1887

Evaluation to Improve a High School Summer Science Outreach Program

    Authors: Katherine B. Chiappinelli1,2,‡,*, Britney L. Moss1,3,‡, Devjanee Swain Lenz1,4,5,‡, Natasha A. Tonge1,6, Adam Joyce1,4, Glen E. Holt7, Leslie Edmonds Holt7, Thomas A. Woolsey1,8
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: The Young Scientist Program, Washington University in St. Louis School of Medicine, St. Louis, MO 63110; 2: Department of Surgery, Washington University in St. Louis School of Medicine, St. Louis, MO 63110; 3: Molecular Imaging Center, Washington University in St. Louis School of Medicine, St. Louis, MO 63110; 4: Department of Genetics, Washington University, St. Louis, MO 63110; 5: Center for Genome Sciences, Washington University, St. Louis, MO 63110; 6: Department of Psychology, Washington University in St. Louis St. Louis, MO 63110; 7: Holt Consulting, Seattle, WA 98195; 8: Department of Neurological Surgery, Washington University in St. Louis School of Medicine, St. Louis, MO 63110
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 04 May 2016
    • ©2016 Author(s). Published by the American Society for Microbiology.

    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
    • Supplemental materials available at http://asmscience.org/jmbe
    • *Corresponding author. Mailing address: Department of Oncology, Johns Hopkins University School of Medicine, 733 North Broadway, Suite G49, Baltimore, MD 21205-2196. Phone: 410-955-8506. Fax: 410-614-9884. E-mail: [email protected].
    • ‡ These authors contributed equally to the work.
    Source: J. Microbiol. Biol. Educ. May 2016 vol. 17 no. 2 225-236. doi:10.1128/jmbe.v17i2.1003
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
  • HTML
    90.47 Kb
  • XML
  • PDF
    1.84 MB

    Abstract:

    The goal of the Young Scientist Program (YSP) at Washington University School of Medicine in St. Louis (WUSM) is to broaden science literacy and recruit talent for the scientific future. In particular, YSP seeks to expose underrepresented minority high school students from St. Louis public schools (SLPS) to a wide variety of careers in the sciences. The centerpiece of YSP, the Summer Focus Program (SFP), is a nine-week, intensive research experience for competitively chosen rising high school seniors (Scholars). Scholars are paired with volunteer graduate student, medical student, or postdoctoral fellow mentors who are active members of the practicing scientific community and serve as guides and exemplars of scientific careers. The SFP seeks to increase the number of underrepresented minority students pursuing STEM undergraduate degrees by making the Scholars more comfortable with science and science literacy. The data presented here provide results of the objective, quick, and simple methods developed by YSP to assess the efficacy of the SFP from 2006 to 2013. We demonstrate that the SFP successfully used formative evaluation to continuously improve the various activities within the SFP over the course of several years and in turn enhance student experiences within the SFP. Additionally we show that the SFP effectively broadened confidence in science literacy among participating high school students and successfully graduated a high percentage of students who went on to pursue science, technology, engineering, and mathematics (STEM) majors at the undergraduate level.

