Dataset Information

Partnership for Research & Education in Plants (PREP): Involving High School Students in Authentic Research in Collaboration with Scientists.

ABSTRACT: A partnership between scientists, high school teachers, and their students provides authentic research experiences to help students understand the nature and processes of science. The Partnership for Research and Education in Plants (PREP) engages students in a large-scale genomics research project using classroom-tested protocols that can help to find the function of a disabled gene in the widely studied plant Arabidopsis thaliana. Here, we describe the framework of PREP in the classroom within the context of the National Science Education Standards.

SUBMITTER: Brooks E

PROVIDER: S-EPMC3856900 | biostudies-literature | 2011 Mar

REPOSITORIES: biostudies-literature

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Partnership for Research & Education in Plants (PREP): Involving High School Students in Authentic Research in Collaboration with Scientists.

Brooks Eric E Dolan Erin E Tax Frans F

The American biology teacher 20110301 3

A partnership between scientists, high school teachers, and their students provides authentic research experiences to help students understand the nature and processes of science. The Partnership for Research and Education in Plants (PREP) engages students in a large-scale genomics research project using classroom-tested protocols that can help to find the function of a disabled gene in the widely studied plant Arabidopsis thaliana. Here, we describe the framework of PREP in the classroom within ...[more]

PMID: 24339450

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Project description:The primary and secondary learning years shape development of scientific interest and skills required for science literacy, presenting a critical timeline target for science education intervention. Although many initiatives exist to target this timeframe, the modern classroom belies easy scientific investigation. Numerous initiatives often run simultaneously in a given classroom, creating limited capacity for variable control. Consequently, there is a dearth of high-quality and meaningful data in education sciences that exacerbates the general segregation of education research from practice. Many science reform programmes go unmeasured. The limited number that is researched often report strictly qualitative results or stop short of statistically significant quantitative investigation. Lack of high-resolution data restricts the ability to make informed policy changes and precludes attainment of "evidence-based education". Here, we demonstrate 5-year efficacy of a novel, inquiry-based primary and secondary science reform programme Integrated Science Education Outreach (InSciEd Out). Five years of data over three cohorts of matched students from US grades 5-8 show maintained gains in science fair and honours biology election, as well as improved performance on Minnesota state standardized science testing. Detailed value-added analyses further reveal InSciEd Out-correlated gains in partnership-focused areas of life sciences, and history and nature of science. These analyses provide evidence that scientifically rigorous evaluation demonstrating relevant programme efficacy is indeed achievable in education science. Our results support the premise that the InSciEd Out programme is a scalable intervention capable of primary and secondary science education reform. The programme substantively builds upon prior efforts in the field. Although InSciEd Out deploys novel approaches and tools, the broad lessons learned from this programme are readily translatable to other contemporary efforts cultivating science literacy for all.

Project description:ProblemAll trainees, especially those from historically minoritized backgrounds, experience stresses that may reduce their continuation in science, technology, engineering, math, and medicine (STEMM) careers. The Johns Hopkins University School of Medicine is one of ~45 institutions with a National Institutes of Health funded Postbaccalaureate Research Education Program (PREP) that provides mentoring and a year of fulltime research to prepare students from historically excluded groups for graduate school. Having experienced the conflation of stresses during the COVID-19 pandemic and related shutdown, we realized our program lacked a component that explicitly helped PREP Scholars recognize and cope with non-academic stresses (financial, familial, social, mental) that might threaten their confidence and success as scientists and future in STEMM.InterventionWe developed an early-intervention program to help Scholars develop life-long skills to become successful and resilient scientists. We developed a year-long series comprised of 9 workshops focused on community, introspection, financial fitness, emotional intelligence, mental health, and soft-skills. We recruited and compensated a cohort of PhD students and postdoctoral fellows to serve as Peer Mentors, to provide a community and the safest 'space' for Scholars to discuss personal concerns. Peer Mentors were responsible for developing and facilitating these Community-Building Wellness Workshops (CBWW).ContextCBWW were created and exectued as part of the larger PREP program. Workshops included a PowerPoint presentation by Peer Mentors that featured several case studies that prompted discussion and provided time for small-group discussions between Scholars and Peer Mentors. We also included pre- and post-work for each workshop. These touch-points helped Scholars cultivate the habit of introspection.ImpactThe CBWW exceeded our goals. Both Peer Mentors and Scholars experienced strong mutual support, and Scholars developed life-long skills. Notably, several Scholars who had been experiencing financial, mental or mentor-related stress immediately brought this to the attention of program leadership, allowing early and successful intervention. At the completion of CBWW, PREP Scholars reported implementing many workshop skills into practice, were reshaping their criteria for choosing future mentors, and evaluating career decisions. Strikingly, Peer Mentors found they also benefitted from the program as well, suggesting a potential larger scope for the role of CBWW in academia.Lessons learnedPeer Mentors were essential in creating a safe supportive environment that facilitated discussions, self-reflection, and self-care. Providing fair compensation to Peer Mentors for their professional mentoring and teaching contributions was essential and contributed meaningfully to the positive energy and impact of this program.

Dataset Information

Partnership for Research & Education in Plants (PREP): Involving High School Students in Authentic Research in Collaboration with Scientists.

Publications

Partnership for Research & Education in Plants (PREP): Involving High School Students in Authentic Research in Collaboration with Scientists.

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