NIH SCIENCE EDUCATION PARTNERSHIP AWARDS

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Biotech for Students & Teachers - Phase II

Grant Website

http://webhost.bridgew.edu/citylab

Audience

Students (Grades 6-12) and their teachers; college and community

Subjects Addressed

Biomedical and Biotechnological Hands-on Laboratory Modules; Professional Development for In-Service and Pre-service Teachers in Inquiry-based Science; Community Outreach in Biotechnology and Health-related Issues

Project Description

  1. Give Schools Ownership of Successful Modules: Working with teachers and curriculum supervisors, modules from "Whale of a Mystery" and other existing programs are being adapted for in-school use.
  2. Provide Professional Development: Graduate level courses and workshops focus on the enhanced science content and laboratory techniques pertinent to the modules.
  3. Engage Pre-service Teachers: Pre-service teachers gain experience in delivery of inquiry-based science. Opportunities include observation at BSC CityLab, visiting as part of a required science methods class, or through the migration of CityLab-developed modules to college-level biology courses.
  4. Build the Lending Lab Program: Equipment and supplies are provided to participating schools along with technical assistance through phone, email and visits by our staff to the classrooms.
  5. Build Infrastructure within the College: Growth of a new Center for the Advancement of Science Exploration (CASE), housing BSC CityLab, will help develop long-term sustainability of programs developed through this NIH grant.
  6. Engage Community through an Annual Conference: Annual conference to raise the profile of CASE and promote outreach on health and biotechnological advances within the community of educators, high school students and the general public.

Resources for Sharing

  1. Science Modules with Timetable and Technical Preparation Notes: Modules include "Whale of a Mystery," a weeklong whale forensics unit and the four-hour modules "Lab Larceny," a DNA forensics module, and "Chances Are?," a genetic counseling module that is a follow-up to the BUSM CityLabs Mystery of the Crooked Cell
  2. Science Modules Adapted for In-school Use: Modules being developed during Phase II will include information as above but also lesson objectives, open-response and validated content tests and supplemental activities in science, E/LA and math, and be tied to Massachusetts State frameworks and National Science Standards

Dissemination Strategies

Phase II dissemination is the collaborative movement of successful science modules into partnering schools with development of an ongoing lending lab and support structure through CASE, including professional development, technical assistance and web resources to make the curriculum available and to connect the teaching community.

Abstract

Biotech for Students and Teachers Phase II expands the partnerships and dissemination of curricula and activities developed in Phase I. Through BSC CityLab's programs, over 9,000 students and 300 teachers, representing more than 20 school districts in Southeastern Massachusetts and Rhode Island were served.

Phase I of the project was built upon an existing partnership between Bridgewater State College (BSC), Boston University School of Medicine CityLab, the Bridgewater-Raynham Regional School District, and Brockton Public Schools. Phase II expands the partnerships to several other schools throughout Massachusetts that will participate in adapting the following curricula into in-school thematic investigations:

  1. "Whale of a Mystery," a forensic mystery that engages middle school children in biotechnology and the process of inquiry through an interdisciplinary approach toward education
  2. "Lab Larceny," a DNA fingerprinting module for high school students
  3. "Chances Are?," a genetics module that targets high school students

 Phase II goals are to:

  1. Increase the dissemination of existing curricula
  2. Establish long-term sustainability for BSC CityLab programs

Increased dissemination will occur by adapting curricular units from Whale of a Mystery for use directly in the schools. Support for these units will be provided through professional development and lending labs. Increased dissemination will also occur by working with Brockton Public Schools, a long-standing partner, in a new capacity. BSC CityLab materials Lab Larceny and Chances Are, and other materials obtained through the Citylab and SEPA networks, will be developed to serve the needs of Brockton High School students through after-school programs that focus on science experiments, mentoring experiences, health topics, and careers in biomedicine and biotechnology.

Plans for long-term sustainability for BSC CityLab include institutionalization of BSC CityLab within the administrative structure of the college, an entity defined as a center, and varied fundraising initiatives. The Phase II project will support these efforts at building a self-sustaining program by building a lending lab inventory that will be made available to schools for many years into the future, and developing an annual conference that will raise the profile of BSC CityLab within the biotechnical and biomedical business communities.

Health topics of current interest addressed through this initiative will include:

  1. The process of informed consent and its application to genetic tests
  2. Human genetic variation and its relationship to race and medicine

These will be discussed through the afterschool programs, and further developed through the annual conference, in which keynote speakers and other speakers and facilitators will develop the ethical, legal, and educational ramifications of these topics.

