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The power and promise of early research
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Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.fw001

The Power and Promise of Early Research

Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.fw001

Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

ACS SYMPOSIUM SERIES 1231

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.fw001

The Power and Promise of Early Research Desmond H. Murray, Editor Andrews University Berrien Springs, Michigan

Sherine O. Obare, Editor Western Michigan University Kalamazoo, Michigan

James H. Hageman, Editor Central Michigan University Mount Pleasant, Michigan

Sponsored by the ACS Division of Chemical Education

American Chemical Society, Washington, DC Distributed in print by Oxford University Press

Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.fw001

Library of Congress Cataloging-in-Publication Data Names: Murray, Desmond H., editor. | Obare, Sherine O., editor. | Hageman, James H., editor. | American Chemical Society. Division of Chemical Education. Title: The power and promise of early research / Desmond H. Murray, editor, Andrews University, Berrien Springs, Michigan, Sherine O. Obare, editor, Western Michigan University, Kalamazoo, Michigan, James H. Hageman, editor, Central Michigan University, Mount Pleasant, Michigan ; sponsored by the ACS Division of Chemical Education. Description: Washington, DC : American Chemical Society, [2016] | Series: ACS symposium series ; 1231 | Includes bibliographical references and index. Identifiers: LCCN 2016039936 (print) | LCCN 2016041056 (ebook) | ISBN 9780841231733 (alk. paper) | ISBN 9780841231726 (ebook) Subjects: LCSH: Science--Study and teaching. | Child development. | Motivation in education. | Community college students. | Educational equalization. Classification: LCC Q181 .P4985 2016 (print) | LCC Q181 (ebook) | DDC 507.1--dc23 LC record available at https://lccn.loc.gov/2016039936

The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48n1984. Copyright © 2016 American Chemical Society Distributed in print by Oxford University Press All Rights Reserved. Reprographic copying beyond that permitted by Sections 107 or 108 of the U.S. Copyright Act is allowed for internal use only, provided that a per-chapter fee of $40.25 plus $0.75 per page is paid to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, USA. Republication or reproduction for sale of pages in this book is permitted only under license from ACS. Direct these and other permission requests to ACS Copyright Office, Publications Division, 1155 16th Street, N.W., Washington, DC 20036. The citation of trade names and/or names of manufacturers in this publication is not to be construed as an endorsement or as approval by ACS of the commercial products or services referenced herein; nor should the mere reference herein to any drawing, specification, chemical process, or other data be regarded as a license or as a conveyance of any right or permission to the holder, reader, or any other person or corporation, to manufacture, reproduce, use, or sell any patented invention or copyrighted work that may in any way be related thereto. Registered names, trademarks, etc., used in this publication, even without specific indication thereof, are not to be considered unprotected by law. PRINTED IN THE UNITED STATES OF AMERICA Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.fw001

Foreword The ACS Symposium Series was first published in 1974 to provide a mechanism for publishing symposia quickly in book form. The purpose of the series is to publish timely, comprehensive books developed from the ACS sponsored symposia based on current scientific research. Occasionally, books are developed from symposia sponsored by other organizations when the topic is of keen interest to the chemistry audience. Before agreeing to publish a book, the proposed table of contents is reviewed for appropriate and comprehensive coverage and for interest to the audience. Some papers may be excluded to better focus the book; others may be added to provide comprehensiveness. When appropriate, overview or introductory chapters are added. Drafts of chapters are peer-reviewed prior to final acceptance or rejection, and manuscripts are prepared in camera-ready format. As a rule, only original research papers and original review papers are included in the volumes. Verbatim reproductions of previous published papers are not accepted.

ACS Books Department

Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.pr001

Preface This book on early research has been eighteen years in the making. It emerged, in part, from the confluence of my teaching both college and high school students simultaneously over the past twenty years. The nascent idea for the book grew with my realization that engaging students in research earlier than is conventionally done makes perfect sense and should be common practice. Having an active research program is deeply important to me. I constantly scribble organic “stick figures” of new project ideas on yellow pads or paper napkins while lying in bed or waiting for food at my favorite restaurant. Giving birth and breath to these ideas is as exhilarating and rewarding as walking barefoot along a Caribbean beach at sunset. Their journey from muse to round bottom flask and to the revelations of their NMR spectra holds my curiosity and keeps me engaged professionally. I am as excited and invested as my students in knowing if the reaction worked or not. The challenge for me has never been generating research ideas but finding the best ways to actively nurture unsure and inexperienced pre-college and college students into becoming independent researchers and critical thinkers. As the years passed, different layers of early research were continually added and improved upon. It included developing course-based undergraduate research experiences (CUREs) for spring semester sophomore organic labs starting in 1998, and implementing course-based independent research periods for my Grade 12 chemistry class since 2005. Students - high school, undergraduates and graduates – were provided various opportunities to conduct organic synthesis research in both curricular and non-curricular settings. Whether students were science or humanities majors or whether they had good grades or not, I had one unwritten rule: no student was turned away from conducting research. Sometimes, this meant personally driving students back and forth from the neighboring southwest Michigan community of Benton Harbor to my lab at Andrews University in Berrien Springs. With almost 1,000 students having been involved in early research projects, I thought it was time to share the passion and the journey with a bigger audience. But, I knew I was not alone. There were and are others who have also been tearing down the barriers that have traditionally delayed students from early engagement in authentic research. We are part of a movement that will not take no as the final answer. We are the new open doorways to science; we envision research not as a requirement for college upperclassmen or as a reward for students with the best grades. Rather, we see research as fundamental to the educational experience of all students.

ix Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.pr001

Because it aligns with basic human curiosity, we are convinced that this open gateway to research is right pedagogically and makes sense economically. Curiosity, the foundation of research and all learning, is as primal as hunger or thirst. With curiosity, we’ve looked, in awe, outward to the heavens and inward to our consciousness. Indeed, without curiosity about our world and universe, that are often at odds with our very own existence, we may literally not survive. Research allows us to see patterns and understand, predict and control the world around us. It allows us to attain a better standard of living; to make us better today, as a species, than we were yesterday. So, pursuit of our curiosity should not be restricted to a few of us – some mythical or privileged critical mass – but should be part of how we all make sense of our world. In view of these thoughts, a few years ago, I began speaking with one of my co-editors and a longstanding research collaborator, Sherine Obare, about the process for being part of the American Chemical Society Symposium Book Series. This resulted in organizing the Early Research symposium at the 2014 Biennial Conference on Chemical Education held at Grand Valley State University in Allendale, Michigan. At that meeting all the speakers were in agreement about moving forward to publish a book on early research. However, we opened up the process so that others, who were not speakers at our symposium, but who had equally compelling stories to tell from the frontiers of early research would also be involved and included. As Lead Editor, I give special thanks to my two able co-editors, James Hageman and Sherine Obare. Both of whom also have the passion, commitment and experience in mentoring students, including from historically underrepresented groups. They share with me the game-changing vision of universal adoption of early research. Together we thank all our chapter authors and co-authors: Brenda B Harmon, Bruce Alberts, Cecilia Hernandez, Erin Wasserman, Glenn D Kuehn, James Hewlett, John Tierney, Joseph Dunbar, Julie O’Connor, Kevin C Cannon, Lee J Silverberg, Mark S Hannum, Melissa McCartney, Nichole L Powell, Princella Tobias and Steve Sogo. In addition, we especially thank the authors of our student testimonials, affectionately called Lab Tales, for sharing their own personal journey in early research: Ginger Anderson, Wendy Bindeman, Aaron Cali, Keith Campbell, David Chavez, Charlotte Herber, Deepa Issar, Natalie King, Felicia McClary, Samantha Piszkiewicz, Javon Rabb, Elizabeth Snyder, Michelle Stofberg and Yusheng Zhang. It is our deepest wish that their powerful yet relatable stories would inspire another generation of scientists, engineers and innovators across all demographics. We are very appreciative of all who provided quotations in support of our book: Mitch Aiken, Elizabeth L. Ambos, Len Archer, Oneida Arosarena, Michelle Ann Bakerson, Bal Barot, Deborah Blum, Novella Bridges, Sylvia T Callender-Carter, Roberta Cramer, JM Crisman, Marc A. Edwards, Joseph M Fortunak, Lebert Grierson, Darci J. Harland, Shawn Hitchcock, Freeman Hrabowski, Rosemarie Jahoda, Nigel Jalsa, Cathy Middlecamp, Sally Mitchell, Dorothy J. Phillips, Megan Schrauben, Bradley D. Tait, Janice Hall Tomasik, Margaret Daniels Tyler, Cardinal Warde, and John C. Weber. x Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.pr001

We thank George Shields, 2015 American Chemical Society recipient of the Award for Research at Undergraduate Institutions, for an insightful book foreword. There are also many names that do not appear in the book but have contributed as chapter reviewers, formally and informally. We acknowledge your invaluable service and thank you kindly. I give very special mention to my awesome friend Ms. Princella Tobias, publisher of the award-winning Benton-Michiana Spirit Community Newspaper. Together, as her volunteer editor since the inception of the newspaper in 2002, we developed and implemented a new type of public science that is featured in Chapter 12 of this volume. Local readers were our first audience of Lab Tales and other public science articles. Not infrequently, we would see these feature stories on the walls of barbershops, high school classrooms or City Hall. For close to 15 years now, she willingly, without remuneration, published articles written by my early researchers with the hope they would inspire by example other students to experience the thrills and spills of research for themselves. I also thank my Department of Chemistry and Biochemistry, Andrews University Office of Scholarly Research, supportive colleagues and external funding agencies: National Science Foundation, American Chemical Society, Project SEED and Michigan Works’ Benton Harbor Summer Youth Program. Finally, to all my early researchers from high school and college, from 1998 to my present 2016 crew, I thank you from the bottom of my heart. I hope that your early experiences doing organic chemistry will have indelibly taught you one thing above all else: whatever and wherever you find yourself, you have what it takes to meet the challenge. For in the end, research may reveal more about us than about organic molecules and their reactions. Through all the cold Michigan winters and increasing gray hairs, this has been my labor of love. I thank my loving parents, Auldith and Hartwell Murray, for all their sacrifices and untiring support as I pursued my childhood dream of being a scientist. I hope you, the reader, are inspired “to go about seeking,” early and often, inward and outward.

Desmond H. Murray Andrews University Building Excellence in Science and Technology, Chemistry and Biochemistry Berrien Springs, Michigan 49103

xi Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.pr002

Guest Foreword Undergraduate research is a uniquely American invention. The ability to enter a laboratory and to embrace the unknown world, where a discovery is just around the corner, is a heady experience. This is why undergraduate research is considered a transformative experience, because done right, an authentic research project changes the individual who is doing the research. Early introduction to authentic research captures student interest and encourages them to continue with their studies. The student testimonials in the Lab Tales chapter of this interesting monograph on The Power and Promise of Early Research reveal what generations of excellent teachers have known for a long time – immersion in science research works. The difficulty of undergraduate research is scale. To be truly authentic, and thus transformative, emerging scholars in the lab need to be guided by experts who clearly care for their junior collaborators. This apprenticeship model is time consuming, absolutely essential, and difficult to scale. This is why predominately undergraduate institutions (PUIs) have led the way in guiding generation after generation of undergraduates through authentic research experiences. It is why PUIs send a higher percentage of their graduates on to graduate school than do our large research universities. To provide more undergraduates authentic research experiences to students, dedicated teachers have developed the idea of coursebased undergraduate research experiences (CUREs), so that more students can be exposed to undergraduate research. This book is replete with successful examples of CUREs. My own journey through the faculty ranks is filled with examples of the transformative nature of undergraduate research projects. When I started teaching physical chemistry at Lake Forest College in 1989, I was told that I should work with students only after they had taken my junior level physical chemistry course. I soon realized that this meant I would be continually training new students, who would only have a year to work in the lab before graduating. In 1991 I started teaching the advanced general chemistry course at Lake Forest, which I made into a discussion-based course, where students read the book and answered homework problems BEFORE class. At the end of that academic year I took on two first year students from that class as summer researchers, Karl Kirschner and Tricia Lively, whose enthusiasm and dedication compensated for their lack of physical chemistry knowledge, and converted me to the model of early introduction to research. Both of them worked with me for their undergraduate careers, wrote outstanding Honors senior theses, and went on to earn PhD’s and have distinguished careers as research scientists.

xiii Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.pr002

My first introduction to CUREs came in 1992, when I began teaching the project-based laboratory for our advanced general chemistry course. In this lab, which had been taught at Lake Forest for some time before I arrived, students received a slip of paper with no instructions but the brief requirement: prove Boyle’s Law and they had to develop the lab protocol themselves. This lab had a series of this type of requirement; Boyle’s Law is one example among others. Two of my best researchers came out of the 1993 class, Ed Sherer and Gordon Turner, who started research the summer after that first year, and went on to PhD degrees and successful research careers. They still talk about that lab to this day. When I moved to Hamilton College in 1998, inspired by what early introduction to research could do, I started programs in chemistry and in all the sciences, supported by the Dreyfus Foundation and NSF, to introduce research to incoming Hamilton students. Students arrived after high school graduation for five weeks of immersive research in one of the faculty’s laboratories, and then matriculated into the college later that summer. A statistical analysis of the selected students versus a control group of applicants over the five year period of the National Science Foundation’s Science Talent Expansion Program NSF-STEP grant found that 76% selected a science or math major compared to only 55% for the non-participants, with a significance of p56% of all URM students receiving an A or B grade in the areas of beginning math through calculus compared to 23% of nonESP students.

