Advances in genomics are rapidly increasing our understanding of not only the human body, disease and health-related issues but how humans and other species interact and respond to changing environments. Genomics represents a scientific frontier that connects with individuals and families at the most personal level, with the potential to shape the future of human healthcare. However, advances in genomics and their implications for personalized medicine are far out-pacing public awareness and knowledge. The Connecticut Science Center and the University of Connecticut partnered under a National Science Foundation funded collaboration between Dr. Rachel O'Neill, UCONN, and Dr. Hank Gruner, Connecticut Science Center, and the National Center for Science & Civic Engagement to engage the public in developing a conceptual understanding of genomics.
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Connecticut Science CenterRachel O'NeillHank Gruner
Public Television station WQED/Pittsburgh, in partnership with five medical research and clinical centers, proposes to develop, test and distribute a national biomedical video education program based on "The Universe Within," a planned PBS series. The project is intended to bring scientists and clinicians into closer contact with pre-college students to study human body systems and increase career interest in the life sciences. Designed to improve science education and literacy, the project will also enhance overall appreciation of achievements in biomedicine. Using advanced television, photographic and animation techniques, the project will create a collection of educational tools for use by science and health teachers as well as by scientific investigators and clinicians. These modules will demonstrate how most of the body's primary systems function and how they can be kept healthy. The approach will combine visual and print curriculum materials with the personal presence of medical scientists, thus providing an opportunity for students to develop interest, critical thinking and problem-solving skills. This flexible educational package can be updated as important new changes occur in medical science, thus extending the life of costly materials. In addition, through multiple narration tracks, the video elements can be customized for various levels of age and grade instruction.
The overall goal of the current proposal is to adapt the interdisciplinary research-based curriculum created at the School for Science and Math at Vanderbilt (SSMV) for implementation of a four-year program in three Metropolitan Nashville Public School (MNPS) high schools. The specific aims of the proposal are to adapt the on-campus (at Vanderbilt) model for implementation in three public high schools with different academic profiles (SSM Academies); to define the variables and features required to sustain the program and to replicate the model in any high school setting; and to define a strategy for disseminating the model to additional schools. Students entering 9th grade in a school in which an SSM Academy has been implemented will be encouraged to apply. Those who are accepted into the program will spend three hours every other day in two courses based on the adapted curriculum. As with the SSMV, rising seniors will have opportunities to enter Vanderbilt laboratories for summer research internships. Teachers from the high school will work with Center for Science Outreach scientists to adapt the SSMV curriculum for implementation. Ongoing, year-long teacher professional development will be conducted to ensure that the curriculum is dynamic and the teachers are well-prepared to engage and guide the students in the curriculum. The anticipated outcomes include enhanced student achievement as measured by GPA, and scores on ACT science reasoning and end of course tests; increased SSM student interest in careers in science; increased district-wide enrollment in SSM programs; increased graduation rates and postsecondary education enrollment by SSM students; development of unique curricular science units that can be adapted for a novel four-year interdisciplinary research- based curriculum; development of a sustainable model built on effective features of each SSM that can be exported to other high schools within and outside Nashville; enhanced community and family involvement in the SSM programs and school community in general; a strengthened partnership between Vanderbilt and MNPS that will serve as a national model of a successful university-K-12 collaboration to enhance science teaching and learning.
The Science Museum of Minnesota (SMM) requests a grant from the National Center for Research Resources through the SEPA program to develop and evaluate a model biomedical science education partnership program in collaboration with the University of Minnesota's Cancer Center, Medical School, School of Public Health, and College of Veterinary Medicine. The museum will work with 19 researchers at the University to develop a multifaceted exhibition and presentation program focusing on the importance of human tissues in biological development, function, and disease. The 1500-square-foot exhibition, to be located in SMM's new Human Body Gallery, will consist of an introduction to tissues and four topical exhibit clusters. Each topic was chosen because it tells a fascinating story of how the human body works and because it represents an important current NIH research focus in health and medicine. The exhibits will emphasize the importance of understanding how tissue function and viability leads to advances in detection, treatment, and curing different diseases. The exhibits closely support the National Science Education Standards Content Standards for Life Science for grades 5-9 (representing the majority of school field trip visitors to the museum.) A complimentary presentation/outreach program will involve NIH-supported researchers in three programs designed to increase public understanding of basic biomedical science, the causes and cures for disease, and the goals and achievements of biomedical research. A Visiting Scientists Program will feature scientists in the museum presenting programs and demonstrations related to their research interests. A Scientist Mentor Program will involve scientists closely with a diverse team of high-school aged youth to develop ongoing demonstrations and community outreach programs. A Dramatic Presentation will bring home to museum visitors the wider ethical and philosophical dimensions of tissue research.
