Impacts of a Neural Engineering Summer Research Experience on High School Students (Evaluation)

A five-week research project was designed as part of a summer internship for high school students, and could also be used with educators or in introductory undergraduate research courses. This is a guided-inquiry-based project, framed within the significant issue of supplementing fertilizer use in agriculture with nitrogen-fixing microorganisms. This experience exposes students to how scientists are studying real-world problems; it teaches them basic research techniques, and promotes inquiry-based learning in a real research environment. It also fills a current gap in K-12 education that lacks enough microbiology emphasis. Research interns collect soil samples from various fields and use culture-dependent and culture-independent techniques to test whether there are nitrogen-fixing microorganisms that can be isolated and identified in each soil sample. Students work in a research laboratory making nitrogen-free media; culturing, isolating, and identifying microorganisms; extracting soil DNA; and amplifying the 16S rRNA and nifH genes. We administer a pre-test and a post-test, and students present their research both in a short talk and with a poster. By hosting high school students in a research laboratory and immersing them in laboratory science, we hope to inspire them to pursue a STEM-related career.

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The Nanoscience and Engineering High School Research Internship program at the University of Alabama

MRS Proceedings ◽

10.1557/proc-1046-w02-10 ◽

2007 ◽

Vol 1046 ◽

Author(s):

David E. Nikles ◽

Gregory B. Thompson

Keyword(s):

High School ◽

High School Students ◽

Materials Science ◽

Basic Research ◽

School Science ◽

High School Science ◽

Science Fair ◽

Research Experience ◽

Senior Year ◽

School Students

AbstractThe Center for Materials for Information Technology provides a ten-week summer research experience in nanoscience and engineering for high school students. The students were between their junior and senior year or their sophomore and junior year and were interested in a career in scientific research. Each student had their own research project within the general theme of metal alloy nanoparticles. They were trained in safe laboratory practice and could prepare their own particles independently. Each used x-ray diffraction and SEM EDX to characterize the structure of their nanoparticles. They also identified potential applications for their particles such as magnetic recording, fuel cell catalysis and cancer therapy. Many of the students accomplished enough research to submit competitive entries to regional and national high school science fairs. Two were semi-finalists in the Siemens-Westinghouse Competition. Another won the West Alabama Science Fair and competed in the Intel International Science Fair. This program provided the high school students with a vision for the breadth and excitement of doing basic research in materials science.

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Predation on Plasticine Model Caterpillars: Engaging High School Students Using Field-Based Experiential Learning & the Scientific Process

The American Biology Teacher ◽

10.1525/abt.2019.81.5.334 ◽

2019 ◽

Vol 81 (5) ◽

pp. 334-339

Author(s):

Wendy Leuenberger ◽

Estefania Larsen ◽

Jacob Leuenberger ◽

Dylan Parry

Keyword(s):

High School ◽

High School Students ◽

School Level ◽

Scientific Practices ◽

Research Experience ◽

Scientific Process ◽

High School Level ◽

School Students ◽

Predator Attack ◽

Research Questions

Engaging students in hands-on inquiry helps them develop skills associated with the scientific process. Development of simple experiments using model caterpillars can provide an experiential demonstration of the scientific process and ecological principles for high school students. Caterpillar models are formed from plasticine, a nontoxic, nondrying modeling clay, and are an excellent tool for quantifying relative predation rates by birds, small mammals, and invertebrates. Lifelike surrogate larvae are glued to vegetation for short periods (one week) and retain identifiable marks (beak, teeth, mandible imprints) following predator attack. This technique is simple, inexpensive, and provides rapid and clear results, rendering it a highly effective method of inquiry for high school students. Students can use these methods to ask a variety of research questions, such as comparison of predation in nearby habitats (park vs. backyard), vegetation (tree vs. shrub), season (spring vs. fall), or coloration (aposematic vs. camouflage). For many students, this may be one of few opportunities at the high school level to investigate science “in the field” and integrate scientific practices, such as the scientific method and inquiry, in an authentic research experience. Participants develop their scientific reasoning skills through creation of research questions and interpretation of results. They learn experimental technique, build field skills, and work collaboratively. This experiment aligns with the Next Generation Science Standards.

