Baylor College of Medicine (1999)
Houston schools, which serve approximately 20 percent of all Texas elementary students, face enormous challenges for the improvement of science teaching and learning. Baylor College of Medicine, in partnership with the Houston Independent School District (HISD), proposes to address those challenges by developing leadership teams of elementary teachers, administrators and scientists who will guide the process of science education reform in HISD's 177 elementary schools. The proposed activities will support new initiatives within the District aimed at systemic reform of science education at all grade levels.
Baylor College of Medicine (2003)
The Science Education Leadership Fellows (SELF) program, in partnership with the Houston Independent School District, recruits elementary school teachers with advanced science education skills, and Baylor graduate student and postdoctoral fellow scientists to learn and work together as science education improvement teams.
Baylor College of Medicine (2007)
The Science Education Leadership Fellows (SELF) program creates teams of elementary teachers and scientists (graduate students and postdoctoral fellows), who work together for two-year periods in schools and laboratories. The program also is providing peer-reviewed teaching resources and teacher development on the website, BioEd Online.
Boston University School of Medicine (1994)
Boston University School of Medicine (1999)
CityLab is a biotechnology learning laboratory for students and teachers at Boston University School of Medicine. CityLab is supported by the National Institutes of Health (SEPA and the Howard Hughes Medical Institute. Since 1992, more than 25,000 students have spent the day at CityLab engaged in molecular biology experiments embedded within an inquiry-based curriculum. Students perform gel electrophoresis, restriction analysis, transformation, PCR, and other labs chosen by the their teacher. In addition to daily visits, students can participate in an after-school biotech club, a summer camp, the CityLab Scholars program, a biotech skills training program, CityLab Academy, or come aboard our forty-foot MobileLab in their own school district.
Brigham and Women's Hospital (1994)
Brody School of Medicine at East Carolina University (1994)
Carnegie Institution of Washington (1994)
Carnegie Institution of Washington (1999)
The Carnegie Institution of Washington (CIW) proposes to continue working to improve science, mathematics, and technology education for elementary age children attending Washington, DC public schools.
Cleveland Clinic Foundation (1999)
The Cleveland Clinic Foundation (CCF) proposes to further three of the broad goals highlighted in the National Science Education Standards: improve science literacy among students at an urban high school (John Hay High School, JHHS), four middle schools, and eight primary schools which are the feeder schools to JHHS; ensure that JHHS students are able to pass the newly created Ohio State Proficiency Examination in Science (Proficiency), thus promoting the successful use of state benchmarks and standards in science education; and assist the JHHS science faculty in promoting science literacy goals through expert teaching of the innovative Medical Biological Health Science curriculum, and the Standard Comprehensive Science Curriculum, developed collaboratively with CCF researchers and scientists, and offered at JHHS.
Cold Spring Harbor Laboratory (1990)
Cold Spring Harbor Laboratory (1994)
Cold Spring Harbor Laboratory (1999)
Cold Spring Harbor Laboratory proposes a two-part program to introduce high school students and teachers to the use of modern networked computing in genomic biology.
Cold Spring Harbor Laboratory (2007)
This is a professional development program to enable 820 8th and 9th grade teachers to deliver hands-on, inquiry-based experiments in genetics and biotechnology in required science courses. It is a collaboration between the Dolan DNA Learning Center of Cold Spring Harbor Laboratory and the New York City Department of Education.
Columbia University College of Physicians and Surgeons (1994)
Columbia University College of Physicians and Surgeons (1999)
To improve science education in New York City schools, Columbia University's College of Physicians and Surgeons established the Summer Research Program for Secondary School Science Teachers in 1990. The Program is based on the premise that teachers experienced in the day-to-day practice of science will be better able to motivate and guide students.
Columbia University College of Physicians and Surgeons (2003)
The Program engages middle and high school science teachers in laboratory research for 2 consecutive summers under the mentorship of a Columbia faculty-member. Teachers meet weekly for seminars on science and science education, and in development of lesson plans that encompass concepts, technologies, and materials associated with their research.
