Project SEED: A Catalyst for Young Scientists - ACS Publications

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Project SEED: A Catalyst for Young Scientists C. D. Hernandez* American Chemical Society, 1155 Sixteenth Street, N.W., Washington, DC 20036 *E-mail: [email protected]

Project SEED, established in 1968, is an American Chemical Society program for high school students from economically disadvantaged backgrounds who have an interest in science. The program provides an opportunity for students to participate in research and learn what it is like to work in science-related fields through a hands-on experience. Students conduct research under the supervision of a volunteer scientist-mentor in academic, industrial, and government research laboratories for 8-to-10 weeks during the summer months. Project SEED offers a fellowship payment to support one or two summers of research, as well as the opportunity to apply for a freshman college scholarship for students planning to major in the chemical sciences or chemical engineering. The Project SEED experience encourages many students to continue their education at the college and university level.

The Beginning of Project SEED Project SEED was born out of the urban crisis of the 1960s related to racial turbulence driven by unemployment and a lack of education. The American Chemical Society (ACS) leaders challenged themselves to address the poverty that they believed was the root cause of the anger and despair being demonstrated in riots across the country. A 1968 ACS Council resolution called upon the ACS to take “all appropriate steps” to help the nation’s disadvantaged persons overcome the handicaps of unemployment and lack of education. This action resulted from a proposal © 2016 American Chemical Society Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.


made by Dr. Alan Nixon of the California Section and 1973 ACS president, and Dr. William V. Johnston of the Southern California Section. The Council encouraged Local Sections to “embark on programs to alert chemical industry in their respective areas to assist in training disadvantaged persons with the goal that they will become employable.” Following this resolution, Project SEED was undertaken in 1968 by the ACS Committee on Chemistry and Public Affairs (CCPA), which established the CCPA Subcommittee on the Education and Employment of the Disadvantaged (SEED). This represented an unprecedented effort by the ACS to strike at the root causes of the societal crisis. ACS developed a number of recommendations and proposals, organized under ten task forces. Each task force initiated specific plans of action, which were judged to be essential to the solution to the problems of the disadvantaged. The initial pilot program that they developed for Project SEED, called Project Catalyst, was the first active phase of a program to aid disadvantaged persons. The specific objective was to give disadvantaged high school students a ten-week summer learning experience in a college or university research laboratory under the supervision of a professional preceptor. The program was designed to help students from low-income backgrounds that had an interest in science and an aptitude for chemistry to be encouraged and aided in pursuing careers in chemistry. Dr. Milton Harris, 1968 chair of the ACS Board of Directors, made a personal contribution of $5,000 to kick off the program to assist in supporting 10 students during the summer of 1968. All the students were recommended by their former high school teachers. The students participated in a meaningful research project on a one-to-one basis with a research scientist and received a small stipend. Francine Higgs-Shipman had the privilege of being one of the first participants in this innovative program in the summer of 1968. She did her research as a Project Catalyst student at the American University, assisting Dr. Mary Aldridge. Now a physician specializing in Internal Medicine, Francine reflects “I learned to apply basic scientific lab techniques and methods in the preparation of specimens of organic compounds that were being studied as well as learning to use Nuclear Magnetic Resonance spectroscopy to obtain data on these compounds.” Francine states that “Prior to my participation in Project Catalyst I had no concept of how my interest in chemistry and science in general could be of any practical use in my life. However, the program fostered a desire in me to seek a career in science. I pursued my interests as a chemistry major in college and later changed my focus to biosciences, ultimately becoming a physician. I believe that programs such as Project Catalyst (today Project SEED) are invaluable in cultivating interest in science and research in youth, particularly women and minorities. I hope that such programs will be continued and expanded.” In the summer of 1968, three other students performed lab research at Rutgers University, two students participated at Ohio State University, and one student each participated at the University of California, Berkeley, the University of Cincinnati, the University of Illinois, and Hope College. At that time a number of other programs at various universities were conducting similar programs combining hands-on and academic training in different ways to assist disadvantaged students. 72 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.


