Base Pair: 28 Years of Sustained High School Biomedical Research Mentorship Driving Health Sciences Career Progression (original) (raw)
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With the diverse nature of the biomedical engineering (BME) field, high school students are often limited in their understanding of the area during consideration for post-secondary study. In effort to improve student comprehension, as well as provide a unique learning opportunity in STEM (science, technology, engineering, and math) curriculum, graduate students at the Institute of Biomaterials and Biomedical Engineering (IBBME; University of Toronto) have developed and launched the IBBME Discovery Program. In strong collaboration with high school educators, graduate student instructors designed and executed activity-and designbased learning focused on applicable topics in BME aligned with Ontario high school science curriculum learning outcomes. Results from this pilot suggest strong student engagement in data-based experimental learning, and graduate student development in knowledge translation and activity design through collaboration. These results provide a strong foundation for program growth and quantitative assessment.
Biomedical Research Mentorship: The Young Investigators' Innovative High School Program
2006
The Young Investigators’ Program was a four-year biomedical research mentorship program aimed at providing advanced high school students the opportunity to actively participate in university-level research at the University of California, Santa Barbara. After three years the program had undergone many changes in its curriculum to evolve into its successful multidisciplinary format. Students were found to respond better to a structured, point-based system rather than a less formal approach, and four students contributed to research that is being submitted for publication. This program could serve as a model for establishing future university-community collaborative mentorship programs.
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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.
Developing a Community Based Pre-College Medical Science Collaborative
1996
Designed to assist secondary and post-secondary educators develop community interactive science programs, this manual describes steps undertaken at New Mexico's Albuquerque Technical Vocational Institute to develop pre-college medical science programs that encourage local high school students to consider the college's medical technology program. First, an introduction provides a general description of the pre-college programs and sample comments from program participants. The second part summarizes program objectives from 1994-95 and 1995-96 and indicates that 6 students were served in 1994-95 and 13 in 1995-96. The third part focuses on beginning the process of developing a program, discussing issues related to funding, preparing the proposal, costing out the proposal, hiring support staff, budgeting for contracted services and teachers' salaries, and buying supplies. The fourth part discusses specific considerations in project development related to establishing academic requirements, administrative needs, scheduling and school calendars, student attendance, student activities, ancillary services, developing syllabi, and ordering and storing materials and perishable supplies. The final sections review drawbacks to relying on donations, ideas for organizing guest speakers and field trips, and methods for handling public relations and outreach. Appendixes provide sample course syllabi, examples of program pre-and post-tests, and a sample program abstract used to publicize the project. (HAA)
Expanding your research team: learning gains when a laboratory partners with a classroom
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Classroom research experiences can provide outstanding learning opportunities for undergraduate students while also benefiting faculty research programs. However, these courses often require more work than traditional lecture-based courses, potentially discouraging faculty from taking on the challenge. Here, we propose one solution. We describe a research-based course designed and implemented by multiple members of a research team. The students in this course measured insects for an evolutionary genetics experiment while participating in classroom-based discussions, readings, and presentations focused on the nature of science. The benefits of the course were three-fold. First, students reported strong positive gains in understanding the nature of science and their attitudes towards science. Second, this course produced publishable data, benefiting faculty research. Third, members of the research team received valuable training in teaching, teamwork, and data management. If incorpora...
Baton Rouge Community College/Louisiana State University: A Partnership for STEM Student Success
2016 ASEE Annual Conference & Exposition Proceedings, 2000
has over 15 years experience in STEM education. Currently, Adrienne works at Louisiana State University in the College of Engineering, managing all aspects of the STEP project that consists of a large-scale peer mentoring program. Previously, she coordinated the Scope-On-A-Rope Outreach Program (SOAR) in the Department of Biological Sciences for 10 years with funding from the Howard Hughes Medical Institute. In this position, she led over 175 professional development workshops for K-12 teachers. Prior to her positions at LSU, Adrienne was the Science Education Curator at the Louisiana Art and Science Museum in Baton Rouge. Adrienne has a Master of Science degree in zoology from LSU, where she studied in the Museum of Natural Science, and an Education Specialist Certification in science education.
Summer Research Internships Prepare High School Students for 21st Century Biomedical Careers
The Journal of STEM Outreach, 2021
STEM internships for both high school and college students provide early opportunities for students to discover careers of interest and career paths they may not otherwise experience. For over 25 years, the University of Alabama at Birmingham's (UAB) Center for Community OutReach Development (CORD) has provided rising high school seniors with opportunities to conduct research in federally-funded laboratories under the mentorship of UAB faculty. This paper evaluates CORD's High School Summer Science Institute III Program (SSI III) and its impact on participants' STEM career trajectories. Outcomes were tracked for SSI III participants over an eight-year period, and former interns' perceptions of the program reported. Over 99% of surveyed interns (N=102) chose a STEM undergraduate major, and 97% of the former interns reported they were pursuing STEM careers. Nearly all interns indicated their SSI-III experience was very positive and influenced their career decision. Over half of the interns matriculated into an undergraduate STEM major at UAB, providing the university with return as more excellent students for their investment in the program. These results highlight the importance of high school student involvement in STEM internships as a pathway that leads towards STEM careers.
Research training and biomedical education
Biomedical sciences instrumentation, 2012
In an effort to increase the number of well trained minority healthcare professionals and basic science researchers, Jackson State University, (JSU, a historically black institution) in partnership with Hinds Community College (HCC, a 2-year college) and consultant biomedical researchers/healthcare professionals at the University of Mississippi Medical Center established a Bridges to the Baccalaureate Degree Program (BBDP). The purpose of the BBDP was to enhance HCC students transfer rates to 4 year institutions and to motivate trainees to seek Baccalaureate and advanced degrees in the biomedical and health sciences areas. The program utilized faculty and administrators at each institution in the planning and implementation of all programmatic aspects, including student selection, advisement procedures and program activities. HCC students (280) were recruited, 94.5 % of whom were African American, and trained in research laboratory methodologies, responsible conduct of research conc...