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• Our main challenge is getting applications into the hands of the students and teachers whom we want to apply to our programs. We have developed an extensive database of science teachers and guidance counselors in the Cincinnati area. We mailed information to teachers at home and directly to students. We also mail to guidance and college counselors, all teachers who have written recommendations for past applicants, community individuals and groups that have direct contact with students and teachers, and, of course, all students and teachers who have requested information. We have a website and online applications. We have developed new marketing material. We attend college fairs and host student groups at the UCCOM. We are trying to improve our distribution methods and media coverage. We have established relationships with the science and gifted student coordinators from CPS and area schools. We have no problem with retention, but we do have recruitment problems related to dissemination of information. The number of applications we receive remains constant, but we also know that we are not reaching as many students and teachers as we can because we receive many phone calls and emails from those who find out about the programs too late to apply. The Cincinnati Public School population, largely inner city and low income is hardest to reach. Their teachers tend to select out students whom we might consider and many teachers ignore the applications altogether. Any suggestions would be appreciated.
• A second challenge is getting science teachers to apply to the Teachers' Initiative. Applications for that program increased by one applicant for summer 2009, but we were able fill all six slots. We developed a recruitment poster for our programs for distribution. We decreased the length of the program from eight weeks to seven weeks this year to see if this would make a difference in recruitment, but it did not. It was suggested that we put information in publications from the Central Office to all Cincinnati Public School teachers- we did that. We will distribute our information in the Science-on-Wheels van. This year two of our past teachers are attempting to use this experience as teacher development hours for their license renewal. We are waiting for the response from the Cincinnati Public School Board. If the teachers are able to use this to help with licensing renewal we will sahre this as an additional benefit of participating in the program. The major problem we face, especially with our inner city and public school teachers is that they are so burned out by the end of the school year, that they do not want to do anything intensive during the summer. The teachers who have completed the program love it and feel they have really benefitted. Almost all want to return for subsequent summers and encourage their colleagues to participate. The problem is motivating new teachers to apply. We know this problem is not unique to us.
• A second challenge is getting science teachers to apply to the Teachers' Initiative. Applications for that program increased by one applicant for summer 2009, but we were able fill all six slots. We developed a recruitment poster for our programs for distribution. We decreased the length of the program from eight weeks to seven weeks this year to see if this would make a difference in recruitment, but it did not. It was suggested that we put information in publications from the Central Office to all Cincinnati Public School teachers- we did that. We will distribute our information in the Science-on-Wheels van. This year two of our past teachers are attempting to use this experience as teacher development hours for their license renewal. We are waiting for the response from the Cincinnati Public School Board. If the teachers are able to use this to help with licensing renewal we will sahre this as an additional benefit of participating in the program. The major problem we face, especially with our inner city and public school teachers is that they are so burned out by the end of the school year, that they do not want to do anything intensive during the summer. The teachers who have completed the program love it and feel they have really benefitted. Almost all want to return for subsequent summers and encourage their colleagues to participate. The problem is motivating new teachers to apply. We know this problem is not unique to us.

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