Our Experience: Impact of Early Intervention A review of ten years of WSU program data demonstrates that the most consistent observation by the students in our evaluations is their sense of connectivity or belonging to the university community. Students report that 189 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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participating in the summer program increased their perceived college awareness as well as academic skills and they were better prepared for the upcoming academic year. The students participating in the summer program are also more likely to embrace the hands-on laboratory experiences in the first year of mentored research. They very much appreciated the role and need for peers and near-peers that encouraged them to be hands-on who they themselves are directly participating in scientific research. Additionally, students that participated in research reported the development of an appreciation and greater knowledge of the different types of laboratory exercises that exist in their classes. Students also appreciated the networks and friends fostered by the “Research Learning Community.” They also report that they have a greater tendency to stay engaged with one another and continue to develop. At WSU an average of 24% of the URM undergraduate students were enrolled in STEM and/or biomedical science related fields and the six year graduation rates for these students were 15%.This is in contrast to our undergraduate students that participated in an early structured support system, summer program and group interactions coupled with mentored research demonstrated significant greater success. The six-year graduation rates of our students reached 85% compared to the 15% six-year graduation rate of all WSU-URM STEM or biomedical science students with similar entering academic metrics. And very importantly, approximately 58% of our students have gone on to graduate and/or professional programs, (35% to graduate school and 23% to medical school) and a significant number of others are working in STEM or biomedical fields. This greater than 5 times success can in larger measure be attributable to enhanced development fostered by early engagement.

Conclusions The early engagement of all students and particular URM and first generation students in undergraduate research provide multiple ingredients that augment future success. Having students participate in undergraduate research has long been considered a significant “high impact” practice contributing to students’ success. However, in most universities it is generally recognized too often that undergraduate research and other high impact practices are optional rather than expected for students, particularly for URM students, who may not be as well connected or aware of its value (14, 15, 19). Nevertheless, it is almost a universal observation that between 40% and 60% of all college students that enter college with STEM or biomedical majors do not complete these degrees in STEM and biomedical areas. A contributing factor that is generally put forward, especially by the faculty, is that science and math areas are “hard.” In the university, these majors are usually designed where the freshman and sophomore classes are taught in an abstract fashion. The classes are also characterized as being dry, not connected to life experiences and presented with a sink or swim mentality. Giving students an opportunity to participate in research can provide an “oasis” for the student to connect the classes that they take to other relevant elements in the real and scientific world. This is especially true at a research 190 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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institution like WSU, where many undergraduate students and especially URM students benefit greatly from the academic and personal development that mentored research provides. The students have an opportunity to work with their hands, participate in an organized research program, as well as gain an understanding of the contributions they can make to our knowledge of the world. It can never be underestimated that a main component of mentored research is the increase of student’s access and availability to faculty. Additionally, the faculty gains a better appreciation for the ability and contributions that these students can make as well as their sophistication. The teamwork and close working relationships generally lead to increased mentoring effectiveness but also to increased faculty commitment to the development of these students. This corporative teamwork can lead to the institutional changes that can improve all student development. Some key observations we have made are also supported by other work. By participating in mentored undergraduate research these students are provided opportunities to enhance their verbal and quantitative skills, subject matter competence, and general intellectual growth. Students are expected to present informally to their research group as well as formally in local or national symposiums. They can experience psychosocial changes that assist in providing the confidence necessary for persistence in a research university (20). Another consistent basic observation is that the more students are involved in both the academic and social aspects of their education, the more successful they will be (21). These theories underlie most modern notions of student success in that they identify the student’s experience as important to their learning. Therefore, student development and ultimately success is increased when they are involved in their academic activities such as research rather than being the passive recipient of knowledge. Several investigators have sought to demonstrate the ways that an institution of higher education share responsibility for student success and to move the focus beyond examination of the role of individual student attributes in the decision to persist in college (22). In other work, investigators (12, 22, 23) focus involved an examination of the factors influencing student attrition to a framework for the actions that institutions should take to promote and support student completion. In part, this is because the reasons for students lack of success is not necessarily obvious or provide direct insight into the actions necessary to help them persist and be successful (24). It is important to acknowledge that the explicit steps institutions should take to achieve “academic and social integration” are not always obvious. Studies have identified four factors important to student success and persistence: (1) involvement (or engagement), (2) high expectations, (3) assessment and feedback, and (4) support. Being URM or first generation may be correlated with higher levels of attrition but it is not the cause for a lack of success in STEM or biomedical areas. A lack of connectivity on campus can result in a clear sense of URM students not fitting in. If URM students come from high schools that did not prepare them well for college-level work, this is exaggerated. The factors and processes that lead to decreased student success are assumed to be the same for all students. However, students who do not feel a part of the university or and those that perform poorly 191 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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early in their academic programs are more likely to leave college or change majors regardless of his or her demographic status. The prevailing mindset orientation of the institution affects not only students, but also faculty as well as mentors and tutors. Individuals who have fixed mindsets tend to view first generation or URM student populations less positively and stereotypically than the more traditional student (19, 25, 26). This suggests that mindset interventions can promote environments more accepting of students from different backgrounds and allow them to be more supportive of student success. Also there is a close relationship between stereotype threat, mindset orientation and the effect of role models. The availability of role models is known to mitigate the impact of stereotype threat. Moreover, mentors and peer or near-peer role models can be particularly effective in promoting a growth mindset. Conversely, the lack of role models can reinforce stereotypes and promote more fixed mindsets. Steele (27) suggests that under-representation of minorities occurs, in part, because threat relevant processes have reduced the supply of identity-relevant role models. Participating in undergraduate research not only promotes critical thinking skills, but also promotes creative thinking, problem solving, teamwork and a sense of belonging, all of which are important as we move forward in the 21st century. However this critical activity can be a catalyst for not only student success, but also institutional changes that will enhance the success of all STEM and biomedical science students in the future.

References Tym, C.; McMillion, R.; Barone, S.; Webster, J. First-Generation College Students: A Literature Review; Research and Analytical Services: 2004. 2. Hernandez, P. R.; Schultz, P. W.; Estrada, M.; Woodcock, A.; Chance, R. C. J. Educ. Psychol. 2013, 105, 89–107. 3. Cohen, G.; Garcia, J.; Apfel, N.; Master, A. Science 2006, 313, 1307–1310. 4. Michigan Department of Education, Center for Educational Performance and Information, State of Michigan, 2014. 5. Snyder, T. D.; Dillow, S. A. Digest of Education Statistics; NCES 2011-015; National Center for Education Statistics: 2010. 6. Ackerman, S. P. Coll. Univ. 1991, 66 (4), 201–208. 7. McCurrie, M. J. Basic Writing 2009, 28 (2), 28–49. 8. Kuh, G. D. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter; AAC&U Publications: Washington, DC, 2008. 9. Huerta, J. C. PS: Political Sci. Politics 2004, 37, 291–296. 10. Hurtado, S.; Cabrera, N. L.; Lin, M. H.; Arellano, L.; Espinosa, L. L. Res. Higher Educ. 2009, 50, 189–214. 11. Santos, S.; Reigadas, E. J. Coll. Student Retention 2005, 6, 337–357. 12. Gardner, J. N.; Upcraft, M. L.; Barefoot, B. Principles of Good Practice for the First College Year and Summary of Recommendations. Challenging and 1.

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Supporting the First-Year Student; Jossey-Bass: San Francisco, CA, 2005; pp 515−524. Barefoot, B.; Gardner, J. N.; Morris, L. V.; Cutright, M.; Schroeder, C. C.; Siegel, M. J.; Schwartz, S. W.; Swing, R. L. Achieving and Sustaining Institutional Excellence for the First-Year of College; John Wiley & Sons: San Francisco, CA, 2005. Stolle-McAllister, K.; Sto-Domingo, M. R.; Carrillo, A. J. Sci. Educ. Technol. 2011, 20, 5–16. Kuh, G. D.; O’Donnell, K. Ensuring Quality & Taking High-Impact Practices to Scale, with case studies by Sally Reed; Association of American Colleges and Universities Publications: Washington, DC, 2013. Chang, M. J.; Eagan, M. K.; Lin, M. H.; Hurtado, S. J. Higher Educ. 2011, 82, 564–596. Gasiewski, J. A.; Eagan, M. K.; Garcia, G. A.; Hurtado, S.; Chang, M. J. Res. Higher Educ. 2012, 53, 229–261. Triesman, U. Coll. Math. J. 1993, 23, 362–372. Plaks, J. E.; Stroessner, S. J.; Dweck, C. S.; Sherman, J. W. J. Pers. Soc. Psychol. 2001, 80, 876–893. Pascarella, E. T.; Terenzini, P. T. How College Affects Students: A Third Decade of Research; Jossey-Bass, A Wiley Imprint: San Francisco, CA, 2005. Astin, A. W. J. Coll. Student Personnel 1984, 25, 297–308. Tinto, V. Completing College: Rethinking Institutional Action; University of Chicago Press: Chicago, IL, 2012. Zhao, C. M.; Kuh, G. D. Res. Higher Educ. 2009, 45, 115–138. Padilla, R. V. J. Coll. Student Retention 1999, 131–145. Chiu, C.; Hong, Y.; Dweck, C. S. J. Abnorm. Psychol. Soc. Psychol. 1997, 73, 19–30. Lotkowsky, V. A.; Robbing, S. B.; Noeth, R. J. The role of academic and non-academic factors in improving college retention; ACT Policy Report; American College Testing: 2004. Steele, C. M.; Spencer, S. J.; Aronson, J. Contending with group image: The psychology of stereotype and social identity threat. Advances in Experimental Social Psychology; Academic Press: San Diego, CA, 2002; Vol. 34, pp 379−440.

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Chapter 11

The Science Prize for Inquiry-Based Instruction

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch011

Melissa McCartney*,1 and Bruce Alberts2 1AAAS/Science, 2University

1200 New York Ave., NW, Washington, DC 20005 of California, San Francisco, UCSF MC 2200, Genentech Hall N312C, 600-16th Street, San Francisco, CA 94158 *E-mail: [email protected]

Inquiry-based classes differ from traditional lectures that focus on transmitting facts and principles derived from what scientists have discovered and instead focus on activating students’ natural curiosity in exploring how the world works. Consider the laboratory work that traditionally accompanies an introductory college science course. Most scientists recall these laboratories as tedious “cookbook labs,” where neither any real understanding of the nature of science nor experience in generating and evaluating scientific evidence and explanations was gained. Many college laboratory exercises remain deficient in precisely these ways today. The Science Prize for Inquiry-Based Instruction was created, with support from the Howard Hughes Medical Institute, to recognize and promote lessons in which students become invested in exploring questions through activities that are at least partially of their own design. In addition to honoring the winning modules, the American Association for the Advancement of Science (AAAS) has disseminated them as widely as possible. Each winner has written an essay for Science magazine with complete details on how others can implement their inquiry-based activity, and the entire collection of articles has been made available on an open-access education website at http://portal.scienceintheclassroom.org/category/ibi-prize.

© 2016 American Chemical Society Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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Science and engineering education are being redefined in ways that encourage all students to actively experience “science as inquiry” and “engineering as design under constraint.” And, for the first time, thanks to the Internet, it is possible for advanced high school and undergraduate students to work with some of the same data and tools as practicing scientists and engineers. How can science and engineering education capitalize on these new and unprecedented opportunities? One approach led to the Science Prize for Inquiry-Based Instruction (IBI), a prize established to encourage innovation and excellence in education by recognizing outstanding, inquiry-based science and design-based engineering education modules. In this form of active learning, the instructor provides a question or a challenge, plus a general set of procedures that can be used to answer it. The students then produce an explanation or answer that is based on the evidence that they collect from appropriate resource materials or experiments that are, at least in part, of the students’ own design. Competitions for the IBI prize were held in 2012 and 2013. The prize required that students taught with the module become invested in exploration. Nominations were requested for any inquiry-based or design-based module that had been associated with an introductory level college course in science or engineering (2012 contest), or with either that or an advanced high school course (2013 contest). Winners were selected by the editors of Science with the assistance of a judging panel composed of teachers and researchers in relevant science and engineering fields. The individuals responsible for the development of each winning resource were invited to write a short, two-page essay describing the material for publication in Science. In addition, the complete instructions for implementation were included as Supplementary Online Material. The announced Eligibility Rules, produced with input from an advisory board of science education experts, were as follows: 1.

