Increased emphasis on K-12 engineering education, including the advent and incorporation of NGSS in many curricula, has spurred the need for increased engineering learning opportunities for younger students. This is particularly true for students from underrepresented minority populations or economically disadvantaged schools, who traditionally lag their peers in the pursuit of STEM majors or careers. To address this deficit, we have created the Hk Maker Lab, a summer program for New York City high school students that introduces them to biomedical engineering design. The students learn the
DATE:
TEAM MEMBERS:
Aaron Matthew KyleMichael CarapezzaChristine Kovich
EdVenture Children's Museum, a hands-on, children's museum in Columbia, S.C., in close collaboration with NIH-funded researchers at the University of South Carolina, proposes a five-year, SEPA project titled "Unlocking the Mysteries of Chronic Diseases: BioInvestigations for Family, School and Youth Audiences." The program will develop teaching laboratories and experiments to educate youth ages 5-14, teens and adults about biomedical science topics in a fun, investigatory way. From these laboratory experiences, EdVenture will also develop educational programs designed to engage disadvantaged audiences in schools and communities to help expose them to the world of science and the benefits of community-based translational research. The laboratories and educational programs will utilize scientific content drawn from NIH-sponsored biomedical research, and will translate the research process and public impact into meaningful experiences for the public. These programs will reach a large population, both urban and rural, in socio-economically depressed areas of the state, promoting students' interest in topics that they may not otherwise be exposed to and encouraging a lifelong familiarity and facility with scientific thought and practice. Throughout the life expectancy of this project, a projected 2.5 million children and adults will experience the laboratories and related educational programs. Long-term goals are to encourage future biomedical science career choices, and most importantly, empower a child to take control over his/her own health decisions and to develop the necessary skills to navigate the flood of health information inherent in the quickly changing landscape that is health today.
Goals: 1) Increase the number of Alaskans from educationally and/or economically disadvantaged backgrounds, particularly Alaska Natives, who pursue careers in health sciences and health professions and 2) Inform the Alaskan public about health science research and the clinical trial process so that they are better equipped to make healthier lifestyle choices and better understand the aims and benefits of clinical research. Objectives: 1) Pre-med Summer Enrichment program (U-DOC) at UAA (pipeline into college), 2) Statewide Alaska Student Scientist Corps for U-DOC, 3) students (pipeline into college), 4) Facility-based Student Science Guide program at Imaginarium Science Discovery Center, 5) Job Shadowing/Mentorship Program for U-DOC students and biomedical researchers, 6) Research-based and student-led exhibit, demonstration, and multi-media presentations, 7) Professional Development for educators, 8) North Star Website.
KY-H.E.R.O.S. (Health Education Rural Outreach Scientists) is a health science education program that partners the largest science center in Kentucky with Science Heroes-- important regional biomedical research scientists. The Science Heroes, their stories and their studies serve as inspiration to our rural audience. The project objectives are to: (1) Convey the relevance of health science research to people's daily lives and promote awareness of healthy lifestyle choices and wellness; (2) Promote understanding of the fundamental principles of the scientifc process and inspire K-12 teachers to incorporate current research into their teaching of health science; and (3) Encourage students to pursue advanced science education and increase awareness of the wide range of health science related careers. The Science Center, working with the distinguished Science Heroes, their research teams and a group of 15 knowledgeable professional advisors will develop the new KY-H.E.R.O.S. science education program. The program will include new hands-on labs and demonstrations, teacher training workshops, career exploration activities, interactive videoconferencing distance learning links, and innovative public programs. Using museum-based exhibits and a wet lab, traveling exhibit components, telelinking (distance learning), an interactive website and printed and electronic materials, we will present information about the work of the Science Heroes and its relevance to the lives of participants. The focus of the program will change every two years to feature three different scientists and their work. A total of nine scientists will be included during the 5 year period covered by the SEPA grant. As the focus changes every two years to a different three scientists, all the programs and exhibits will be changed accordingly. KY-H.E.R.O.S. will be designed to serve audiences composed of school groups on field trips; teachers in workshops; classes in remote areas of the state participatng through videoconferencing; underserved groups including economically disadvantaged, minorities and young women; and the family audience that makes up about 60% of the Science Center's annual attendance. Formative and summative evaluation will be conducted by an outside firm to ensure effectiveness.