Creighton University School of Medicine (1999)
The BUILD A HUMAN Precollege Project
Dartmouth Medical School (2007)
Our initiative engages students from economically and educationally disadvantaged areas of New Hampshire, their teachers, Dartmouth College graduate students, and medical school faculty in a set of interconnected instructional and research activities in public health, including a Health Detectives Club and a Research Scholars program.
David Geffen School of Medicine at UCLA (1999)
The components of this integrated biomedical outreach partnership include: 1) The technology-situated problem solving IMMEX Project (UCLA); 2) The state of the art molecular biology hands-on classroom activities of outreach partners in San Francisco (MMRI, BABEC); and 3) A combined faculty, teacher, high school student research partnership program.
Drexel University College of Medicine (formerly MCP Hahnemann Univ. Sch. of Medicine) (1994)
We developed and implemented three models for the use of problem-based learning with inner city minority middle and high school students. Problem-based learning is a small-group, student-centered, facilitated inquiry driven process. We have shown that problem-based learning is an effective means of motivating and stimulating these students to learn science.
Duke University School of Medicine (2003)
The Duke University School of Medicine, and the Duke University Medical Center propose to implement BOOST, a science education program for students and teachers in 5th and 6th grade. BOOST will establish sustainable strategies to increase the longitudinal science engagement, and to improve the science performance of students in its partner-schools.
Duke University School of Medicine (2007)
BOOST XL, a science enrichment program integrating resources from Duke University, NCCU, and the Durham Public Schools targets disadvantaged and under-represented minority students to retain science interest across the middle to high school transition, promote further science education, and create a vision for potential careers in the sciences.
Foundation for Blood Research (1994)
Fox Chase Cancer Center (1999)
The Partnership for Cancer Research Education will help students improve their understanding of science and their scientific inquiry skills by making use of Fox Chase Cancer Center's expertise in applying basic, medical, and behavioral research to combat cancer.
Fox Chase Cancer Center (2003)
In this program, teacher/scientist partners develop year-long, open-ended class research projects. Every year, 12 Students Scientists do research in labs. The interactive CancerWeb provides access to current cancer information. Since 1999, participating students have shown improvement in their science knowledge, attitude, and inquiry skills.
Fred Hutchinson Cancer Research Center (1994)
Fred Hutchinson Cancer Research Center (1999)
The Science Education Partnership (SEP) creates active partnerships between secondary school science teachers and the Hutchinson Center, connecting teachers with scientists and the multiple resources of the Center and our partner institutions.
Fred Hutchinson Cancer Research Center (2003)
The Science Education Partnership (SEP), now in its 12th year, creates active partnerships between secondary science teachers and the Fred Hutchinson Cancer Research Center, connecting teachers with scientists, the multiple resources of the Center, and local corporate and academic partner institutions to serve 250 middle and high school teachers.
Fred Hutchinson Cancer Research Center (2007)
The Science Education Partnership builds partnerships between secondary science teachers and the Hutchinson Center, immersing teachers in an ongoing community that fosters effective teaching and learning. The program includes hands-on workshops, short research experiences, pedagogical content knowledge development, and loaner classroom kits.
Georgetown University School of Medicine (1994)
Harvard Medical School (1994)
Harvard Medical School (1999)
The Harvard Medical School (HMS) and the Boston Public School (BPS) system are partnering to increase the science literacy and interest in careers in science of middle and high school students by strengthening the science curriculum and through the professional development of BPS science teachers, with special emphasis on expanding their knowledge of science and their use of problem solving learning in the classroom.
Indiana University School of Medicine (1994)
The Precollege Science Education Program at Indiana University School of Medicine provides diverse opportunities for communities across the state at its regional Centers for Medical Education. Hands-on inquiry-based education in the basic medical sciences is promoted in the form of medical demonstrations, research experiences, summer resident programs and science camps.
Indiana University School of Medicine (2007)
Indiana University School of Medicine, in partnership with the Indianapolis Public Schools Crispus Attucks Medical Magnet School, propose to stimulate success in science education through structured tutorial, mentoring, and biomedical research experiences for students as well as biomedical science research and problem based learning for teachers.
Institute for Systems Biology (2007)
The SEA Science project partners 26 teachers from 13 elementary schools in Renton School District with 3 Community Scientists and Institute for Systems Biology Postdoctoral Fellows to (1) prepare professional development providers, (2) pilot a professional development protocol, and (3) increase scientists' outreach skills and resources.
