Introducing High School Students to Chemical Research through

Chapter 7

Downloaded by UNIV OF FLORIDA on December 23, 2017 | http://pubs.acs.org Publication Date (Web): October 24, 2017 | doi: 10.1021/bk-2017-1259.ch007

Introducing High School Students to Chemical Research through Science Ambassadors Matthew M. Bower,2 Samantha M. Harvey,3 Adam J. Richter,4 and Sara E. Skrabalak*,1 1Department

of Chemistry, Indiana University – Bloomington, 800 E. Kirkwood Ave., Bloomington, Indiana 47405, United States 2School of Medicine, University of California – Irvine, 1001 Health Sciences Rd., Irvine, California 92617, United States 3Department of Chemistry, Northwestern University, 2145 Sheridan Rd., Evanston, Illinois 60208, United States 4Girls Athletic Leadership School, Denver Public Schools Charter School, 750 Galapago St., Denver, Colorado 80204, United States *E-mail: [email protected].

Here, a simple outreach program – Science Ambassadors – is described, which involves undergraduate researchers returning to their former high schools to discuss both their experiences as a science student and their undergraduate research. This program introduces cutting-edge science topics into the high school curriculum, and these Science Ambassadors serve as role models that inspire high school students to pursue degrees in science, technology, engineering, and mathematics as well as to engage in undergraduate research early within their college experience. Additionally, the program enhances the training of undergraduate researchers by putting high value on effective communication and reinforcing scientific concepts.

© 2017 American Chemical Society Waterman and Feig; Educational and Outreach Projects from the Cottrell Scholars Collaborative Professional Development ... ACS Symposium Series; American Chemical Society: Washington, DC, 2017.


Introduction Many people exist in an information bubble that excludes credible science or where pseudoscience is prevalent (1). Moreover, there is a compulsory tendency to selectively recruit evidence that validates one’s pre-existing biases, and this predisposition can impair critical thinking about science topics (2). Thus, there is an acute need to enhance the public’s literacy of science and facilitate greater dialog on topics pertaining to science and technology (3). With this need in mind, the Science Ambassador Program described herein was developed when trying to answer the following question: How do I, as a chemistry professor, reach the people in small towns in rural Indiana about current science topics? As it turns out, I interact with very effective messengers everyday: the undergraduate researchers at Indiana University – Bloomington (IU-B). IU-B is the flagship public research university in the Indiana University system, with nearly 50,000 students as of Fall 2015 (4). Over 55% of its students are from in-state and are exactly from the places I hope to reach with information about sustainability, energy science, and nanoscience (4). These are areas of expertise for my research group; however, this Science Ambassador Program can be modified to introduce other areas of scientific inquiry. Moreover, this program should be transferrable to any institution with a large in-state student population, and recommendations are made at the end of this manuscript for national institutions with fewer in-state students. In particular, the Science Ambassadors Program involves IU-B undergraduate researchers returning to their former high schools to discuss both their experiences as a science student and their undergraduate research. Outlined are logistical considerations associated with setting up a Science Ambassadors Program, example materials from actual Science Ambassador visits, and a discussion of impact.

Science Ambassador and High School Selection During each academic year, 1-2 undergraduate students are recruited into a research group to assist graduate students and postdoctoral scholars with their research. When interviewing students for a position in the research group, the Science Ambassador Program is described and the level of interest by the student is gauged. Participation in the Science Ambassador Program is not a requirement for a research position, but the majority of students have responded with enthusiasm to the opportunity. Characteristics of successful Science Ambassadors include students with i) enthusiasm for research, ii) an outgoing personality, and iii) good relationships with a high school science teacher. The ideal time for students to begin their undergraduate research is either in the summer or fall semester, as this timeline gives students nearly a full academic year to engage with their research topic before serving as a Science Ambassador. Preparation for a Science Ambassador visit begins in either December or January, with the undergraduate researcher contacting their former high school science teachers (typically by email or letter) and explaining the program. To date, all teachers contacted about a Science Ambassador visit have responded enthusiastically and have offered return visits for subsequent years as well. 86

Waterman and Feig; Educational and Outreach Projects from the Cottrell Scholars Collaborative Professional Development ... ACS Symposium Series; American Chemical Society: Washington, DC, 2017.


