Asee peer logo

Summer Research Programs for High School Students, Supporting Components

Download Paper |

Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Tagged Division

Pre-College Engineering Education Division

Page Count

14

DOI

10.18260/p.25968

Permanent URL

https://peer.asee.org/25968

Download Count

135

Request a correction

Paper Authors

biography

Claire Duggan Northeastern University Orcid 16x16 orcid.org/0000-0002-0676-9406

visit author page

Claire Duggan has a B.S. in political science from the University of Massachusetts and a M.P.A. in public administration from Northeastern University. She was appointed 2003-present Director for Programs and Operations, the Center for STEM Northeastern University; 1989-2003 Associate Director, CESAME/The Center for the Enhancement of Science and Mathematics Education, Northeastern University, and K-12 Outreach Coordinator, CenSSIS/ALERT, Northeastern University; and 1981-1989 Associate Director for Finance and Administration, Center for Electromagnetics Research (CER), Northeastern University. Publications/Papers: Reenergizing and Reengaging Students Interest through CAPSULE; A Novel and Evolutionary Method on Educating Teachers to Promote STEM Careers Jessica Chin, Abe Zeid, Claire Duggan, Sagar Kamarthi (IEEE ISEC 2011); and “Implementing the Capstone Experience Concept for Teacher Professional Development” Jessica Chin, Abe Zeid, Claire Duggan, Sagar Kamarthi (ASEE 2011). Relevant Presentations:
“K-12 Partnerships” (Department of Homeland Security/Centers of Excellence Annual Meeting 2009); “Building and Sustaining K-12 Educational Partnerships” (NSF ERC 2007 - 2010 National Meetings); “Research Experience for Teachers: Integrating Research Skills into the classroom” (UNH 2nd Annual Nanotechnology Conference for Teachers April 2006); and “Educational Outreach Programs” (2005 MA STEM Summit). She was Co-principal Investigator/Program Director, Research Experience for Teachers (RET), development and implementation of the Research Experience for Teachers site at Northeastern University; Executive Director/Founder, Young Scholars Program, development and implementation of the Young Scholars Program, a summer research program for high school students; Co-executive Director, Exxon Mobil Bernard Harris Summer Science Camp, development and implementation of a residential camp for middle school students; Liaison, StepUP Imitative, coordinate Northeastern University’s involvement with the StepUP initiative, a partnership effort between five universities and eleven Boston Public Schools; Project Director, IMPACT New England: A Regional Curriculum Implementation Effort, coordinated program development and implementation; Seminar Leader, Northeastern University School of Education, facilitated a group of students participating in the Introduction to Education course; Project Support Liaison, Teacher Innovation program, provided support to teachers/schools in the development and implementation of Teacher Innovation Programs (TIP), provided technical assistance to teachers through the proposal process, conducted proposal-writing workshops; Co-facilitator (2004), Boston East Pipeline Network; and Alumni, Lead Boston 2004 (The National Conference for Community and Justice). She won the 2006 Northeastern University Aspiration Award, and was recognized at the 2003 Northeastern University Reception honoring Principal Investigators that obtained funding in excess of $1 million over a five-year period.

visit author page

author page

Maureen D. Cabrera Center for STEM Education

author page

Madeline Jean Leger

Download Paper |

Abstract

The Young Scholars Program at xx University provides a diverse group of high school students who have demonstrated proficiency and interest in science, technology, engineering, and math (STEM) with the opportunity to partake in a paid college laboratory research experience. The requirements of acceptance to the program are strong academic credentials and a well-rounded balance of extra-curricular activities. The program seeks to ensure that students with a demonstrated interest and ability in STEM are provided an opportunity to participate in a comprehensive research experience before completing high school. Offering this program free of charge, with a small stipend to offset transportation costs, enables all invited students to take advantage of this opportunity. Supporting program components and the execution of these elements distinguishes it from many similar summer research programs offered at universities around the country. The framework of the supporting features of xx University’s program is what enables participants to succeed in the labs, build self-efficacy in STEM and prepare them for their academic journey into college. The weekly schedule is supported through morning homerooms during which a variety of topics and activities are introduced, in addition to lunchtime technical seminars, and field trips to local companies and research facilities. Utilizing formative evaluations, such as weekly reflections to inform program design and implementation, allows staff to make adjustments that might be necessary to ensure a high level of participant and faculty satisfaction with the program. In addition, surveys are administered at the close of the summer program and annually to program alumni to ensure all program goals continue to be met. In their laboratory assignments, participants are guided and supported by a collaborative team of faculty, graduate and undergraduate student mentors. Mentors are provided a variety of resources to support their mentoring role prior to and throughout the summer experience. Participating faculty are also encouraged to share best practices across laboratories. This vertical mentoring approach ensures adequate guidance and support is provided to all participants both during and after completion of the summer program, ensuring participants develop confidence in STEM in addition to reinforcing their technical and scientific knowledge. Specific attention to these complementary and supporting aspects of the research program is what assures that all members succeed within an advanced laboratory environment and are provided with the additional tools and information necessary for college and career success.

Duggan, C., & Cabrera, M. D., & Leger, M. J. (2016, June), Summer Research Programs for High School Students, Supporting Components Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25968

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015