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The Bimini Research Experience for ONR Science High School Students

10.21236/ada628274 ◽

1997 ◽

Author(s):

Samuel H. Gruber

Keyword(s):

High School ◽

High School Students ◽

Research Experience ◽

School Students ◽

Science High School

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SUMMER PALEOBIOLOGY RESEARCH EXPERIENCE FOR HIGH SCHOOL STUDENTS

10.1130/abs/2018am-320109 ◽

2018 ◽

Author(s):

Noel A. Heim ◽

◽

Jennifer Saltzman ◽

Jonathan L. Payne

Keyword(s):

High School ◽

High School Students ◽

Research Experience ◽

School Students

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Implementation of a Biomedical Engineering Research Experience for African–American High School Students at a Tier One Research University

Journal of Biomechanical Engineering ◽

10.1115/1.4040310 ◽

2018 ◽

Vol 140 (8) ◽

Cited By ~ 2

Author(s):

Cherie M. Avent ◽

Ayesha S. Boyce ◽

Lakeita D. Servance ◽

Lizanne A. DeStefano ◽

Robert M. Nerem ◽

...

Keyword(s):

High School ◽

African American ◽

High School Students ◽

Research University ◽

Skill Development ◽

Lessons Learned ◽

Research Experience ◽

Stem Careers ◽

School Students ◽

Program Outcomes

Enriching science experiences and competencies for underrepresented students during high school years is crucial to increasing their entry into the science pipeline and to improving their preparedness for success in college and STEM careers. The purpose of this paper is to describe the implementation of project ENGAGES, a high school STEM year-long research program for African–American students, mentored by graduate students and postdoctoral researchers at Georgia Tech. It aims to provide an authentic research experience and expose student to the possibility and benefits of attaining an advanced degree and careers in STEM fields. Initial program outcomes include student reported satisfaction with research experience, improved technical skill development, and increased curiosity and interest in STEM careers. Additionally, students indicated increases in college readiness, research skill development, and exposure to STEM careers as a result of interactions with faculty advisors and graduate student mentors, along with laboratory assignments. Lessons learned and potential pitfalls and barriers to acceptance are also discussed.

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The NIDDK High School Short-Term Research Experience for Underrepresented Persons

Ethnicity & Disease ◽

10.18865/ed.30.1.5 ◽

2020 ◽

Vol 30 (1) ◽

pp. 5-14

Author(s):

Robert Rivers ◽

Keith C. Norris ◽

George Hui ◽

Bonnie Halpern-Felsher ◽

Carolee Dodge-Francis ◽

...

Keyword(s):

High School ◽

Native American ◽

High School Students ◽

Family Income ◽

Kidney Diseases ◽

The United States ◽

Health Science ◽

Research Experience ◽

Short Term ◽

School Students

Background: Increasing the pipeline of aspiring minority biomedical/health professionals is a crucial component to diversifying the health science workforce. The National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) created the High School Short-Term Research Experience for Underrepresented Persons (HS-STEP-UP) to provide introductory biomedical/biobehavioral research experiences to promising high school students, who are traditionally underrepresented in the biomedical/biobehavioral sciences. The program reached out to African American and Hispanic students, as well as Native American students and students from the United States Territories,Methods: HS-STEP-UP provides a stimulating, rigorous 8- to 10-week summer research experience for a national cohort of ~100 high school students each year; the experience is organized through four National Institutes of Health (NIH)-funded coordinating centers. Typically, the program receives about 300 applications a year and about 100 students are accepted. Applicants are reviewed and selected based upon their online application that includes: a high school transcript, list of classes and extracurricular activities, two recommendation letters and a personal statement. The program culminates with a symposium at the NIH where students present their research and attend workshops and seminars.Results: For the 2017 and 2018 HS-STEP-UP programs, the classes included 193 students; 67% were females and 82% were underrepresented minorities. Forty eight percent of students reported a family income <$37,000/year, and 23% were from first generation college families. Ninety percent were very satisfied or satisfied with their research topic and 94% rated the end of the year symposium at NIH as excellent or very good. Only 65% were very satisfied or satisfied with their mentor matching, and 21% stated they were dissatisfied or very dissatisfied with their mentor. All the students successfully completed their summer research projects and presented their research abstracts at the symposium. All participating seniors reported attending college.Conclusion: HS-STEP-UP has been highly successful in recruiting traditionally underrepresented students and supporting underrepresented HS students with a rewarding introductory experience to research. Students are overall satisfied with the program, but mentor matching needs more attention. Longer-term follow-up is needed to determine how participating in STEP UP impacts their decisions to participate in the biomedical workforce in the future. Ethn Dis.2020;30(1):5-14; doi:10.18865/ed.30.1.5

