The University of Alabama at Birmingham Center for Community OutReach Development Summer Science Institute Program: A 3-Yr Laboratory Research Experience for Inner-City Secondary-Level Students

Abstract

This article describes and assesses the effectiveness of a 3-yr, laboratory-based summer science program to improve the academic performance of inner-city high school students. The program was designed to gradually introduce such students to increasingly more rigorous laboratory experiences in an attempt to interest them in and model what “real” science is like. The students are also exposed to scientific seminars and university tours as well as English and mathematics workshops designed to help them analyze their laboratory data and prepare for their closing ceremony presentations. Qualitative and quantitative analysis of student performance in these programs indicates that participants not only learn the vocabulary, facts, and concepts of science, but also develop a better appreciation of what it is like to be a “real” scientist. In addition, the college-bound 3-yr graduates of this program appear to be better prepared to successfully academically compete with graduates of other high schools; they also report learning useful job-related life skills. Finally, the critical conceptual components of this program are discussed so that science educators interested in using this model can modify it to fit the individual resources and strengths of their particular setting

The impact of college‐ and university‐run high school summer programs on students’ end of high school STEM career aspirations

“…University-run STEM programs for high schoolers have existed since at least the 1950s (Cooley & Bassett, 1961;Day, 1959;Ferguson, 1963;Niemann, Miller, & Davis, 2004). The National Science Foundation (NSF) funded a number of summer science programs in this era, aimed to provide students with science and mathematics training beyond what was available in high school classes-and ultimately to promote interest in STEM (Cooley & Bassett, 1961;Smalheer, 1964).…”

“…Studies that examine the impact of high school STEM summer programs on students' knowledge, skills, and preparation were the most common among those reviewed. STEM summer program participation were found to promote gains in students' scientific knowledge and vocabulary (Niemann et al, 2004), perceived knowledge and comfort with science (Martinez, Lindline, Petronis, & Pilotti, 2012), and perceived gains in science skills, research skills, and confidence (Salto, Riggs, De Leon, Casiano, & De Leon, 2014). Students have reported improved mathematics study skills and heightened awareness of education planning and personal learning styles as a result of program participation (Enriquez, 2010).…”

“…In turn, hands-on activities may have a positive impact on students' confidence in their abilities to do scientific work (Knox, Moynihan, & Markowitz, 2003;Markowitz, 2004). Program participation-especially program activities like field trips and meeting with STEM professionals-can provide students important knowledge about the practical and real-life work of STEM professionals (Gonnatilake & Bachnack, 2012;Niemann et al, 2004).…”

Functional anatomy of the cardiovascular system: Professional development for PreK‐3 teachers using a “Train and equip” method results in learning opportunities for students

“…Instead of providing students and/or their teachers with a narrow bench research experience (e.g., see Markowitz, 2004;Niemann et al, 2004;Hammamieh et al, 2005), PIHS focused on providing teachers content training in different health science areas, much of it supported with appropriate laboratory experiences. The goal continues to be both ''train and equip'' the teachers by providing (1) professional development training in correct modern science content and (2) support that training with the ''gift-to-own'' (not loan) of resource kits containing a variety of appropriate supplies, materials, and equipment to facilitate the initial training event and the transference of that training into engaging, hands-on, educational activities for the trainees' students.…”

Molecular Biology Masterclasses — Developing Practical Skills and Building Links with Higher Education in Years 12/13

“…Some programmes, particularly in the USA, have evolved into elaborate long term commitments over several years that incorporate a considerable degree of laboratory work (e.g. Niemann et al, 2004;Dolan and Tanner, 2005). However, in the absence of significant funding, it can appear daunting to set up such school/university links and unfocussed campus visits can be seen as irrelevant by the participants (Aim Higher, 2006).…”