2.

3. 4.

5.

The module must be associated with an advanced high school or introductory college science or engineering course without unusual prerequisites; the module can either be associated with a lecture course, a laboratory course, or one that combines lecture and laboratory. The course can be targeted to science or engineering majors, nonmajors, or both. We define a module as a coherent unit that requires between 8 and 50 hours of student work, including in-class activities and work done outside of class. It must be freestanding, requiring only the background that is normally provided in such a course. The material must be in English or include an English translation. The cost of running the module must be relatively low, with the cost of expendables being no more than $100/student, not including permanent equipment. Priority will be given to modules requiring only modest resources. The module must have been used with groups of at least 10 students, and must have been in place for at least two cycles so as to provide evidence for feasibility and effectiveness. 196 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

6.

Scalability is an important criterion. Applicants must explain how the module can be scaled to a large number of students.

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The Application Process Potential winners were asked to fill out a comprehensive application form. First, we asked for a general description of the laboratory module. Questions then became more detailed in an effort to easily separate modules that truly were inquiry-based from those of the more traditional “cookbook” style. Specifically, we asked applicants to explain how student inquiry is the primary focus of the module. For example, to what extent does a student create his or her scientific question and then design and implement the means to answer it? Can the results that students obtain lead to new findings rather than known results? Are smaller groups of students working on specific aspects of a larger research problem and sharing data or is each group of students working independently to address a specific research question? The scalability of winning modules was an important factor for us to consider. We were anticipating applications from smaller institutions where it may be easier to provide the teacher-student ratio, laboratory space, and budget often needed for hands-on learning. We were hoping to then challenge these applicants to think about how to adapt their modules to fit into a larger, lecture hall style of environment. To this end, we asked applicants: • • • • •

How many students have participated in the module during each cycle? What is the total annual cost per student in supplies and other expendables? Please list the specialized equipment that is needed and the cost per student, both for an initial cycle and subsequently. How was the development of this module funded and supported? What evidence is there that this module is transportable? Are there other institutions using the module or other evidence that it can be readily disseminated elsewhere to good advantage?

Applicants were also asked to provide evidence that meaningful learning was taking place through use of the module. We anticipated that newer modules in early stages of development might not have extensive data on this point, but as long as the applicants could show that an appropriate assessment plan was in place, we considered them to be eligible for the prize. Here are those questions: • • • •

How long has the module been taught at your institution? How many student hours were required both in and out of class? What are the learning goals for the laboratory module? What kinds of assessments have been used to evaluate the effectiveness of this module in attaining learning goals? Both qualitative/subjective measures and quantitative measures of student performance are relevant. 197 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.



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If the results from student projects or a description of the project have been published, please provide the appropriate citation(s). Please submit the results of three students’ (or three groups of students’) actual coursework.

During the planning process for this prize, our advisers suggested that we require a department chair or dean to provide a statement describing the impact of the module on the course that it is connected to, as well as how the module has influenced introductory science teaching practices in the department. In addition, how does this module fit into the school’s vision for education and how will the administration help to sustain the effort? We included these requirements knowing that such a letter was unlikely to help our judging process; however, we recognized that it would serve as an important way for applicants to make their department chair or dean aware that their work in science education was at the level of being appropriate for consideration by Science.

Applicants The IBI prize competition remained open for applications for 2 months after the announcement of the prize was made in a Science editorial (1, 2). Science editors and AAAS colleagues also advertised the prize to all of our relevant education networks. Both external nominations and self-nominations were allowed. For the 2012 IBI prize, we received a total of 73 entries, spanning all disciplines of science, including astronomy, biology, chemistry, physics, engineering, and behavioral and social sciences. We received international entries from India, China, the Netherlands, and Canada. We received three entries from community colleges; however, the majority of applicants came from small liberal arts colleges. We received entries from applicants at all levels of careers (high school teachers, graduate students, community college faculty, and adjunct, pre-tenure, and tenured university faculty). We did not retain the data needed to be able to report here how the modules in these applications were funded. For the 2013 IBI prize, the total number of entries dropped to 30. It is important to note that some of the essays describing winning modules had been published by this time, setting a high standard that likely reduced the number of submissions. Thus, the 2013 applications were generally much more targeted to the eligibility requirements than were the 2012 applications. Despite the drop in numbers, the demographics of the 2013 entries mirrored those of 2012, except that modules taught in high school had become newly eligible.

Judging Process All IBI entries were reviewed by a judging panel composed of teachers and researchers in the relevant science fields. At the same time that we produced a call for entries, we also made a call for judges. We were overwhelmed with the number of qualified experts who volunteered to judge, with 52 volunteers for the 198 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

2012 prize and 38 volunteers for the 2013 prize. To us, this indicated a sincere interest in the field of education for supporting more prizes of this type. Judges were provided with a rubric, developed by Science editors with input from science education experts, to complete for each entry. Judges were asked to comment on the following questions: • •

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• • • • • •



Is this module appropriate for an introductory college science course without unusual prerequisites? Is this module a coherent unit that requires between 8 and 50 hours of student work? Is this module freestanding (i.e., can it be taught independently of the modules that precede it in the course)? Can the module truly be run for the cost the applicants provide? Do you feel that this module is truly scalable? As a teacher, would you use this module? Why or why not? If you were a student, would you feel that this module taught you science through the process of actually doing science? Why or why not? If a two-page description of this module were published in Science as an IBI contest winner, what educational benefits would it provide to support science education? What additional information, beyond what you have seen, would need to be added to the Supplemental Online Material?

Each entry was seen by at least four judges, with two being scientists in the relevant field and two being experts in teaching and learning. Final recommendations from the judges were reviewed by Science editors and final winners were selected.

Publication in Science Winning applicants were invited to write a two-page essay in Science describing their module, with feedback from Science editors. The accompanying Supplemental Online Material, reviewed before publication by a member of the judging panel, provided complete instructions on how to implement the module. Essays were published in the final Science issue of each month throughout 2012 and 2013. On two occasions we published two similar modules as winners in the same issue, bringing the total number of published essays to 26. All essays are freely available without a subscription to Science, and they are archived here: http://portal.scienceintheclassroom.org/category/ibi-prize

Feedback Three months after publication of their essay, we followed up with each of the winners. There was no requirement to return feedback and as such we had a 50% response rate (13 of 26). The responses to our questions were overwhelmingly 199 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

positive, which may be the result of feedback being voluntary. We asked winners to respond to the following two questions: • •

Has the IBI prize promoted any new contacts or collaborations related to your module? Has the IBI prize enhanced recognition of your module at your institution or elsewhere?

The majority of responses fit into the following three categories:

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1.

The IBI prize led to new collaborations or opportunities: •









• •



In the approximately 6 weeks since my essay was published, I have been approached about the possibility of a book contract, serving as a consultant on a National Science Foundation–funded project, a potential collaboration related to developing materials for a leading textbook in my field, and by website managers organizing related educational modules. I have also received reprint requests from around the world, and queries about the learning module from throughout the country. This award had a positive impact on recognition of our project by administrators and other educators at our school and elsewhere, primarily because of the prestige associated with Science magazine and AAAS. The essay resulted in increased downloads of our module from schools worldwide. My university very much appreciated the positive publicity for the unit. A reporter who works at the university wrote a nice feature article about it in the campus-wide newsletter and I received warm congratulations from the dean of the College of Arts and Sciences. A brief description of the prize was also included in the alumni magazine. I was able to connect the prize publication with the 10th anniversary of our center that promotes inquiry-based instruction in public schools throughout the state, which resulted in an expanded audience for both. Plus lots of features on our website and local news articles. We started two new collaborations with universities in Africa as a result—this was the first time they had developed courses to engage students in community-based research. This was extremely useful for collaborations. I have received two postdoctoral offers from PI’s who read the article. I set up a long- term collaboration with the Smithsonian where we are attempting to use my curriculum as the new outreach model for Smithsonian projects. The prize itself has not directly created changes, but those involved in the project now understand how very special it is. 200

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2.

I have been approached by science educators in Chicago who are considering adapting the curriculum for instruction in Chicago schools. Although this may not have been directly as a result of the IBI prize, receiving that acknowledgement was probably an important endorsement for the project. The Science article directed a lot of traffic to our website, and I was contacted by a number of different people who are working in similar areas. I am currently in negotiation with Image Insight for specific changes to GammaPix, their smartphone app that measures gamma radiation, to enable its use as a classroom tool. I also have been invited to be a member of the RIO5 working group of oceanographers that formed to study ocean radioactivity after the Fukushima disaster. My role will be to advise their educational efforts and possibly to develop programs if I can get funding for such a project.

The IBI prize was influential in departmental status and promotion requests: •













This award was instrumental in my case for tenure. As the vice chancellor of academic affairs said in her announcement of my tenure and promotion, “Dr. X was recognized recently as one of 12 recipients of the prestigious AAAS Science Prize for InquiryBased Instruction; as one of the external reviewers commented, this is ‘a most impressive accomplishment, particularly for a junior faculty member.’” The external reviewers in my tenure case described me as an “emerging leader” in the field of college-level biology education. I have no doubt that part of that opinion is based on receiving this prize. I can attest that this publication has elevated my status within the department—I have received significant recognition for the publication. It was great to get recognized for a project that I’d worked so hard on for so long. I knew it was good, and am glad that others know more about it. I think folks in my department have a newfound appreciation for the activity. Also, they have adopted some other activities in their own classes, elevating the playing field for all. It was very helpful in encouraging our institution to continue funding a project that combined research and education for undergraduates. I’ve always been a great educator, but only I and some of my students knew this until I received the IBI prize. Now, faculty and administration in my institution recognize this as well. The IBI prize changed my standing at my institution. Before my article was published, the science faculty regarded me as a 201

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3.

lightweight because I wasn’t working on science, but “just” on teaching, which is not as important in their eyes. The rest of the campus was marginally aware, at best, of my work. Since the article in Science, the science faculty affords me a little more respect and attention. They invited me to give a colloquium on my project, which is a first! Recognition for this work validated our efforts! Having a prestigious, external pat on the back from one of the world’s premier scientific journals was awesome. It also meant a lot to me personally. Sometimes in the past, my colleagues have suggested I shouldn’t work so hard on education issues. This helped balance their skepticism about the value of this work. Personally, the IBI prize was the most prestigious award I have received so far. I feel like it provided me with an air of legitimacy to aid in my future academic career. This is difficult to measure, but I would say that I’m now looked on by faculty and staff as someone who has much to offer by way of educational expertise. My opinion matters and I’m sought out for teaching advice. This was not the case before the IBI prize. Winning the IBI prize was important for me. I really appreciated the recognition of my work and it has encouraged me to keep up the effort. In the normal day-to-day grind I don’t get a lot of positive recognition except from students. The IBI prize was something that my administrators and my peers in the physics education research community could point to as evidence that what I’m doing matters.

The IBI prize led to strengthened/renewed interest in promoting inquiry-based learning within their scientific field and beyond: •



Paradoxically, it is unusual for scientists to look at science education research as a scientific endeavor. Recognition of the field from AAAS is an incredibly influential way to encourage scientists across the board to consider research-based education techniques. Thus, the IBI prize and the Education Forum are exceedingly important contributions because of their visibility and reach. I believe that elevating the status of programs that promote inquiry-based learning is a worthwhile endeavor and highly beneficial to science in general. If we want to retain the best students, we must, as scientists, be effective educators. The disparity between recognition for classroom effort relative to research publications has a long history, and it is time to break that cycle. Science magazine should be proud to be a leader in highlighting the importance of innovative teaching in the retention of our most promising students. 202

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For the flagship magazine of science in the United States, Science, to regularly devote some of its very competitive pages to science education, and to offer a prize for innovation in science education, is a way to emphasize to its readers—fellow scientists, and probably some educated laypersons and politicians—that science education is vital to the future of science. It has also been personally gratifying to get recognition for the hard work and creativity that it takes to create a course that challenges and also excites students about research. There are few awards that acknowledge the efforts of people in my profession (science education outreach). Receiving the IBI prize was personally very gratifying and validated many years of hard work through two grant-funded projects.

