scholarly journals Building a virtual summer research experience in cancer for high school and early undergraduate students: lessons from the COVID-19 pandemic

2020 ◽  
Author(s):  
Timothy W Corson ◽  
Shannon M Hawkins ◽  
Elmer Sanders ◽  
Jessica Byram ◽  
Leigh-Ann Cruz ◽  
...  
Keyword(s):  
High School ◽  
High School Teachers ◽  
Undergraduate Students ◽  
Cancer Biology ◽  
Outcome Data ◽  
Comprehensive Cancer Center ◽  
Research Experience ◽  
School Teachers ◽  
Unique Challenge ◽  
Hands On

AbstractBackgroundThe COVID-19 pandemic posed a unique challenge for summer research programs in 2020, particularly for programs aimed at hands-on experience for younger trainees. The Indiana University Melvin and Bren Simon Comprehensive Cancer Center supports two pipeline programs, which traditionally immerse high school juniors, seniors, and early undergraduate students from underrepresented populations in science in hands-on projects in cancer biology labs. However, due to social distancing policies during the pandemic and reduction of research operations, these students were not physically allowed on campus. Thus, the authors set out to strategically pivot to a wholly virtual curriculum and evaluate the Virtual Summer Research Experience in Cancer outcomes.MethodsThe virtual program included four components: 1. a core science and professional development curriculum led by high school teachers and senior undergraduates; 2. faculty-delivered didactic sessions on cancer science; 3. mentored, virtual research projects with research faculty; and 4. online networking events to encourage vertical mentoring. Outcomes data were measured using an 11-item Research Preparation scale, daily electronic feedback, and structured evaluation and feedback via Zoom weekly.ResultsOutcome data suggested high self-reported satisfaction with the virtual program. Outcome data also revealed the importance of coordination between multiple entities for seamless program implementation. This includes the active recruitment and participation of high school teachers and further investment in information technology capabilities of institutions.ConclusionsFindings reveal a path to educate and train high school and early undergraduate students in cancer research when hands-on, in-person training is not feasible. Virtual research experiences are not only useful to engage students during public health crises but can provide an avenue for cancer centers to expand their cancer education footprints to remotely located schools and universities with limited resources to provide such experiences to their students.

scholarly journals Building a virtual summer research experience in cancer for high school and early undergraduate students: lessons from the COVID-19 pandemic

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Timothy W. Corson ◽  
Shannon M. Hawkins ◽  
Elmer Sanders ◽  
Jessica Byram ◽  
Leigh-Ann Cruz ◽  
...  
Keyword(s):  
High School ◽  
High School Teachers ◽  
Undergraduate Students ◽  
Cancer Biology ◽  
Outcome Data ◽  
Comprehensive Cancer Center ◽  
Research Experience ◽  
School Teachers ◽  
Unique Challenge ◽  
Hands On

Abstract Background The COVID-19 pandemic posed a unique challenge for summer research programs in 2020, particularly for programs aimed at hands-on experience for younger trainees. The Indiana University Melvin and Bren Simon Comprehensive Cancer Center supports two pipeline programs, which traditionally immerse high school juniors, seniors, and early undergraduate students from underrepresented populations in science in hands-on projects in cancer biology labs. However, due to social distancing policies during the pandemic and reduction of research operations, these students were not physically allowed on campus. Thus, the authors set out to strategically pivot to a wholly virtual curriculum and evaluate the Virtual Summer Research Experience in Cancer outcomes. Methods The virtual program included four components: 1. a core science and professional development curriculum led by high school teachers and senior undergraduates; 2. faculty-delivered didactic sessions on cancer science; 3. mentored, virtual research projects with research faculty; and 4. online networking events to encourage vertical mentoring. Outcomes data were measured using a locally created 11-item Research Preparation Scale, daily electronic feedback, and weekly structured evaluation and feedback via Zoom. Results Outcome data suggested high self-reported satisfaction with the virtual program. Outcome data also revealed the importance of coordination between multiple entities for seamless program implementation. This includes the active recruitment and participation of high school teachers and further investment in information technology capabilities of institutions. Conclusions Findings reveal a path to educate and train high school and early undergraduate students in cancer research when hands-on, in-person training is not feasible. Virtual research experiences are not only useful to engage students during public health crises but can provide an avenue for cancer centers to expand their cancer education footprints to remotely located schools and universities with limited resources to provide such experiences to their students.

