers to adopt blended learning (BL) courseware and adapt teaching practices to the new OL reality. This chapter discusses the impact of the project's efforts to meet the surge in demand in teacher training and learner courseware for these online immigrant settlement and language learning programs. The project's rapid response to onsite LINC program closures during the COVID-19 crisis is reviewed. As a result of the disruptions to in-person program delivery, the focus of the project has shifted from blended learning (BL) to online learning (OL) by adapting its formal and informal professional development (PD) offerings. Findings with respect to the surge in demand for teacher training, course development, and mentoring are presented. Feedback from teachers on the "front lines" further illustrates teachers' OL uptake. The chapter also addresses the impact of formal and informal PD provided by a committed team of mentors as well as the importance of teacher presence in online program delivery. Implications and recommendations with respect to rapid responses in situations of crises conclude the chapter. © Springer Nature Switzerland AG 2021. All rights reserved.

Development and Optimization of a Remote Pediatric Cardiac Critical Care Bootcamp Using Telesimulation

We developed a novel cardiac critical care bootcamp consisting of didactic, small group, and simulation sessions. The bootcamp was remote due to the COVID-19 pandemic and included telesimulation. We aimed to assess learners' reactions to the bootcamp and their perception of telesimulation. Paired anonymous surveys were administered before and after participation. Surveys assessed participants' comfort in independently managing cardiac critical care scenarios, perceptions of telesimulation, barriers to its effectiveness, and specific feedback on course components. Forty-three fellows from 10 institutions joined the bootcamp over 2 years. Thirty-eight pre- and 28 postcourse surveys were completed. The course was rated good or excellent by all respondents, and 27/28 rated the material as appropriate to their level of training. Based on feedback from 2020, the electrophysiology sessions were converted to a small group format in 2021;positive assessment of these sessions improved from 65 to 90-100%. The telesimulations were highly rated, with 83-94% of participants in 2020 and 90-100% in 2021 rating them as good or excellent. Participants' views on telesimulation improved following the course, with 78% (14/18) post- versus 50% preparticipation agreeing that telesimulation is an effective educational tool ( p = 0.06) and 56% (10/18) post- versus 67% (12/18) pre-rating telesimulation as less effective than in person simulation ( p = 0.04). Identified limitations of telesimulation were limited active participation, lack of realism, impaired flow of conversation, and audiovisual and technical concerns. Telesimulation is feasible in cardiac critical care education and was an acceptable alternative to in person simulation for course participants.

MCH Leadership Training Program: An Innovative Application of an Implementation Science Framework.

INTRODUCTION: MCH training programs in schools of public health provide specialized training to develop culturally competent and skilled MCH leaders who will play key roles in public health infrastructure. Previous literature has reported on the effectiveness of MCH training programs (e.g., number of trainees, improvement in knowledge/skills); less attention has been devoted to understanding factors influencing program implementation during times of rapid change, while considering internal and external contexts (e.g., global pandemic, social unrest, uncertainty of funding, mental health issues, and other crises). PURPOSE: This article describes a graduate-level MCH leadership training program and illustrates how an implementation science framework can inform the identification of determinants and lessons learned during one year of implementation of a multi-year program. ASSESSMENT: Findings reveal how CFIR can be applicable to a MCH training program and highlight how constructs across domains can interact and represent determinants that serve as both a barrier and facilitator. Key lessons learned included the value of accountability, flexibility, learner-centeredness, and partnerships. CONCLUSION: Findings may apply to other programs and settings and could advance innovative training efforts that necessitate attention to the multi-level stakeholder needs (e.g., student, program, institution, community, and local/regional/national levels). Applying CFIR could be useful when interpreting process and outcome evaluation data and transferring findings and lessons learned to other organizations and settings. Integrating implementation science specifically into MCH training programs could contribute to the rigor, adaptability, and dissemination efforts that are critical when learning and sharing best practices to expand leadership capacity efforts that aim to eliminate MCH disparities across systems.

