K-12 curricula worldwide typically lack a strong emphasis on alternative energies, particularly solar and wind power. To counter this, the University of Cambridge has developed the “Power your School” initiative, a program where students learn to map their school and local area, predict where the best sites for solar panels may be on their campus, use scientific equipment accurately, record results, and make ideal recommendations based on their data. TCU Chemistry Club and the Coffer Research Lab have partnered with this initiative to help local elementary schools investigate the benefits of renewable energy, assist in calculating the financial benefits of solar panels over a span of multiple years, and most importantly - to help young students learn the basics of proper recording of scientific data. Through poster creation and its subsequent presentation, students also use design and oral communication skills to educate local officials (and beyond) into the benefits of investing in renewable energy. Methods and results of this project will be presented.

The transition from high school to college marks a significant life change and, as a result, could lead to changes in health behaviors, exercise, and stress levels. Physical activity can enhance self-confidence and collectivism, improve emotional states, decrease stress, aid in building relationships, and contributes to feelings of elation and satisfaction (Qu, 2020). Studies show lower levels of activity among college women, with Black women having greater risk of obesity than white women. (Ajibade, 2011). The effects of a lack of physical activity for college minority women pose more significant threats as they increase in age; this is especially notable with Black women, who present low activity levels compared to white and other minority women (Greaney et al., 2017).

4HerHealth aims to combat the prevalence of potential health-related risks by fostering a community that supports physical activity and wellness in minority college students’ lives. The program consists of biweekly activities that highlight various health-related activities such as TCU-instructed fitness classes, step challenges, cooking and nutrition classes, and study and stress-relieving sessions. Participants who expressed low activity levels before the program reported an increased drive to go to the gym and eat healthier. Overall, participants said the program was informative, well-rounded, and provided a safe space and community for minority women on campus.

References
Ajibade, P. B. (2011). Physical activity patterns by campus housing status among African American female college students. Journal of Black Studies, 42(4), 548–560. https://doi.org/10.1177/0021934710385116
Greaney, M. L., Askew, S., Wallington, S. F., Foley, P. B., Quintiliani, L. M., & Bennett, G. G. (2017). The effect of a weight gain prevention intervention on moderate-vigorous physical activity among black women: The shape program. International Journal of Behavioral Nutrition and Physical Activity, 14(1). https://doi.org/10.1186/s12966-017-0596-6
Qu, X. (2020). Empirical analysis of the influence of physical exercise on psychological stress of college students. Revista Argentina de Clinica Psicologica. https://doi.org/10.24205/03276716.2020.386

After-school programs can provide a variety of opportunities for elementary school students. With support from the Experiential Projects to Impact the Community (EPIC) committee, we partnered with a local elementary school in the Crowley Independent School District (CISD) to start a pickleball program. Pickleball is one of the fastest-growing sports in America. The sport combines elements from tennis, badminton, and table tennis. The sport is appealing to all ages because it is easy to play. We gauged students' interest by teaching pickleball twice a week during P.E. classes. The Meadowcreek Pickleball Club launched shortly after in January of 2022. Students meet weekly to participate in drills, games, and clinics. Funding from the EPIC grant and a partnership with the Selkirk Growth Program allowed us to supply the school with nets, balls, and paddles. The purpose of the Meadowcreek Elementary Pickleball Club is to provide a safe environment where fourth and fifth graders can build relationships, gain confidence, and learn new skills.

According to the National Center for Education Statistics, White, Latino/a, and Black youth enter into STEM programs at their universities in virtually identical numbers. Unfortunately following the early years of admittance, this is where the previous trend takes a dramatic decline as Black and Hispanic students are more likely to switch out of this field at rates of 40% and 37%, respectively (Riegle-Crumb et al., 2019). These disparities within Black and Hispanic communities regarding retention rate in STEM can oftentimes be attributed to factors such as imposter syndrome, lack of educational resources, and a lack of guidance/mentorship during their undergraduate career– the latter being the main focal point of this study. The purpose of this research is to analyze the impact that mentoring programs have on minority high school students that are interested in pursuing a degree in the field of STEM. Pre- and Post-surveys were utilized during the 2020/2021 academic school year in order to accurately gauge the students’ confidence in the following: applying to STEM programs at their universities of interest, excelling once admitted, and the amount of support they have in doing so. Community Partners include two local high schools in the surrounding DFW metroplex where students are paired with TCU Undergraduates currently pursuing a degree in STEM. Ultimately the following research seeks to examine the effectiveness of mentoring programs in the removal of generational barriers that have historically prevented populations of first-generation, minority students from not only succeeding in institutions of higher education, but ultimately receiving a bachelor's degree within fields of science, technology, engineering, and mathematics.

Separated from their families, many older Americans in assisted living facilities struggle with loneliness and social isolation. The COVID-19 pandemic has only exacerbated this issue, for most facilities have restricted outside visitors due to safety concerns. With the help of the Experiential Projects to Impact the Community (EPIC) Grant, which provides up to $1,500 for a Pre-Health student-led project at TCU that promotes a culture of giving and serves a demonstrated need in the Fort Worth community, a monthly meeting, centered on a craft activity, entitled “Crafts and Conversations” was established at Trinity Terrace to foster community between students at TCU and the residents of a local retirement facility. Through monthly Zoom meetings during the height of the pandemic to masked in-person gatherings at Trinity Terrace, TCU undergraduate students and residents at Trinity Terrace could talk amongst each other while constructing a craft whether that be painting Halloween pumpkins or crafting a winter holiday snow globe. By volunteering in leading these crafts, TCU students have had the chance to build meaningful relationships, improve upon their communication skills in a group dynamic, and been able to address preconceived stereotypes about the elderly. Prior to each craft, each meeting opens with a musical performance that has allowed TCU undergraduate musicians to cultivate and share their craft as well. This project has helped give residents at Trinity Terrace an outlet for social connections through crafts and conversations. Through a commitment to sustainability, “Crafts and Conversations” with Trinity Terrace will endure as a lasting legacy through a crew of committed volunteers who have grown as student leaders by strengthening the Fort Worth community and enriching the lives of the residents at Trinity Terrace.