References & Citations

1. Barab SA, Hay KE 2001 Doing science at the elbows of experts: issues related to the science apprenticeship camp J Res Sci Teach 38 70 102 10.1002/1098-2736(200101)38:1<70::AID-TEA5>3.0.CO;2-L http://dx.doi.org/10.1002/1098-2736(200101)38:1<70::AID-TEA5>3.0.CO;2-L
2. Bean J 1996 Engaging ideas: the professor’s guide to integrating writing, critical thinking, and active learning in the classroom Jossey-Bass Publishers San Francisco, CA
3. Beck MR, Morgan EA, Strand SS, Woolsey TA 2006 Volunteers bring passion to science outreach Science 314 1246 1247 10.1126/science.1131917 17124309 http://dx.doi.org/10.1126/science.1131917
4. Bencze L, Hodson D 1999 Changing practice by changing practice: toward more authentic science and science curriculum development J Res Sci Teach 36 521 539 10.1002/(SICI)1098-2736(199905)36:5<521::AID-TEA2>3.0.CO;2-6 http://dx.doi.org/10.1002/(SICI)1098-2736(199905)36:5<521::AID-TEA2>3.0.CO;2-6
5. Chiappinelli KB Fostering diversity in science and public science literacy ASBMB Today [Online.] http://www.asbmb.org/asbmbtoday/asbmbtoday.aspx?id=14604 accessed 8 October 2011
6. Committee on Undergraduate Biology Education to Prepare Research Scientists for the 21 st Century, National Research Council of the National Academies 2003 BIO 2010: Transforming undergraduate education for future research biologists The National Academies Press Washington, DC
7. Danka ES, Malpede BM 2015 Reading, writing, and presenting original scientific research: a nine-week course in scientific communication for high school students J Microbiol Biol Educ 16 203 210 10.1128/jmbe.v16i2.925 http://dx.doi.org/10.1128/jmbe.v16i2.925
8. Deslauriers L, Schelew E, Wieman C 2001 Improved learning in a large-enrollment physics class Science 332 862 864 10.1126/science.1201783 http://dx.doi.org/10.1126/science.1201783
9. Fougere M 1998 The educational benefits to middle school students participating in a student-scientist project J Sci Educ Technol 7 25 29 10.1023/A:1022580015026 http://dx.doi.org/10.1023/A:1022580015026
10. Fraleigh-Lohrfink KJ, Schneider MV, Whittington D, Feinberg AP 2013 Increase in science research commitment in a didactic and laboratory-based program targeted to gifted minority high-school students Roeper Rev 35 1 18 26 10.1080/02783193.2013.740599 http://dx.doi.org/10.1080/02783193.2013.740599
11. Haak DC, HilleRisLambers J, Pitre E, Freeman S 2011 Increased structure and active learning reduce the achievement gap in introductory biology Science 332 1213 1214 10.1126/science.1204820 21636776 http://dx.doi.org/10.1126/science.1204820
12. Hanauer DI, Jacobs-Sera D, Pedulla ML, Cresawn SG, Hendrix RW, Hatfull GF 2006 Inquiry learning Teach Sci Inquiry 314 1880 1881
13. Handelsman J, et al 2004 Education Scientific Teaching Science 304 521 522
14. Hart C, Mulhall P, Berry A, Gunstone R 2000 What is the purpose of this experiment? Or can students learn something from doing experiments? J Res Sci Teach 37 25 29 10.1002/1098-2736(200009)37:7<655::AID-TEA3>3.0.CO;2-E http://dx.doi.org/10.1002/1098-2736(200009)37:7<655::AID-TEA3>3.0.CO;2-E
15. Iyengar R, et al 2008 Inquiry learning. Integrating content detail and critical reasoning by peer review Science 319 1189 1190 10.1126/science.1149875 18309063 3038128 http://dx.doi.org/10.1126/science.1149875
16. Knox KL, Moynihan JA, Markowitz DG 2003 Evaluation of short-term impact of a high school summer science program on students’ perceived knowledge and skills J Sci Educ Technol 12 471 478 10.1023/B:JOST.0000006306.97336.c5 http://dx.doi.org/10.1023/B:JOST.0000006306.97336.c5
17. Likert R 1932 A technique for the measurement of attitudes Arch Psychol 140 1 55
18. Linn MC, Lee HS, Tinker R, Husic F, Chiu JL 2006 Teaching and assessing knowledge integration in science Science 313 1049 1050 10.1126/science.1131408 16931740 http://dx.doi.org/10.1126/science.1131408
19. Lopatto D, et al 2008 Undergraduate research Genomics Education Partnership Science 322 684 685
20. Mervis J 2004 Meager evaluations make it hard to find out what works Science 304 1583 10.1126/science.304.5677.1583 http://dx.doi.org/10.1126/science.304.5677.1583
21. Miranda RJ, Hermann RS 2010 A critical analysis of faculty-developed urban K–12 science outreach programs Persp Urban Educ 7 109 114
22. Missouri Department of Elementary and Secondary School Education 2014 Student Demographics 29 December
23. Missouri Mathematics and Science Coalition (n.d.) [Online.] http://dhe.mo.gov/stem/
24. Munn M, O’Neill Skinner P, Conne L, Horsma HG, Gregory P 1999 The involvement of genome researchers in high school science education Genome Res 9 597 607 10413399
25. National Center for Science and Engineering Statistics 2013 Women, minorities, and persons with disabilities in science and engineering Special Report NSF Arlington, VA [Online.] http://www.nsf.gov/statistics/wmpd/ accessed December 2014
26. Olson K 1999 Despite increases, women and minorities still underrepresented in undergraduate and graduate S & E education Sociology Department, Faculty Publications Paper 92. [Online.] http://digitalcommons.unl.edu/sociologyfacpub/92
27. Patton MQ 2008 Utilization-focused evaluation 4th Edition SAGE Publications Thousand Oaks, CA
28. Pender M, Marcotte DE, Domingo MRS, Maton KI 2010 The STEM pipeline: the role of summer research experience in minority students’ graduate aspirations Educ Policy Anal Arch 18 30 1 36
29. Rahm J, Miller HC, Hartley L, Moore JC 2003 The value of an emergent notion of authenticity: examples from two student/teacher-scientist partnership programs J Res Sci Teach 40 737 756 10.1002/tea.10109 http://dx.doi.org/10.1002/tea.10109
30. Russell SH, Hancock MP, McCullough J 2007 Benefits of undergraduate research experiences Science 316 548 549 10.1126/science.1140384 17463273 http://dx.doi.org/10.1126/science.1140384
31. Scriven M 1967 The methodology of evaluation Stake RE Curriculum evaluation Rand McNally, Chicago, IL American Educational Research Association monograph series on evaluation, no. 1
32. Spencer S, Hudzek G, Muir B 1998 Developing a student-scientist partnership: Boreal Forest Watch J Sci Educ Technol 7 32 43 10.1023/A:1022532131864 http://dx.doi.org/10.1023/A:1022532131864
33. The R Project for Statistical Computing (n.d.) [Online.] https://www.r-project.org/ accessed 30 July 2015
34. The Teaching Center at Washington University in St. Louis (n.d.) Planning and guiding in-class peer review [Online.] https://teachingcenter.wustl.edu/resources/incorporating-writing/planning-and-guiding-in-class-peerreview/ accessed 8 October 2011
35. The Teaching Center at Washington University in St. Louis (n.d.) Using peer review to help students improve their writing [Online.] https://teachingcenter.wustl.edu/resources/incorporating-writing/using-peer-review-to-help-students-improve-their-writing/ accessed 8 October 2011
36. The Young Scientist Program n.d. [Online.] http://ysp.wustl.edu accessed 28 February 2015
37. Tinker RF 1997 Student scientist partnership: shrew maneuvers J Sci Educ Technol 6 111 117 10.1023/A:1025613914410 http://dx.doi.org/10.1023/A:1025613914410
38. Tyler-Wood T, Ellison A, Lim O, Periathiruvadi S 2012 Bringing Up Girls in Science (BUGS): the effectiveness of an after school environmental science program for increasing female students’ interest in science careers J Sci Educ Technol 21 46 55 10.1007/s10956-011-9279-2 http://dx.doi.org/10.1007/s10956-011-9279-2
39. Winkleby MA, Ned J, Ahn D, Koehler A, Fagliano K, Crump C 2014 A controlled evaluation of a high school biomedical pipeline program: design and methods J Sci Educ Technol 23 138 144 10.1007/s10956-013-9458-4 24563603 3927943 http://dx.doi.org/10.1007/s10956-013-9458-4