Psychische Belastung von Kindern und Jugendlichen in der Coronazeit

ZusammenfassungHintergrundInternationale Studien zeigen, dass die Maßnahmen zur Eindämmung der COVID-19-Pandemie verstärkt zu psychischen Auffälligkeiten bei Kindern und Jugendlichen führen können. Insgesamt gibt es zu diesem Themenbereich viele Studienaktivitäten, jedoch nur wenige repräsentative Untersuchungen für Deutschland.Ziel der ArbeitEs soll untersucht werden, welchen Einfluss die COVID-19-Pandemie auf die psychische Gesundheit von Kindern und Jugendlichen in Deutschland nimmt und welche Risiko- und protektive Faktoren für das mentale Wohlbefinden während der Pandemie existieren. Im Anschluss wird ein EU-weites Projekt skizziert, welches die psychische Gesundheit von SchülerInnen durch ein Schulungsprogramm für Lehrkräfte und andere PädagogInnen fördern will.MethodenUnter Nutzung der Literaturdatenbanken PubMed und Medline fand eine unsystematische Literaturrecherche im Sinne eines narrativen Reviews statt. Die in dieser Arbeit einbezogenen Studien wurden anhand ihres thematisch passenden s ausgewählt.ErgebnisseDie Zahl der Kinder, die psychische Auffälligkeiten oder Verhaltensstörungen zeigen, stieg rapide an. Vor allem die soziale Isolation, Ängste und Unsicherheit, sowie Konflikte innerhalb der Familie aufgrund von Überforderung oder finanziellen Sorgen führen zu einer Verschlechterung der psychischen Situation von Kindern und Jugendlichen. Die Folgen sind depressive Verstimmungen, Verhaltensauffälligkeiten und psychosomatische Beschwerden.SchlussfolgerungDie Auswirkungen der COVID-19-Pandemie auf die psychische Gesundheit von Kindern und Jugendlichen dürfen nicht unterschätzt werden. Auch in den kommenden Jahren ist ein besonderer Unterstützungsbedarf gefordert.

Impact of COVID-19 pandemic on anesthesia resident's training program in Cairo University Hospital

Background: The purpose of this study was to evaluate the impact of COVID-19 pandemic on the training process of anesthesia residents in Cairo University Hospital regarding technical skills, operative, and critical care experience. Method(s): This cross-sectional survey study included two groups of anesthesia residents according to the time of their residency in relation to the pandemic (before-pandemic group [N = 44] and during-pandemic group [N = 42]). The participants were asked to fill out a questionnaire regarding their training. The questionnaire included technical skills experience (regional anesthesia, vascular access, and advanced airway techniques, soft tissue ultrasound), operative and critical care experience, and duration of intensive care unit (ICU) rotation. The quality of training was graded as adequate, moderate, or deficient training according to the number of performed procedure/managed cases. Comparisons of continuous data were done using the Mann-Whitney test, and qualitative categorical was analyzed using the chi-square test. Result(s): All the participants completed the questionnaire. The training in the during-pandemic group was lesser than that in the before-pandemic group for most of the technical skills except for soft tissue ultrasound which was more in the during-pandemic group. The operative experience was less in the during-pandemic group than that in the before-pandemic group. On the other hand, the ICU experience was more in the during-pandemic group than that in the before-pandemic group. Conclusion(s): The COVID-19 pandemic disrupted the training program of anesthesiology residents with regard to elective procedures and produced over-training in critical care subspeciality.Copyright © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Hybrid Protege Training Program in Corporate Setting: An Evaluative Case Study

This study evaluates a hybrid training program focusing on soft skills development for freshly graduated trainees in a multinational biomedical engineering company. The evaluation is conducted as a diagnostic tool to measure the performance of trainees that feeds the return- on- investment (ROI) of the assigned company. We implement an evaluative case study with both quantitative and qualitative methods;- learning analytics and semi-structured interviews. The quantitative data comes from the learning analytics of twenty-nine trainees, while qualitative data comes from five interviewees from the same cohort. We found that the trainees' negative learning experiences are traced to an inadequate time to participate online and a perception of irrelevant online training content. These resulted in lower performance scores and engagement during online sessions compared to face-to-face sessions. The respondents also stated that face-to-face sessions allow in-person interaction with trainers. This factor led to a positive learning experience and potentially heightened engagement that directed to a higher performance score. Instructional design considerations in planning effective hybrid training are deliberately discussed for future practitioners and researchers. © 2022 IEEE.