Through "Addressing the Science of Really Gross Things: Engaging Young Learners in Biomedical Science Through a Fulldome Planetarium Show and Supporting Curricula," Morehead Planetarium and Science Center at the University of North Carolina at Chapel Hill, in close collaboration with NIH-funded researchers at the UNC and a leading children's book author, will develop an informal science education media project and a suite of hands-on, inquiry-based curricula based on the media project for use in science centers, museums and schools. This project will build the pipeline of future researchers and create awareness of NIH-funded research by generating interest and excitement among children age 9-13 in the health sciences and related careers and building their science content knowledge. To achieve the objective, the investigators will develop a fulldome planetarium show; create correlating curricula for summer camps, afterschool programs, scout programs, science center field trips, science clubs and schools; and produce a DVD highlighting careers in the health sciences. In addition, the project will use several methods to target populations traditionally underrepresented in the biomedical fields, including featuring professionals from underrepresented populations in the multimedia and curricula products, making outreach visits to counties with large populations traditionally underrepresented in health science research careers, and producing a Spanish-language version of the products. The use of a known brand, "Grossology," is an innovative way to connect to children in the target age range and to encourage the informal science education community to embrace health-science content in their fulldome theaters. In addition, the project's hub-and-spoke approach further encourages adoption of this programming by providing informal science venues with both an engaging experience (hub) and the supporting curricula (the spokes) that is necessary to extend the show's potential for having significant educational impact. A strong project team maximizes the project's likelihood for success. The team includes fulldome producers and educators from Morehead and NIH-funded researchers with expertise in appropriate science content areas. In addition, the investigators have created a network of consultants, advisory board members and evaluators that will create feedback loops designed to ensure high-quality, scientifically-accurate, educationally-effective products. The investigators will use a combination of free and revenue-based dissemination strategies to ensure that the products of this award are broadly distributed. These strategies hold significant promise for creating broad use of this project's products in the nation's science centers, museums and classrooms.
This Phase I SEPA proposal supports a consortium of science and education partners that will develop System Dynamics (SD) computer models to illustrate basic health science concepts. The consortium includes Oregon Health Sciences University (OHSU), Portland Public Schools (PPS), Saturday Academy, and the Portland VA Medical Center. SD is a computer modeling technique in which diagrams illustrate system structure and simulations illustrate system behavior. Desktop computers and commercial software packages allow SD to be applied with considerable success in K-12 education. NSF grants to Portland Public Schools have trained over 225 high school teachers in Portland and surrounding areas. Two magnet programs have been established with an emphasis on systems and at least five other schools offer significant systems curriculum. Major components of this project include (1) Annual summer research internships at OHSU for high school teachers and high school students, (2) Development of SD models relevant to each research project, (3) Ongoing interactions between high school science programs and OHSU research laboratories, (4) Development of curriculum materials to augment the use of the SD model in the high school classroom or laboratory setting, and (5) Development of video materials to support the classroom teacher. Content will focus on four fundamental models: linear input/exponential output, bi-molecular binding (association/dissociation), population dynamics, and homeostasis. Each of these models is very rich and may be extended to a broad variety of research problems. In addition these models may be combined, for example to illustrate the effect of drugs (binding model) on blood pressure (homeostasis model). System Dynamics is an exemplary tool for the development of materials consistent with National Science Education Standards. SD was specifically developed to emphasize interactions among system structure, organization, and behavior. Students use these material as part of inquiry-based science programs in which the teacher serves as a guide and facilitator rather than the primary source of all content information; technical writing by students is also encouraged. Finally, these SD materials will provide a coherent body of work to guide the ongoing professional development of the classroom science teacher.