Supplemental Material

Loading

Article metrics loading...

/content/journal/jmbe/10.1128/jmbe.v17i2.1003
2016-05-04
2020-10-24

Abstract:

The goal of the Young Scientist Program (YSP) at Washington University School of Medicine in St. Louis (WUSM) is to broaden science literacy and recruit talent for the scientific future. In particular, YSP seeks to expose underrepresented minority high school students from St. Louis public schools (SLPS) to a wide variety of careers in the sciences. The centerpiece of YSP, the Summer Focus Program (SFP), is a nine-week, intensive research experience for competitively chosen rising high school seniors (Scholars). Scholars are paired with volunteer graduate student, medical student, or postdoctoral fellow mentors who are active members of the practicing scientific community and serve as guides and exemplars of scientific careers. The SFP seeks to increase the number of underrepresented minority students pursuing STEM undergraduate degrees by making the Scholars more comfortable with science and science literacy. The data presented here provide results of the objective, quick, and simple methods developed by YSP to assess the efficacy of the SFP from 2006 to 2013. We demonstrate that the SFP successfully used formative evaluation to continuously improve the various activities within the SFP over the course of several years and in turn enhance student experiences within the SFP. Additionally we show that the SFP effectively broadened confidence in science literacy among participating high school students and successfully graduated a high percentage of students who went on to pursue science, technology, engineering, and mathematics (STEM) majors at the undergraduate level.

Highlighted Text: Show | Hide
Loading full text...

Full text loading...

/deliver/fulltext/jmbe/17/2/jmbe-17-225.xml.a.html?itemId=/content/journal/jmbe/10.1128/jmbe.v17i2.1003&mimeType=html&fmt=ahah

Author and Article Information

  • Published 04 May 2016
  • ©2016 Author(s). Published by the American Society for Microbiology.

  • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
  • Supplemental materials available at http://asmscience.org/jmbe
  • *Corresponding author. Mailing address: Department of Oncology, Johns Hopkins University School of Medicine, 733 North Broadway, Suite G49, Baltimore, MD 21205-2196. Phone: 410-955-8506. Fax: 410-614-9884. E-mail: [email protected].
  • ‡ These authors contributed equally to the work.

Figures

Evaluation to Improve a High School Summer Science Outreach Program
[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v17i2.1003-1,webId=/content/author/jmbe/10.1128/jmbe.v17i2.1003-1,properties={foaf_givenname=Katherine B., foaf_name=Katherine B. Chiappinelli, foaf_surname=Chiappinelli, pub_correspondenceLink=*, pub_hasAuthorNote=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/note/jmbe/10.1128/jmbe.v17i2.1003-note1]], pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v17i2.1003-aff1],com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v17i2.1003-aff2]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v17i2.1003-2,webId=/content/author/jmbe/10.1128/jmbe.v17i2.1003-2,properties={foaf_givenname=Britney L., foaf_name=Britney L. Moss, foaf_surname=Moss, pub_hasAuthorNote=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/note/jmbe/10.1128/jmbe.v17i2.1003-note1]], pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v17i2.1003-aff3],com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v17i2.1003-aff1]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v17i2.1003-3,webId=/content/author/jmbe/10.1128/jmbe.v17i2.1003-3,properties={foaf_givenname=Devjanee Swain, foaf_name=Devjanee Swain Lenz, foaf_surname=Lenz, pub_hasAuthorNote=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/note/jmbe/10.1128/jmbe.v17i2.1003-note1]], pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v17i2.1003-aff1],com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v17i2.1003-aff4],com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v17i2.1003-aff5]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v17i2.1003-4,webId=/content/author/jmbe/10.1128/jmbe.v17i2.1003-4,properties={foaf_givenname=Natasha A., foaf_name=Natasha A. Tonge, foaf_surname=Tonge, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v17i2.1003-aff6],com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v17i2.1003-aff1]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v17i2.1003-5,webId=/content/author/jmbe/10.1128/jmbe.v17i2.1003-5,properties={foaf_givenname=Adam, foaf_name=Adam Joyce, foaf_surname=Joyce, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v17i2.1003-aff4],com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v17i2.1003-aff1]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v17i2.1003-6,webId=/content/author/jmbe/10.1128/jmbe.v17i2.1003-6,properties={foaf_givenname=Glen E., foaf_name=Glen E. Holt, foaf_surname=Holt, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v17i2.1003-aff7]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v17i2.1003-7,webId=/content/author/jmbe/10.1128/jmbe.v17i2.1003-7,properties={foaf_givenname=Leslie Edmonds, foaf_name=Leslie Edmonds Holt, foaf_surname=Holt, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v17i2.1003-aff7]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v17i2.1003-8,webId=/content/author/jmbe/10.1128/jmbe.v17i2.1003-8,properties={foaf_givenname=Thomas A., foaf_name=Thomas A. Woolsey, foaf_surname=Woolsey, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v17i2.1003-aff8],com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v17i2.1003-aff1]]}]]
Citation: Chiappinelli K, Moss B, Lenz D, Tonge N, Joyce A, Holt G, Holt L, Woolsey T. 2016. Evaluation to improve a high school summer science outreach program . J. Microbiol. Biol. Educ. 17(2):225-236 doi:10.1128/jmbe.v17i2.1003
/content/jmbe/10.1128/jmbe.v17i2.1003.f1-jmbe-17-225
FIGURE 1

A. Evaluation Model. Strategy to improve mission-driven outcomes of YSP through quick and simple evaluation mechanisms. Bullet points demonstrate how the model was utilized to improve the Science Communication Course (SCC). B. Types and frequency of evaluations conducted and participants for each.

jmbe/17/2/jmbe-17-225f1_thmb.gif
jmbe/17/2/jmbe-17-225f1.gif
Image of FIGURE 1

Click to view

FIGURE 1

A. Evaluation Model. Strategy to improve mission-driven outcomes of YSP through quick and simple evaluation mechanisms. Bullet points demonstrate how the model was utilized to improve the Science Communication Course (SCC). B. Types and frequency of evaluations conducted and participants for each.