scholarly journals Building a Virtual Summer Research Experience in Cancer for High School and Early Undergraduate Students: Lessons From the COVID-19 Pandemic

2020 ◽  
Author(s):  
Timothy Corson ◽  
Shannon Hawkins ◽  
Elmer Sanders ◽  
Jessica Byram ◽  
Leigh-Ann Cruz ◽  
...  
Keyword(s):  
High School ◽  
High School Teachers ◽  
Undergraduate Students ◽  
Cancer Biology ◽  
Outcome Data ◽  
Comprehensive Cancer Center ◽  
Research Experience ◽  
School Teachers ◽  
Unique Challenge ◽  
Hands On

Abstract Background: The COVID-19 pandemic posed a unique challenge for summer research programs in 2020, particularly for programs aimed at hands-on experience for younger trainees. The Indiana University Melvin and Bren Simon Comprehensive Cancer Center supports two pipeline programs, which traditionally immerse high school juniors, seniors, and early undergraduate students from underrepresented populations in science in hands-on projects in cancer biology labs. However, due to social distancing policies during the pandemic and reduction of research operations, these students were not physically allowed on campus. Thus, the authors set out to strategically pivot to a wholly virtual curriculum and evaluate the Virtual Summer Research Experience in Cancer outcomes.Methods: The virtual program included four components: 1. a core science and professional development curriculum led by high school teachers and senior undergraduates; 2. faculty-delivered didactic sessions on cancer science; 3. mentored, virtual research projects with research faculty; and 4. online networking events to encourage vertical mentoring. Outcomes data were measured using an 11-item Research Preparation scale, daily electronic feedback, and structured evaluation and feedback via Zoom weekly.Results: Outcome data suggested high self-reported satisfaction with the virtual program. Outcome data also revealed the importance of coordination between multiple entities for seamless program implementation. This includes the active recruitment and participation of high school teachers and further investment in information technology capabilities of institutions.Conclusions: Findings reveal a path to educate and train high school and early undergraduate students in cancer research when hands-on, in-person training is not feasible. Virtual research experiences are not only useful to engage students during public health crises but can provide an avenue for cancer centers to expand their cancer education footprints to remotely located schools and universities with limited resources to provide such experiences to their students.

Population Evolution: The Pollination Game

2016 ◽  
Vol 78 (2) ◽  
pp. 149-154 ◽  
Author(s):  
Jennifer J. Weber ◽  
Laura B. Vary ◽  
Colette E.S. Berg ◽  
Beth H. Ansaldi ◽  
Steven J. Franks
Keyword(s):  
High School ◽  
High School Students ◽  
High School Teachers ◽  
Undergraduate Students ◽  
Evolutionary Biology ◽  
School Teachers ◽  
School Students ◽  
Biology Students ◽  
Questions And Answers

To teach the most central concepts in evolutionary biology, we present an activity in pollination biology. Students play the role of either pollinator or flower and work through a set of scenarios to maximize plant fitness. This “Pollination Game” facilitates critical and inquiry-based thinking, and we accompany each round of the exercise with a set of discussion questions and answers. We have piloted and fine tuned this exercise with high school students, and improved the exercise with the input of high school teachers at a teaching conference. The activity could easily be adapted for freshman undergraduate students.