Next Steps In the years since the IBI prize was awarded, increasing evidence has accrued that this type of college science education increases student learning across a wide variety of science disciplines (3). In addition, research reveals that students who are actively engaged in introductory science courses have increased retention rates and success as science majors (4, 5). Furthermore, it is only natural to expect science teachers at lower levels to teach using the ineffective way that they themselves have been taught … the lecture in which students are passive observers. Thus, it is abundantly clear that, unless we redefine what is meant by “science education” at the college level, we can never succeed in broadly implementing the inquiry-based science education that is strongly recommended for today’s K-12 classrooms. The Science Prize for Inquiry-Based Instruction ran for only 2 years. Ideally, prizes such as this should be awarded on a regular basis, biannually if not annually. However, the precise requirements may need to be tweaked to keep up with advances in science education. As one example, might a new type of science education prize reward the successful large-scale implementation of effective inquiry modules, rather than rewarding their initial development? The possible need for such a prize is reinforced by feedback that we received from two of our winners: •

I received considerable recognition for winning the prize, but very few, if any, people seem to have adopted the module because of the article. This is a persistent problem in educational development—how do you get people to adopt new ideas? Clearly, having the IBI in a high-impact and widely read journal like Science increases the status of the development of innovative educational tools. I’d be interested to know how much it has influenced the adoption of these tools. I’ve read many of the IBI articles with interest. While I’ve taken much encouragement and some inspiration, I haven’t used any of them directly. So, I am just as guilty as the readers of my article. 203 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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I don’t know if I’m the only one with this issue, but if I’m not, I would be interested to talk with you and any other interested folks about this issue—what is the best way to help people adopt innovative educational materials? Is it institutional barriers to change? Difficulty in adapting the materials to particular courses? The quality of the materials?

The issues discussed in this chapter are critical. One only needs to scan the daily news to recognize the importance of creating more rational, science-based societies in every nation. Democracies cannot flourish without both the tolerance and respect for evidence that are inherent to scientific habits of mind. As forcefully written more than a century ago: “That the great majority of those who leave school should have some idea of the kind of evidence required to substantiate given types of belief does not seem unreasonable. Nor is it absurd to expect that they should go forth with a lively interest in the ways in which knowledge is improved and a marked distaste for all conclusions reached in disharmony with the methods of scientific inquiry. ... One of the only two articles that remain in my creed of life is that the future of our civilization depends upon the widening spread and deepening hold of the scientific habit of mind; and that the problem of problems in our education is therefore to discover how to mature and make effective this scientific habit” (6). Continuing to recognize scientists who are doing outstanding parallel work in education is a powerful way to bring more recognition and prestige to their endeavors. The IBI prize, awarded by a major scientific society, can serve as a model for a relatively cost-efficient way to promote these science education achievements to a wide audience. A relatively modest philanthropic gift to the AAAS would likely allow a Science Education Prize series to be continued for many years to come. We conclude that continuing to award prestigious science education prizes to recognize the leaders in this endeavor, so important to humanity, can only be beneficial to the future of science and thereby to the future of our world.

Acknowledgments Science would like to thank the Howard Hughes Medical Institute for their generous support of the Inquiry-Based Instruction prize.

References 1. 2. 3.

Alberts, B. A New College Science Prize. Science 2011, 331, 10. Alberts, B. Teaching Real Science. Science 2012, 335, 380. Freeman, S.; Eddy, S.; McDonougha, M.; Smith, M. K.; Okoroafora, N.; Jordta, H.; Wenderoth, M. Active Learning Increases Student Performance in Science, Engineering, and Mathematics. Proc. Natl. Acad. Sci. U. S. A. 2014, 111, 8410–8415. 204 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

4.

5.

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6.

Smith, M. K.; Wood, W. B.; Adams, W. K.; Wieman, C.; Knight, J. K.; Guild, N.; Su, T. T. Why Peer Discussion Improves Student Performance on In-Class Concept Questions. Science 2009, 323, 122–124. Jessica Watkins, J.; Mazur, E. Retaining Students in Science, Technology, Engineering, and Mathematics (STEM) Majors. J. Coll. Sci. Teach. 2013, 42, 36–41. Dewey, J. Science as a Subject-matter and as a Method. Science 1910, 31, 121–127.

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Chapter 12

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Lab Tales: Personal Stories of Early Researchers Desmond Murray,1,* Princella Tobias,2 Ginger Anderson,3 Wendy Bindeman,4 Aaron Cali,5 Keith Campbell,6 David Chavez,7 Charlotte Herber,8 Deepa Issar,9 Natalie King,10 Felicia McClary,11 Samantha Piszkiewicz,12 Javon Rabb-Lynch,13 Elizabeth Snyder,14 Michelle Stofberg,15 and Yusheng (Eric) Zhang16 1Building

Excellence in Science and Technology, Department of Chemistry & Biochemistry, Andrews University, Berrien Springs, Michigan 49103 2Benton-Michiana Spirit Community Newspaper, na, Benton Harbor, Michigan 49022 3The State University of New Jersey - Rutgers Graduate School of Biomedical Sciences, Newark, New Jersey 07103 4St. Olaf College, Northfield, Minnesota 55057 5H.T. Lyons, Inc., Allentown, Pennsylvania 18106 6Gregg Middle School, Summerville, South Carolina 29483 7Los Alamos National Laboratory, na, Los Alamos, New Mexico 87545 8Department of Molecular Biochemistry & Biophysics, Yale University, New Haven, Connecticut 06520-4503 9Department of Bioengineering, University of Pittsburgh, Pittsburgh, Pennsylvania 15261 10Wright Graduate University, Chicago, Illinois 60611 11Bureau for Food Security, US Agency for International Development, Washington, DC 20004 12University of North Carolina, Chapel Hill, North Carolina 27599 13Department of Chemistry and Biochemistry, University of Delaware, Newark, Delaware 19716 14Department of Micro/Immunology, SUNY Upstate Medical University, Syracuse, New York 13210 15Department of Chemistry, Emory University, Atlanta, Georgia 30322 16Miller School of Medicine, University of Miami, Miami, Florida 33136 *E-mail: [email protected]

© 2016 American Chemical Society Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

This chapter presents the words and voices of early researchers. They are now at different stages of their academic and/or professional lives but it all began with early research. The chapter also highlights the importance of students using traditional and nontraditional media to tell their stories and experiences in research. This approach to public science is shown to have benefits to the students, the public and the research enterprise.

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Introduction These are their stories from the frontiers of curiosity and cutting-edge research, written in their own words. These are the lab tales of how they came to be, of how they started conducting real research – early. They will describe how it all went down. They remember it clearly: when they began conducting real hands-on science rather than simply memorizing facts; and when they began exploring original questions rather than repeating the same cookbook experiments that thousands of other students have done ad nauseam for generations. For some, it was in high school, as early as grade 10; for others, it was community college or as freshmen or sophomores at four-year colleges. Some began their journey as part of an established summer research program or by invitation from an eager Assistant Professor. Some are stories of initial apprehension and self-doubt; others are of flourishing joy and of feeling they found home and purpose. For all, the starting point was a curious mind. Their stories are of early engagement in real research to discover and or innovate something new and something different. These are stories from those who are all too often forgotten at the outposts of traditional research enterprise. They are seldom given much thought, serious consideration or reasonable funding as authentic researchers. Yet, their love for learning, discovery and research runs deep and true. They are the incipient talent we all need to tend to. Their stories are as different as their personalities and backgrounds. Some are first generation Americans and others native-born and they come from rustic America and big city America, from rich school districts and poor yet proud communities, from New York and New Mexico, and also from the Caribbean island of Jamaica and the subcontinent of South Africa. Their first unforgettable taste of research may have been in a well-stocked lab of a major research university, or under a spacious fume hood at a sprawling national laboratory, or while sharing a cramped bench-top in the quaint corner lab of a community college or among the sulfurous volcanic ruins of a Caribbean island. They all, wherever and however their path began, are deeply grateful for the early start. Regardless of individual circumstances, their testimonials represent a generation that increasingly understands they need not wait on pursuing a graduate degree to do real research; they need not wait for college or for their senior year in high school. They are not too young to research (http://www.bestearly.com/N2Y2R). Their narratives represent a growing 208 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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awareness among today’s students about the multiple advantages of learning science by doing science early and often. They intuitively know the truth resident in the title and first line of Emily Dickinson’s poem – “This World is Not Conclusion.” They know stripping away all its accessories, research laid bare, is simply and essentially “to go about seeking.” In this purest distillation, research is as natural as curiosity and as basic as our human needs. In seeking they have found the skills and confidence of emergent and independent researchers. Their “lab tales” conclusively demonstrate that students of all backgrounds, across all demographics, can actively participate in the process of scientific discovery and the daily ups and downs of practicing scientists and professional engineers. They show that today’s students who drive cars, religiously take selfies, excel at video games, and navigate a host of twenty-first century technologies can certainly become skilled in the use of traditional and state-of-the-art lab techniques and scientific instrumentation. These include but are not limited to: recrystallizing solids, rotovapping solvents, refluxing reactions, separating mixtures, culturing cancer cells, growing bacteria, isolating DNA, conducting forensic analysis, synthesizing nanoparticles, performing bioenvironmental field studies, analyzing MRI images or competently operating infrared, Raman, UV-Vis, and NMR instruments and much more. Their stories show that science is best learned by doing – by the discipline of discovery and the rigor of research. As in other fields of human endeavor, like visual arts, music, and sports, these early researchers used their bodies and minds – full active immersion – in their transit to becoming independent thinkers. Without qualifications or accomplishments - just as we all began early in life to sing, speak a foreign language, play instruments, play sports, dance, draw, or do any other activity - these rich personal stories, at once both visceral and intellectual, leave no doubt that in science, early matters too. We believe their early research experiences re-affirm the sentiment of Sir Francis Bacon (1561 - 1626), father of the scientific method, who purportedly said, “We must become like little children to enter the kingdom of science.” More recently, numerous commission reports, books and articles on the state of college and high school science education support the value of early research and urgently encourage its universal adoption. These include Sheila Tobias’ 1990 book They’re not Dumb, They’re Different; the Boyer Commission Report on Reinventing Undergraduate Education in 1998; America’s Lab Report: Investigations In High School Science in 2005; Professor Bruce Alberts editorial on Redefining Science Education in Science in 2009; and the National Academy of Sciences 2015 report Integrating Discovery-Based Research into the Undergraduate Curriculum. It is our opinion that engaging students early and often in discovery, creativity, research and innovation should be the norm; one that is needed, not exclusively but especially in STEM education. We reject the idea that research should be limited to students with the best GPA or that there should be years of prerequisites prior to engaging in research or that science labs are just another must-do item on a checklist for entrance into medical school. Rather, we believe that the power and the promise of early research emerge organically from the universality of human curiosity; it is part of our shared inheritance, a legacy from one generation to the next. Early research embodies 209 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

the spirit of our very best pedagogy as eloquently, succinctly and powerfully expressed by American poet, Theodore Roethke, “I learn by going where I have to go.” But, early research goes beyond good pedagogy and science education. Indeed, we believe early research must be a critical part of any sustainable and competitive economic policy and practice in the 21st century and beyond. Our advocacy for universal adoption of early research is also fully consistent with former United States President Franklin D. Roosevelt’s statement: “We cannot always build the future for our youth, but we can build our youth for the future.”

