University of Florida Center for Precollegiate Education and Training ( UF-CPET )

1. University of Florida Center for Precollegiate Education and Training (UF-CPET) Research-Education Partnership: UF and Pinellas Schools offered in collaboration with the LastingerCenter and generously supported by the Helios Foundation

2. UF CPET’s Mission is to • partner with researchers to articulate and transfer current scientific knowledge and skills to teachers and motivated students; • partner with educators to design and offer effective, enriching professional development and life-long learning opportunities; • partner with teachers to improve science education and career exploration.

3. UF CPET promotes and supports the use of research faculty and facilities to • Enhance content knowledge, skills and resources for secondary science teachers • Prepare talented students for success in college and careers • Increase science literacy and enthusiasm in students and communities • Increase public awareness of the research that UF faculty do, and how and why they do it • Encourage faculty and graduate students to participate in school and community educational outreach

5. UF CPET PROGRAMS for TEACHERS Summer Science Institutes: Biotechnology, Genetics/Evolution, Environmental Sciences, Physical Sciences, etc. 2005- 2009: Multiple Funding Sources (NSF BI) Aquatic Systems: Emerging Problems and Creative Solutions (Lastinger Center, Pinellas County School District: ~50 teachers) 2010- ; Helios Foundation Interdisciplinary Center for Ongoing Research/Education (ICORE) Partnerships: Emerging Pathogens (30 teachers/year) 2007-12; Howard Hughes Medical Institute (HHMI) Biomedical Explorations: Bench to Bedside (30 teachers/year) 2009- 2012; National Institutes of Health (NIH, SEPA) OUTBREAK: Mission Biotechnology 2009-2011 National Science Foundation (NSF) NSF Broader Impact Research Opportunities, 2007-

6. Aquatic Systems: Emerging Problems and Creative Solutions Goals: To provide knowledge, skills and experience in authentic and highly interdisciplinary environmental science research To create a network of science and math educators prepared and excited to work together to develop and promote cross-curricular teaching/learning and to advance their own professional development To model research-aligned science and education strategies that engage students in activities with real world applications to strengthen critical thinking, problem solving and communication skills, and to inspire interest and confidence to explore STEM courses and careers

7. SCHEDULE Sunday Keys Residential Housing check‐in :2 – 4 pm Monday AM Lastinger Center breakfast and orientation Dr. Bill Wise and Steve Everett: Introductions and preview of week Fabulous Fallacies of Florida Water “Hidden Rivers of Florida” DVD presentation and discussion Monday PM Field work – come prepared to wade (if you choose) UF Creeks, Hogtown Creek, Haile Sink (measure stream flow, sample for macro‐invertebrates, collect water samples for DO, ph, NO3, PO4, and coliform bacteria) Tuesday AM Mr. Wes Skiles, Karst Environmental Services,” Groundwater‐ Surfacewater Connections”  Ms. Nicole Bell, Coca Cola Dasani America, “Everything You Wanted to Know About Bottled Water”  Dr. Iske Larkin, UF College of Veterinary Medicine, “Manatees” Tuesday PM Board vans for SEEP tour with Dr. Mark Clark (You will be wading in knee deep or less water) Tuesday evening Dr. Chuck Lawrence: Assessing water quality, Rain Gutter Constructed Wetlands for classroom applications and Groundwater Simulators

8. Wednesday Board vans for trip to Santa Fe College Bat Cave, Vampire Sink, Alachua Sink, Santa Fe River, Columbia spring, and Rum Island spring. Come prepared to get wet, mildly dirty or downright muddy, go wading and/or swimming. Don’t forget your flashlight, long pants, and closed toe shoes for caving. Wed Evening Steve Everett, “Fishing for the Future – Tragedy of the Commons” Dr. Bill Wise, “Oil in the Gulf” Thursday AM Mr. Dan Evans, Caribbean Conservation Corporation, “Sea Turtles” Board vans for UF Fisheries Sharon Fitz‐Coy, “Macro‐invertebrates, Florida Fish” Thursday PM Board vans for Devil’s Millhopper State Geological Park Florida Museum of Natural History Geology presentation (TBA) Work on Action Plans Friday : Board vans for trip to Cedar Key (UF Research Boat for trawling and visit Seahorse Key Research Station

11. UF CPET Professional Development Programs: Sample Outcomes Enhanced learning for ~100 students/year/teacher; New standards-aligned “discovery/ inquiry-based” curricular components using in-class and Internet activities; Increased opportunities for research projects, competitions, E-mail partners, mentoring programs, and access to University resources; Successful school fundraising via grants and novel science-based school/community partnerships; New collaborations among educators, and extended partnerships with UF; Inserviceworkshops at district, regional and national levels; Enhanced recognition, empowerment and leadership opportunities for teachers in school/district environment; Increased opportunities for research faculty and students to communicate with public about current science and applications; A highly successful recruitmenttool for college and career paths in science.

12. High School: Water Supply and Analysis (Action Plan) Env.Sci.,Algebra and AP Statistics Teachers: K. Arrison, D.J.Jent, Steve Ziesenheim, Dixie Hollins High School, grades 9-12 Goal: Introduce environmental students to water quality issues, water sampling techniques, water analysis and testing. Algebra students will graph the data and work with linear inequalities. AP Statistics will analyze data over 4-6 months and run stats on the data looking for trends/frequency, relative abundance, etc. What will be done in class: Environmental: Water samples will be collected and tested for pH, DO, Nitrates and Phosphorus using Chem kits. 3-5 sites will be sampled regularly for 4-6 month period. Algebra: Based on normal levels for “healthy water, students will measure and graph the linear inequalities. Stats: Students will grid sample sites and determine best way to randomly collect samples (SRS, stratified, clusters). After data is collected in science class, stats students will organize and display graphically the results as well as the calculations. Benefits: Science students will explain data collection and “normal ranges” of healthy/contaminated water to stats students. Stats students will explain results to science and algebra students. Students working together will help recruit for AP stats since students will see application of “real-life”data

13. Middle School: Wetland Simulation (Action Plan) Math and Science teacher pair: J. Williams and S. Berry, John Hopkins MS, grade 7): Goal: Simulate wetland environments and study the effects plants have on water’s toxicity: a cross-curricular, year-long project What will be done in class: students will build a model wetland using rain gutters, pump, plants and other materials from Institute. For math, students will perform a cost analysis by researching materials and calculating costs needed to fund the project. When the wetland model is complete, its slope will be adjustable. Students will calculate the slope and determine the ideal slope for toxicity experiments. Data will be collected and graphed. For science, students will build model and plant and observe a variety of plants. Once plants are established, students will add different toxins (minerals) to the water, then test the water over days to observe if plants are able to remove any of it. During the experimental phase, data collected will be graphed in math class. Benefit to students: Cross-curricular unit with real-world applications and hands-on activities directly related to math and science standards.

14. UF CPET Programs for Precollege Students Florida Junior Science, Engineering and Humanities Symposium (Fl JSEHS), 1963- High School Students and Teachers (~400 teachers/students, 150 researchers) Student Science Training Program (SSTP), 1959- Talented High School Juniors/Seniors (~90 students/year) *** 53 years*** Science Quest, 2002- Rising 10th graders (48 students/year) Duke University Talent Identification Program (TIP), 1990- 7th Grade Students (~500 students/year) Dual-Credit Enrollment for University of Florida Motivated High School Students