Serial Passage: AIDS, Race, and Culture is a multi-part documentary series. The Long-term goals are: 1) to produce a documentary series exploring the specific and devastating impact of H.I.V./AIDS upon Africans and African-Americans; and 2) to create a heightened understanding of the need for H.I.V. prevention among the high-risk group of young, inner-city African-Americans who've so far proved unresponsive to available public health information. Specific Aims: 1) To deconstruct the racial stigma of AIDS, and scientifically confront the conspiracy theories which are firmly linked to the disease in black America, and in Africa; and 2) to work with an inner-city high school science class, actively involving them in the making of the series. Research Design and Methods: 1) To document on film the process of scientific inquiry which led two prominent researchers to their theory on the origin of AIDS; 2) To document on film the social impact of H.I.V/AIDS upon specific African countries, including Uganda and South Africa, and upon African-American communities in the United States; 3) To periodically screen footage of the documentary for the high school class and conduct videotaped discussions between the students and the scientists throughout one academic year; and 4) To give the students a videotaped questionnaire at the beginning and end of the year designed to measure how much they learn about AIDS and its impact upon their particular community.
In January 2006, the Dolan DNA Learning Center launched its SEPA Phase I project: Inside Cancer, a media-rich internet site that examines the molecular genetic basis of cancer. We now propose a Phase II Project, which will employ a six-part strategy to broadly disseminate the site and evaluate its use as a resource in high school biology and health education. a) A partnership will disseminate the site to 800 secondary science teachers at one-day workshop held at 20 sites nationwide. This cost-effective program will focus on key concepts and relevant teaching standards, and also provide a dedicated base for conducting second-round training and evaluation activities. b) An online Teacher Center will allow teachers to develop custom multimedia lessons based on Inside Cancer materials. Key features will be a Concept Matrix, Lesson Exchange, and Atomizer, which will match content with teaching standards, facilitate a community approach to lesson plan development, and provide a searchable interface of over 3,000 multimedia content "atoms." c) Fellowships will allow three lead faculty to work directly with DNALC staff to develop the Teacher Center and model lesson plans (DNALC Fellows). Eighty workshop alumni will serve as Regional Fellows and receive stipends to conduct second-round training activities reaching 640 additional teachers. d) An annual review will assess fidelity to project objectives and analyze site logs to detect patterns of use. An online survey of 1,500 Inside Cancer users annually will assess differences in site use among teachers, students, science and medical professionals, and the general public. e) A longitudinal evaluation of 1,440 participants in workshops and second-round activities will gauge how teachers use Inside Cancer and the Teacher Center, and how their teaching behavior changes over time. f) A controlled study will compare attitudinal and learning effects among 280 high school students - half of whom use Inside Cancer in their classes an half who don't. Biology and health classes will be selected from a single school district that reflects the ethnic and racial distribution of the U.S. population.
The Children's Museum of Houston (CMH) and Baylor College of Medicine (BCM) collaborated to create and travel a museum exhibit on children's environmental health for a target audience of children 5-10, their parents, caregivers, and teachers. My Home Planet Earth (MHPE) is based on the NIH-funded, interdisciplinary My Health My World educational program developed at BCM and disseminated nationally through Carolina Biological Supply. The aims of the project are to: (1) expand understanding by children (ages 5-10) and their caregivers of the health consequences of human induced changes in the environment and increase their abilities to make healthful decisions through informal self-directed activities in a museum setting; (2) encourage linkages between formal and informal education settings by providing a model for connecting classroom-based curricula to museum-based exhibits and informal learning programs, based on the My Health My World educational materials and the My Home Planet Earth exhibit and support programs; (3) help parents provide additional environmental health-related informal learning experiences for their children, and promote awareness of science and health careers; and (4) partner scientists and educators in the creation of a model environmental health sciences exhibit and support program for the field of family-centered informal learning. The exhibit and support programs are in the process of touring 18 youth museums, science centers and health museums over six years of travel (2002-2008). An estimated 1.5 million visitors will participate in the project by the end of the tour in 2008. In addition to these visitors, 1,000 families will participate in MHPE Family Learning Events, 9,000 teachers will be introduced to the My Health My World curriculum-360 of whom will participate in a day long MHMW workshop, 36 scientists will partner with host museums to enhance the learning and community impact of the project, and 180,000 children will visit the xhibit during a school field experience.