Jackson Laboratory (2003)
With this grant, The Jackson Laboratory (TJL) will continue its program of inquiry-based research mentorships for high-school students, and will serve science teachers-in-training through a new partnership with the University of Maine (UMaine), the state's flagship educational institution.
Jackson Laboratory (2007)
HHMI supports research internships for high school students at the Jackson Laboratories during the summer and academic year. HHMI also supports an internship collaboration with the University of Maine for science and math student teachers and in-service sabbatical teachers that is expanding guided inquiry methods into classrooms.
Johns Hopkins University School of Medicine (1994)
Keck School of Medicine of the University of Southern California (1994)
Lovelace Respiratory Research Institute (2003)
The Lovelace Respiratory Research Institute will collaborate with the Albuquerque Public Schools, and NM MESA, Inc. to run the Lovelace Science Academy. This project will link LRRI scientists with students from two APS middle schools to give these young people the opportunity to engage in challenging, inquiry-based scientific investigations.
Lovelace Respiratory Research Institute (2007)
Lovelace Science Academy is a collaboration between the Lovelace Respiratory Research Institute and Albuquerque Public Schools. This inquiry-based program serves students in 6 APS middle schools. LSA strives to develop scientific literacy and foster curiosity in students who lack the opportunity to engage in inquiry-based scientific investigations.
Marine Biological Laboratory (2007)
Discover the Microbes Within: The Wolbachia Project teaches discovery-based and integrative approaches to high school teachers and students. Key features are the labs using Wolbachia symbionts, professional development workshops, DNA sequencing partnerships, summer research experiences, and a website repository for student-generated DNA sequences.
Massachusetts General Hospital (1994)
Massachusetts General Hospital (1999)
The Massachusetts General Hospital will enhance The Science Connection Program, a partnership between MGH and Boston's James P. Timilty Middle School, to create a seamless and progressive science program for teachers and students from 6th to 8th grade.
Massachusetts General Hospital (2003)
Science Connection is a collaboration between Massachusetts General Hospital and Boston's James P. Timilty Middle School, which serves economically disadvantaged students. The program includes Science Fair Mentoring, Science Family Activity Nights, teacher professional development, scientist-teacher partnerships and summer enrichment.
McLaughlin Research Institute (2007)
McLaughlin Research Institute, as the sole biomedical research organization in a large rural area, recognizes its responsibility to serve as a resource for science education in the region. Summer research internships for high school students and their teachers form the core of the project.
Morehouse School of Medicine (1994)
Mount Sinai School of Medicine (1994)
Oklahoma Medical Research Foundation (1994)
Oklahoma Medical Research Foundation (1999)
The Oklahoma Science Project is a comprehensive instructional program aimed chiefly at Oklahoma's rural high school science teachers. The main goal is to increase teachers' knowledge, laboratory skills, and confidence. The Program uses historically significant molecular genetic experiments integrated with modern technology provided by OMRF acting as a core facility. The Project has created unique new opportunities for change in Oklahoma's classrooms.
Oklahoma Medical Research Foundation (2003)
The Oklahoma Science Project will provide Oklahoma's public high school science teachers with novel instructional tools that they can use to introduce their students to the nature of science and scientific discovery. The OSP will reach out to teachers from Oklahoma's rural school districts where resources like museums and universities are lacking.
Oregon Health & Science University School of Medicine (2007)
Utilizing Oregon Health & Science University and Oregon Area Health Education Center resources, this project will partner with Eastern Oregon University to deliver innovative science curriculum to teachers from rural and underserved communities, provide ongoing resources and support enhanced science education in communities with the greatest need.
Penn State Milton S. Hershey Medical Center College of Medicine (1994)
Penn State Milton S. Hershey Medical Center College of Medicine (1999)
The Elementary School Science Center (ESSC) program was established through a 1994 Howard Hughes Medical Institute Pre-college Science Education Initiative. .
Penn State Milton S. Hershey Medical Center College of Medicine (2003)
The Center for Science and Health Education (CSHE) in the Division of Developmental Pediatrics and Learning at Penn State University's College of Medicine will implement a four-year project to develop a grade 6 through 8 middle school science curriculum that is a direct extension of its successful LabLion elementary school science program.
