Biomedical Research Mentorship: The Young Investigators' Innovative High School Program (original) (raw)

Developing Undergraduate Scientists by Scaffolding the Entry into Mentored Research

Council on Undergraduate Research Quarterly

The mission of the Council on Undergraduate Research is to support and promote high-quality undergraduate student-faculty collaborative research and scholarship. Undergraduate Research Highlights • Title of the article/book chapter and full journal citation for articles (inclusive pages; Chicago Manual of Style). • A brief description (maximum 75 words) of the research and its significance. Copy guidelines as above. • Title and department or program affiliation of the faculty member. • A brief (maximum 75 words per coauthor) description of the student coauthor(s) including the year of study in which the student(s) undertook the work, the opportunity through which the work was done (independent study project, summer project, REU program, senior thesis project, etc.), and the student's current status (graduate school, employed, still enrolled, etc.). • The source of funding for the work.

A Model for an Introductory Undergraduate Research Experience

Journal of Chemical Education, 2012

An introductory, multidisciplinary lecture−laboratory course linked with a summer research experience has been established to provide undergraduate biology and chemistry majors with the skills needed to be successful in the research laboratory. This three-credit hour course was focused on laboratory skills and was designed to reinforce and develop the students' laboratory techniques and problemsolving skills, as well as to give encouragement to participate in a summer research project. This skills course consisted of a lecture section with team-based laboratory rotations of five-weeks each. Most students in the rotations had the opportunity to work in both biology and chemistry laboratories. The skills course culminated in several students being chosen to continue research in the summer with a research stipend while under the direction of one of the faculty mentors. The summer research projects were all collaborative efforts between chemists and biologists. Data are provided from voluntary entrance and exit student surveys to determine students' overall skill levels and interests before and after completion of the skills course. This course was valuable in encouraging students to become involved in and committed to research, for teaching them laboratory techniques, and for helping them evolve into independent researchers.

Base Pair: 28 Years of Sustained High School Biomedical Research Mentorship Driving Health Sciences Career Progression

The Journal of STEM Outreach, 2020

Base Pair is an ongoing (1992-present) collaboration between University of Mississippi Medical Center (UMMC) faculty mentors and Mississippi high school students and teachers. UMMC faculty and Base Pair teachers designed a course which has allowed curriculum innovations by teachers. The student component engages 15 trainees annually in laboratory experiences under direct faculty mentorship while receiving high school graduation credit. Students have a 100% high school graduation rate (vs. ~88% nationally) and 99% college entrance. These students have co-authored/presented over 450 times in UMMC, state or national venues. Of 220 graduates, roughly 63% are in/have completed post-baccalaureate training. Of these, at least 49 have gained a terminal degree in science or law, while another 35 students have attained a Master's degree. Over 100 teachers have been mentored in grant-writing exercises and curriculum development, resulting in over 159 applications for external funding of inquiry-based classroom activities of which 78% were funded. Teachers have also implemented several innovative STEM curricula, reaching thousands more students. These include a student team-based competition that fuses citizen science and molecular biology to assess insect infection with Wolbachia bacteria. Base Pair bolsters student engagement, promotes STEM/health career advancement for students, and enhances teacher job satisfaction.

Undergraduate Research Experiences in Biology: Alternatives to the Apprenticeship Model

CBE—Life Sciences Education, 2011

This is the first in a series of articles exploring some of the approaches advocated in the American Association for the Advancement of Science's (AAAS) Vision and Change in Undergraduate Biology Education (AAAS, 2011a), an effort within the biology community to address the needs of undergraduate education in the life sciences (Woodin et al., 2009, 2010) in response to the dramatic and rapid transformations in biology in recent decades (National Research Council, 2009). The Vision and Change report describes a number of ways to meet the needs of the 21st-century undergraduate. Here, we address one of the changes advocated in that reportthe call to "introduce the scientific process to students early, and integrate it into all undergraduate biology courses." We review a representative sampling of recent innovations integrating scientific research experiences within the biology curriculum. Most (but not all) of the examples given are drawn from the recent literature and from projects presented at a recent meeting of principal investigators from the National Science Foundation's Course, Curriculum and Laboratory Improvement/Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (STEM) program (AAAS, 2011b). We hope that this sampling will provide new insights and ideas that will encourage more faculty members to consider ways to involve their undergraduate students in research. In addition to outlining a variety of approaches being used, this article briefly addresses, first, the way in which different biological subdisciplines (e.g., ecology, molecular biology, genomics) and different types of institutions are incorporating this approach into their curriculum and, second, the outcomes that are beginning to emerge and

Teaming Introductory Biology and Research Labs in Support of Undergraduate Education

DNA and Cell Biology, 2010

Numerous studies have indicated the need to improve the general level of science literacy among students and to increase the number of students electing science as a career. One mechanism for doing this is to involve undergraduates in research. This article reports how our Introductory Biology 152 course has worked synergistically with mentors in research labs on the University of Wisconsin-Madison campus to increase undergraduate retention in research and at the same time improve their higher order inquiry and communication skills.

Investigative School Research Projects in Biology: Effects on Students

In: Shaping the Future of Biological Education Research: Selected Papers from the ERIDOB 2022 Conference, Korfiatis, K., Grace, M. & Hammann, M. (Eds), Springer, Cham, pp. 107-117. , 2024

School biology often entails undertaking practical work, which is generally intended to help students gain conceptual understanding, practical and wider skills, and understanding of how biologist work (Kampourakis & Reiss, 2018). However, the literature on practical work in school science indicates that it often achieves less than its proponents intend (Abrahams & Millar, 2008; Gatsby Charitable Foundation, 2017). Investigative school research projects are relatively uncommon, relative to other types of practical work, such as confirmatory practical activities (intended to produce the same result for all students every time), but it has been argued that they can give students a better understanding of what it is like to undertake authentic science. A systematic review found that investigative student science research projects could have a number of benefits for students including the learning of science ideas, affective responses to science, intentions to pursue careers involving science, and development of a range of skills, some specific to practical work and others, such as collaborative teamwork, more general (Bennett et al., 2018). Nevertheless, this same review concluded that further work is needed to enhance the quality of the available evidence and to explore more fully the potential longer-term benefits of participation in such projects at secondary school level.

Mentoring: the relationship that makes the difference in scientific research training for youth

IEEE Professional Communication Society Newsletter, 2009

Brazilian socioeconomic inequalities and their impact on education and employment are well documented (Menezes Filho & Scorzafave 2009). In general, Brazilian students tend to achieve less in science, mathematics and problemsolving (PISA, 2006; Bussière et al 2006). Nevertheless, those in Brazil who have the opportunity to go to High School may take part of interesting educational programs in science training for youth.