Having developed the concept of near-peer mentorship at the middle school/high school level and utilized it in a summer science education enhancement program now called Gains in the Education of Mathematics and Science or GEMS at the Walter Reed Army Institute of Research (WRAIR), it is now our goal to ultimately expand this program into an extensive, research institute-based source of young, specially selected, near-peer mentors armed with kits, tools, teacher-student developed curricula, enthusiasm, time and talent for science teaching in the urban District of Columbia Public Schools (specific schools) and several more rural disadvantaged schools (Frederick and Howard Counties) in science teaching. We describe this program as a new in-school component, involving science clubs and lunch programs, patterned after our valuable summer science training modules and mentorship program. Our in-house program is at its maximum capacity at the Institute. Near-peer mentors will work in WRAIR's individual laboratories while perfecting/adapting hands-on activities for the new GEMS-X program to be carried out at McKinley Technology HS, Marian Koshland Museum, Roots Charter School and Lincoln Junior HS in DC, West Frederick Middle School, Frederick, MD and Folly Quarter Middle School and Glenelg HS, in Howard County, MD. Based on local demographics in these urban/rural areas, minority and disadvantaged youth, men and women, may choose science, mathematics, engineering and technology (SMET) careers with increasing frequency after participating, at such an early age, in specific learning in the quantitative disciplines. Many of these students take challenging courses within their schools, vastly improve their standardized test scores, take on internship opportunities, are provided recommendations from scientists and medical staff and ultimately are able to enter health professions that were previously unattainable. Relevance to Public Health: The Gains in the Education of Mathematis and Science (GEMS) program educates a diverse student population to benefit their science education and ultimately may improve the likelihood of successfully entry into a health or health-related professions for participating individuals. Medical education has been show to improve public health.
The Miami Museum of Science, in collaboration with University of Miami's (UM) School of Medicine, is requesting a Phase II grant to support national replication of the Biomedical Training, Research and College Prep (BioTrac) Project. The goal of Phase I, now in its final year of funding, was to develop a replicable model aimed at increasing the numbers of underserved students entering the biomedical research pipeline. Phase I focused on priority areas under Healthy People 2000 reflecting health issues of interest to the community as well as resources available through UM's Jackson Memorial Medical Center. Comprising hands-on project-based programming, career awareness activities, college prep, research internships and college residential experiences, the project has served 98 students to date, of whom 88% are low-income and 96% reside in homes where English is the second language. Of the 43 seniors who have graduated to date, 42 are enrolled in post-secondary studies. Of these, 52% have chosen a science-related major, and of these, 73% have chosen a biomedical course of study. Under the proposed Phase II project, the useum will establish BioTrac as a national demonstration site, extending BioTrac strategies and materials to formal and informal science institutions (ISis) through site-based institutes, distance-learning opportunities and professional conferences and publications. Continued delivery of BioTrac programming at the demonstration site will also further increase the number of underrepresented students entering the biomedical research pipeline, and allow for further programming aimed at increasing public understanding of Healthy People 2010 priorities and biomedical research. The museum will target ISis with youth programs to attend a three-day replication institute, reaching a minimum of 30 ISis during the grant. Through participation in national conferences and professional development sponsored by the Association of Science-Technology Centers, representng 340 ISis, the model has the capacity to impact small, medium, and large science centers nationwide. The model will also be adaptable for use by the other 123 Upward Bound Math & Science Centers engaged in science enrichment programming for underserved youth. Finally, elements of the model will be suitable for extracurricular school-based science clubs and high school magnet programs focused on biomedicine, further extending the potential impact of the model to school districts nationwide.
BioTrac will expand opportunities in biomedicine for low-income, first-generation college-bound high school students, increasing the number interested in, and prepared to enter, the biomedical research pipeline. Specific objectives are to: (1) Raise awareness of careers in biomedicine and provide students with real-world biomedical research experiences; (2) Increase awareness of requirements and opportunities for related post-secondary study; (3) Increase public understanding of the importance and diversity of biomedical research; and (4) Disseminate project outcomes. In collaboration with the University of Miami (UM) and Miami-Dade County Public Schools (M-DCPS), the Museum will design and implement a replicable model program exposing students to research on selected priority areas outlined in the Public Health Service's Healthy People 2000 agenda. The program will focus on areas with significant local research capacity, ties to local growth industries, and relevance to Miami-Dade's diverse communities. Students will investigate each area through hands-on lab activities, on-line research, site visits to research facilities, and through interactions with research scientists at UM's nationally renowned Jackson Memorial Medical Complex. Students will work in teams to conduct community-focused research on aspects of each priority area, using technology skills acquired as part of the program to document their research through digital video, PowerPoint presentations, and development of a BioTrac website. Students will present their research at annual symposia held at the Museum. They will also serve as science explainers in the Museum's galleries, interpreting biomedical-related exhibits to the general public. During the summer before 12th grade, students will attend residential programs at University of Florida and Florida A&M University, gaining exposure to post-secondary programs leading to careers in biomedical research. Students in 11th and 12th grade will also be encouraged to participate in M-DCPS's Advanced Academic Internship Program, gaining up to three honors credits for work in institutions engaged in biomedical research. Following 12th grade, prior to beginning college, students will be placed in an eight-week summer internships at UM labs engaged in a broad spectrum of biomedical research. The Museum will disseminate students' research experiences and project findings through an BioTrac web page, ASTC and Upward Bound conferences and networks, and Museum and UM publications.