Ponce School of Medicine (1994)
Purdue University School of Veterinary Medicine (2007)
Through electronic field trips, Purdue will bring cutting edge research and scientists into middle school classrooms. Purdue aims to enhance student awareness, interest, and understanding of science and science career paths, with particular emphasis on students who are traditionally underserved due to limited resources, location, gender, or race.
Queen's Medical Center (2007)
The Ulu Kukui Project at The Queen's Medical Center will contribute to the health sciences/ health careers pipeline in Hawai`i by addressing three main avenues of science learning: middle school students, middle school science teachers, and the families of middle school students.
Robert C. Byrd Health Sciences Center of West Virginia University (1999)
The Health Sciences and Technology Academy (HSTA) reaches out to 9th-12th grade under-represented students and encourages them to consider health careers through support towards higher education. HSTA then tracks their success in college and professional school. The goal is to nurture the ambitions of talented students who, for economic or other reasons, might not ordinarily achieve these career goals. HSTA is a partnership among the numerous units of West Virginia University, West Virginia Rural Health Education Partnership and many Appalachian communities. The program brings minority and disadvantaged students and their teachers to campus each summer for clinic, laboratory, and classroom training and enrichment activities, then provides the infrastructure and support for community-based science projects mentored by teachers, health professions students and volunteer community leaders during the school year. HSTA aims to share the resources and talent of the partnership, to encourage public school teachers' and community leaders' mentoring of students. The ultimate goal is to increase the college-going rate among under-represented students in the Appalachian region, to improve science and math education, to empower communities through leadership development of their youth, and, ultimately, to increase the number of health care providers in West Virginia's currently under-served rural communities.
Robert C. Byrd Health Sciences Center of West Virginia University (2003)
This program involves students from 9th-12th grade in after school and summer science activities. Students are predominantly from under-represented groups in science. During the school year, students participate in local Science Clubs with working health professionals and scientists in their communities. In the summers, they spend time at WVU.
Robert C. Byrd Health Sciences Center of West Virginia University (2007)
The HSTA program of West Virginia brings under-represented students and their teachers to campus each summer for laboratory and classroom training and enrichment activities, then provides the infrastructure and support for community-based science projects mentored by teachers and other leaders during the school year in after school clubs.
Rockefeller University (1994)
In 1994 HHMI awarded $175,000 to the Rockefeller University Science Outreach Program, which provides precollege students and teachers from diverse backgrounds with mentored, hands-on research experiences in university laboratories. The program provides two student internships each summer for the next five years; supports videotaping of the Alfred E. Mirsky Christmas Lecture Series for high school students and teachers; funds two teacher positions over the next five years; provides six individual teachers with paid summer internships; and funds campus-based workshops for teacher education and enhancement.
Rockefeller University (1999)
The 1999 award supports The Rockefeller University's Science Outreach Program, an integrated teacher/student/scientist mentoring initiative established in 1992.
Rush-Presbyterian St Luke's Medical Center (1999)
Rush-Presbyterian-St. Luke's Medical Center's award supports the Science and Math Excellence (SAME) Network, a pre-college science and math education initiative started by Rush in 1990.
Sanford School of Medicine of the University of South Dakota (1994)
Sanford School of Medicine of the University of South Dakota (1999)
Southern Illinois University School of Medicine (Springfield, Illinois) (1994)
Stanford University School of Medicine (2007)
This Precollege Science Education Outreach Program funds 3 biomedical programs in Medical Sciences, Immunology, and Genetics within the Stanford University School of Medicine. The goal is to extend resources and opportunities to high school students, teachers, and the community, thus creating a coordinated and sustained science education program.
Temple University School of Medicine (1994)
University of Alabama School of Medicine (1994)
University of Alabama School of Medicine (1999)
The BioTeach program was designed to enhance high school science education in Alabama. This program is successful because teacher professional development, classroom-support and student enrichment is a coordinated unit. To maximize the impact of our programs strong partnerships with school systems and informal science centers were established.
