How to Begin a Research Program

1. How to Begin a Research Program Penny Cobau-Smith Adrian College Sylvania Schools June 13, 2012

2. Personal Information and Background Penny Cobau-Smith Duke University BS 1979 University of Toledo M.Ed. 1981 Sylvania Schools 1981-2011 McCord Junior High Special Education Tutor 1981 McCord Junior High 7th grade Life Science 1982-1987 Science Research Program Development 1987 Southview High School Science Research Instructor 1987- 2007 SciQuest Instructor 1996-2006 Southview High School 9th grade science 9 1987-2011 Southview High School AP Psychology 2006-2011 Adrian College: Teacher Education Department 2011-present

3. Before we begin………… Three things you need: • Personal commitment to the success of the class including experience and interest • Support from the community • A student population willing to be part of something new

4. Personal Commitment and Interest Identify something that you want to learn more about but never have the time: Can besomething you • wish to design or make • want to learn how to do • want to research Does not have to relate to school or to your job

5. Community Resources • Identify one or two community resources for money. You might need about $500. Where would you go for this? • Identify 3 people in your school system that you feel always support new ideas. At least one should be an administrator; all should have some influence and be respected in the school and community.

6. Student Population • Identify one student that you think is an underachiever. Someone who has the brains and has an interest but school never works for him or her. • Identify 2 other students who are always looking for something new to try and might be bored in school.

7. History of the Sylvania Southview Science Research Program • 7th grade students had to learn • Scientific Method • Metric measurement • Brought small animals and plants into the class • No animal was harmed • Observational studies • All work done in class-in small groups

8. What I learned from my 7th grade students…… • Students who work on projects in class will do more of the work themselves than if they do it all at home • Students who design their own research projects will learn process skills and develop a product • Students who design their own research projects will learn more than you can imagine from the entire experience and will never forget it.

9. The Transition…. • 1982-1987 at McCord • 1987- Move to Southview to teach a class modeled off of what use to be one unit in the 7th grade course • Researched other schools in the country • Encouraged by the administration • Received B of E support • No idea what I was really doing or getting myself into!

10. Purpose of The Science Research Program • Connects students with the community. Students see the community as a resource and then give back to the community in the form of volunteer services that benefit other children. • Allows for and encourages students to share their work with an audience outside of the classroom and potentially outside of the school. • Allows students to explore their own interests in the science and humanities using the scientific method as a frame. • Students support each other on a daily or weekly basis, listening, peer-review, critique, etc.

11. The Early Days 1987-1991 • One class of students ( I had 15) • No prerequisite • Science elective • Sophomore and up • One semester • ½ credit • Projects of medium quality • Not enough time with each student • Tried to keep a low profile

12. The Early Days • Community connection- worked with a local bank to create and analyze customer satisfaction surveys in exchange for $500.00 to spend on student projects as needed. • Select students presented paper at Junior Science and Humanities Symposium. No one won anything. • I was advised to get mentors for everyone and to have them do their projects in labs. • I usually ignored this advice.

13. The Early Days • First Science Fair-1991 • A student submitted his project in the NW Ohio District Science Day and received a superior rating. • He entered the Ohio State Science Day and received a superior. He submitted to the Junior Science and Humanities Symposium and received first place at the local level. • He had a mentored project, worked on it for 2 years

14. Upper Levels of The Program1991 New Structure: • Level 1 is one semester • Level 2 is one semester • Level 3 is for a full year • Students are chosen by grades and teacher recommendation for all levels

15. Upper Levels of Science Research • Five students asked to create these levels and went to administration and the board with their proposal • Level 1 still met 5 days a week for one semester. • Upper level met 2-3 days a week in pairs or individually during free period. Everyone met once a week. • Five attended a science fair in 1992 and all received superior ratings and many special awards. Only one had a professional mentor. • All attended State Science Day and we came home with a trophy for the school.

16. Modifications to program1993 • One period of the day set aside for Science Research. • All students met at the same time and upper level students mentored lower level students. • Advanced students began to take notice in the program but there were still-and always will be- a mix of student types.

17. Science Competitions • From 1993 to the present day, students entered local, state and national competitions including the Intel and Siemens Scholarship programs. • The Science Research program has assisted students in earning over $700,000 in scholarships and prizes since it began.

18. Science Competitions • Regional finalists and semifinalists in the Intel and Siemens Competitions • Numerous state Junior Science and Humanities first place winners. • Six trophies from State Science Day • Six International Science Competition First Place Winners…4 did not have professional mentors. • Ranks in the top 10 in the state for local and state science fair superior performance, usually at #5.