Collaborative Learning and Emergency Remote Teaching in Interpreter Training: Teachers' and Students' Experiences During COVID-19

Mandatory social distancing due to COVID-19 presented the challenge of shifting on-site education to virtual learning environments in order to resume lessons in universities around the world. In this context, Universidad Peruana de Ciencias Aplicadas (UPC) had to shift its Educational Model to Emergency Remote Teaching (ERT). This study aims to analyze Collaborative Learning in the process of adapting the virtual learning environment (VLE) used in the four Interpreter Training courses belonging to UPC's undergraduate program in Professional Translation and Interpretation (TIP) during the two academic terms of ERT in 2020. Six interpreter trainers were interviewed to explore their perspectives on adapting the VLE to allow and promote Collaborative Learning in their classes during ERT, while eleven interpreting students shared their perceptions on this VLE's effectiveness in a focus group. Results show how Collaborative Learning was developed through bonds of Positive Interdependence and Promotive Interaction between members of the learning community, both teachers and students. © 2022 IEEE.

Reform and Practice of "Integrated” Innovation and Entrepreneurship Education Based on New Engineering

Build and practice innovation and entrepreneurship education reform combining the revision of training programs with experimental platform construction under the background of new engineering. The reform solves the problems of poor cognition, low positioning, and an imperfect practical teaching system. The reform also provides a coping strategy for the highly difficult situation of student employment in the context of COVID-19. Based on improving the experimental platform and following the OBE (Outcome Based Education) education concept, the "integrated” innovation and entrepreneurship education reform and practice plan appears. It builds a progressive, organic, scientific, and reasonable experimental teaching system. It forms a platform to consolidate primary practical teaching, improve professional practical ability, exercise innovation and entrepreneurship ability. Based on "course ideology and politics”, the reform enhances the quality of teachers and creates a good atmosphere for students to establish correct socialist core values. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Swimming × Online Coaching: Online Conditioning of Competitive Swimmers - Focusing on the Thorax - via Smartphones and Wearable Sensors

In response to the decline in motor function (centered on the thorax) caused by chronic muscle tension associated with strengthening exercises for competitive swimmers, we devised a training program that promotes awareness of the functional coordination of the thorax;spine, ribs, and core muscles, and restores natural and efficient body movement. This article presents the results of supporting athlete training during the novel coronavirus pandemic by providing regular coaching remotely using a web-conference system with smartphones, video recording, and a multi-sensor belt equipped with hitoe™ for measuring myoelectricity, respiration, and motion. © 2022 Nippon Telegraph and Telephone Corp.. All rights reserved.

Evaluation of a sensory and cognitive online training tool for odor recognition in professional coffee tasters

The sense of smell plays an essential role in the sensory evaluation of coffee. However, a precise sensory evaluation also requires good memory and the ability to stay focused and concentrated. This study aimed to investigate the effect of an online sensory and cognitive training program on the odor recognition of 36 coffee aromas. A total of 44 coffee professionals participated in a randomized crossover trial. It consisted of an online training program with different sensory and cognitive tasks over two periods of 6 weeks. The participants were divided into three study groups for data analysis purposes: a Control-first group (n = 16), a matching Intervention-first group (n = 16), and a second Intervention-first-residual group (n = 12) to check for repeatability of the test results. On average, the participants improved their odor recognition score by 15% after 6 weeks of training (p <.01) and maintained a high-performance level after the control period. A positive correlation between completed training and improvement was observed (p <.001). The participants significantly improved their ability to detect the 36 Le Nez du Café aromas commonly used in the Specialty Coffee Association (SCA) and the Coffee Quality Institute (CQI) exam systems. Practical Applications: The new online training program is a promising tool for improving the odor recognition of coffee professionals. The sensory training can easily be accomplished as it is executable off-site, is self-instructive, and does not require any supervision. A further generalization of this new odor-training program for noncoffee professionals may potentially train people with prolonged loss in olfactory function, such as observed in coronavirus disease 2019 patients. © 2023 The Authors. Journal of Sensory Studies published by Wiley Periodicals LLC.

The effect of a training program based on Religious Psychological Counseling in reducing the level of psychological stress among mothers of children with disabilities in light of some variables (within the Corona pandemic)

This study aimed to identify the effect of a training program based on religious and psychological counseling in reducing the level of psychological stress among mothers of children with disabilities (within the Corona pandemic), as well as the relationship of the level of stress with some variables: gender, type of disability, educational qualification of the mother, the number of other children in the family, and the presence of other disabilities. The study sample consisted of 18 women from the Al-Amal Association for People with Special Needs between 3 and 5/2021. The researchers used a scale of the level of psychological stress, which has appropriate validity and reliability. The valid program was applied. The arithmetic averages of the stress level were found. T-test and one-way analysis of variance was used in the statistical analysis process. The results indicated that the level of psychological stress among mothers of disabled children was moderate, and it was the highest on the cognitive dimension, then the psychological, then the material, and that there is a positive effect of the program in reducing the level of pressure. There are no statistically significant differences due to the variables. © Università del Salento

Effect of Training Program on Knowledge and Practice of Breast feeding Women During COVID-19.