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Innovative Evaluation of Two Materials Science Education Enrichment Programs

MRS Proceedings ◽

10.1557/proc-1233-pp07-01 ◽

2009 ◽

Vol 1233 ◽

Cited By ~ 1

Author(s):

Daniel Jonathan Steinberg ◽

Shannon L. Greco ◽

Kimberly Carroll

Keyword(s):

High School ◽

Middle School ◽

High School Students ◽

Materials Science ◽

Research Experience ◽

School Students ◽

Science And Engineering ◽

Princeton University ◽

Scientists And Engineers ◽

The Impact

AbstractThe Princeton Center for Complex Materials (PCCM) is an NSF-funded Materials Science and Research Center (MRSEC) at Princeton. PCCM currently has four Interdisciplinary Research Groups (IRGs) and several seed projects. PCCM runs a variety of education outreach programs that include: Research Experience for Undergraduates, Research Experience for Teachers, Materials Camp for Teachers, Middle School Science and Engineering Expo (SEE) for 1200 students, and Princeton University Materials Academy (PUMA), for inner city high school students. In this paper we focus on new evaluation efforts for the PUMA and the Science and Engineering Expo. We will discuss first PUMA the SEE and elaborate on the new evaluation efforts for each program.Created in 2002 by PCCM, PUMA has an inquiry based materials science curriculum designed to work at the high school level. PUMA's activities are paired with an inquiry based evaluation of scientific ability and attitude change. An evaluation of high school students' ability to formulate scientific questions as a result of their participation in this summer program based was developed based on similar studies of college students questioning ability in inquiry learning environments. Created in 2004 by PCCM and partners in Molecular Biology, SEE is run once per year in the spring. It is a day dedicated to capturing the imaginations of young students through science demonstrations and direct interaction with materials scientists and engineers. 1000 middle school students from local schools come to Princeton University to interact with Princeton scientists and engineers and explore science with the help of demonstrations and hands-on activities. Throughout the day, they explore a wide range research from Princeton that is at the cutting edge of science and engineering to generate excitement about science and engineering. In addition to studying over 5000's student written essays we have constructed a pre and post test for student attitudes administered to over 500 students in 2009 to determine the impact of the SEE on students' attitudes about materials science and STEM fields. This large scale attitude assessment and student written statements help to establish the impact of this one day program.

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Pedagogical Models to Implement Effective STEM Research Experience Programs in High School Students

Education Sciences ◽

10.3390/educsci11110743 ◽

2021 ◽

Vol 11 (11) ◽

pp. 743

Author(s):

Zubair Ahmad ◽

Mohammad Ammar ◽

Noora J. Al-Thani

Keyword(s):

High School ◽

High School Students ◽

Smooth Transition ◽

Research Experience ◽

School Students ◽

Research Experiences ◽

Challenges And Opportunities ◽

School Research ◽

And Mathematics ◽

High School Research

High school research experience programs (HSREPs) provide opportunities for true science education and expose students to scientific investigations in laboratory settings. Various HSREPs models have been practiced to shape students’ research understandings; however, a systematic comparison of the success, challenges, and opportunities of these HSREPs has not been gauged. This article compares the effectiveness of such science, technology, engineering, and mathematics (STEM) based HSREP models reported in the last two decades. We shortlisted seventeen studies on the most effective HSREPs and identified the characteristics of these reports. Results show that student research experiences vary depending on the structure of the model used and the nature of the laboratory setting to which students are exposed. However, there is a dire need to integrate more collaborative and customized research practices to accommodate more students in HSREPs. Additionally, intensive support, mentoring, and coaching are essential to provide students a comprehensive understanding to excel in their research career pathway. Finally, there is a desperate need for further studies to develop the frameworks that can help the smooth transition of high school students into research-oriented university programs.

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