University of California, Los Angeles School of Dentistry (2007)
This health research career program prepares gifted disadvantaged high school students for research programs in college by enhancing their interest in science as it relates to oral health through a monthly Saturday Academy, summer research experiences in university laboratories, and post-mentoring activities in the UCLA School of Dentistry.
University of California, San Diego, School of Medicine (1999)
The University of California, San Diego School of Medicine (UCSD SOM)will expand and strengthen "Education for the Future," one of five components of the UCSD SOM Community Outreach Partnership Center.
University of California, San Diego, School of Medicine (2007)
UCSD's BioBridge program will: (1) translate leading edge research into classroom/lab activities ; (2) create professional development sessions to engage teacher interest; (3) establish a school site biotech production facility; and (5) Establish a h.s./u.g. science leadership community to support the advocacy of science.
University of California, San Francisco, School of Medicine (1994)
University of California, San Francisco, School of Medicine (1999)
The Science & Health Education Partnership (SEP) of the University of California, San Francisco, in collaboration with the San Francisco Unified School District (SFUSD), proposes "Bridges." Through the Bridges initiative, SEP seeks to pioneer a teacher professional development program with supporting cross-cutting activities that will contribute to the strong scaffold of science reform efforts in SFUSD.
University of California, San Francisco, School of Medicine (2003)
'Bridges' , a project of the Science & Health Education Partnership at UCSF, is a professional development program for elementary and middle school teachers designed to deepen their understanding of science content, investigation skills, standards, and pedagogy; support them in incorporating these into their own classroom practice.
University of Chicago (1999)
With HHMI funding, two programs will be continued, improved and expanded:
1) AP Biology Labs and Summer Research Internships;
2) Community Outreach will provide journalists and theologians with an opportunity to improve their scientific knowledge and appreciation for the process, rigors and excitement of science.
University of Cincinnati College of Medicine (1994)
University of Cincinnati College of Medicine (1999)
This grant funds three programs:
An intensive summer enrichment program in biology for gifted high school students.
A Teachers' Initiative that allows middle and high school science teachers to conduct research.
A Science Academy that provides year round science enrichment for middle school students and their parents.
University of Cincinnati College of Medicine (2003)
This program has three components:
(a) a 5-week total immersion science enrichment summer program for high school seniors;
(b) a Saturday morning Science Academy for 7th and 8th graders, each of whom is required to bring an adult lab partner to every session; and
(c) an 8-week summer laboratory research experience for 6 teachers.
University of Cincinnati College of Medicine (2007)
We offer science enrichment via a Science on Wheels van to the Cincinnati Public Schools; a Saturday Science Academy for 7th and 8th graders, Excellence in Science Education and Learning (ExSEL) for gifted high school seniors; ExSEL II summer research for ExSEL grads, and a Teachers Initiative: Program in Biomedical Research for science teachers.
University of Florida College of Medicine (2007)
University of Florida (UF) Interdisciplinary Center for Ongoing Research/Education Partnerships builds collaborations between UF, UF regional research centers, Florida Atlantic University and neighboring schools in year-round teaching/learning activities and outcomes organized around Emerging Pathogens. Incentives promote expanding opportunities.
University of Illinois College of Medicine (1994)
University of Kansas Medical Center (1994)
University of Kentucky College of Medicine (1999)
This program is designed to capture the scientific interest of students early in their academic careers, supplement and expand the resources of the classroom teacher, and enlist the community in helping to reiterate the significance of science and scientific inquiry in our everyday lives.
University of Massachusetts Medical Center (1994)
University of Massachusetts at Worcester (1999)
the Medical School seeks to fully align its efforts with local, state and national standards and focus its partnership with Worcester on the use of standards-based curricula.
University of Medicine and Dentistry of New Jersey (1994)
University of Medicine and Dentistry of New Jersey (1999)
The goal of the program is to prepare local area students to be successful in college-level science and mathematics courses so as to maximize their potential for entering careers in biological sciences and health care.
University of Medicine and Dentistry of New Jersey-Robert Wood Johnson Medical School (1994)
University of Michigan Medical School (2003)
The HOPE (Health Occupations Partners in Education) program brings together a large group of science and education partners to implement a series of teacher, student and family programs with the aim of increasing awareness of health issues, interest in health science careers, and academic preparation for these.