Aim: Evaluate the effect of the training program on knowledge and practice of breastfeeding women during coronavirus disease 2019 (COVID-19). Methods: One-group pretest/post-test quasiexperimental research design was utilized to accomplish the aim of this study. The study was carried out at the primary health care units Ad Dar Al Baida 1, Ad Dar Al Baida 2, Al Aziziyah at Riyadh Province of Saudi Arabia. The study included a convenience sample of 100 breastfeeding women. Tool: A structured interviewing questionnaire sheet was used for data collection that included three parts knowledge, reported practice, and demographic characteristics. Results: More than one-quarter (30%) and (28%) of studied women had satisfactory knowledge-related causes, risk factor and signs, symptoms of COVID-19 at preintervention, while the majority 85% and 86% of them had satisfactory knowledge postintervention at p-value <.01**. In addition, less than one-fifth (17%) and (16%) of studied women had satisfactory knowledge about Breastfeeding guidelines during COVID-19 and care of breastfeeding women during COVID-19, compared with most of them (89%) and (92%) postintervention at p-value <.01**. Conclusion: Based on our current study, it was concluded that the educational program effectively improves breastfeeding women's knowledge and practices. There was a highly statistically significant positive linear correlation between the breastfeeding women's knowledge and reported practices regarding COVID-19 infection before and after the implementation of the educational program at p < .0.

Promoting preservice teachers? psychological and pedagogical competencies for online learning and teaching: The TEAC H. program

During the widespread COVID-19 pandemic, face-to-face teaching was not viable because many schools were forced to close as a preventive measure. Educators abruptly shifted to online classes without sufficient time and resources to prepare for such an enormous transition. Although shifting from traditional face-to-face format to modern e-learning approach ensured that students could be educated outside of the classroom, its impact on the quality of learning and teaching (L&T) can be mixed. This study aims to address the knowledge gap in conventional teacher training by developing a web-based program called T.E.A.C.H. to enhance preservice teachers' psychological and pedagogical competencies for conducting online L&T. The program consisted of five modules, each focused on one dimension of psychological competence (creativity, curiosity, love of learning, judgment, and perspective) and applied to the 'three foci' for online L&T (attendance and participation, engagement, and assessment). Adopting a quasi-experimental design with matched sampling, a total of 314 preservice teachers were allocated into the intervention or control group. The intervention group was given access to the web-based program to receive training materials, learn about the content, and take part in the online L&T exercises. Program effectiveness was evaluated using pretest and posttest questionnaires, a teaching design task, short quizzes, and a program quality assessment. The results showed that the T.E.A.C.H. program was effective in promoting preservice teachers' psychological competencies, positive attitudes toward online L&T, self-efficacy to teach in an online format, intentions to use technology for L&T, and online pedagogical skills. The successful implementation of T.E.A.C.H. encourages school leaders, teachers, and teacher professional development providers to utilize this web-based program to enhance online teaching practices.

ESDE-MIE fellowship: a descriptive analysis of the first experiences.

Esophageal resection is a high-risk and technically demanding procedure, with a long proficiency-gain curve. The European Society Diseases of the Esophagus (ESDE)-Minimally Invasive Esophagectomy (MIE) training program was launched in 2018 for European surgeons willing to train and to begin a career undertaking MIE. The aim of this study was to evaluate the first experience of the ESDE-MIE fellowship and relate this to the initially predetermined core principles and objectives of the program. Between October 2021 and May 2022, the participating fellows, in collaboration with the ESDE Educational Committee, initiated a survey to assess the outcome and experience of these fellowships. Data from each individual fellowship were analysed and reported in a descriptive manner. Between 2018 and 2022, in total, five fellows have completed the ESDE-MIE fellowship program. Despite the COVID-19 outbreak just the year after its launch, predetermined clinical and research goals were achieved in all cases. Each of the fellows were able to assist in a median of 40 (IQR 27-69) MIE and/or Robot assisted (RA)MIE procedures, of a total median of 115 (IQR 83-123) attended Upper GI cases. After the fellowship, MIE has been fully adopted by the fellows who returned to their home institutions as Upper GI surgeons. The fellowship was concluded by the European Union of Medical Specialists (UEMS) Multidisciplinary Joint Committee (MJC) certification in Upper GI Surgery, which was successfully obtained by all who took part. Based on the experience of the first five fellows, the ESDE-MIE training fellowship meets with the expected needs even despite the COVID-19 outbreak in 2019. Furthermore, these fellows have returned home and integrated MIE into their independent surgical practice, affirming the ability of this program to train the next generation of MIE surgeons, even in the most challenging of circumstances.