Source: J. Microbiol. Biol. Educ. May 2016 vol. 17 no. 2 225-236. doi:10.1128/jmbe.v17i2.1003
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v17i2.1003.f2-jmbe-17-225
FIGURE 2

SFP Demographics. A. Ethnicities of SFP Scholars. Self-reported ethnicities of Scholars from 1999 to 2013. Definitions of ethnicities are from The Common Application. B. Genders of SFP Scholars. Self-reported genders of Scholars from 1999 to 2013. SFP = summer focus program.

jmbe/17/2/jmbe-17-225f2_thmb.gif
jmbe/17/2/jmbe-17-225f2.gif
Image of FIGURE 2

Click to view

FIGURE 2

SFP Demographics. A. Ethnicities of SFP Scholars. Self-reported ethnicities of Scholars from 1999 to 2013. Definitions of ethnicities are from The Common Application. B. Genders of SFP Scholars. Self-reported genders of Scholars from 1999 to 2013. SFP = summer focus program.

Source: J. Microbiol. Biol. Educ. May 2016 vol. 17 no. 2 225-236. doi:10.1128/jmbe.v17i2.1003
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v17i2.1003.f3-jmbe-17-225
FIGURE 3

Assessment of BC. SFP Scholars completed survey questions about their Research Boot Camp (BC) experience. The percentage of Scholars selecting each answer is shown on the y-axis. Questions were ranked on a five-point scale, 1 being the most negative and 5 the most positive. A. Scholar responses to the question, “How useful was BC?”, evaluated in the end-of-summer survey (2007–2013). B. Scholar responses to the question, “Was the BC too long, too short, or just the right length?”, evaluated in the new end-of-BC survey (2009–2011). C. Scholar responses to the question, “Did you use the techniques you learned in BC in your research lab?”, implemented 2012–2013. BC = boot camp; SFP = summer focus program.

jmbe/17/2/jmbe-17-225f3_thmb.gif
jmbe/17/2/jmbe-17-225f3.gif
Image of FIGURE 3

Click to view

FIGURE 3

Assessment of BC. SFP Scholars completed survey questions about their Research Boot Camp (BC) experience. The percentage of Scholars selecting each answer is shown on the y-axis. Questions were ranked on a five-point scale, 1 being the most negative and 5 the most positive. A. Scholar responses to the question, “How useful was BC?”, evaluated in the end-of-summer survey (2007–2013). B. Scholar responses to the question, “Was the BC too long, too short, or just the right length?”, evaluated in the new end-of-BC survey (2009–2011). C. Scholar responses to the question, “Did you use the techniques you learned in BC in your research lab?”, implemented 2012–2013. BC = boot camp; SFP = summer focus program.

Source: J. Microbiol. Biol. Educ. May 2016 vol. 17 no. 2 225-236. doi:10.1128/jmbe.v17i2.1003
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v17i2.1003.f4-jmbe-17-225
FIGURE 4

Assessment of scientific literacy in the SCC. SFP Scholars answered survey questions about their SCC experience. The percentage of Scholars selecting each answer is plotted in bars on the y-axis; response rate for each year is plotted as dots on the right-hand y-axis. Questions were ranked on a five-point scale, with 1 being the most negative and 5 the most positive. A. Scholar responses to the question, “How well do you feel you are able to understand scientific articles?”, evaluated in the end-of-summer survey (2007–2013). B. Scholar responses to the statement, “The science communication course improved my critical reading and evaluation skills,” evaluated in the retrospective survey (2006–2010). SCC = science communication course; SFP = summer focus program.

jmbe/17/2/jmbe-17-225f4_thmb.gif
jmbe/17/2/jmbe-17-225f4.gif
Image of FIGURE 4

Click to view

FIGURE 4

Assessment of scientific literacy in the SCC. SFP Scholars answered survey questions about their SCC experience. The percentage of Scholars selecting each answer is plotted in bars on the y-axis; response rate for each year is plotted as dots on the right-hand y-axis. Questions were ranked on a five-point scale, with 1 being the most negative and 5 the most positive. A. Scholar responses to the question, “How well do you feel you are able to understand scientific articles?”, evaluated in the end-of-summer survey (2007–2013). B. Scholar responses to the statement, “The science communication course improved my critical reading and evaluation skills,” evaluated in the retrospective survey (2006–2010). SCC = science communication course; SFP = summer focus program.