Evaluation(s)

Evaluation Goals and Design - Assessment and Evaluation Concepts (AEC) Inc. will conduct a comprehensive evaluation of the SEPA Phase II program, including design implementation, design or redesign of instruments, data entry, analysis and reporting. Using a variety of appropriate summative and formative evaluation procedures, AEC will seek to determine the overall impact of the program at BSC and in the partnering school districts, charter and private schools. The evaluation will also address the on-going implementation of the program, with the goal of "fine tune" the program as it is being operated.

In terms of the summative evaluation, AEC will seek to determine how effectively the program has been incorporated into the participating school districts curricula. Specifically, each participating schools' Massachusetts Comprehensive Assessment System (MCAS) mathematics, science and English/language arts tests results will be analyzed to determine the impact of the program on their students' achievement. In addition, participating teachers and their students will be surveyed and/or interviewed to determine their perceptions of the program. Besides measuring the overall impact of the program, AEC will conduct on-site visits to the program's classes to determine how effectively the program is being implemented. The evaluation results will also outline the extent to which the program could be applied to other institutions including generalizability, replication and dissemination. Besides seeking to determine if the SEPA Phase II program has met each of its stated goals and objectives, AEC will be cognizant of any unintended program outcomes.

Instruments Used:

  1. Individual Interview and Focus Group Interview Guides
  2. Enrollment Data Forms
  3. Questionnaires Using Likert Scales
  4. Project Logs to Determine Materials Borrowed from City Lab
  5. Plan to Use the Scientific Attitude Inventory: A Revision (SAI II, Moore and Foy, 1997)
  6. Plan to Use Open-Ended Questions With Scoring Rubrics for Phase II Curricula

Types of Data Collected:

  1. Responses of Teachers, Students and Administrators to Questionnaires, Focus Group and Individual Interview Guides
  2. Graduate Course Enrollment Data
  3. Information Collected at Monthly SEPA Meetings
  4. Information Collected from Project's Files
  5. Plan to Collect Data from Scientific Attitude Scale (Affective Instrument)
  6. Plan to Collect Results of Open-Ended Questions

Results of Data Analysis:

  1. End of the Year Evaluation Report with Recommendations to Improve Next Year's Program
  2. On Going Formative Assessment Data to "Fine Tune" Implementation of Program

Biotech for Students & Teachers - Phase II /grants/biotech-students-teachers-phase-ii 161 R25RR022695 1 2 MA 2005 09/23/2005 08/31/2008 Bridgewater State College (BSC) Conant Science Building, 24 Park Ave.
Bridgewater MA 2325 Dept of Biological Sciences PI CARSON MICHAEL J. PhD (508) 531-2090 mjcarson@bridgew.edu OTHER CONTACT JAHODA JOHN PhD (508) 531-1358 EXT 2088 (508) 531-1785 jjahoda@bridgew.edu OTHER CONTACT KREVOSKY MERIDETH mkrevosky@bridgew.edu http://webhost.bridgew.edu/citylab http://webhost.bridgew.edu/citylab////

Students (Grades 6-12) and their teachers; college and community

Biomedical and Biotechnological Hands-on Laboratory Modules; Professional Development for In-Service and Pre-service Teachers in Inquiry-based Science; Community Outreach in Biotechnology and Health-related Issues
  1. Give Schools Ownership of Successful Modules: Working with teachers and curriculum supervisors, modules from "Whale of a Mystery" and other existing programs are being adapted for in-school use.
  2. Provide Professional Development: Graduate level courses and workshops focus on the enhanced science content and laboratory techniques pertinent to the modules.
  3. Engage Pre-service Teachers: Pre-service teachers gain experience in delivery of inquiry-based science. Opportunities include observation at BSC CityLab, visiting as part of a required science methods class, or through the migration of CityLab-developed modules to college-level biology courses.
  4. Build the Lending Lab Program: Equipment and supplies are provided to participating schools along with technical assistance through phone, email and visits by our staff to the classrooms.
  5. Build Infrastructure within the College: Growth of a new Center for the Advancement of Science Exploration (CASE), housing BSC CityLab, will help develop long-term sustainability of programs developed through this NIH grant.
  6. Engage Community through an Annual Conference: Annual conference to raise the profile of CASE and promote outreach on health and biotechnological advances within the community of educators, high school students and the general public.
  1. Science Modules with Timetable and Technical Preparation Notes: Modules include "Whale of a Mystery," a weeklong whale forensics unit and the four-hour modules "Lab Larceny," a DNA forensics module, and "Chances Are?," a genetic counseling module that is a follow-up to the BUSM CityLabs Mystery of the Crooked Cell
  2. Science Modules Adapted for In-school Use: Modules being developed during Phase II will include information as above but also lesson objectives, open-response and validated content tests and supplemental activities in science, E/LA and math, and be tied to Massachusetts State frameworks and National Science Standards

Phase II dissemination is the collaborative movement of successful science modules into partnering schools with development of an ongoing lending lab and support structure through CASE, including professional development, technical assistance and web resources to make the curriculum available and to connect the teaching community.