19. Why are they so successful? • Students move past the project and master communication skills that last a lifetime. • Not all students go into science areas of study • Ministry • Insurance adjustor • Finance mangers/banking • Teachers • Photographers /Artists/Musicians • Golf course design • Architecture

20. Variety of Topics • Sports performance • Physical Therapy • Music therapy • Photography • Marine Science • Botany/Biology • Medicine and health • Solar power • Agriculture • Behavioral Science • Education • Engineering

21. Why are they so successful? • Many are mentored but first they have to learn this process themselves. • Level 1 is not mentored except by older students and the teacher • Always they help each other • This process continues after the class is finished • Three couples have married who met in the class • One set of widowed parents married after meeting at during science competition weekends! • Assisted each other in careers

22. Community connectionSciQuest (1996-2006) • Students from Science Research went to elementary schools in Sylvania and created a “Science Day” with interactive labs and activities. • Former SR students came home from college and told the class about programs in which science majors went into classrooms to teach at risk students

23. Community connectionSciQuest (1996-2006) A group of Science Research students presented the idea to the Board of Education that we have a period in the day devoted to SciQuest….a community outreach program. Except for teacher salary, no cost for program.

24. Community connectionSciQuest (1996-2006 • Develop lessons for K-2 in science • Go to each elementary school and teach block of lessons (6 weeks/once a week) • Develop lessons to support “Proficiency test” development of skills for 4th grade in two elementary schools • Continue the “Science Day” activity for schools in Sylvania • Take one group of 5th grade students in the district ( all in one school) on a special field trip

25. Community connectionSciQuest (1996-2006) • Partnered with 2-3 businesses for support for supplies and field trips • Cumberland Construction • Damrauer Marketing • Perstorp Polyols • Received a grant from Jennings Foundation • Class was high profile-lots of publicity

26. Basic Structure of Science Research Class • Mixed levels-heterogeneous • Level one must learn the scientific process and apply it to their area of research • Must do as much as possible on their own with support of class rather than step into someone else’s already established project • Tiered program in class. • Ideal setting is one senior ( Level 3) with 1-2 juniors ( Level 2) and 3-4 sophomore students in Level 1

27. Basic Structure ofScience Research Class • Class time is spent: • Brainstorming project ideas and resources • Peer review of work • Student presentations • Class structure is flexible enough to allow for different numbers of students and types of projects

28. Basic Structure of Science Research Class • Students help each other with • Research • Data analysis • Development of presentations • Writing and speaking skills

29. Basic Structure of Science Research Class • The structure of the class changed regularly • I never used a textbook • Lessons made little sense to anyone else but the students became so independent that they could function with or without me. • Seniors could manage their own projects and assist 2-3 others with their work as well. • I had to write my own curriculum and updated it twice.

30. The Job of the Instructor…. • Facilitator/Mentor • Resource connection-supplies and funds • Paperwork manager (science competitions) • Final approval of all work • Task master • Model the appropriate behavior • Insist on respectful behavior among students • Middle of the night emergency support system

31. Grading and Evaluation • Mastery Learning • Everything was done over and over until it was the best it could be. • Student got an A or an F and dropped out….very few dropped out ( 1 out of 20) and usually this happened part way through Level 1

32. Class Numbers • In the late ‘90s the program involved 3 periods a day. • 25-30 students in Science Research divided across two sections. • 12-15 in SciQuest also (juniors and seniors). SciQuest was a ½ credit elective. • Science Research remained an elective but upper levels were honors courses.

33. Currently…. • Science Research is one period a day with about 24 students. • The cost of funding of the teacher salary has eliminated SciQuest but Science Research students still volunteer in the community. • I transitioned the program over a 2 year period and it is now taught by Blythe Tipping.

34. Currently…. • In 2011 her students received the State Science Day trophy and in April of 2012 one of her students won first place in the Junior Humanities and Science Symposium. • The structure and concept of the program is robust and valid in different settings and with different instructors.

35. Survival…. • Must be able to survive fluctuations in class size requirements • Must have no budget needs that take from district funds other than your salary • Must be able to put in some extra time in the summer or on a few weekends to keep track of students and to attend competitions • Need to develop parental support network

36. Survival…. • Don’t draw attention to yourself until you are successful • Network to make connections for students with professionals in your area • Choose students wisely and be vigilant about their team work skill development • Be flexible, be open-minded…some years will be better than others