scholarly journals Research Opportunities for High School Students at the Ocean Research College Academy

2021 ◽  
Vol 4 (3) ◽  
pp. 40-46
Author(s):  
Ardi Kveven ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Degree Attainment ◽  
Undergraduate Research ◽  
Dual Credit ◽  
Baccalaureate Degree ◽  
Washington State ◽  
School Students ◽  
Science Degree ◽  
Associate Of Arts

At the Ocean Research College Academy (ORCA), undergraduate research (UR) starts when students are in their third year of high school. As part of a dual credit/enrollment program in Washington state, students earn an associate of arts and science degree when they graduate from high school. With 17 years of data and more than 500 graduates who have compelling matriculation rates and baccalaureate degree attainment, ORCA provides a model for program and course-based UR replicable by others.

Electron Microscopy and Educational Outreach on the World Wide Web

1996 ◽  
Vol 54 ◽  
pp. 408-409
Author(s):  
John S. Gardner ◽  
Judy Rice ◽  
Bill Fogt ◽  
Kali Erickson ◽  
Russell Harrison
Keyword(s):  
Electron Microscopy ◽  
High School ◽  
High School Students ◽  
World Wide Web ◽  
World Wide ◽  
Undergraduate Research ◽  
Educational Outreach ◽  
Outreach Program ◽  
School Students ◽  
Brigham Young University

For over five years, Utah Valley area high school students have been invited to the Brigham Young University Microscopy Lab to conduct individual and group research projects. This outreach program provides each student with concrete, “hands-on” experience in the field of microscopy and an application of the scientific principles learned in the high school classroom. The program utilizes the expertise of university faculty, lab personnel, undergraduate research assistants, corporate professionals and public school teachers as well as microscopy facilities and equipment (Fig. 1). These elements combine in an effort to mold confident and experienced young professionals. The outreach program has produced students who have published, won contests, earned scholarships and found employment opportunities within the field. However, the program has only been able to serve a limited number of students who want to participate. With the aid of developing technology and the distributed learning model, the influence of electron microscopy can be spread more effectively.The study of microscopy including several related subjects is now more accessible through the creation of a World Wide Web site at Brigham Young University (BYU). Users can select from a variety of menus including a Library, Teaching Center, Learning Center, and Explore Your Mini- Worlds. Student research images have been collected and downloaded through the use of computerized imaging and microscopy (Fig. 2).

The Lone Star Challenge

2019 ◽  
pp. 53-71
Author(s):  
Chester E. Finn ◽  
Andrew E. Scanlan
Keyword(s):  
High School ◽  
High School Students ◽  
Charter Schools ◽  
Advanced Placement ◽  
Dual Credit ◽  
Great Success ◽  
Fort Worth ◽  
Complex Interplay ◽  
School Students ◽  
Upward Slope

This chapter focuses on the Advanced Placement (AP) program in Texas. No place in America offers a larger or more vivid example of AP's recent history, its widening mission, and the challenges of carrying out that mission than Texas. The Lone Star State illustrates the complex interplay of traditional AP success in upscale schools; ambitious efforts to extend it to more disadvantaged youngsters; robust, AP-centric charter schools; and an exceptionally bumptious and varied array of dual-credit alternatives. As in most of the nation, AP participation has surged in Texas for four straight decades, and the upward slope has recently steepened. The number of exams per pupil rose, too, spurred by governmental and philanthropic moves to grow the program as well as intensifying college competition among high school students. The chapter then evaluates the National Math and Science Initiative (NMSI). The Fort Worth experience with NMSI—and the Texas experience more generally—illustrates the challenge of expanding AP to students who have not historically had much access to it or enjoyed great success with it.

Searching for Nitrogen-Fixing Microorganisms: An Original, Relevant, and Successful Early Research Experience

2017 ◽  
Vol 79 (3) ◽  
pp. 191-197 ◽  
Author(s):  
Amaya Garcia Costas ◽  
Devon L. Ragen ◽  
John W. Peters
Keyword(s):  
High School ◽  
High School Students ◽  
Research Laboratory ◽  
Undergraduate Research ◽  
Basic Research ◽  
Nitrogen Fixing ◽  
Research Experience ◽  
School Students ◽  
Soil Dna ◽  
K 12

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.