In 1969, 73 students participated in the program at 70 institutions. Funding was provided by the ACS Board of Directors, the ACS North Jersey Section, the Northeastern Section and a few corporations and individuals. An evaluation of Project SEED in 1973 resulted in the decision to concentrate the Society’s limited resources in support of the original pilot program, Project Catalyst. A moratorium was set on the work of the other nine task forces, and henceforth the names Project Catalyst and Project SEED became one. In March 1981, the ACS Council voted to convert the CCPA Subcommittee on the Education and Employment of the Disadvantaged (SEED) to an “other” committee of the Council, and created the Committee on Project SEED.

Project SEED Today The ACS Project SEED program has grown from a small pilot program in 1968 into a prominent national program that serves more than 400 students at over 100 institutions each year. In the summer of 2015 Project SEED supported research programs in 39 states, the District of Columbia, and Puerto Rico with a budget of nearly $1.3 million for more than 400 high school students. The program seeks to stimulate interest in the sciences for high school students from economically underprivileged backgrounds and increase their motivation to pursue a scientific career. The program supports research experiences during eight-toten weeks of the summer in academic, industrial, and government laboratories, and provides additional opportunities by awarding college scholarships to Project SEED alumni seeking to complete chemistry‒related undergraduate degrees. The mission of the Committee on Project SEED is to create opportunities for high school students from economically disadvantaged backgrounds to experience the challenge and rewards of chemically related sciences through summer research and college scholarships. Currently, the Committee on Project SEED is made up of 15 full-time members and seven associates. The committee sets policy and oversees the activities of the Project SEED program. Some of the committee’s responsibilities include reviewing applications and student research projects from preceptors; making decisions regarding the level of funding; reviewing the Project SEED college scholarship students’ applications; promoting awareness and recognition within ACS, the scientific community, and the general public; assisting the Development Office in solicitation of funding; and participating in long-and short-range planning of programs for Project SEED. Anna Cavinato, Professor of Chemistry at Eastern Oregon University, has been involved with Project SEED for the past 10 years as a mentor, coordinator, member, and chair of the Committee on Project SEED. She says “I cannot over emphasize the impact that this program has on young people! Living and working in rural eastern Oregon where the college going rate is quite low, I have personally witnessed the growth and life changing experiences that Project SEED affords. Early research experiences such as those offered by Project SEED not only provide the opportunity to explore science careers but, most importantly, help build confidence and open the door for students, who most likely would not 73 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

go on to college, to further their education. I know Project SEED truly makes a difference!”


How To Start a Program Starting a Project SEED program involves an individual interested in serving as a coordinator finding a potential mentor who would like to donate his/her time to help these deserving students. Although being a mentor is a big commitment, most mentors who have had a Project SEED student keep coming back year after year to support additional students. The coordinator also needs to contact high school teachers to recruit students to participate in the program. Coordinators Coordinators play an essential role in establishing and sustaining Project SEED programs across the country. Some of the important functions of the coordinators are establishing Project SEED programs in their local regions, recruiting students, raising funds, identifying mentors at research laboratories in academia, government, or industry, and helping organize activities for the students, among others. Mentors At the heart of Project SEED is the volunteer effort of the many scientist mentors who contribute their time and effort to provide a meaningful experience for students. Project SEED has been most successful in places that have a well-developed academic/industrial chemical base and where there are one or more people willing to work as coordinators and mentors. Each year, more than 400 volunteer scientists across the country contribute their time and energy to mentoring Project SEED students, and they do it because they believe in the purpose and value of Project SEED. By working with a professional chemist/scientist during the summer, the Project SEED students are exposed to the passion for chemistry or chemistry-related sciences felt by professional scientists. Mentors also provide career counselling and help with college applications. Students The only requirements are that participating students must be juniors or seniors in high school, come from low income background families, must have taken at least one year of high school chemistry, and demonstrate an interest in science. Students are matched with mentors, who guide them through an intensive laboratory research experience. Coordinators and mentors seek to instill their passion for chemistry within high school students. Students are exposed to the many facets of the professional life of chemists or scientists, including problem-solving and the ethical use of chemistry and chemistry-related sciences in addressing problems facing the world today. 74 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.