The main challenge is to schedule the visit at a time that is convenient for both the teacher and Science Ambassador. We have found early May to work incredibly well with our academic calendars as high schools are still in session throughout the state of Indiana but summer break has started at IU-B. Moreover, many Advanced Placement (AP) exams are being taken by high school students at that time and the teachers have flexibility in their schedule to accommodate a visit. Visits are most appropriate for juniors and seniors that are considering college or college-bound. Beyond that recommendation, we allow the teacher to select the most appropriate classes to visit. The following opportunities have been provided to date: i) the Science Ambassador visited multiple chemistry classes throughout the visit, ii) the Science Ambassador visited only the AP or advanced chemistry sections, or iii) the Science Ambassador visited several science classes (e.g., chemistry and physics) that have been combined to create a larger audience at one time. All have worked well, although activities need to be customized for the audience size. During the spring semester, the Science Ambassador continues their research, but also tests or develops an activity for their visit and gives a practice talk to the research group in preparation for their visit. A sample timeline is provided in Figure 1.

Figure 1. Representative timeline for Science Ambassador recruitment and visit.

Structure of a Science Ambassador Visit The Science Ambassador prepares a presentation to introduce her or himself as well as their research. The “Personal Background” includes information about both the Science Ambassador’s experiences from high school and in college, making sure to include non-science interests in order to connect with a broad base of students (Figure 2). Next, the student discusses how they obtained a research position and general ways in which students can obtain such positions, including Research Experiences for Undergraduates (REUs). This general approach is taken to provide a template for college-bound students regardless of anticipated majors or institutions (e.g., primarily undergraduate institution versus research-1 institution). After this introduction, the Science Ambassador gives an overview of their research. This presentation is vetted prior to the visit through a practice talk during a research group meeting and revised and practiced as needed. This presentation is structured to provide the “big picture” for their research project, examples of specific skills learned by the student (e.g., electron microscopy, 87



NMR, etc.), their scientific contribution to the project, and potential applications. It is kept brief, approximately 10-15 minutes in length. After the presentation, the student leads the class in either a demonstration or hands-on activity that outlines a central principle from the research. For example, my research group studies the synthesis and applications of metal nanoparticles. Thus, students have observed a traditional galvanic replacement reaction and then assisted with a galvanic replacement reaction using nanoscale templates (5). This activity allowed students to observe the color change associated with the localized surface plasmon resonance (LSPR) of the metal nanoparticles as a function of titrant volume. This activity connected to the introduction of the Science Ambassador’s presentation where the connection between metal nanoparticles and the color of stained glass was discussed. This activity also connected to the potential applications of nanoparticles where tuning their LSPR is central. We have also used activities that highlight the ability of solar energy to facilitate chemical reactions and achieve environmental remediation during Science Ambassador visits (6). There are many demonstrations and activities already developed which can be easily used in Science Ambassador trips that are compatible with different types of chemical research.

Figure 2. Copy of Science Ambassador Matthew Bower’s “Personal Background” slide for visit’s presentation. (see color insert)

88 Waterman and Feig; Educational and Outreach Projects from the Cottrell Scholars Collaborative Professional Development ... ACS Symposium Series; American Chemical Society: Washington, DC, 2017.


The Science Ambassador trip concludes with an exit survey. An example survey is shown in Figure 3 and can be tailored to obtain different information.

Figure 3. Copy of an exit survey for students after a Science Ambassador trip.

Benefits of the Science Ambassador Program The benefits of this program include that: i) these Science Ambassadors are very familiar with the environment that they are being sent to, ii) the cost of this program is low compared to many other high school outreach programs as the Science Ambassadors have their parents’ homes to return to and typically like to visit their homes before beginning summer research, iii) the parents of both the high school students and Science Ambassadors are indirectly targeted (e.g., one can envision discussions at dinner tables about science topics that would never occur otherwise), and iv) this program is attractive and motivating to IU-B students, providing additional training in scientific communication and outreach. This program may also be a valuable recruiting tool as v) college students can serve as role models who inspire high school students to pursue science and education degrees while also vi) feeding the “pipeline” of scientists at the high school level. From our exit surveys of 320 high school students, ~40% of the students are now more inclined to seek out research opportunities (55% for self-declared science or engineering majors) and ~40% stated they were unaware of undergraduate research opportunities until the visit. These results indicate that many students select their undergraduate institutions without consideration of the research opportunities available. This Science Ambassador Program may bring more undergraduates into research earlier in their studies, and early research opportunities have been shown to enhance retention in science, especially of students underrepresented in science (7). The free responses from the exit surveys 89



also give insight into the high school students’ varied perceptions of the Science Ambassador visits, with representative replies in Figure 4.