Online Learning Model During COVID-19 Pandemic: Exploration of Perceptions, Attitudes and Knowledge through Mix Method Analysis in Elementary School Teacher Training Program

Introduction. The significant changes caused by the COVID-19 pandemic have forced teachers to provide adaptive learning for their students. This situation needs to be supported by psychological factors that are present and attached to a teacher. The limited knowledge and readiness of teachers in preparing for existing learning changes are a major obstacle in implementing learning during a pandemic, especially at the elementary school level. The aim of the study is to explore the perceptions, attitudes, and knowledge of elementary school teachers in a teacher training program during the pandemic. Research methods. Two studies were applied, study 1 used thematic content analysis to determine the perceptions of effective online learning models during the pandemic. Furthermore, study 2 was conducted to ascertain the readiness of teachers based on their attitudes and knowledge in applying effective online learning models during teacher training programs. A total of 203 elementary school teachers were involved in this study and were selected using purposive sampling in the province of Banten, Indonesia. Results. The results of the study provide information that there are variations in respondents' perceptions in doing online learning and they assume that online learning causes many problems in various aspects of life. This is indicated by the answers given by respondents when filling out the instrument in the form of open questions. Specifically, the answers given refer to the perceived negative situation compared to direct learning at school. Meanwhile, 85% of respondents perceive that face-to-face learning is the most effective learning model. Other results are also supported by the correlation between the attitude and knowledge of respondents which shows a positive and significant relationship. The correlation results show a value of 0.254 with a significance level below 1%. Conclusion. The results of this study indicate new and comprehensive information regarding the importance of paying attention to teachers' psychological factors, including their perceptions, attitudes and knowledge, especially in preparing for online learning. In general, the research also provides a clear picture of the right mechanism for a teacher at the elementary school level to carry out online learning that matches the characteristics of elementary school students. Of course, the usefulness of the results of this study can be used as a benchmark not only for teachers themselves, but also for schools and related policy makers to create adaptive learning. © 2022 LLC Ecological Help. All rights reserved.

India Field Epidemiology Training Program Response to COVID-19 Pandemic, 2020-2021.

The India Field Epidemiology Training Program (FETP) has played a critical role in India's response to the ongoing COVID-19 pandemic. During March 2020-June 2021, a total of 123 FETP officers from across 3 training hubs were deployed in support of India's efforts to combat COVID-19. FETP officers have successfully mitigated the effect of COVID-19 on persons in India by conducting cluster outbreak investigations, performing surveillance system evaluations, and developing infection prevention and control tools and guidelines. This report discusses the successes of select COVID-19 pandemic response activities undertaken by current India FETP officers and proposes a pathway to augmenting India's pandemic preparedness and response efforts through expansion of this network and a strengthened frontline public health workforce.

A cross-sectional study on the response abilities of clinical and preventive medical students in public health emergency.

Inconsistent training programs for public health emergency (PHE) have been criticized as a contributing factor in PHE's managerial weak points. In response, to analyze the relevant discrepancies among the medical students in the class of 2021 from Xiangya School of Medicine of Central South University, the present study conducted an online questionnaire survey using convenience sampling. The questionnaire comprised four sections, including the basic information, the subjective cognition in PHE, the rescue knowledge and capabilities of PHE, and the mastery of PHE regulations and psychological intervention abilities. To compare the abovementioned aspects, related data were collected from 235 medical students divided into two groups, namely, clinical medical students (Group A) and preventive medical students (Group B). We found a more positive attitude in PHE (P = 0.014) and a better grasp of the PHE classification (P = 0.027) and the reporting system in group B compared with group A. In addition, even if group B showed the same response capability in communicable diseases as group A, the former had less access to clinical practice, resulting in poorer performance in the noncommunicable diseases during a fire, flood, and traffic accidents (P = 0.002, P = 0.018, P = 0.002). The different emphasis of each training program contributed to the uneven distribution of abilities and cognition. Meanwhile, the lack of an integrated PHE curriculum led to unsystematic expertise. Hence, to optimize the PHE management system, equal attention should be paid to medical students with diverse majors along with a complete integrated PHE curriculum.