Project SEED offers valuable opportunities for students to enrich their knowledge through chemical research experiences, expand their awareness of real-life work, demonstrate creativity, and visualize future career paths. Students build laboratory skills, receive technical and safety training, and establish working relationships with the scientists who provide encouragement and guidance. Students discover their own skills and abilities, develop written and oral communication skills, and understand the purpose of scientific research. During the Project SEED summer experience students develop professional networks, connecting with scientists, professors, peers, undergraduate, and graduate students. Hundreds of Project SEED students have had the opportunity of presenting their research poster at scientific society conferences such as ACS national and regional meetings, as well as local conferences. These conferences offer students the ideal venue to share their research outcomes and findings, enhance their network and interact with scientists, and meet their peers.

Project SEED Components Project SEED is a three-level program. The majority of participants in Project SEED conduct research for a single summer in the Summer I program, and others may return for a second summer (the Summer II program). The Summer II program started in 1992. Currently Summer I students receive a fellowship payment of $2,500 and Summer II students receive $3,000. In 1993, Project SEED established a third component, the Project SEED College Scholarship, which is intended to assist Project SEED alumni in their transition from high school to college as they pursue chemistry or chemistry-related sciences undergraduate degrees. Scholarship recipients receive up to $5,000 for their freshman year in college. Scholarship payments are contingent on students taking a chemistry course in their freshman year. Over the last 22 years, nearly 600 SEED Scholarships have been awarded to former Project SEED students to attend college.

Education through Research Project SEED has impacted the lives of nearly 10,000 diverse and economically disadvantaged students. The program has provided opportunities that have encouraged these students to pursue higher education. Many Project SEED alumni become professionals in chemistry or chemistry related sciences. Nadia Makar, Science Supervisor at Union City High School/Academy for Enrichment and Advancement in New Jersey and a long-time Project SEED coordinator in the New York Local Section, has encouraged nearly 400 of her own students to participate in Project SEED. Over the past 25 years, the New York section has supported 900 students says Nadia, over ninety percent of whom have pursued careers in Science, Technology, Engineering, and Mathematics (STEM) fields. In addition, about 20 of these students have received a Ph.D. degree and 75 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.


several have earned MD/Ph.D. degrees. Approximately 25 have received the Bill Gates Millennium Scholarship and 63 the Project SEED College Scholarship. Some of the participants have become scientists and are now working in a science-related job at companies such as Intel, Merck, Laurel, and BASF. Some have pursued careers in academia and are currently teaching at the college level. Nadia says “Project SEED has opened many doors of opportunities to students who came from homes where their parents did not finish a high school degree.” She states “I believe that doing research at the high school level is a great program that encourages students to pursue careers in STEM fields. Exposing students to the beauty of scientific research at an early age is a stepping stone in enlightening students and nurturing their curiosity and imagination. ACS is to be commended for sponsoring Project SEED, this wonderful program that empowers young students to do state-of-the-art research under the mentorship of scientists. This program allows students to become part of the solution and teaches them early on to be contributors to our great society.” Over the years, the Project SEED Office has received hundreds of comments and stories describing the impact of the program from alumni. Ongoing assessment indicates that most Project SEED students have continued into careers in science and chemistry, and credited their experience in Project SEED as a factor in their career decision making. There are thousands of successful stories, such as the one by Carolina Pelaez. Her story is an example of how Project SEED provides a positive influence on high school students at a critical point in their lives. Currently Carolina is an ACS Scholar in her senior year pursuing chemical engineering at Stevens Institute of Technology in New Jersey. Carolina was also a recipient of the Project SEED College Scholarship. Carolina says “Project SEED is the foundation upon which I built my educational and career development. It opened my world up to countless opportunities, which have always served as a stepping stone to my next endeavor.” Carolina joined Project SEED as a sophomore in high school in 2009 with hopes of gaining experience in a field of interest to her. “The idea of doing research at a college level as a high school student was very appealing to me since it meant that I would be exposed to cutting edge technologies. It also meant that I would be able to forge connections with professionals and experts without even graduating high school.” Carolina says that “the great benefit of engaging high school students in research extends far beyond the capabilities that one gains in doing research.” During her participation in Project SEED she learned a great deal about networking, and how to foster genuine relationships with mentors. Aside from the technical expertise she gained during her two summers with the program, she would venture to say that “the value of learning to interact and learning to work with experts in the field of research one is working in, proves to be of greater value. I say that because despite being able to carry techniques and process knowledge with you to another research lab as you move forward, it is more valuable to learn to adapt to working with different types of people.” When she did her second summer of research at Princeton University, she encountered some of the smartest people she had ever met, which can be very intimidating to a high school student. “I remember asking myself what I was doing in that lab, when everyone around me was clearly more prepared and well-suited 76 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.