Biotech for Students and Teachers Phase II expands the partnerships and dissemination of curricula and activities developed in Phase I. Through BSC CityLab's programs, over 9,000 students and 300 teachers, representing more than 20 school districts in Southeastern Massachusetts and Rhode Island were served.

Phase I of the project was built upon an existing partnership between Bridgewater State College (BSC), Boston University School of Medicine CityLab, the Bridgewater-Raynham Regional School District, and Brockton Public Schools. Phase II expands the partnerships to several other schools throughout Massachusetts that will participate in adapting the following curricula into in-school thematic investigations:

  1. "Whale of a Mystery," a forensic mystery that engages middle school children in biotechnology and the process of inquiry through an interdisciplinary approach toward education
  2. "Lab Larceny," a DNA fingerprinting module for high school students
  3. "Chances Are?," a genetics module that targets high school students

 Phase II goals are to:

  1. Increase the dissemination of existing curricula
  2. Establish long-term sustainability for BSC CityLab programs

Increased dissemination will occur by adapting curricular units from Whale of a Mystery for use directly in the schools. Support for these units will be provided through professional development and lending labs. Increased dissemination will also occur by working with Brockton Public Schools, a long-standing partner, in a new capacity. BSC CityLab materials Lab Larceny and Chances Are, and other materials obtained through the Citylab and SEPA networks, will be developed to serve the needs of Brockton High School students through after-school programs that focus on science experiments, mentoring experiences, health topics, and careers in biomedicine and biotechnology.

Plans for long-term sustainability for BSC CityLab include institutionalization of BSC CityLab within the administrative structure of the college, an entity defined as a center, and varied fundraising initiatives. The Phase II project will support these efforts at building a self-sustaining program by building a lending lab inventory that will be made available to schools for many years into the future, and developing an annual conference that will raise the profile of BSC CityLab within the biotechnical and biomedical business communities.

Health topics of current interest addressed through this initiative will include:

  1. The process of informed consent and its application to genetic tests
  2. Human genetic variation and its relationship to race and medicine

These will be discussed through the afterschool programs, and further developed through the annual conference, in which keynote speakers and other speakers and facilitators will develop the ethical, legal, and educational ramifications of these topics.

This information was gathered at the 2008 SEPA Project Directors Meeting.

Evaluation Goals and Design - Assessment and Evaluation Concepts (AEC) Inc. will conduct a comprehensive evaluation of the SEPA Phase II program, including design implementation, design or redesign of instruments, data entry, analysis and reporting. Using a variety of appropriate summative and formative evaluation procedures, AEC will seek to determine the overall impact of the program at BSC and in the partnering school districts, charter and private schools. The evaluation will also address the on-going implementation of the program, with the goal of "fine tune" the program as it is being operated.

In terms of the summative evaluation, AEC will seek to determine how effectively the program has been incorporated into the participating school districts curricula. Specifically, each participating schools' Massachusetts Comprehensive Assessment System (MCAS) mathematics, science and English/language arts tests results will be analyzed to determine the impact of the program on their students' achievement. In addition, participating teachers and their students will be surveyed and/or interviewed to determine their perceptions of the program. Besides measuring the overall impact of the program, AEC will conduct on-site visits to the program's classes to determine how effectively the program is being implemented. The evaluation results will also outline the extent to which the program could be applied to other institutions including generalizability, replication and dissemination. Besides seeking to determine if the SEPA Phase II program has met each of its stated goals and objectives, AEC will be cognizant of any unintended program outcomes.

Instruments Used:

  1. Individual Interview and Focus Group Interview Guides
  2. Enrollment Data Forms
  3. Questionnaires Using Likert Scales
  4. Project Logs to Determine Materials Borrowed from City Lab
  5. Plan to Use the Scientific Attitude Inventory: A Revision (SAI II, Moore and Foy, 1997)
  6. Plan to Use Open-Ended Questions With Scoring Rubrics for Phase II Curricula

Types of Data Collected:

  1. Responses of Teachers, Students and Administrators to Questionnaires, Focus Group and Individual Interview Guides
  2. Graduate Course Enrollment Data
  3. Information Collected at Monthly SEPA Meetings
  4. Information Collected from Project's Files
  5. Plan to Collect Data from Scientific Attitude Scale (Affective Instrument)
  6. Plan to Collect Results of Open-Ended Questions

Results of Data Analysis:

  1. End of the Year Evaluation Report with Recommendations to Improve Next Year's Program
  2. On Going Formative Assessment Data to "Fine Tune" Implementation of Program

biotechnology, inquiry, professional development, laboratory modules, middle school summer science program, lending labs, curriculum development, teacher confidence biomedical science interest, science literacy, biomedicine