• Three "science connection" students were hired this summer to work in basic science and clinical labs at the hospital. The seven-week internship combined worksite training with career readiness workshops. Overall the student¿s work performance far exceeded the expectation of their supervisors. It was noted, however, that two-thirds of the way into the program, the students became a bit distracted and not focused. The Program Manager found that as the summer progressed, she was forced to ¿check in¿ more often with the students to insure that they were staying on task, especially as it related to the completion of their project boards. The program staff unanimously decided that students needed to be held accountable for having the different sections of the project completed by specific deadlines dates, so that project tasks were not delayed to the end.
• It was challenging getting veteran teachers to take the teacher training on the BPS new curriculum modules. The teachers saw it as a choice. The Program Manager was able to appeal to the principal of the school, who made the trainings mandatory for ALL teachers. This type of support is necessary to push forward the science curriculum agendas.

• The STC/Carolina website has hands on activities. Boston Public Schools uses the Human Body Systems curriculum in the 6th grade. http://www.carolina.com/how_do_I/classroom_activities.asp
• A good resource for creating professional development sessions for teachers is the book "How People Learn, Brain, Mind, Experience, and School" which is available through National Academy Press on line at http://www.nap.edu. The book is divided into four parts: Introduction, Learners and Learning, Teachers and Teaching, and Future Directions for the Science of Learning.

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