University of Minnesota-Twin Cities (1999)
BrainScience on the Move is a partnership between the University of Minnesota and the Science Museum of Minnesota to develop and implement inquiry based neuroscience curricula for middle schools. Components include teacher workshops, assemblies, exhibits and classroom activities. We reached 188 teachers, 3653 students and 600 community members in 2000-2001.
University of Mississippi Medical Center (1994)
University of Mississippi Medical Center (1999)
The University of Mississippi School of Medicine program is the 'Base Pair' program, a model biomedical research mentorship program that pairs faculty from the University of Mississippi Medical Center (UMC) with student educators from the largest public school system in the state, the Jackson Public School District (JPSD).
University of Mississippi Medical Center (2003)
The cornerstone of this program is the pairing of high school students and teachers from the Jackson Public School District with University of Mississippi School of Medicine faculty, including research mentorships for students, professional development for teachers, implementation of a biomedical research course, a website, and community events.
University of Mississippi Medical Center (2007)
Base Pair, a biomedical research mentorship collaboration with Mississippi's largest public school district, has been active since 1992 and enhances science throughout the state. Student laboratory experiences, summer teacher training, involvement with undergraduate teacher education and community outreach are program mainstays.
University of Missouri-Columbia School of Medicine (2007)
Maps in Medicine, a collaboration between The University of Missouri-Columbia, the Missouri Botanical Garden and three school districts will enhance science education in secondary school classrooms. Geospatial and biological imaging technologies are used to promote scientific inquiry and understanding of health and cell and developmental biology.
University of Nevada School of Medicine (1994)
University of Nevada School of Medicine (1999)
The University of Nevada School of Medicine proposes a continuing cooperative relationship among the School of Medicine, the state's two largest school districts, and both state universities. It builds upon and expands exising successful programs and proposes new initiatives to extend our successes into elementary schools.
University of Nevada School of Medicine (2003)
The HHMI grant to the University of Nevada School of Medicine will support programs for precollege students grades K-12, for preservice and inservice K-12 teachers, and for future scientists and physicians.
University of North Dakota School of Medicine and Health Sciences (1994)
The SAGE (Science: A Great Edventure) Project is a collaboration among the University of North Dakota, five Tribally Controlled Community Colleges and nine schools on or near Indian reservations across North Dakota. The project provides support for professional development and instructional materials that promote science inquiry and traditional culture.
University of Rochester School of Medicine and Dentistry (1994)
University of Rochester School of Medicine and Dentistry (2003)
This project will teach laboratory skills to middle and high school students in underprivileged Rochester City schools through the University of Rochester's Life Sciences Learning Center (LSLC). Students will participate in hands-on science investigations, in school and at the LSLC, and teachers will be trained in laboratory-based teaching.
University of Texas Medical Branch (1994)
University of Texas Medical Branch (2007)
The need for improved biomedical STEM education and a future STEM-based workforce will be addressed by 1) pipeline academic-year and summer science enrichment programs for 4th-12th grade students; and 2) workshops for teachers providing content/materials to engage students in activities that improve performance and inspire STEM career choices.
University of Texas Medical Branch School of Medicine (2003)
With HHMI support, the University of Texas Medical Branch will implement a series of school-year and summertime science education programs for K-12 teachers and students in schools throughout Galveston County. In areas beyond Galveston County, Area Health Education Centers will serve as training sites for the All Kids are Scientists program.
University of Texas Southwestern Medical Center Southwestern Medical School (2007)
The STARS Science Triathlon, offered annually at UT Southwestern, is an opportunity for Dallas high school biology teachers to learn and practice their skills in lab exercises during a 12-day June workshop, hear symposia on cutting edge biomedical research throughout the school year, and participate in individualized summer research at the bench.
University of Texas-MD Anderson Cancer Center (2007)
The goals of the CENTIPEDe Project are to 1) create a self-sustaining network to improve K-12 science education in rural communities through inquiry-based education, student career development, teacher professional development and 2) advance scientific literacy by enhancing public understanding of current research discoveries and science education.