Materials Science and Technology: A curriculum that works

2004 ◽  
Vol 861 ◽  
Author(s):  
Thomas G. Stoebe ◽  
John M. Rusin
Keyword(s):  
High School ◽  
Pacific Northwest ◽  
High School Teachers ◽  
Teaching Methods ◽  
Student Involvement ◽  
Materials Science ◽  
Science And Technology ◽  
Student Interest ◽  
School Teachers ◽  
Hands On

Materials Science and Technology is a curriculum developed at Battelle Pacific Northwest National Laboratories, which emphasizes hands-on, minds-on studies of materials science and technology. This curriculum has been taught to over 1000 middle and high school teachers nationwide in a series of week-long institute programs, and is used in classrooms in 16 states. Evaluations have shown that the curriculum is highly effective in getting students interested in science and technology, and in encouraging them to study more science.This paper presents the basics of the curriculum and its approach, along with venues used for promoting the curriculum and the teaching methods used. Full evaluation results are discussed, including the assessment of increased student interest and increased student involvement their own learning. Means of adapting the program to a local situation are also presented.

scholarly journals Engineering Design and Manufacturing Education through Research Experience for High School Teachers

2018 ◽  
Vol 26 ◽  
pp. 1340-1348 ◽  
Author(s):  
Weihang Zhu ◽  
Xuejun Fan ◽  
Nicholas Brake ◽  
Xinyu Liu ◽  
Xianchang Li ◽  
...  
Keyword(s):  
High School ◽  
Engineering Design ◽  
High School Teachers ◽  
Research Experience ◽  
School Teachers ◽  
Design And Manufacturing ◽  
Manufacturing Education

scholarly journals Nanotechnology STEM program via research experience for high school teachers

2015 ◽  
Author(s):  
Mangilal Agarwal ◽  
Qurat-ul-Ann Mirza ◽  
Joseph Bondi ◽  
Brandon Sorge ◽  
Maher Rizkalla ◽  
...  
Keyword(s):  
High School ◽  
High School Teachers ◽  
Research Experience ◽  
School Teachers

Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers

2018 ◽  
Author(s):  
Wen Li ◽  
Joshua Kim ◽  
Drew Kim ◽  
Adam Alster ◽  
Marianne Livezey ◽  
...  
Keyword(s):  
High School ◽  
High School Teachers ◽  
Stem Education ◽  
Research Program ◽  
Summer Program ◽  
Research Experience ◽  
School Teachers ◽  
Engineering Research ◽  
Research Experience For Teachers ◽  
K 12

Science, technology, engineering, and mathematics (STEM) education in K-12 schools is critical to inspire young students and prepare them for future college coursework and careers in science and engineering. An effective mechanism for creating and sustaining successful STEM education is to train well-qualified K-12 teachers with a positive attitude and deep knowledge skills in STEM fields. Supported by the National Science Foundation’s Research Experience for Teachers program (NSF RET), the RET Site at Michigan State University (MSU) aims to build a multidisciplinary engineering research program for middle and high school teachers and their students, within a coherent theme of “Smart Sensors and Sensing Systems”. This paper presents an introduction to the MSU’s Site program and highlights the learning outcomes and achievements of the RET participants. The MSU Site has four main components including authentic research experience for teachers during an intensive summer program; curriculum development by integrating engineering design units into teachers’ courses; professional skill development through seminars, facility tours, and field trips; and finally classroom implementation of the developed curricula. Throughout the 6-week summer program, teacher participants were given the opportunity to work closely with graduate students and engineering professors on current research projects in university laboratories. The teachers’ research activities culminated with a final poster report and oral presentation during a symposium at the end of the summer program. Follow-up classroom visits helped to build a strong connection between local middle/high schools and MSU to smooth students’ transitions to college. Since 2016, the Site has graduated 21 middle and high school teachers from the greater Lansing-Detroit area that serve large populations of minority and female students. These RET teachers have produced over 24 sets of curriculum plans and classroom activities, 3 sets of which have been published by an online digital library, TeachEngineering.org (TE), and 8 sets of which have been accepted by TE. Finally, from the findings of the RET Site, the paper discusses best practices and recommendations for incorporating teachers into a university laboratory setting.

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