• Four one-week Teacher Institute Summer Workshops were held for 31 teachers from 11 Boston high school and 7 middle schools, 7 teachers from 3 Cambridge schools and 7 teachers from other school districts in Massachusetts. The target was to reach a total of 32 teachers. During these sessions Teacher Fellows focused on two cases, "Mary's Mystery" and "Jack's Problem", problem solved in small groups, participated in hands-on laboratory experiences and attended seminars and site-visits at HMS-affiliated institutions. Nine Break-Outs were held with all Teacher Fellows attending at least one.
• Since its inception 60 Project Success students have participated in 98 summer research internships located throughout HMS and its affiliated-hospitals. Students are encouraged to continue their participation in subsequent years of high school or college. Twenty-seven have attended for 2 summers, ten for 3 and one for 4 summers. Eight-two of these experiences were as high school students and 16 as college students. Students have presented their research at their home schools, used their projects for submission to school science fairs and regional science competitions and have been included as co-authors on abstracts. One has continued his research during the 1998-99 academic year under an NIH supplement for high school students. All students have matriculated at a four-year colleges.
• Four case studies with Teacher Guides and classroom activity kits have been developed. One case has been incorporated as a recommended component to the new Boston Citywide Science Learning Standards curricula. Two cases are being distributed nationally on the WEB.

• Although Science Learning Standards stress inquiry based learning, Boston high school teachers have limited access to curricula and supplies that support the incorporation of these standards in their classroom teaching. In addition, they are required to prepare their students to pass successfully the newly adopted Massachusetts Comprehensive Assessment Standards. A major challenge has been the development of cases that are accessible to both teachers and students, useful in meeting Citywide Science Learning Standards, and able to better prepare students for testing. Funding, HMS faculty and staff support and support and time for teacher involvement are major factors.
• 2. Although Science Learning Standards stress inquiry based learning, Boston high school teachers have limited access to curricula and supplies that support the incorporation of these standards in their classroom teaching. In addition, they are required to prepare their students to pass successfully the newly adopted Massachusetts Comprehensive Assessment Standards. A major challenge has been the development of cases that are accessible to both teachers and students, useful in meeting Citywide Science Learning Standards, and able to better prepare students for testing. Funding, HMS faculty and staff support and support and time for teacher involvement are major factors.
• Two areas of teacher professional develop require further attention - support for lead teachers and the recruitment and training of "reluctant teachers".

• The HMS Minority Faculty Development Program has created a WEB site for its K-12 programs. http:/mfdp.med.harvard.edu.
• The Biomedical Science Career Program has created a WEB site with links to resorces and information on programs.

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