Source: J. Microbiol. Biol. Educ. May 2016 vol. 17 no. 2 225-236. doi:10.1128/jmbe.v17i2.1003
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v17i2.1003.f5-jmbe-17-225
FIGURE 5

Assessment of scientific communication in the SCC. SFP Scholars’ answers to survey questions about their SCC experience. Percentage of Scholars selecting each answer (bars) on the y-axis. Questions were ranked on a five-point scale, 1 being the most negative and 5 the most positive. A. Student responses to the question, “How comfortable do you feel explaining your laboratory results to others?”, evaluated in the end-of-summer survey (2009–2013). B. Percentage of students who plan to enter science fairs or competitions per year, evaluated in the end-of-summer survey (2007–2013). SCC = science communication course; SFP = summer focus program.

jmbe/17/2/jmbe-17-225f5_thmb.gif
jmbe/17/2/jmbe-17-225f5.gif
Image of FIGURE 5

Click to view

FIGURE 5

Assessment of scientific communication in the SCC. SFP Scholars’ answers to survey questions about their SCC experience. Percentage of Scholars selecting each answer (bars) on the y-axis. Questions were ranked on a five-point scale, 1 being the most negative and 5 the most positive. A. Student responses to the question, “How comfortable do you feel explaining your laboratory results to others?”, evaluated in the end-of-summer survey (2009–2013). B. Percentage of students who plan to enter science fairs or competitions per year, evaluated in the end-of-summer survey (2007–2013). SCC = science communication course; SFP = summer focus program.

Source: J. Microbiol. Biol. Educ. May 2016 vol. 17 no. 2 225-236. doi:10.1128/jmbe.v17i2.1003
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v17i2.1003.f6-jmbe-17-225
FIGURE 6

Assessment of long-term impact of the SCC. SFP Scholars’ answers to survey questions about their SCC experience. Percentage of Scholars selecting each answer (bars) on the y-axis. Questions were ranked on a five-point scale, 1 being the most negative and 5 the most positive. Scholar responses to the question, “How useful was the SCC?”, evaluated in the end-of-summer survey (2007–2013). SCC = science communication course; SFP = summer focus program.

jmbe/17/2/jmbe-17-225f6_thmb.gif
jmbe/17/2/jmbe-17-225f6.gif
Image of FIGURE 6

Click to view

FIGURE 6

Assessment of long-term impact of the SCC. SFP Scholars’ answers to survey questions about their SCC experience. Percentage of Scholars selecting each answer (bars) on the y-axis. Questions were ranked on a five-point scale, 1 being the most negative and 5 the most positive. Scholar responses to the question, “How useful was the SCC?”, evaluated in the end-of-summer survey (2007–2013). SCC = science communication course; SFP = summer focus program.

Source: J. Microbiol. Biol. Educ. May 2016 vol. 17 no. 2 225-236. doi:10.1128/jmbe.v17i2.1003
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v17i2.1003.f7-jmbe-17-225
FIGURE 7

Assessment of the SFP by Volunteers (Mentors and Tutors). SFP Volunteers’ (Mentors’ and Tutors’) answers to survey questions about their SCC experience. Percentage of Mentors/Tutors selecting each answer (bars) on the y-axis. Questions were ranked on a five-point scale, 1 being the most negative and 5 the most positive. A. Responses to the statement, “Rate the usefulness of the SFP to you as a scientist/teacher,” evaluated in the end-of-summer survey (2007–2011). B. Responses to the statement, “Rate the usefulness of the SFP to your ability to communicate science,” evaluated in the end-of-summer survey (2009–2011). SFP = summer focus program; SCC = science communication course.

jmbe/17/2/jmbe-17-225f7_thmb.gif
jmbe/17/2/jmbe-17-225f7.gif
Image of FIGURE 7

Click to view

FIGURE 7

Assessment of the SFP by Volunteers (Mentors and Tutors). SFP Volunteers’ (Mentors’ and Tutors’) answers to survey questions about their SCC experience. Percentage of Mentors/Tutors selecting each answer (bars) on the y-axis. Questions were ranked on a five-point scale, 1 being the most negative and 5 the most positive. A. Responses to the statement, “Rate the usefulness of the SFP to you as a scientist/teacher,” evaluated in the end-of-summer survey (2007–2011). B. Responses to the statement, “Rate the usefulness of the SFP to your ability to communicate science,” evaluated in the end-of-summer survey (2009–2011). SFP = summer focus program; SCC = science communication course.

Source: J. Microbiol. Biol. Educ. May 2016 vol. 17 no. 2 225-236. doi:10.1128/jmbe.v17i2.1003
Download as Powerpoint

Back to top
This is a required field
Please enter a valid email address
Please check the format of the address you have entered.
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error