Figure 4. Direct quotes from students in response to exit survey. (see color insert) Three former undergraduate researchers from the Skrabalak group also provided reflections on their experiences as Science Ambassadors. Their profiles and summaries are provided here, and all perceive benefits from participation even as all have pursued different career paths upon graduation from IU-B. Science Ambassador Matthew M. Bower Matthew Bower was an undergraduate researcher in the Skrabalak group from summer 2011 through summer 2014, graduating from IU-B in spring 2013. His Science Ambassador trip took him to East Noble High School in Kendallville, IN. His current position is MS3 at the University of California, Irvine Medical School. His reflection: 90



“I participated in the Science Ambassador program in the summer of 2012. I presented my research, performed a demonstration, and held a Q&A session about science, research, and college in general. One of the biggest challenges was finding the balance of engaging students without overwhelming them with too many scientific details. This requires seeing the presentation from the audience’s perspective and anticipating points of confusion and potential questions. The demonstration taught me the importance of fastidious preparation. I performed my demonstration hours away from the lab, so I would not be able to troubleshoot very easily. I planned ahead and prepared back up chemical solutions and brought back up equipment. This proved useful as some of my light sensitive solutions had been exposed and degraded on the trip. In the Q&A, the students were curious to learn more about opportunities in science that they were previously unaware of. I left my high school with a better understanding of the potential and enthusiasm waiting to be tapped in similar high schools and the impact that a science role model could have. This program is unique in that it achieves the two-fold goal of exposing high school students to a career in science and exposing the presenter to a career in science education. While the students enjoyed the presentation, I found that I had just as much fun preparing for and giving the presentation. It prompted introspection after which I decided that teaching would be integral to my future career. I am now a medical student and have focused my efforts on education and outreach. I have organized anatomy tutor sessions in the cadaver lab and created supplemental physiology lectures. I also worked to fill curricular gaps in female reproductive health by creating a lecture series that was approved as an official elective course. Finally, I currently lead case discussions and a journal club and am working on an outreach event to expose undergraduate students to medicine. All of these events required tailoring my presentations to the knowledge level of my audience, anticipating questions, and careful preparation. The Science Ambassador program sparked my interest in teaching and laid the groundwork for the skills that I utilize and build upon to this day.” Science Ambassador Samantha M. Harvey Samantha Harvey was an undergraduate researcher in the Skrabalak group from June 2013 to May 2016. Her Science Ambassador trip took her to Penn High School in Mishawaka, IN. She graduated from IU-B in 2016 and is now a graduate student in Ph.D. Chemistry Program at Northwestern University, where she is jointly advised by Dr. Michael Wasielewski and Dr. Richard Schaller. Her reflection: “I was excited to visit my high school for the Science Ambassadors Program. It was in my chemistry classes at Penn High School that I first found my love for chemistry, and by AP Chem, I was determined to 91



study it in college. I never got a chance to hear about scientific research when I was that age, nevertheless consider the possibility of doing it as an undergraduate. Even when I entered college, I thought that I wouldn’t do research until graduate school. I spent two days at my high school visiting 8 classes to give the presentation and I have to imagine that there were some students in very similar shoes. Even more that may have never considered science as a career before the visit. But I didn’t just teach high school students about science, I gained a lot from those visits also. I had learned as an undergraduate researcher how to give presentations about my research to graduate students in my lab, but I had yet to explain it to an audience that didn’t have any background information yet. I also had to look introspectively, to consider what had been the most important aspects of my research and distill it down into a presentation that would excite others. I have always been proud of my public speaking skills, but here was a new challenge, one that required an entirely new strategy. And the students amazed me with their attention and questions. I could tell that some were seeing a new world of opportunities. At the very least everyone was excited by the demonstration. I don’t plan to pursue high school teaching as a career, but I do think that I would enjoy teaching undergraduate classes. Being able to excite a group of people about the area you are passionate about is truly remarkable. I would do it again in a heartbeat and have since tried to continue exciting young people about science. Recently in graduate school I have joined a program called “Science in the Classroom” where graduate students travel to an elementary school in Chicago to show third and fourth graders basic principles of science such as forces like gravity or chemical versus physical changes. The experience has encouraged me to put a spark of curiosity in others.” Science Ambassador Adam J. Richter Adam Richter was an undergraduate researcher in the Skrabalak group from 2010 to 2011. His Science Ambassador trip in 2011 took him to New Palestine High School in New Palestine, IN. He graduated from IU-B in 2012 and after completion of a Master’s Degree in Global Health and Development from the University of London, he is now a Corps Member for Teach for America Colorado. His reflection: “Prior to participating in the Science Ambassadors Program, I had never presented scientific information to a group of high school students in a formal classroom setting. Accordingly, I faced challenges that I had not previously overcome. I needed to both teach students about my topic in a way that was accessible and inspire them to find value, both intrinsically and extrinsically, in the act of scientific research. In preparing to pitch the beauty of scientific research to the group, I too was reenergized by my own research and participating in the broader scientific endeavor. 92