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Public Science This chapter builds upon a successful, almost 15 year-old, tradition of public science collaboration between our organizations: Benton-Michiana Spirit Community Newspaper (www.bentonspiritnews.com) and Building Excellence in Science and Technology (BEST Early; www.bestearly.com). We offer our collaboration as a model which others can adapt to their own circumstances. The term public science connotes public engagement in the processes and products of science, an important strand of which is communication of and about science, in the broadest sense of the word, to the general public. This is an important task that many practicing scientists and engineers are frankly not good at. It is a job defaulted to others – storytellers, beat reporters and journalists. Their work appears attractively packaged in popular magazines, such as, Scientific American and Popular Science or on the science pages of major newspapers. They bridge the culture of science to popular discourse. This can involve communicating new scientific results, often derived from jargon-intensive technical articles published in obscure specialty journals, to the general public in more accessible language. In this tradition the focus is on the research with a minimalist approach taken to the researcher or their subjective experiences while engaged in research. In contrast, the Benton Spirit – BEST Early approach to public science features early researchers conveying their personal journey and emphasizing their research experiences as a public good. It focuses on the poetry of their experiences alongside the prose of their experiments. Specifically, we give early researchers opportunities to share with the general public through multimedia platforms including print, radio, TV, You Tube, and Facebook. We believe this is an effective means of, among other things, encouraging other students to get involved in research early. It shows this target audience that if others like them can do it, they can too. It has added benefits of communicating science as human interest stories and of giving early researchers a chance to develop marketable skills in this much-needed niche. The award-winning Benton Spirit was founded in 2001 by Princella Tobias with the express mission of “informing, enhancing, showcasing, promoting and educating Benton Harbor and surrounding southwest Michigan communities.” In particular, since the students of Benton Harbor are generally underrepresented and underperforming in science, technology, engineering and mathematics, the Benton Spirit and BEST Early sought to address this need through the dual approach of 210 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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public science and early research mentoring for the students of Benton Harbor Area Schools (http://www.bhas.org/domain/330). From its inception, Benton Spirit was intentionally focused on education and has collaborated frequently with local students, educators and academic institutions. It has a longstanding relationship working with Benton Harbor Area Schools on projects, such as, conceptualizing, designing and producing the 2016 Benton Harbor History Calendar, with the assistance and employment of Benton Harbor students. In addition, Benton Spirit is sometimes used as a valued teaching tool in some local classrooms, in which articles by or about local students are often featured. High school students have been actively engaged in the Benton Spirit’s ongoing Aspiring Young Journalist program covering events, interviewing local personalities, writing stories and taking photographs. BEST Early, a nonprofit science education organization, was conceived and developed by Desmond Murray, to advocate and provide early research opportunities in both curricular and non-curricular settings. Its motto is: People First, Innovate Early. To date, close to 1,000 high school and college students have been involved in conducting real research under his supervision. Some of their reflections are on YouTube, accessible at BEST Early Research Playlist. This public science aspect of our early research efforts is well-aligned with a quote from Anne Sayre’s book, Rosalind Franklin and DNA, “The public has the right to know, and the duty to ask; scientists have the responsibility of telling.”

LabTales “LabTales”, has been a collaborative BEST Early - Benton Spirit column featuring student descriptions of their research experiences, and is one avenue used as part of our public science commitment. An original goal of LabTales was to help change public perceptions and attitudes about the scientific enterprise, in general, and the research-discovery-innovation process, in particular. These misperceptions include those about who can do science, such as, “it takes a genius,” or “it requires a PhD.” LabTales sought to reverse these myths and other orthodoxies about who can do early authentic research and when they can do it. It is also part of our effort to train the next generation of scientists and researchers to be comfortable and effective in communicating technical information and experiences to general audiences in a variety of media platforms. The stories you will read here are part of this LabTales tradition between Benton Spirit and BEST Early. These are tales that harken to our primal curiosity and beckon us to learn more, go deeper and go about seeking. The following are excerpts from each co-authors full essays: “My entire first summer experience working with Dr. Murray, as a high school sophomore, opened a door and inspired me to pursue a career as an engineer.” – Ginger Anderson, PhD student, Biomedical Engineering, Rutgers University. “Overall, these two years of research in high school helped define the direction that I have taken in college. I entered college with some experience in the lab, a growing scientific knowledge base, and some experience with scientific writing and presentations for both academic and professional purposes.” – Wendy 211 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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Bindeman, Senior, Biology-Spanish major, Biomolecular Science minor, St. Olaf College. “ … the thing that I will value most is my continuing relationship with the Dr. Silverberg that presented me with the opportunity to contribute to meaningful research.” – Aaron Cali, 2015 BS graduate, Mechanical Engineering, Penn State University. “My love for science found its roots while I attended Cornwall College in sunny Montego Bay, Jamaica. At age 15, the admiration I had for my Physics teacher, Mr. Scottie Myers and the ease by which he simplified Newton’s laws of motion fixed the importance of science as a tool for me.” – Keith Campbell, Middle School Science Teacher, South Carolina. “When I look back and think about the 15 year-old Hispanic student from Northern New Mexico that I was, never would I have guessed at the opportunities that would have been made available to me through the avenue of ACS Project SEED.” – David Chavez, Project Leader and Team Leader, Energetic Materials, Los Alamos National Laboratory. “In grade 10, I began doing college level research with Dr. Thomas Wisniewski at New York University School of Medicine. For three years, I conducted research addressing the rising global human and economic costs of Alzheimer’s disease (AD).” – Charlotte Herber, Sophomore, Molecular Biochemistry and Biophysics major, Yale University. “The best part about doing research early on is the chance to start off as a complete novice and realize how capable you are of learning simply because you are excited, curious, and motivated …” – Deepa Issar, Sophomore, Bioengineering major, University of Pittsburgh. “My official research journey began at the age of 16 when I enrolled as a freshman at Oakwood College, now University, in 2003. I truly had no idea what I proverbially wanted “to be when I grew up” but I knew I was great at science.” – Natalie King, 2014 Neuroscience PhD, University of Illinois at Chicago. “I am a child of the colorful 80’s, born in southern California into a military household, my father served in the United States Navy. Therefore, I moved, sometimes in the middle of a school year, and sometimes during summer months.” – Felicia McClary, 2013 Chemistry PhD, Howard University, Country Support Officer at USAID/AAAS Science & Technology Policy Fellow. “ … ‘what do you know about snake venom?’ was not a question I was expecting to get in Mr. Sogo’s Advanced Chemical Research class. I remember holding my first snake at the natural history museum when I was five. At seven I told my parents I wanted a pet snake. When I was ten, I told my entire extended family that I wanted to become a herpetologist. At thirteen my parents let me adopt a snake from my middle school science teacher. I watched every Animal Planet and Discovery Channel program on snakes, and one year I even spent all of my birthday money on the reference text Snakes of the United States and Canada.” – Samantha Piszkiewicz, PhD student, Chemistry, University of North Carolina at Chapel Hill. “ … it was not until I had taken chemistry in the 11th grade that I knew what I wanted to do. The instructor was teaching the class about acids and bases. She performed an experiment in which she dropped a penny in nitric acid. After a 212 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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few minutes the liquid began to bubble vigorously, releasing brown gas.” – Javon Rabb-Lynch, PhD student, Organic Chemistry, University of Delaware. “In the fall of my second year at FLCC, Jim Hewlett approached me and offered me another incredible opportunity: field research in Montserrat, in the Caribbean. He is involved in conservation efforts aimed at evaluating the health of the coral reef following a volcanic eruption that occurred on the island a number of years ago. And he asked me if I wanted to go.” – Elizabeth Snyder, PhD student, Microbiology and Immunology, SUNY Upstate Medical University. “ … I am from South Africa. I am a very blessed young lady for in these past 7 years in the United States I have received so many wonderful opportunities that bring me closer to my goals. One such opportunity was during my first high school chemistry class junior year when I realized I love chemistry.” – Michelle Stofberg, Junior, Chemistry, Oxford College of Emory University. “Becoming a scientist, let alone a chemist, was the last thing I wanted to do. So, I entered the Oxford College of Emory University as a business and music double major.” – Yusheng (Eric) Zhang, MD-PhD student, University of Miami Miller School of Medicine. These are their stories, their lab tales. Be inspired.

1. Ginger Anderson My humble beginnings started at a small high school in Covert, a small farming community in southwest Michigan. My high school provided lots of support for its students but did not offer subjects such as organic chemistry or opportunities to do sustained research. Imagine my delight when I heard that a professor from Andrews University in Berrien Springs, MI, another small southwest Michigan town, was looking for high school students to do research. While a sophomore in high school, I heard about the Building Excellence in Science and Technology (BEST Early) program and was excited to meet its Founding Director Dr. Desmond Murray. My mother drove myself and other students to lab every workday for the 45-minute drive from Covert to Berrien Springs. During that summer of 2004, between my sophomore and junior years in high school, I began working in the organic chemistry lab at Andrews University on synthesis of azachalcones and azachalcone imines. I learned how to use UV-Vis, Raman and Nuclear Magnetic Resonance (NMR) instruments to evaluate and characterize the structure of my reaction products. Starting off, I was uncertain about my ability and background to participate in this college-level research. Working with others – high school and college students – in the laboratory helped me gain the necessary communication skills to work in a research community. By the end of the first summer, I gained confidence and realized that I could participate and contribute to a research community and produce quality work. At the end of my summer experience, I had the honor of being an invited guest at the local American Chemical Society (ACS) St. Joseph Valley Chapter dinner and was able to discuss my research experience with chemistry professionals. My entire first summer experience working with Dr. Murray, 213 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

opened a door, and gave me confidence and experience that inspired me to pursue a career as an engineer. After high school, I attended the University of Michigan and majored in Nuclear Engineering and Radiological Sciences. I continued to work with Dr. Murray during the summers as we began collaborating with Dr. Sherine Obare, a Professor of Inorganic Chemistry, at Western Michigan University in Kalamazoo, Michigan. Dr. Obare was a very encouraging and smart woman and unlike most of my professors at the University of Michigan who were not people of color, she was someone I could identify with. She represented to me someone who persevered and overcame the systemic, institutionalized racism and sexism that is still too common in many university science departments. Her ‘representation’ was unrivalled in terms of letting me know that I too can succeed and overcome the challenges. During my time working with her in Kalamazoo, we began to make significant developments in using azachalcones and azastilbenes molecules that I had helped synthesize as a high school student, as sensors for toxic organophosphates and this work resulted in two publications (Tetrahedron Letters, 51, 1754, 2010; Sensors, 10, 7018, 2010), with myself and other students as co-authors. Transitioning from a small rural high school to the University of Michigan and being one of the few African-American students in engineering was very challenging. Some individuals at the university underestimate people in this situation but having had the experience of working in a laboratory in a college setting in a research community gave me the confidence to know that I could actually succeed at a major university. These research experiences also helped to break down negative perceptions from college faculty about the readiness of African-American students to do research and perform in their classes. After graduating from the University of Michigan, at which President Obama was our graduation speaker, I began working at General Dynamics Electric Boat. I started in the Nuclear Engineering department but transitioned to the Electrical Engineering department to work on research and development (R&D) projects. My years of early research in a laboratory gave me insight into the nature of R&D and to foresee and avoid problems before they happened. In R&D, events may not always go as scheduled but Electric Boat has a very rigid schedule. Knowing the nature of R&D and understanding it by having been immersed in it early, helps one mitigate the risk of a problem arising. These problem-solving skills are invaluable in an industry where no error is allowed. When building and designing submarines for our brave sailors in the United States Navy, it is important to mitigate risk and deliver a submarine to them on time. Seeing the Illinois submarine, that I had worked on, christened by First Lady Michelle Obama was a moment of pride and joy. I can trace some of the skills I used in this project and my growing independence as a researcher back to my early laboratory research experiences. While working at General Dynamics Electric Boat, I also graduated with my Masters of Engineering degree in December 2015 from the University of Connecticut. Throughout this program, I drew on my experiences gained while working with Dr. Murray. For my capstone project, I worked with a professor 214 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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and a PhD student to set up a series of experiments to determine the corrosion properties of a metal composite. In this project, I had to communicate effectively with everyone involved, follow laboratory procedures, and effectively write up my findings. These are all skills that I first developed while working with Dr. Murray in high school. I plan on starting my PhD in Biomedical Engineering at Rutgers University in June 2016. I do not believe that I would have been accepted or even aspired to do a PhD without my experiences in the BEST Early program. At the time I didn’t realize it, but participating in this program doing college-level research while still in high school laid a strong foundation for me to build on so that I could reach this point. Several situations along the way could have discouraged me or taken me off my course but the confidence and the accolades that resulted from this experience helped keep me on this track and become a success.