to the task. However, as the summer went along I realized that I was a valuable asset to the team, and that allows one to dream of anything and know that it can be accomplished. Project SEED allowed me to see in myself the potential that I harnessed. I openly credit my participation in Project SEED as the start of my professional development, because my experiences with the program have opened an incredible amount of doors for me, which can lead to infinite opportunities.” As a Project SEED student she conducted world-class research, which her high school mentor encouraged her to share at Science Fairs and competitions. She says “As a result I had to present my research, I learned a lot about public speaking and I no longer become nervous when speaking in front of large crowds, which is surprisingly an intricate part of being a good professional. The research I conducted when in the program has also allowed me to travel to symposia, and even participate at the INTEL International Science and Engineering Fair, for which I was a finalist. When I started my university studies I had a great competitive advantage when looking for a research position on campus, because professors would rather hire a research assistant who has prior experience. Additionally, as a college freshman applying for summer internships, having two summers of research to back up my expertise helped me to secure a position in research and development at a reputable company.” Luis Mendez participated in Project SEED during the summers of 2008 and 2009. “An experience that I will never forget and that completely changed my life,” says Luis. He was lucky enough to attend a high school with a big emphasis on math and science and with a teacher that has a great relationship with the ACS. Luis says “I wasn’t sure of what I wanted to do when I grew up, I thought I had all the time in the world to make that decision, being exposed to scientific research awakened my passion for engineering. It was through Project SEED that I was able to choose my college major and even the school I really wanted to go. If it wasn’t for Project SEED and all of the great people at the ACS, I would not be a Process Engineer for ExxonMobil today.” Luis’ first assignment for Project SEED was under Dr. Gordon Thomas at the New Jersey Institute of Technology (NJIT), where he worked on a research project that revolved around engineering a new test method for glaucoma that was less stressful for patients. At NJIT, “I was able to meet professors during lunch meetings and interact with students. In 2009 I returned as a Summer II student and was mentored by Dr. Farrow. My project revolved around on how to use carbon nanotubes to deliver medicines to specific body organs. This new project sparked my interest in chemistry and engineering, since Dr. Farrow was more involved with the Chemical Engineering Department; he introduced me to Dr. Loney, the department head, who sold me on the program,” says Luis. “After being exposed to this level of chemistry and math as a junior in high school, I was able to perform much better in school. This opened the doors to advance placement classes where I was able to score really well, and earned college credits for my test score,” Luis says. Luis enrolled at NJIT and he was able to take chemical engineering classes during his freshman year, which gave him a lot of flexibility to participate in internships and co-ops. Luis graduated magna cum laude from NJIT, participated in an internship and a semester-long co-op, and completed his degree all in 3.5 years. He was also able to graduate with a job offer 77 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.