The New York Hall of Science, partnering with biomedical researchers, educators and the Association of Science-Technology Centers, is planning to develop, test, (Phase I) and nationally disseminate (Phase II) a new exhibition titled Molecules and Health. This exhibition will engage middle and high-school students and the general public in inquiry-based learning on the role of molecules in health illness and prevention. The proposed project will be a national model for conveying the molecular basis for health-related sciences, which will be increasing central to research and public understanding in the coming decades. The exhibition will be based upon Marvelous Molecules-the Secret of Life, a permanent exhibition at the Hall of Science, and will include an extensive array of biomedical and health-related exhibits. We will develop pre- and post-visit materials for teachers' use, a family guide through the exhibition, and two Explainer-run demonstrations, as well as a web site to support classroom learning. This exhibition will travel to science centers within the United States through the Association of Science and Technology Centers touring program. We anticipate that 1,000,000 science museum visitors throughout the country will see the Molecules and Health exhibition during the four year dissemination phase. We will share the results of our evaluation and the process of developing this exhibition to the science education field.
The Tech Museum of Innovation and Stanford University School of Medicine Department of Genetics have established longterm partnership to enable the public to draw connections between modern genetics research and choices they face about their health. Together we will develop, produce, evaluate, and disseminate Life's New Frontier, a dynamic exhibition which will inform the public about the goals and methods of modern genetics. Interactive permanent exhibits and guided learning centers, staffed jointly by museum educators and by working scientists (predominantly Stanford graduate students and postdoctoral fellows), will take the public into the minds and laboratories of scientists who are revolutionizing biomedical science. The exhibition and associated public and school programs will emphasize the emerging discipline of bioinformatics, which is fundamental to the Human Genome Project, gene-based diagnosis, rational drug design, and treatment of disease. Life's New Frontier will open in the summer of 2003 to reach an estimated 1.5 million diverse people annually through museum and online visitation. It will set a new standard for the treatment of cutting-edge science in exhibitions by establishing an infrastructure that permits rapid changes to exhibit content, and creating opportunities for visitors to receive personalized science and health updates after their visit. The exhibition also will serve as a platform to foster continuing personal interaction among middle and high school students, Stanford faculty and students, and the general public. The Tech/Stanford partnership will be maintained through staff liaison positions at each partner institution and will be evaluated to assess its effectiveness. We hope to extend this model to other departments at the Stanford University School of Medicine, and to disseminate it as a model for other science center/university partnerships in biomedical sciences. We anticipate significant outcomes of this partnership: the pblic will be better able to apply the ideas of modern genetics to decisions about their health; and a broad range of students from diverse backgrounds will be inspired to pursue biomedical education and research.
KY-H.E.R.O.S. (Health Education Rural Outreach Scientists) is a health science education program that partners the largest science center in Kentucky with Science Heroes-- important regional biomedical research scientists. The Science Heroes, their stories and their studies serve as inspiration to our rural audience. The project objectives are to: (1) Convey the relevance of health science research to people's daily lives and promote awareness of healthy lifestyle choices and wellness; (2) Promote understanding of the fundamental principles of the scientifc process and inspire K-12 teachers to incorporate current research into their teaching of health science; and (3) Encourage students to pursue advanced science education and increase awareness of the wide range of health science related careers. The Science Center, working with the distinguished Science Heroes, their research teams and a group of 15 knowledgeable professional advisors will develop the new KY-H.E.R.O.S. science education program. The program will include new hands-on labs and demonstrations, teacher training workshops, career exploration activities, interactive videoconferencing distance learning links, and innovative public programs. Using museum-based exhibits and a wet lab, traveling exhibit components, telelinking (distance learning), an interactive website and printed and electronic materials, we will present information about the work of the Science Heroes and its relevance to the lives of participants. The focus of the program will change every two years to feature three different scientists and their work. A total of nine scientists will be included during the 5 year period covered by the SEPA grant. As the focus changes every two years to a different three scientists, all the programs and exhibits will be changed accordingly. KY-H.E.R.O.S. will be designed to serve audiences composed of school groups on field trips; teachers in workshops; classes in remote areas of the state participatng through videoconferencing; underserved groups including economically disadvantaged, minorities and young women; and the family audience that makes up about 60% of the Science Center's annual attendance. Formative and summative evaluation will be conducted by an outside firm to ensure effectiveness.