Integrating a Faculty Directed Research Experiences into a High School Bridge Program

With the echoes of the CAWMSET report still ringing in our ears, Standing Our Ground, October 2004, confirmed what we in the field knew to be true. The reality and challenge of increasing the number of historically underrepresented people in the STEM disciplines had increased at a time with the toolkit and pocketbooks were coming up empty. The new set of boundaries in this post-Michigan era had made a set of complex problems even more complex. The price the United States is paying economically, politically and socially at home and abroad for not utilizing the talents, skills and abilities of all of its citizens is too high. Research continues to demonstrate that we are not producing the next generation of scientists, engineers and technologists that we need for a stable future. Nationally, only 2 out of 5 African-American and/or Hispanic American students who begin in a STEM discipline will graduate with a Bachelor of Science degree in a STEM discipline. There are a number of rationales answering the question why, but leading causes are lack of K-12 preparation in math and science and lack of the financial resources necessary to achieve an increasingly expensive higher education. The disciplines housed in the College of Earth and Mineral Sciences at The Pennsylvania State University continue nationally to struggle to bring historically under-represented populations into our disciplines and into the related career paths. Answering this challenge is not easy and there is not just one solution. The College of Earth and Mineral Sciences has developed a unique partnership with a successful pipeline program by adding a twist, in creating a pathway. Working with the UPWARD BOUND MATH AND SCIENCE, we have created a hands-on 30 hour research experience directed by faculty concluding with a formal judged research presentation. After 2 summers, we have directly impacted not only the learning of the participants, but our faculty and recruitment of incoming students. Workshop Description The first section will focus on describing the use of best practices, student assessment, and methods of implementation of a student research experience as utilized in the Penn State Upward Bound Math and Science Center’s Summer Experience in Earth and Mineral Sciences (SEEMS). This model of research integration into the curriculum can be used as an ongoing method to strengthen students’ problem-solving ability and develop critical thinking, observational, and communication skills. Specific focus will be placed on implementing research curricula that follow best practices for equipping students to transition to postsecondary Proceedings of the 2005 WEPAN/NAMEPA Joint Conference, Copyright 2005, WEPAN/NAMEPA 1 education, as well as the use of relevant research topics and innovative resources and technology to “level the playing field” for students coming from resource-poor schools. Additionally, methods for ongoing assessment of students’ research performance will be illustrated. The second section of the session will focus on practical suggestions for implementing a research component into already existing Upward Bound curricula or similar bridge programs. The ideas, resources and methods will be broad enough for various programs to incorporate student research into their programs as suits the particular program needs—some may wish to add research as a supplemental activity to the current curriculum or some may wish to rewrite part or the entire curriculum to integrate research into the entire summer instructional component. Information regarding further resources on math and science curriculum integration will also be presented. Pre and post experience questionnaire, Pre and post mathematics readiness survey, 2 year record of application and acceptance into EMS programs and longitudinal data on Upward Bound Math and Science participants. Establishing a partnership with the Upward Bound Math and Science Center at Penn State, one of the federally funded Trio programs, has forged this pathway, extending from a traditional pipeline program. The College of Earth and Mineral Sciences was provided with a rare opportunity to be part of an effective bridge program with a history of success and academic excellence. Since 1990, The Penn State Upward Bound Math and Science Center has addressed the needs of their targeted students, and are ambitious, attainable, and measurable. The stated purpose of the Upward Bound Math and Science Center--to generate in program participants the skills and motivation necessary to complete a program of secondary education and to enter and succeed in a program of postsecondary education; more specifically, postsecondary education programs that lead to careers related to the fields of math and science. While the purpose is clearly stated, it is not simple to accomplish. Historically, summer and/or bridge programs are expensive to run and consume a great time of time, effort, and energy usually for an already over-extended staff. Working with Project Upward Bound offers a strategy to tap a pipeline that is already built, while sharing cost, expertise and reward. And the gain is more than simply the summer enrichment program; The College of Earth and Mineral Sciences is part of a 12 month, multi-year program, with multiple in-depth interactions with talented, hard working, motivated students. Summer Experience in Earth and Mineral Sciences: SEEMS, is truly a win-win-win. SEEMS (Summer Experience in Earth and Mineral Sciences), our curricular innovation involves adding 30 hours of directed research to the existing Upward Bound Math and Science summer academic enrichment program. Students spend 6 weeks at Penn State, where they receive classroom instruction in core academic areas and participate in a collaborative team research project led by faculty and graduate students. SEEMS research projects emphasize creativity and critical thinking, and stress the teamwork, research and communication skills that are crucial to the future success of the students. Proceedings of the 2005 WEPAN/NAMEPA Joint Conference, Copyright 2005, WEPAN/NAMEPA 2 As a partner in the Upward Bound Math and Science program, EMS becomes the host providing access to labs and classrooms. As a collaborator, the College brings faculty, staff and graduate students together with engaged high school students infusing new talent, with teaching and learning opportunities for all involved. EMS is a teacher providing information on laboratory safety and courtesy, offering orientation to the college community and demystifying the disciplines housed in the college. EMS is also a bridge providing the SEEMS students with working professionals in fields and disciplines awaiting discovery. We partner in their success in the Upward Bound Math and Science program and in their undergraduate experience. This model of research integration into the curriculum can be used as an ongoing method to strengthen students’ problem-solving ability and develop critical thinking, observational, and communication skills. Specific focus has been placed on implementing research curricula that follow best practices for equipping students to transition to post secondary education, as well as the use of relevant research topics and innovative resources and technology to level the playing field for students coming from resource-poor schools. Additionally, a variety of methods for ongoing assessment of students’ research performance are illustrated. The model offers practical suggestions for implementing a research component into already existing Upward Bound curricula or similar bridge programs. The ideas, resources and methods will be broad enough for various programs to incorporate student research into their programs as suits the particular program needs some may wish to add research as a supplemental activity to the current curriculum or some may wish to rewrite part or the entire curriculum to integrate research into the entire summer instructional component. With 40 years of success linking pre-K-12 programs with higher education and graduate degrees, the Trio Programs are models for all that we do today in the field. The Upward Bound Math and Science program focuses on first generation, low-income college students, providing academic enrichment throughout the year as well as an intensive 6-week program each summer while the student is in high school, in order to prepare the student to enter college. The two federally mandated criteria of participant eligibility are low-income and potential firstgeneration-college student status. The U.S. Department of Education defines a low-income individual as an individual whose taxable income did not exceed 150 percent of the poverty level amount in the calendar year preceding the year in which the individual initially participates in the project. The percent of persons with a household income of less than $25,000 in1999: 30.5% for Pennsylvania and 28.6% for the United States (as reported in the US Bureau of the Census, Current Population Reports, 2000). The second criterion of participant eligibility is potential first-generation-college status, which exist for an individual neither of whose natural or adoptive parents received a Bachelor’s degree or, who prior to the age of 18, regularly resided with and received support from only one natural or adoptive parent and whose supporting parent did not receive a Bachelor’s degree. With a state average of 77.6%, each of the target school communities has a higher percentage of their populations without a Bachelor’s degree than the state. Also, Pennsylvania’s percent of individuals not holding a Bachelor’s degree is also greater than the national average of 75.5%. Proceedings of the 2005 WEPAN/NAMEPA Joint Conference, Copyright 2005, WEPAN/NAMEPA 3 The Penn State Upward Bound Math and Science Program's students are primarily from Harrisburg, Reading, Philadelphia and Pittsburgh. The Upward Bound Math and S