from ExxonMobil, where Luis has been working for the past year and a half as a Process Engineer. Luis says “Project SEED was able to open so many doors for me that I will be forever thankful for.” Another testimony of the benefits of engaging high school students in early research is the one by Brandon Presley, a Ph.D. student working on research involving designer drugs in the Analytical Chemistry program at Temple University. He participated in the ACS Project SEED program during the summers of 2004 and 2005. “I was afforded the amazing opportunity to participate in a research program as a Project SEED student,” says Brandon. In the summer of 2004 he worked on a project doing a synthesis and determination of a cyanide metabolite (2-ICA) via Gas Chromatography-Mass Spectrometry (GC-MS), and in 2005 worked on the analysis of organic acids by GC-MS. Brandon says “It was during these summers that I was exposed to science at another level, far more sophisticated than what I had been introduced to in my high school chemistry class. My work was conducted at the Fredric Rieders Family Renaissance Foundation in Willow Grove, PA and was based on original forensic science research. I was always a good student in science and math courses, but this rigorous program challenged me to expand my mind and push my learning to new heights.” “The summers included learning everything from how to develop a scientific presentation and create a poster for the American Chemical Society meeting, to developing interpersonal skills, keeping deadlines and providing clear communication of scientific information. I was able to use top-notch instrumentation including GC-MS and also learn about how other instrumentation works. This research opportunity prepared me for college chemistry coursework as well as undergraduate research opportunities as a student at Temple University,” says Brandon. He was awarded a Project SEED scholarship and later went on to earn many additional scholarships including an ACS Scholars award. After receiving his undergraduate degree Brandon was hired as a scientist at NMS Labs in Willow Grove, PA and currently works as a forensic chemist in the criminalistics department. He has had the privilege of working on three peer-reviewed articles in the scientific literature. “The ACS Project SEED program laid a good foundation for me that involved solid research and mentorship. It is always necessary to have a good support system for encouragement and motivation throughout one’s academic journey; this is what I have received from the Project SEED community. Looking back now, I can truly appreciate how dynamic this program is,” says Brandon. “My experience with Project SEED was incredibly valuable to me not only as a young adult but also as a devoted student,” says Marchelle Meza, a Project SEED participant at The Scripps Research Institute, La Jolla, California, in 2014 and winner of a Project SEED College Scholarship. Marchelle is currently in her sophomore year at the University of California, Berkeley, pursuing a biochemistry degree. Marchelle gained a lot of hands-on experience in the biochemistry field because her project focused on the cloning, expression, and purification of protein domains for NMR, which allowed her to make a decision about what she wanted to do with her future. She says “Since my experience with Project SEED, I feel so much more confident as a college student pursuing chemistry. It is one thing to 78 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.


learn about chemistry in a classroom, but to be able to make connections outside of the classroom (into the lab and my research) is so incredible! The program enhanced my experience with science in general, allowing me to appreciate so much of the research going on around me.” Marchelle is constantly amazing her colleagues and professors with her research experience. Marchelle states “Being able to tell someone you started doing real scientific research at the age of 16 is pretty astounding and I wouldn’t have that opportunity without Project SEED. The experiences and things I learned from my research opportunity under Project SEED will last me a life time.”

Project SEED Accomplishments The impact of Project SEED is apparent in the feedback from participants. Over the years, students have completed surveys to evaluate the effectiveness of Project SEED. The results of these surveys are very similar year to year. In 2014, 98.8 % of the participants responded to the questionnaire and they indicated that the Project SEED experience had a beneficial effect on their personal, educational, and career development. 98% indicated that they developed new personal skills and abilities; 95% stated that they learned about advanced study and 84% stated that Project SEED was successful in improving their self-confidence. In addition, 90% of the students agreed that Project SEED helped them develop greater interest in scientific/technical areas. The experience generally aided students with their educational and career decision-making, with 78% expecting to complete a four-year degree or go to graduate school, in most cases in science and science-related fields. After their Project SEED experience, 80% reported that their overall experience helped them decide to pursue a career in science, 34% planned to major in biology or life science, 31% in physics, math, or engineering, and 55% in chemistry. The results of the annual survey validate that the Project SEED experience is highly prized by the participants because it provides exposure to real work settings where they learn by doing. These successful and rewarding experiences leave a positive impact on these disadvantaged youth. Many students consider their participation in Project SEED as a remarkable, enriching, and enjoyable experience.