Furthermore, in coming up with an approachable explanation of my microparticle analysis work as well as by answering questions that students had for me about my work, I refined my own understanding of my project and gained fresh perspective. I became confident in my ability to explain my work and its value to anyone ranging from a high school student to a university-level researcher. If I could get a high school kid to understand the value of a new bismuth-tungstate product, who could I not convince? The experience itself of presenting to the students was invigorating, rewarding, and, most importantly, fun. It was refreshing and relieving to see students engaged in my research, asking good questions and, ideally, imagining themselves doing something similar in the future. I never thought of myself as someone who could motivate others, especially high school students, to pursue a career in science, but the Ambassadors Program showed me that I could. Originally, I had planned to use my science training to work in a lab or go directly into medicine. Now, due to the experience I had with the Science Ambassadors Program, my love for science, and my interest in social justice, I am taking time before medical school to teach. I am in my second year, of what will be three total, teaching in inner-city public schools. I am currently a chemistry and biology teacher at an all-girls school in Denver, CO. I consider this position a humble honor. Dayin, day-out, I have the opportunity to encourage women, most of which are of low-income and minority backgrounds, that they can be leaders in science. Someone did that for me when I was a teenager and it is a privilege to be able to return the favor working with a population where this encouragement and confidence has been grossly lacking historically.”

Future Vision The described program is very manageable for an individual research group to sustain, and if recruited early in their undergraduate studies, a Science Ambassador can participate for multiple years. For institutions with few in-state students or for students unable to travel to their former high schools, Science Ambassador visits can be arranged with local or regional schools, but this approach may limit the diversity of schools reached. Regardless of which schools are visited, the number of high school students reached in a given year is typically small as the advanced high school science classes have been the preferred audience in most cases. Yet, other chemistry colleagues at IU-B are now implementing this Science Ambassadors Program in their own research groups, and this type of program should be easily extended to other research fields (e.g., Physics, Computer Science, Biology, Psychology, and Engineering) given its general format. Thus, to increase the impact of this program both in terms of introducing new science topics to the general public and promoting undergraduate research, the described Science Ambassador visit could be incorporated into courses. For example, such a visit could be a part of a course on scientific 93


communication and outreach. An anticipated challenge would be the scheduling of the Science Ambassador visit prior to the end of a semester; however, the training of students would be accelerated in course format and could enable visits earlier in the semester (e.g., during spring break). A Science Ambassador visit could also be incorporated as part of a research capstone (e.g., thesis). In this way, the Science Ambassador model could have the capacity to reach a larger number of high school students, including many from regions that are not widely targeted by outreach programs.


Acknowledgments Special thanks to the following undergraduate researchers in the Skrabalak group: Adam Richter, Aaron Sue, Matthew Bower, Andjela Radmilovic, and Samantha Harvey. Authors MMB, SMH, and AJR contributed equally to this work by providing ambassador reflections. This work has been supported by Indiana University – Bloomington as well as NSF CAREER DMR-0955028, NSF CHE-1306853, NSF DMR-1608711, and NSF CHE-160247. This program is part of a 2012 Cottrell Scholar Award to SES from Research Corporation for Science Advancement.

References 1. 2. 3. 4.

5.

6.

7.

Pariser, E. The Filter Bubble; Penguin Books: New York, 2011; pp 1−304. Plous, S. The Psychology of Judgment and Decision Making; McGraw-Hill: New York, 1993; pp 1−302. Trefil, J. S. Why Science?; Teachers College Press: New York, 2008; pp 1−224. IU Fact Book. https://www.iu.edu/~uirr/reports/standard/factbook/?path=/ 2011-12/Bloomington/Fast_Facts/Fast_Facts (accessed November 27, 2016). Jenkins, S. V.; Gohman, T. D.; Miller, E. K.; Chen, J. Synthesis of Hollow Gold-Silver Alloyed Nanoparticles: A “Galvanic Replacement” Experiment for Chemistry and Engineering Students. J. Chem. Ed. 2015, 92, 1056–1060. Skrabalak S. E.; Steinmiller, E. M. P. Introducing Global Climate Change and Renewable Energy with Media Sources and a Simple Demonstration. In Sustainability in the Chemistry Curriculum; Middlecamp, C. H.; Jorgensen, A. A., Eds.; ACS Symposium Series 1087; American Chemical Society: Washington, DC, 2012; pp 203−213. Recruitment and Retention of Women in Academic Chemistry, 2003. Royal Society of Chemistry. http://rsc.org/ScienceAndTechnology/Policy/ Documents/RecruitmentandRetentionofWomen.asp (accessed July 13, 2009).

94 Waterman and Feig; Educational and Outreach Projects from the Cottrell Scholars Collaborative Professional Development ... ACS Symposium Series; American Chemical Society: Washington, DC, 2017.

Introducing High School Students to Chemical Research through

Recommend Documents