@article{2a1d8ba789bb43269d5a4e962ad33df9,
title = "Implementation and evaluation of a biotechnology research experience for African-American high school students",
abstract = "Exposure to science content and development of excitement for scientific inquiry throughout the high school years are imperative in attracting students into the sciences. The purpose of this article is to report lessons learned and share best practices from the implementation and evaluation of a high school STEM program that aims to provide an authentic research experience for African-American students and expose them to the possibility and benefits of attaining advanced degrees and careers in STEM fields. Participants reported that enriching science experiences improved their college readiness and exposed them to STEM degree and career options. Formative evaluation results lead to the following lessons learned for best practice: 1) Relationships with high schools will facilitate buy-in; 2) Setting clear expectations and assigning responsibilities is essential; 3) Diversity and cultural sensitivity training is necessary; and 4) Programs of this nature need strong evaluation.",
keywords = "High school students, Research experiences, STEM, Values-engaged",
author = "Boyce, {Ayesha S.} and Cherie Avent and Adeyemo Adetogun and Lakeita Servance and Lizanne DeStefano and Robert Nerem and Platt, {Manu O.}",
note = "The overarching goal of Project ENGAGES was to educate and train underrepresented minority high school students in cutting-edge, current biomedical engineering and biotechnology research occurring in research labs at GT. To properly prepare them for this work, at the beginning of their employment, ENGAGES scholars first participated in a four-week cell biology {"}boot camp{"} taught by recent graduates from GT or teachers with science degrees and research training. The boot camp curriculum was developed in conjunction with teachers from the high schools, GT faculty, and ENGAGES program leadership to prepare students for work in the laboratories. It integrated classroom lectures with hands-on laboratory technique training relevant to bioengineering related projects, creating a foundational experience and knowledge base for transitioning students into their research laboratories. By the end of week two, students were matched with research labs, graduate student/postdoctoral researcher mentors, and faculty advisors based on a {"}speed-dating{"} method where both research mentors and ENGAGES scholars submitted a rank-ordered listing of preferences. Then their 12-month research apprenticeships began, continuing with a lab identity and affiliation. Modeled after the NSF Research Experiences for Undergraduate (REU) Program ( National Science Foundation, 2016b ), Project ENGAGES students conducted research, attended professional development workshops (related to applying to college, SAT and ACT examination preparation, how to make a professional poster and conference presentation, and others), received responsible conduct for research ethical training and diversity and inclusion training, attended field trips to universities and industry laboratories, and prepared written, visual, and oral presentations of their continuing research projects. This work was supported by the National Science Foundation through Science and Technology Center Emergent Behaviors of Integrated Cellular Systems (EBICS) Grant CBET-0939511 . The purpose of this information is the dissemination of technical information. Funding is provided through a grant from: National Science Foundation Grant # CBET-0939511. The opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation",
year = "2019",
month = feb,
doi = "10.1016/j.evalprogplan.2018.10.004",
language = "English (US)",
volume = "72",
pages = "162--169",
journal = "Evaluation and Program Planning",
issn = "0149-7189",
publisher = "Elsevier Ltd",
}