University of Toledo College of Medicine (2007)
The University of Toledo combines the content expertise of biomedical research scientists with educational experts to enhance the professional development of teachers in academically distressed schools. The goal is to increase the quality of the teachers, but their students (URM?s, rural & 1st time college students) are the ultimate recipients.
University of Utah School of Medicine (1994)
University of Utah School of Medicine (1999)
The Genetic Science Learning Center's mission is to help people understand how genetics affects their lives and society. Programs focus on genetics, biotechnology and bioethics, and include: (1) a science education website, (2) courses and workshops for teachers, (3) science enrichment programs for students, and (4) post-doctoral fellowships.
University of Utah School of Medicine (2007)
The Genetics for Your Life project will develop educational materials that prepare today's tech-savvy students - and adults - for life in this genomic age. Inquiry-based, online and classroom curricula will follow a learning progression from upper elementary (grades 5/6), through middle school (grades 7/8) and into high school (grades 9/10).
University of Washington School of Medicine (1994)
University of Washington School of Medicine (1999)
The GENETICS Project fosters excellence in genetics teaching from kindergarten through 12th grade. We provide inquiry-driven, standards-based professional development for elementary, middle, and high school teachers and work to identify and develop up-to-date, outstanding genetics instructional materials.
University of Wisconsin School of Medicine and Public Health (1999)
A total of 20 one to two week courses were given during the 2001 Summer Institute in which 286 teachers participated and earned a total of 524 UW-Madison graduate credits. Fifty-five UW-Madison faculty and staff scientists donated approximately 295.5 hours of teaching in the Summer Institute courses. Through 16 in-class presentations and on-campus field trips carried out during the academic year, WisTEP staff scientists reached 225 teachers and 104 students in Wisconsin.
University of Wisconsin School of Medicine and Public Health (2007)
High school students are introduced to protein structure and function through two physical modeling activities. The first involves the use of mini-toobers (flexible, foam-covered wires) to construct backbone models of proteins, and the second uses rapid prototyping technology to build accurate models of proteins based on atomic coordinates.
Virginia Commonwealth University School of Medicine (2007)
Virginia Commonwealth University will develop programs for teachers and low-income students to enhance their understanding of genomics, research, and emerging concepts of systems biology. These include summer workshops, science day camp, an academic year program in student research, and new videos/lessons for the Secrets of the Sequence website.
Wake Forest University Health Sciences (1994)
Wake Forest University Health Sciences (1999)
The HHMI funded program consists of a comprehensive, long-term plan for professional development for teachers which advances the concepts of innovative reform and sustainability.
Wake Forest University Health Sciences (2003)
The BUILD Project, `Bridging Understanding, Innovation, Learning, and Development' is a comprehensive, multi-tiered, long term, plan for professional development for teachers. The project also includes a plan of meaningful student involvement designed to attract students to science and related fields.
Wake Forest University School of Medicine (2007)
Mastery And Success for Students in Science, MASS Science:
-Creates inquiry-based lessons for students to achieve a deeper understanding of research science, clinical research, and public health.
-Provides professional development for K-12 teachers
-Creates enrichment opportunities for students to attract them to careers in biomedicine.
Washington University in St. Louis School of Medicine (1994)
Washington University in St. Louis School of Medicine (1999)
Washington University School of Medicine's Young Scientist Program is a student-initiated project that offers disadvantaged high school students exceptional opportunities for interaction with scientists working at the forefront of biomedical research.
Washington University in St. Louis School of Medicine (2007)
The Young Scientist Program (YSP) is a student-directed program to improve science education in St. Louis Public Schools and to foster development of future scientists from disadvantaged backgrounds. Founded in 1990 by two MD/PhD students and supported by the WUSM Alumni Association and by three grants from HHMI (1994, 1999, and 2007).
West Virginia University (1994)
The Health Sciences and Technology Academy (HSTA) is a campus community partnership that reaches out to 9th-12th grade under-represented students and encourages them to consider health careers through support towards higher education. The goal is to nurture the ambitions of talented students who, for economic or other reasons, might not ordinarily achieve these career goals.
Yale University School of Medicine (1999)
As an urban Academic Health Center, Yale School of Medicine is committed to providing learning environments for young people in New Haven by which "human potential can be fully realized."