2. Wendy Bindeman I initially became involved in research through the Student Inquiry and Research (SIR) program offered at the Illinois Mathematics and Science Academy (IMSA) beginning in my junior year of high school. IMSA is a three-year public boarding school (sophomore through senior) located in Aurora, Illinois. Its SIR program offers students the opportunity to participate in research during their junior and/or senior year once a week. I first heard about IMSA through a newspaper article. During the summer after 8th grade, I attended BioTech@IMSA, a science-focused summer camp offered through the school. Intrigued by the intense science focus and the research opportunities offered through the SIR program, I decided to apply to attend IMSA for high school. I completed my freshman year of high school at York Community High School in my hometown of Elmhurst, IL, located about 45 minutes from Aurora. I then transferred to IMSA for the next three years of high school. During my junior year of high school, I worked with Dr. Don Dosch, a science faculty member at IMSA, to design and conduct a project focused on evaluating gene expression levels of the growth regulator EVI1 in several cancer cell lines via Western blotting. This was invaluable in developing basic laboratory skills and beginning to understand the research process, including how to design a study, how to design and use controls, and the pace and challenges of research. I was able to present my work at the Illinois Junior Academy of Science student poster competition in 2011. This gave me an opportunity to do an oral presentation during the student sessions at the American Junior Academy of Science/National Association of Academies of Science joint conference, which was part of the American Association for the Advancement of Science (AAAS) conference, in February 2012. During my senior year I worked with Dr. Caroline Le Poole, at Loyola University Chicago, exploring the use of gene gun vaccination with the chemokine Ccl22 as an immunotherapy for vitiligo. Through this project I gained experience working with mouse models, as well as using and troubleshooting several 215 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

standard laboratory techniques. Additionally, I got to experience working and collaborating in a functional laboratory. I was included as a co-author on several conference presentations and eventually on a paper published in the Journal of Investigative Dermatology 135, 1574-1580, 2015. Overall, these two years of research in high school helped define the direction that I have taken in college. I entered college with hands-on experiences in the lab, a growing scientific knowledge base, some experience with scientific writing and presentations, as well as the personal knowledge that I truly enjoy the process of scientific investigation. By the end of my senior year of high school, I knew that I wanted to pursue a career in research. One of the greatest impacts of SIR has been the base of skills and knowledge that I gained, which has acted as a “foot in the door” allowing me to participate in summer research internships throughout my college experience. The summer after I graduated from high school, I was able to continue working at Loyola University Chicago. I switched labs to diversify my experiences, and spent the summer helping with analysis of chromatin immunoprecipitation-sequencing in the laboratory of Dr. Andrew Dingwall. After my freshman year of college, having early research experience helped me secure an internship at the University of Pittsburgh under Dr. Steffi Oesterreich, assisting with a project related to ovarian cancer. In Dr. Oesterreich’s laboratory, I gained the bench skills and background in cancer research that I needed to get another internship at the University of Texas MD Anderson Cancer Center the summer after my sophomore year. There, I worked under Dr. Helen Piwnica-Worms on a project related to triple-negative breast cancer, and was offered the opportunity to return to the same lab for a second summer after my junior year. This longer-term experience has been extremely valuable in terms of enriching my understanding of experimental design and the larger scope of research projects, as well as for deepening my knowledge about that particular field of research. These internships have led to additional presentation opportunities. I presented at the Midstates Consortium for Math and Science Undergraduate Research Symposium in the Biological Sciences and Psychology in both 2013 and 2014. I also had the opportunity through my school, St. Olaf College, to attend the Experimental Biology 2015 conference in Boston and to give a poster presentation both in the student session and during the all-meeting poster session. I was awarded the American Society of Biochemistry and Molecular Biology (ASBMB) Undergraduate Competitive Travel Award, which provided funding for me to attend the Experimental Biology meeting. In addition to summer internships, I have been involved in research at St. Olaf College since the first semester of my sophomore year. I was able to secure a spot in an on-campus laboratory, directed by Dr. Laura Listenberger, which focuses on lipid research. In this lab, I have been involved in a variety of projects on a for-credit/volunteer basis throughout college. Although many students do research at St. Olaf, my early research experiences made it possible for me to start working in a lab earlier than most students do. I have also been able to contribute ideas for new techniques throughout my time in the lab because of my multiple research experiences at other institutions. 216 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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I am now a senior at St. Olaf College in Minnesota, majoring in Biology and Spanish with a concentration (minor) in biomolecular science. After college, I plan to pursue a PhD in cancer biology, potentially with a master’s degree in clinical and translational sciences. My eventual goal is to become an independent investigator focusing on translational cancer research. All of my early research experiences have been incredible, transformative opportunities that have strongly influenced my career goals. They introduced me to the process of research, exposed me to a huge variety of laboratory techniques, and taught me how to design and troubleshoot experiments. Beyond concrete laboratory skills, they provided an opportunity to explore several different research areas, ranging from basic research to applied/translational science, and therefore helped me to focus my interests over time and gain both knowledge and experience in my intended field of cancer biology. They gave me the confidence and background necessary to pursue opportunities such as the internships at the University of Pittsburgh and at MD Anderson Cancer Center and the chance to present at Experimental Biology 2015, as well as access to incredible mentorship from my PIs, lab mentors, and other laboratory members. Overall, early research has given me access to opportunities and connections that are playing pivotal roles in preparing me for graduate school and in defining my career aspirations.

3. Aaron Cali As a high school and early college student, I never envisioned myself participating in student research. It was not because I was unwilling to take part in that type of extracurricular activity, but because I viewed research as a pastime for incredibly intelligent individuals who created groundbreaking inventions in their basement as an elementary student. Although I have met quite a few amazing intellectuals in my subsequent exposure to the research environment, my perception turned out to be incorrect. My name is Aaron Cali, a Caucasian male from rural Pennsylvania. My elementary and high school education was conducted from my home as part of Pennsylvania’s community of homeschoolers. I began attending college part time in eleventh grade through The Pennsylvania State University’s dual enrollment program. After graduating from high school in 2012, I enrolled full time at Penn State’s Schuylkill branch campus, then transitioned to University Park to complete my final two years as an undergraduate. I graduated from Penn State with a Bachelor’s of Science in Mechanical Engineering in 2015. I am currently 21 years old and working in the commercial and industrial HVAC and plumbing design industry. In my two years as a dual enrollment student, I was generally oblivious to the research community on my campus. As I advanced through the more basic general education courses into the math and sciences that are required for an engineering major, however, I began to be exposed to the responsibilities that a faculty member has outside of the classroom. There were two faculty members in particular that made a point to expose students that were in the early years of a 217 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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university education to the applications of their disciplines in the research world. They also used their research as a teaching tool to emphasize the importance of the material that was presented during a lecture. Even in light of this new information, I still did not consider participating in early research. I was employed as a peer tutor in the supplementary education center on campus and I enjoyed the additional learning that that provided. I was so immersed in the stereotypical textbook learning style of post-secondary education that I was unaware of the depth of knowledge that could be obtained through experimentation, research and innovation. In my freshman year of college, I was enrolled in the second semester portion of general chemistry, taught by Dr. Lee Silverberg, a research active faculty at my branch campus. As my freshman year drew to a close, I was approached by Dr. Silverberg to join his lab for summer research. Initially, I was hesitant to accept because I already had a full time job commitment to help cover my college expenses and chemistry was not really what I was interested in as a long-term goal. After some deliberation, I tentatively accepted the invitation because I viewed this opportunity as a valuable chance to build my skillset and resume. Even though chemistry research was not immediately relevant to my mechanical engineering major, I was excited to gain exposure that could possibly pique my interest in other fields. Additionally, I respected and appreciated the relationship that I had with Dr. Silverberg and I trusted him to provide an interesting experience that would benefit us both. Over the course of the summer of 2013 after my freshman year, I found myself working on synthetic organic chemistry experiments. My schedule was not strictly defined and I came in as my full time employment allowed. In a short amount of time, I was able to learn the basics of running reactions, recrystallization, and analyzing the products using thin-layer chromatography and other methods. I was taught the proper way to conduct reactions under nitrogen and how to use a rotary evaporator. Many of my peers working with me had more experience and knowledge than I did. This was obvious to Dr. Silverberg and he made sure that I was equipped with the adequate resources and information before I began each project. He was also extremely available as I worked and fielded my questions with patience, stemming from a desire for me to grow and learn. I realized quickly that my early research experience caused me to grow as an analyst and critical thinker, as opposed to simply as an experimental chemist. Accurate documentation of lab procedure was a critical skill imparted to me by Dr. Silverberg. The compilation and upkeep of a laboratory notebook is a skill that can be used in many fields of employment. Detailed records are critical for the documentation and replication of an experiment. Similarly, profuse documentation is necessary in my current field when submitting construction plans to be reviewed for permit applications. My experiences with research were helpful as my college career came to a close and I began to look for full time employment. Even though my strict discipline was mechanical engineering, many employers look for well-rounded individuals that can understand the intricacies of their business or process. For example, there is a demand for mechanical engineers in the chemical processing 218 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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industry and the required knowledge often exceeds what is learned in general chemistry. This information can be learned in the workplace, but it is a wonderful talking point with recruiters to possess a depth of information from extracurricular activities such as research. Currently, I am employed in the engineering department of an HVAC and plumbing design/build firm. My initial thought after receiving the position was that my research experience would simply become a bullet point on my resume and it would just be an enjoyable topic to talk about in the lunchroom. As I was brought on to assist in various projects within the engineering department, I realized that I was wrong. My extended knowledge from the lab helped me to design and analyze the ventilation systems of industrial spaces. I appreciated being able to understand recommendations from senior engineers. I was proud to be able to assess the process that a client had in place and form recommendations of my own. Also, as a result of my exposure to lab environments, I had the ability to visualize the different exhaust requirements specified by code for lab and process spaces. While I still may have been qualified for my position without my time in the lab, my skillset is greatly enhanced by it. It’s difficult to summarize the complete impact that early research has had on my career up to this point. However, I know that it is something that I will always be proud of and enjoy talking about. I believe that my experiences will help me as a professional engineer when I apply for certification. But apart from career goals, the thing that I will value most is my continuing relationship with the Dr. Silverberg that presented me with the opportunity to contribute to meaningful research. I will always appreciate the friendship that was formed in the lab.

4. Keith Campbell My love for science found its roots while I attended Cornwall College in sunny Montego Bay, Jamaica. At age 15, the admiration I had for my Physics teacher, Mr. Scottie Myers and the ease by which he simplified Newton’s laws of motion fixed the importance of science as a tool for me. I also had wise parents that emphasized science as a utility that could be the solution to many problems that our Jamaican society faced. For example, my father complained about the lack of initiative from the government to capitalize on solar powered homes instead of using oil. After all, his point made practical sense as every day we were being burnt by tropical sunlight! As a young man in high school, I had the opportunity to assist in designing and conducting several laboratory experiments for my Biology, Physics and Chemistry classes. These involved creating quick but repeatable experiments that were used to test hypothesis in 11th grade natural science courses. Some of these labs were based on foundational areas such as genetics, thermodynamics, Newtonian laws of motion, and electrolysis. These labs were used as a component of my external examinations. Labs were very important because they reinforced subject matter by tactile or interactive means. I had always liked the fact that I was able to visualize what I was learning. This fostered a formative and summative learning mechanism 219 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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which engendered a love for ‘learning by doing’. They also created the foundation for and served as my first introduction to scientific questioning and experiment design. I can clearly recall that my first research experience occurred in 2004 as a junior at Andrews University. I had a Microbiology class with Professor Rob Zdor who introduced us to various types of bacteria and their characteristics. More importantly, he had requested that his students participate in independent research projects. This was for the sole purpose of creating a more engaging learning environment and with the intent to make the content more personal. Some of the research opportunities were based on our primary impulse; and as such I decided to conduct one about the rate of bacterial growth over time. For this experiment, the concept and materials were equally simple and elegant. I was tasked to use the scientific method in a determination of the rate of bacterial growth increase in unrefrigerated milk over a span of several weeks. I can vividly remember how my interest was piqued when the results that I obtained corroborated my hypothesis. Furthermore, the rate of bacterial growth I observed matched what other researchers reported in the scientific literature and the food industry. My academic advisor had always explained that it was a good idea to engage in any research project that I was able to do. In my senior year, I had the opportunity to work with Dr. Desmond Murray on two very important independent research projects (IRPs). The first one was part of the Organic Chemistry II lab course and the second one, his brainchild program – BEST Early, provided me with a summer research job. The research conducted was funded by Andrews University, American Chemical Society and the National Science Foundation. During these significant experiences for me and my other teammates, Dr. Murray gave us an opportunity to see organic chemistry in action by creating synthetic analogs of plant pigments, predominantly chalcones and flavonoids, with potential sensor applications. Some of these included molecular sensors with possible agricultural, environmental and military applications. I recall that we were prodded by Dr. Murray to be curious, creative, assertive and relentless in our brainstorming, troubleshooting and problem-solving. Based on the compounds synthesized, it was clear that Dr. Murray had made a breakthrough with many of the research procedures. Under his tutelage, guidance and vision, I truly understood the importance and benefits of research in the broader scheme of things. Upon returning to Jamaica, I assumed the role of a senior educator at Irwin High School in St. James. I was also appointed Head of the Science Department. I developed and continued two programs aimed to improve scientific curiosity, creative thought and critical thinking. These programs were an accelerated biology class and a planning and designing research program. The accelerated biology class prepares students for external examinations at the Caribbean Examinations level. This activity and others gave them firsthand knowledge of how scientific investigations can be used in pertinent and meaningful ways for the benefit of health and society. This meant implementation of student based research projects in coordination with CSEC/GCE syllabi. The passes that were obtained in these external examinations were the highest in the school’s history with 100% gained in some subjects. It has always been my goal to provide avenues for students 220 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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to generate an interest in learning. I believe it is important that new insights are created that will enhance an appreciation for the discipline. Some of the major accomplishments derived from my research experience includes a collaboration with the National Environment and Planning Agency (NEPA) in Jamaica in microbiology assessment of sources and indicators of pollution. The research I conducted with Dr. Murray was published in Tetrahedron Letters and Sensors. In addition, my strong background in hands-on science also afforded me the ability to develop science software and courseware for Educosoft International. I also served as an educational consultant for Educosoft and gave oversight to the creation of several interactive software. All of this research experience had a poignant effect on my inadvertent path to becoming an educator. I cannot boldly proclaim like some of my fellow colleagues that a career in education was what I had intended for myself. However, it proved to be a failsafe and stepping stone. I know it brought a more competitive edge to my skills and qualities. This served as the impetus to earn a Post Graduate Diploma in Education and Training at Caribbean Institute of Technology in Montego Bay, Jamaica. I believe it is critically important that science teachers have some personal experience in laboratory work and experiment design. They should have concrete understanding of the scientific method. Even more importantly, a science teacher ought to know how to properly analyze and interpret the results of a scientific investigation. I have been greatly assisted, in this regard, in my teaching career by my past hands-on laboratory and research experiences. Presently, I teach 8th grade Physical Science at Gregg Middle School, Summerville, South Carolina, serve as Robotics and Softball Teams Coach, and sponsor a soccer mentorship club for students. I have also completed my endorsement in gifted and talented education (GATE). I intend to pursue a M.Ed. in Instructional Technology and eventually learn best practices in science education that would build upon those I obtained from my early research experiences.