Promoting preservice teachers' psychological and pedagogical competencies for online learning and teaching: The T.E.A.C.H. program

During the widespread COVID-19 pandemic, face-to-face teaching was not viable because many schools were forced to close as a preventive measure. Educators abruptly shifted to online classes without sufficient time and resources to prepare for such an enormous transition. Although shifting from traditional face-to-face format to modern e-learning approach ensured that students could be educated outside of the classroom, its impact on the quality of learning and teaching (L&T) can be mixed. This study aims to address the knowledge gap in conventional teacher training by developing a web-based program called T.E.A.C.H. to enhance preservice teachers' psychological and pedagogical competencies for conducting online L&T. The program consisted of five modules, each focused on one dimension of psychological competence (creativity, curiosity, love of learning, judgment, and perspective) and applied to the ‘three foci' for online L&T (attendance and participation, engagement, and assessment). Adopting a quasi-experimental design with matched sampling, a total of 314 preservice teachers were allocated into the intervention or control group. The intervention group was given access to the web-based program to receive training materials, learn about the content, and take part in the online L&T exercises. Program effectiveness was evaluated using pretest and posttest questionnaires, a teaching design task, short quizzes, and a program quality assessment. The results showed that the T.E.A.C.H. program was effective in promoting preservice teachers' psychological competencies, positive attitudes toward online L&T, self-efficacy to teach in an online format, intentions to use technology for L&T, and online pedagogical skills. The successful implementation of T.E.A.C.H. encourages school leaders, teachers, and teacher professional development providers to utilize this web-based program to enhance online teaching practices.

Methods Applied “Hands-on”: A Digital Service Engineering Training Course

The idea of this project is to produce a working paper on how an online training program for a future service engineer could look like. Students of engineering study programs as well as employees with relevant job roles are seen as a future target. The training program will focus on all relevant aspects such as Smart Services, Life Cycle Management, Innovation Management as well as Marketing and Sales Management. Besides an ongoing digitization of nearly all aspects of the business environment, sustainability management will be included as well. The aim is to train a new kind of solution seller. The Covid-19 pandemic showed that online training methods are needed more than ever. The idea is to offer an online or a hybrid online-onsite training program. In order to produce the training, funding is needed. Either a national or international funding opportunity should be acquired. © 2022, Springer Nature Switzerland AG.

Multidisciplinary Engagement of Diverse Students in Computer Science Education through Research Focused on Social Media COVID-19 Misinformation

The ongoing COVID-19 pandemic has disrupted vital elements of personal and public health, society, and education. Increasingly with the viral pandemic, misinformation on health and science issues has been disseminated online. We developed an undergraduate training program focused on producing and presenting research to combat the rampant spread of this misinformation. Online misinformation represents a complex, multidisciplinary problem. Consequently, recruitment of students to the program was not exclusive to those from Computer Science or Science, Technology, Engineering, and Math (STEM) educational backgrounds. Participants were actively recruited from fields such as Linguistics, Social and Political sciences. This data analytics outreach program aimed to train educationally and demographically diverse undergraduate students in computational techniques and presentation skills through guided research regarding the current burst of misinformation. Over ten weeks, participants were instructed in an online curriculum covering five milestones: Python programming, data processing, machine learning with natural language processing, visualization, and presentation. Subsequently, participants were engaged in Computer Science research analyzing a real-world data set gathered from Twitter™ 1 between January and June 2020. Participants were organized into teams to investigate subtopics within the broader subject of misinformation: 1) detecting social media bot accounts, 2) identifying propaganda with computational methods, and 3) studying the discourse surrounding science preprints (i.e., papers that have been posted to the Internet but have not been peer reviewed). The program culminated in an exposition where each team presented research results to program officers, senior faculty, deans, government officials, and industry experts. Here we present the program curriculum, metrics of educational effectiveness, and feedback collected from participants. © American Society for Engineering Education, 2022.