The Socioeconomic Profile of the Project SEED Student The results of the annual exit survey of the participants (Table 1) indicate that most of the Project SEED students were from low-income families, with 66% of their parents having an annual income of $25,000 or below. The majority of the students were in their junior and senior year in high school. The ages of the students ranged from 16 – 18 years old. 79 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.


Table 1. Project SEED Demographic Data The table below shows the socioeconomic profile of the participants over the last 10 years. The students were of diverse racial and ethnic backgrounds and predominantly female (60%). African Americans comprised 33% of the students, Hispanics 27%, whites 13%, Asians 19%, and Native Americans 1%.a

a

Gender

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

Female

64%

63%

64%

64%

60%

61%

51%

54%

61%

66%

Male

36%

37%

36%

36%

40%

39%

49%

46%

39%

34%

Ethnicity

2005

2006

2007

2008

2009

Asian or Pacific Islander

21%

20%

19%

19%

17%

African American

34%

35%

39%

35%

38%

Hispanic

27%

24%

26%

21%

25%

Native American

1%

1%

2%

1%

1%

White

9%

12%

5%

16%

12%

Other

10%

7%

8%

8%

8%

Ethnicity

2010

2011

2012

2013

2014

Asian or Pacific Islander

16%

14%

20%

21%

22.5%

African American

32%

32%

28%

25%

29%

Hispanic

30%

32%

30%

30%

28%

Native American

1%

White

14%

14%

14%

18.7%

15%

Other

7%

7%

7%

5%

5%

0.25% 0.25% 0.25%

0.5%

Source: Annual Project SEED Students Exit Survey Results from 2005 – 2014.

Project SEED Awards and Recognitions Project SEED has been honored with prestigious national awards and recognitions: •

•

•

2001 Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring, for embodying excellence in mentoring underrepresented students and encouraging their significant achievement in science, mathematics, and engineering. 2009 National Science Board Public Service Award for its outstanding and decades-long contributions in fostering interest in chemistry as a career and encouraging achievements in science, mathematics, and engineering among students from economically disadvantaged backgrounds. Citation as an exemplary effort to improve access to and preparation for science education for members of minority groups by the BEST Initiative, 80 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

a Congressional mandated study to broaden the base of the U.S. scientific workforce.


Conclusion After nearly five decades Project SEED continues to be instrumental in developing our future generation of scientists. The program encourages and provides opportunities for economically disadvantaged young people to experience the world of scientific research. Project SEED provides opportunities for participants to present their research at scientific meetings. Since 2006, 455 Project SEED students have participated in SciMix at ACS National Meetings. As the 50th Anniversary of the Program is approaching, the goal is to expand the participation of students in the program, establish more programs in institutions and have a presence in all 50 states by 2018. Additional details about Project SEED and how to start a program are available on the Project SEED Web site at www.acs.org/projectseed.

Acknowledgments I wish to express my sincere thanks to our alumni Francine Higgs-Shipman, Luis Mendez, Marchelle Meza, and Brandon Presley, for providing me with their sincere and valuable thoughts about their experiences during their participation in the ACS Project SEED program. This chapter could not have been possible without their invaluable contributions. I also express my thanks to Nadia Makar, long time Project SEED coordinator, and Anna Cavinato, Chair, Project SEED Committee for sharing their valuable comments and support. I owe particular credit to the American Chemical Society Education Division, Project SEED’s archives.

81 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Project SEED: A Catalyst for Young Scientists - ACS Publications

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