EDUCATION
Dr. Birdwhistell of the chemistry department at Butler University, Indianapolis, Ind., lectures a group in the science program
Science Seminars Attract Top Students Indianapolis program scores success in its first year, with students clamoring for more Science seminars at Indianapolis, Ind., have exposed some two dozen high school students to advance studies in science. A battery of outstanding scientists and educators provided lectures on many scientific topics, with the students required to work out projects in their favorite scientific field. Verdict from the students as the first round of seminars ended: Let's have more. The seminars were aimed at giving gifted students a chance to do advanced work which the high schools couldn't be expected to provide. Support for the program came from the Indiana Section of the American Chemical Society, scientists from industry in the area, and from instructors from area schools and universities. The students were surprisingly enthusiastic about the program, which was rated as very tough by Indiana educators. Not only did the student have to do well in periodic examinations, but he was required to maintain a position on the honor roll of his school, says Dr. Harold A. Nash, director of chemical research at Pitman52
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Moore and a key man in getting the seminar program organized in Indianapolis. Yet there was a waiting list of students wanting to participate. The Indianapolis program could be considered a success in its first year. Still, there are several changes planned for the coming year, says Dr. Nash. The students helped point up some of the weak spots in the program via a questionnaire, and the participating scientists have given much attention to upgrading the seminar. In the works: expanding the program to include more students and better liaison with high school teachers who recommend students for the program. Initial inspiration for the seminar program at Indianapolis came from the Joe Berg Foundation, an organization which helps set up local science-mathematics seminar programs aimed at developing gifted students. Heart of these programs is ready availability in many communities of scientists and engineers who are willing to volunteer their services to instruct students. In September 1959 a group of Indianapolis scientists and educators put
in motion plans for science seminars. The Indianapolis Board of School Commissioners approved the idea. A series of meetings led to setting up an advisory and steering committee with Dr. Nash as chairman. On the committee are two representatives from industry, one from a university, one from the Chamber of Commerce, two representatives of technical and scientific associations, and four science educators. Committees for projects, arrangements, and admissions and standards were also picked. Objectives of the program were defined: to expose students to attitudes and philosophies of scientists, to provide opportunities for advanced learning, to allow students to become familiar with their own capabilities, and to provide a familiarity with the scope, challenges, and opportunities of different disciplines. Provisions were also made for getting outstanding scientists to lecture and to guide the laboratory research projects of the students. Tough Schedule. In the spring of 1959 some 86 students from Indianapolis public schools had taken a Westinghouse Science Talent Search Test as a screen for interest and ability. Using high scores in this test and recommendations of teachers, a committee chose 36 pupils to take part in the seminars. However, only 34
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Craig Johnson, a m e m b e r of the science program, studied the activation of prophage? by ultraviolet irradiation in an a t t e m p t to produce phage resisting m u t a n t s
showed up for the first seminar, held in October 1959, and only 24 re mained (including eight girls) at the close of the program in June. Each student was put in contact with a practicing scientist who helped him select a subject for his project. Once a student selected a general field in which he wanted to do a project, a sponsor experienced in that field was found to guide him.: All projects had to be decided upon by February 1, 1960. By March 1, an outline of ob jectives had to be submitted. The projects had to be completed by May. Along with a tight schedule for proj ects, lectures were held once a week and a test was given every four weeks. Attendance was compulsory. To stay in the program a student had to main tain a "satisfactory score" in these tests. This pace accounted for many of the dropouts, with things such as transportation problems and lack of background causing a few to drop the program. Ambitious Projects. Scientific in terests of the students ranged across many fields. Among the projects were a study of leukemia in mice, elec trolysis of proteins, study of nuclear plasma, synthetic gems, and electronic detection and control of stream pol lutants. Students consulted with their sponsors and used school lab facilities if possible. But labs of various indus trial firms in the area were available when necessary, as were facilities at Indiana University. Two freshmen in the program chose a complex study in bacteriology for their project, spent Christmas vacation at the Indiana Uni versity medical school learning lab technique. Changes Coming. The program wasn't without its faults and weak nesses, says Dr. Nash. The rate of attrition seems to be a bit high. The students had trouble evaluating the
status of a field before jumping i n many of them seemed prone to skimp on literature searches. Still, only three students declared that they were over their heads when questioned at the end of the first year of the program. Apparently the students don't feel they were pushed too fast, says Dr. Nash. For the next round of seminars, an effort will be made to expand the en rollment to 40 students to make it fairer for the speakers, who prepare their lectures in great detail. Further, there may be a less definite timetable set for project performance, thus al lowing the students more incubation time. Dr. Nash indicates that there may be several lectures on one subject, with fewer subjects covered next time, to gain more depth. And, since a student needs constant encouragement from his teacher, ways of improving communications between program sponsors and teachers who recom mend students are under study.
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BRIEF New England School Science Advisory Council has established an eastern Massachusetts branch primarily to aid science and mathematics teachers at the secondary school level. NESSAC is a joint organization of many profes sional societies such as the American Chemical Society, the American Mete orological Society, the Engineering Societies of New England, and others. Its purpose is to help provide teaching aids such as plant tours, speakers, demonstration equipment, science projects, and films to secondary schools. A monthly newsletter will be published to give up-to-date informa tion on the council's services.
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