Double-Dipping for Course Credit

2012 ◽  
Vol 93 (6) ◽  
pp. 38-41 ◽  
Author(s):  
Scott Zimmermann
Keyword(s):  
High School ◽  
High School Students ◽  
Dual Credit ◽  
College Graduation ◽  
School Students ◽  
College Costs ◽  
College Graduation Rates ◽  
Education Statistics ◽  
College Classes ◽  
Gates Foundation

Are dual-credit courses living up to the hype that they will help prepare students for college, reduce college costs, and make U.S. students more competitive? Programs that let high school students attend college classes have been around for 25 years and frequently are considered among the solutions to raising college graduation rates, adding rigor to high school curricula, and taking a chunk out of college costs. They've become popular, too. A 2005 report by the National Center for Education Statistics (NCES) found that 70% of public high schools offered courses for dual credit. The Bill & Melinda Gates Foundation began its Early College High School Initiative in 2002 and has since grown to include partnerships with over 130 schools in 24 states.

Getting Ahead: Current Secondary and Postsecondary Acceleration Options for High-Ability Students in Indiana

2009 ◽  
Vol 20 (4) ◽  
pp. 630-657 ◽  
Author(s):  
Scott J. Peters ◽  
Rebecca L. Mann
Keyword(s):  
High School ◽  
High School Students ◽  
Dual Credit ◽  
Primary Source ◽  
High Ability ◽  
School Students ◽  
School Corporations ◽  
Current State ◽  
High Ability Students ◽  
To Receive

Gifted education programs at the secondary level have yet to receive as much attention as those at the primary and elementary levels. The 2007 State of the States Report found that AP courses remain the most common means of addressing the needs of high-ability high school students. This study presents the current state of high-ability programming in Indiana high schools with special attention to dual-credit and IB programs. Survey data were collected on the policies and offerings of 87% of the state's school corporations. The data suggest that even though almost 90% of corporations offer dual-credit courses and 4% offer IB programs, AP courses remain the primary source of high school programming. The data also indicate that 70% of school corporations require students to exhibit high levels of performance in past coursework or on standardized tests to participate in these programs. Implications for such requirements are that they may prevent underachieving high-ability students from gaining access to the coursework from which they would benefit to be successful in an academic setting.

scholarly journals An initiative to develop a public engagement ecosystem in Ghana: a case of WACCBIP’s High Schools’ Engagement Programme

2021 ◽  
Vol 4 ◽  
pp. 30
Author(s):  
Stefan Danquah ◽  
Simon Donkoh ◽  
Kyerewaa Akuamoah Boateng ◽  
Sika Menka ◽  
Solomon Katachie ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Infectious Diseases ◽  
Learning Strategies ◽  
Public Engagement ◽  
Cell Biology ◽  
Undergraduate Research ◽  
Scientific Research ◽  
School Students

Background: The High Schools Engagement Programme (HSEP), is a West African Centre for Cell Biology of Infectious Pathogens (WACCBIP) public engagement initiative that targets students in under-resourced high schools in Ghana. Annual programmes are directed towards providing information on prospective careers in Science and discussing the causes of and preventive measures against endemic infectious diseases. Using peer-learning strategies, post-undergraduate research trainees (graduate interns) encourage collective action against the diseases and work to inspire high school students to consider scientific research as a career, either directly or in support roles. The objective of this study was to explore the outcomes of the HSEP, specifically revealing how it met its initial objectives, and other relevant unintended outcomes. Methods: An evaluation design, which relied on a survey and interviews of 138 high school students, 9 graduate interns, and 3 teachers who participated in the 2019 edition of the HSEP, was employed. Results: The HSEP presented a likelihood of improving the academic performance of high school students and provided motivation for them to pursue careers in scientific research. The programme also equipped the students with requisite knowledge to contribute to the prevention of infectious diseases prevalent in their communities. As trainee scientists, graduate interns also developed awareness on the need for public engagement, the challenges of STEM education in Ghana and the need to make efforts to address these challenges, and also developed key leadership and soft skills. Conclusions: Overall, the HSEP could potentially be a model for developing a public engagement ecosystem in Ghana. It is recommended that the programme is scaled up to include master’s degree and PhD researchers as facilitators to further widen the favorable impacts.

scholarly journals Dual Credit Courses and Legislation: Does Public Policy Align with Academic Outcomes?

2021 ◽  
pp. 29-37
Author(s):  
Randall Bowden, PhD ◽  
Michelle Klimitchek, EdD
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Dual Credit ◽  
School Students ◽  
College Credit ◽  
High School Freshmen ◽  
12Th Grade ◽  
College Career ◽  
Attractive Option

The opportunity to earn college credit while in high school is an attractive option for high school students to start a college career. The process is referred to as dual credit courses. In 2015 Texas law from House Bill 505 allows for high school freshmen and sophomores to take college courses to increase certificate and degree completion, thus meeting the goals of the Texas higher education masterplan. The purpose of the study was to examine how student characteristics among 9th, 10th, 11th, and 12th-grade high school students relate to academic success in a dual credit environment. However, results showed a lack of participation grounded in the foundation of House Bill 505. Results of statistical and policy analyses show the law falls short of its intended outcomes and may have adverse effects.

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