5. David Chavez A recurring theme throughout my life has been the question of how to inspire students, with limited access to STEM professionals, to pursue careers in STEM. In my own experience as a young student, growing up in a rural community, my only real exposure to science outside of school was through books and magazines. With respect to research experiences, the only avenue available to me was the annual school science fair. I was naturally a very curious student who was interested in math and science, but I knew of no role models in the STEM field. While I was able to come up with some ideas for science fair projects, I really struggled with being able to follow though with my ideas and really apply them. Fortunately, I had the opportunity to participate in the American Chemical Society’s Project SEED after my sophomore year in high school. My high school chemistry teacher, Mr. Roberto Chavez, was made aware of Project SEED and selected a few students to participate in this program. 221 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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My first Project SEED experience allowed me to work at the Los Alamos National Laboratory (LANL), in Los Alamos, New Mexico, about 70 miles from my hometown. While the distance between my hometown and LANL created a transportation challenge, it was ultimately resolved. Through Project SEED I had the opportunity to work with a mentor, Dr. Bill Earl on a project measuring the permeability of sol gels. The entire program lasted about 10 weeks and I was grateful to receive a stipend to help me cover transportation costs. Although I did not spend every hour doing hands-on research, I did have the opportunity, thanks to the diligent work of my Project SEED coordinator Sharon Dogruel, to participate in other activities, such as tours of the impressive and fascinating LANL science facilities. Sharon was instrumental in making the overall Project SEED experience one that was exciting as well as welcoming. Overall, this experience introduced me to a new world that I did not know existed. I was able to learn first hand about the cutting-edge science that was being performed at LANL in chemistry, physics, engineering and other areas. At the same time, the ability to do hands-on research and to be able to talk about my work to scientists and engineers in a poster session at the end of the program was extremely impactful. An additional outcome that proved to be very beneficial to me was the network that I was able to create. While participating in the Project SEED program, I began thinking about a mathematics project that I had been studying as a hobby. When I went back to school to begin my junior year, I wanted to turn the hobby into a science fair project. The network I created at LANL allowed me to access the mentoring and guidance I needed to create my science fair project. In this case, I had several discussions with mathematician Dr. Barbara Devolder, from LANL, and she provided me with the advice and feedback that I needed. This was critical in allowing me to convert my hobby into a full-fledged research project that I was ultimately able to turn into a top 3 placement in my category at the state science fair competition. Another beneficial experience to come out of Project SEED was the access to young researchers at LANL. These experiences not only introduced me to a variety of research areas, but also introduced me to different pathways to careers in science. I soon began to realize the opportunities that different science careers presented and the variety of colleges and universities where science and engineering research was performed, and which of those institutions were the best at what they did. And of course, these experiences initiated my thought process regarding the studies I wanted to engage in and where I wanted to go to pursue those studies. After my senior year in high school, I had the opportunity to participate in the newly developed Project SEED II, which allowed high school students to participate in a second summer of hands-on research experiences provided through this program. In my second stint I worked under the guidance of Dr. David Schiferl and one of his grad students, Dierdre Regan. I performed research on a project studying carbon dioxide under very high pressures and very low temperatures, using diamond anvil cells to look for new phases of CO2. Again, I was able to present my work to other students and scientists at LANL as part of a poster session at the end of the program. These research experiences really helped to reinforce 222 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

all that I learned about conducting scientific research. They also reinforced my desire to pursue science as a career. My participation in Project SEED I and II impacted my life in significant ways. The first way was that it broadened my perspective of the types of science careers that were open to me, careers I did not know existed prior to Project SEED. The second way that my life was impacted was in having the confidence to apply to rigorous math and science colleges. I am confident that had I not participated in Project SEED, I would not have been accepted into the colleges I applied to attend. I was able to attend a scientific talk by a graduate student from California Institute of Technology who was performing some of his research at the LANL. It was this talk that inspired me to apply to schools such as Caltech, MIT and Princeton. Looking back, the list of schools I applied to was extremely ambitious, especially for a student with no access to advanced placement courses in high school. I was very fortunate to have been accepted to these schools and ultimately chose to go to Caltech for my undergraduate education. If I had not been involved with Project SEED, I am certain these college opportunities would not have been opened to me. Additionally, while other students at Caltech likely had research experiences as well, my experience in Project SEED I and II prepared me well to begin undergraduate research during my freshman year. I performed research first with Professor George Rossman and subsequently with Professor Erick M. Carreira, where I found my passion for organic chemistry. Another important opportunity opened by Project SEED was my ability to apply for scholarships and to attend an ACS National Conference in Chicago in 1993 to present some of my research. In 1994 I received the ACS Miles Scholarship and in 1995 I received the ACS Minority Scholarship. Additionally, the network I was able to create with scientists and engineers at LANL helped me to secure summer employment at LANL as an undergraduate. It was through these subsequent summer experiences that I became familiar with the research areas I currently pursue in my career. Eventually, I made my way to a BS with Honors in chemistry from Caltech and a PhD in chemistry from Harvard under the guidance of Professor Eric N. Jacobsen. I then returned to LANL, the place of my Project SEED experiences, as a Frederick Reines Distinguished postdoctoral researcher. I continued at LANL as a researcher in energetic materials and I am currently a project leader and team leader. In 2011 I received the most prestigious award given by the Department of Energy, the E. O. Lawrence award for my work and in 2014 I was selected as a Distinguished Alumnus of the California Institute of Technology, one of the youngest alumni ever to have received this award. In addition to Project SEED’s impact on my career, it has also had an impact on the way I approach educational outreach. I have served as a Project SEED coordinator and mentor while at LANL and I have also hosted and mentored high school, undergraduate, graduate and postdoctoral students while at LANL. In order to have a broader impact on a wider range of students, I am also an adjunct faculty member at the University of New Mexico-Taos branch, where I have taught general chemistry or organic chemistry for the past 7 years. 223 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

Additionally I am serving my second term as a school board member for my local school district, where I have served as the board president for the past three years. I have pursued these efforts in order to make an impact on STEM education across the range from K-12 to college. I have chosen to devote so much of my free time to these efforts because I have been inspired by the opportunities that were opened to me by Project SEED and I want to make sure I provide opportunities for others, in any way that I can. When I look back and think about the 15 year-old Hispanic student from Northern New Mexico that I was, never would I have guessed at the opportunities that would have been made available to me through the avenue of ACS Project SEED. This program truly planted the seed to allow me to have the confidence and experience to be able to pursue a career in science. I truly believe that my early research experiences in Project SEED were critical to who I have become. Had I not participated in this program, I am certain that I would have followed a different career path. It also planted the seed in me to want to give back in order to create opportunities and expand the horizon of possibilities for others. I am grateful for all that ACS Project SEED has provided me.

6. Charlotte Herber I am a sophomore at Yale University majoring in Molecular Biochemistry and Biophysics with a deep passion for neurobiology. I started my scientific career as a sophomore at Fox Lane High School in Bedford, New York, when I joined its three-year research course. The program empowered me with confidence, data analysis ability, communication skills, and an invaluable early laboratory experience to further pursue science academically and professionally. My research teacher, Ms. Erin Wasserman, was very supportive of my curiosity and development into a capable scientist. From instructing me in effectively analyzing and gleaning information from journal articles to assisting me in communicating with research professors and interviewing for lab positions, she helped me access the professional research community and overcome the perceived limits of my age and inexperience. During biweekly one-on-one meetings, her probing questions and focus on the scientific method helped me logically dissect literature far outside the scope of my tenth grade courses. In grade 10, I began doing college level research with Dr. Thomas Wisniewski at New York University School of Medicine. For three years, I conducted research addressing the rising global human and economic costs of Alzheimer’s disease (AD). I became acquainted with the immunotherapy theory of neurodegenerative diseases like Alzheimer’s disease (AD). Specifically, I investigated the ability of short DNA sequences, called CpG ODNs, to safely and effectively remove the amyloid protein plaques in a transgenic mouse model of AD. The results of my histological work confirmed that CpG ODNs could prevent and reverse cognitive deficits and amyloid plaque accumulation without toxic side effects, suggesting potential for clinical trial. 224 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

Assisted by graduate students, I started using rudimentary immunohistochemistry and Western blotting techniques. By senior year, I had independently created and optimized protocols to understand the immunological molecular mechanisms of CpG ODN treatment of AD. As a consequence of failing for months to optimize a staining technique for phagocytic microglia, I learnt to appreciate collaboration. I am as grateful to the authors of the journals and textbooks I consulted as I am to my mentor and my peers. Without a body of knowledge to guide each troubleshooting attempt or without the targeted advice from my colleagues, I could not have been successful. While gaining technical expertise to successfully execute original research, I also learned persistence and humility. A capstone of my early research experiences was attending the 2013 and 2014 Intel International Science and Engineering Fairs, in which I placed third in my category. Additionally, I was recognized as a Siemens Foundation and Intel Science Talent Search semifinalist nationally and as winner of the American Academy of Neurology’s (AAN) 2014 Neuroscience Research Prize and Acorda Therapeutics’ Scientific Excellence Award. As part of the latter two awards, I presented at AAN’s annual conference and was interviewed on the radio. From high school research competitions, I learned that science is irrelevant until communicated. My success in poster competition was dependent on both the quality of data and presentation. The point-based system of biweekly personal meetings with Ms. Wasserman were instrumental in keeping me organized and encouraged me in practicing my presentation. Similarly, in drafting and meticulously editing my research report with her, I learned the importance of concision, logical clarity, and precision - now serving me well in college. Early research also inspired my goal of becoming a scientist. I relished the fusion of high-level theory and physical work and the thrill of making progress towards ameliorating AD. The potential that my research may evolve into clinical trials nurtured my dream of participating in drug discovery. So, after graduating from high school, I naturally aspired to broaden my research experience, with a goal of eventually pursuing an MD-PhD. The summer after high school, I completed an internship at Columbia University Medical Center in a neurovascular neuropsychology and neurology lab run by Dr. Ronald Lazar. For the first time, I worked with clinical data, culling information from stroke patient records and characterizing thousands of MRI and CT scans. Some of my work will be presented at the 2016 International Stroke Conference and will be published in the American Journal of Neuroradiology. Moreover, I had the privilege of meeting and interviewing patients coping with stroke and vascular dementia, allowing me to keenly appreciate the ultimate altruistic human purposes of research. This experience was a brief glimpse into translational neuroscience contrasting with my bench work in high school. My high school research experience gave me the drive and direction to jump into STEM as a freshman at Yale, selecting a rigorous schedule including an advanced organic chemistry sequence. I knew from my time in the Wisniewski and Lazar labs that I was heading towards a career in research and that I was deeply passionate about solving the mysteries of the mind and its diseases. I felt more confident and prepared than any of my peers to face the academic 225 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

challenges ahead because of the skill and motivation provided by my early research background. My previous experiences lead me to continue research at Yale with a Wisniewski lab collaborator. Mrs. Wasserman’s grant editing techniques also helped me receive the Yale College Freshman Summer Research Fellowship. By optimizing a battery of behavioral tests and performing histology, I contributed significant data to Professor Strittmatter group’s publications focused on elucidating the mechanistic etiology of AD. Specifically, the group has identified the high affinity binding of extracellular amyloid-beta oligomers (Aβo) to cell surface lipid-anchored cellular prion protein (PrPC) coded by Prnp, followed by in vitro intracellular Fyn kinase activation. This yields phosphorylation of the NR2B subunit of NMDA receptor (NMDAR), coupled to the loss of surface NMDARs. After screening a myriad of transmembrane postsynaptic density (PSD) proteins, only metabotropic glutamate receptor five (mGluR5) co-expression resulted in the coupling of the Aβo-PrPC complex. Both PrPC and Fyn were found to physically interact with mGluR5 upstream of calcium signaling changes and dendritic spine loss in vitro; additionally, genetic and pharmacological inhibition of mGluR5 inhibition in transgenic mice was protective of synapse and memory loss. Therefore, the formation of the Aβo-PrPC-mGluR5 complex is essential in mediating neuronal dysfunction in AD, but the synaptotoxic biochemical mechanism is only partially defined. My work has helped define the temporal relevance of Prnp expression to Aβo-mediated cognitive deficits in APP/PS1 mice. Assured of my ability to adeptly apply the scientific method, to engage with high-level theory, and to communicate accurate and precise scientific data effectively, I immediately sought to expand on my high school research, to explore the myriad and diverse career possibilities available in neuroscience and neurology. I recently presented at the Yale Undergraduate Research Symposium as a plenary speaker and continue work on the Aβo-PrPC-mGluR5 pathway research for credit. I anticipate completing a BS and MS in my major and progressing on to an MD-PhD program, as inspired by my high school research experience. I am intensely grateful to my teachers, mentors, and parents for supporting my early scientific research pursuits and thereby my current and future ones.

7. Deepa Issar Nobel laureate Ernest Rutherford made the following polarizing claim: “All science is either physics or stamp collecting.” This statement is often used to imply that physics is superior to all other fields of study. I debated this concept constantly with my physics teacher throughout my senior year of high school. I wholeheartedly believed that biology was better than physics because biology is magnificently complex, while physics is overly simplistic. Now, however, that “stamp collecting” quote has taken on a new meaning. It was the spark that 226 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

began my personal intellectual renaissance to discover why I learn; and my early experiences in research were the fires that fueled the evolution of my perspective on education and knowledge. My first major research experience was my senior capstone project in the Biotechnology and Life Sciences research lab at Thomas Jefferson High School for Science and Technology in Alexandria, Virginia. When given an opportunity to design a yearlong, fully funded research project with a partner, I did what any overly eager young scientist would do: I ordered resistant cancer cells and electrocuted them! This bizarre project was inspired by my interest in medicine, my newfound curiosity for electric field theory, and a new form of cancer therapy that can shrink brain tumors with the application of alternating, low intensity electric fields. The project was initially my perfect example of why biology was better than physics; I was making physics useful by applying it to biology. However, I would soon come to see how counterproductive such a thought is. Our research project, titled “the effect of alternating electric fields on doxorubicin-resistant small cell lung cancer cells”, did not go as smoothly as our perfectly planned proposal predicted. (I am constantly learning that this is a common phenomenon in research). The plethora of problems ranged from cell clumping to applying a uniform electric field to a cell culture. We went to almost every lab director in the school and dozens of professors asking for their expertise because the complexities of the problems we encountered were beyond the scope of any particular subject. For example, developing a cell culture plate to which we could apply electric fields was a particularly hefty challenge that took us months of research. We could only find very vague descriptions of such a device’s design in the literature as if there was a disconnect between the person who made it and the user. When we consulted our high school’s Prototyping and Engineering Materials lab director, he commented, “It’s clear someone who has never built anything before wrote this.” These early experiences led me to my first two revelations. The first was that the universe does not operate in only one subject for any given problem. There is no pure physics problem because in order to reduce a biology problem, for example, you have to be aware of enough biology to know what assumptions are acceptable to make and vice versa. The second was that a lack of interdisciplinary communication and research was likely the reason the literature we based our study on was so hard to decipher. I began to feel uneasy about my position on “stamp collecting” because I needed physicists and engineers to tell me what approximations I could make when quantifying applied electric fields as much as they needed me to tell them what was necessary to maintain and observe a cell culture. The mindset that one subject might be better than the other and the attachment people have to their own field can hinder progress in research because it encourages people to minimize collaboration. I started to see different subjects like biology and physics as distinct tools and methods to answer common questions rather than one being superior to another. After spending months piecing together information and building an apparatus to apply the fields, weeks preparing the setup, and days monitoring the 227 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

number of surviving cells during the course of the experiment, our results were anticlimactically statistically insignificant. Nonetheless, the data showed several trends that indicated longer trials might yield more significant results. Overall, we had very little time to collect data because we spent so much on design and setup. I discovered that no matter how many lunches I skipped or how many times I missed the bus to run a trial past the end of the school day, a thorough research project takes more than a year to complete. Sharing our designs and results with others led me to my third revelation. We presented our results at a science fair, our school’s annual science research symposium tjSTAR, and an alumni fundraiser. At every presentation, we were constantly asked, “Don’t electric fields cause cancer?” People were thinking of stories regarding high voltage power lines and trying to fit all electric fields into that controversial claim. We would try to explain why the effects of high voltage electric fields are dangerous and contrast them with the effects of the low voltage, high frequency fields we used; however, many people were determined to disregard the idea that electric fields could be anything other than dangerous, even though they are a fundamental force that constantly surrounds us. Certainty in beliefs is a problem when it makes one closed-minded towards new theories. I became determined to never accept information at face value, to always maintain some level of skepticism, and to approach every new piece of information as a statement similar to “All science is physics or stamp collecting.” That is, to discover what it takes to change my mind about it. As my senior year of high school drew to a close, both my physics teacher and I reached a mutual agreement that neither of us had been correct about physics and stamp collecting; the value of the statement lay not in choosing a side but rather in the opportunity to challenge or defend it. That debate and my research helped me discover that I love analyzing problems with an interdisciplinary perspective. As a result, I decided to pursue a degree in bioengineering, a field of study where mathematics, physics, engineering, and biology collide. Furthermore, my physics teacher, who is also a neuroscientist, inspired me to pursue neuroscience research so that I could be the one who sits down with the mathematicians, physicists, and biologists to facilitate interdisciplinary collaboration. But that wasn’t the end of my intellectual renaissance. Upon arriving at the University of Pittsburgh as a college freshman, one of the first things I did was join the Visual Neuroscience Lab, which studies the dynamics of visual processing and neural computation by integrating mathematics, computer science, physics, and neuroscience. The integrated research methods in the lab matched my interests in interdisciplinary research. Working in a university lab has been quite different from my high school research experience. At my high school, each research lab was designed to drive students to pursue projects in a variety of fields and our lab directors used their breadth of experience to help us find both academic and physical resources to pursue those projects. It was an incredible opportunity to apply the scientific method and learn about the uncertainty and chaos that defines scientific research. In my current lab, however, I not only learn by working on a project, but also from simply being in the lab environment and listening to experts discuss experimental setups, recent findings, and problems they encounter. Although in 228 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

a quantitative sense I may learn more facts in classes, in terms of an applicable skillset, working in my lab far surpasses any class I have ever taken. I learn how people think about the field currently, where the field is going, and the fundamental assumptions involved. Most classes only cover such topics briefly at the very end, if at all. For a time, I thought perhaps Ernest Rutherford should have said, “All classes are stamp collecting.” Classes are not, however, “stamp collecting,” and their purpose was another revelation of my intellectual renaissance. Although classes often present information over simplistically as black and white, the significance of classroom learning is to give a solid baseline to start at, to help sift through the overwhelming amount of available information, tools, and techniques so that we can begin to critically look at the world. It is important to treat classes as an integral part of the learning process, but to keep in mind that they are not the entire process. It was the combination of classes and research that has shown me the fluidity of knowledge and the adaptability of theories and models. Either experience on its own would not have been enough. To pursue my research in greater depth this past summer, I was granted a fellowship from the engineering school to continue my research in the Visual Neuroscience Lab fulltime. I presented the results at the annual Biomedical Engineering Society (BMES) meeting in the fall of 2015. The project I have worked on and will continue to work on until its completion involves localizing EEG signals in the brain using head models I constructed from MRI images. The project has not only peaked my interest in neuroscience, but also influenced the courses I will take to give me a more thorough understanding of the nuances of neural signal processing. Additionally, my lab mentors hope to eventually publish the results of my research. The best part about doing research early on is the chance to start off as a complete novice and realize how capable you are of learning simply because you are excited, curious, and motivated, which leads to my last realization. Throughout my entire intellectual renaissance, I began to develop the concept of a ‘desert island toolbox.’ The idea stems from the following question: if I were stranded on a desert island what would I want to have in my toolbox to help me escape? Applied more specifically to my goals, I do not mean a desert island or toolbox in a physical sense, but rather for any situation that involves a problem, a ‘desert island’ in some sense, I want to have the skillset to address it. This ambitious idea is my motivation to learn, the final revelation from my early experiences in research. So now when I hear the expression “All science is physics or stamp collecting,” I no longer roll my eyes, but rather smile because it is the statement that opened my mind. As I continue through college, I will treat courses as an opportunity to question every fact and challenge every assumption as well as remain humble in light of the multitude of things we do not understand. Furthermore, I will continue doing research to advance my ability to address these questions, assumptions, and unknowns. Five years from now I could be in graduate school, medical school, a research lab, or even a biomedical company. Regardless of where I am and what I choose to do, my research experiences have moved me forward in the lifelong process 229 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

of filling my ‘desert island toolbox.’ This intellectual renaissance inspired by my early research experiences is only my first in an era of inquiry and investigation.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

8. Natalie King My high school experience should be described as nontraditional at best. I arrived at Jefferson Adventist Academy in Texas with the idea that I would be staying there for 4 years like every other student. I was fortunate to join the class of one of the best chemistry teachers in the state. Of course this was only my personal opinion but up until that time no one had put forth the energy to help me understand the fascinating world of science and work with me individually to build my skills around how to think critically. I found it so interesting learning about electron clouds, the periodic table of elements, and every other facet of human life that, as I learned, ultimately includes chemistry in some way. Not long after joining his class, I began tutoring in the subject and teaching others who were even in grades higher than my own. Noticing this, he encouraged me to take the state test for accelerated placement. This test, placing me in the state’s upper 10th percent of students, allowed me to leave high school one full year earlier than my classmates and pursue a college degree. My official research journey began at the age of 16 when I enrolled as a freshman at Oakwood College, now University, in 2003. I truly had no idea what I proverbially wanted “to be when I grew up” but I knew I was great at science. In addition, this amazing institution, having one of the nations best undergraduate programs for Biology, opened up my eyes to a whole new world of learning, applied learning, and led me to what would become an amazing career as a scientist. Not only were the courses and exposure to scientific tools top level but the teachers and leaders constantly emphasized the importance of receiving a world-class education and obtaining knowledge that could never be taken away. Now, looking back, I am realizing that my experience was not at all traditional in college either in that many undergraduates are not able to experience research so early in their educational careers. From my perspective, it was the standard and I simply felt really excited about being able to take part in experiments and research studies because it was the “norm” at Oakwood. There was nothing to be afraid of because everyone else was doing the same and it was encouraged from day one. With that in mind, numerous professors were generally instrumental in my pursuit of a career in science and research, however my first real guided research mentorship was under the tutelage of Dr. Londa Schmidt in my freshman year. The ability to take an active part in research at such an early stage in my college life really speaks to how passionate and energetic she and others are for their field. Guiding my sense of exploration, she taught me the basics of the research process including understanding core concepts about a research question, data collection and analysis, preparing and writing scientific papers and critical reviews, and giving presentations. Passing on her keen eye for detail to me is something I have continued to use in my every day life and I suspect will continue to use as I find new ways to apply my knowledge in the future. 230 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

In addition, her sense of pride of being a woman and a scientist really piqued my interest to go on and break barriers of my own, which I would later do in graduate school. Up until that point, I had not realized the large gender and broader diversity gaps that plagued the field but I am thankful that working with her helped me to gain some incredible perspective about the issue. Our project investigated concepts of aerotaxis and chemotaxis in bacteria and searched for genes responsible for this incredibly useful behavior. As a biology student, I was also granted the privilege to lead and coordinate cellular and molecular laboratory activities and aid other students who may not have grasped all of the concepts and theories. This expanded my own knowledge and helped to open up my understanding of science on both a micro and macro level. As a research track student the ability to have this level of responsibility before graduate school was invaluable as it gave me the confidence to believe that I could one day also become a great scientist and mentor. This research experience served as the foundation for the other amazing research opportunities I subsequently participated in at other world-renown institutions like Loma Linda University and Mayo Medical Clinic. Each summer during the rest of my undergraduate career, I was sent on scholarship to learn from the best, sharpen my problem solving skills, mature my critical thinking skills, and learn to work collaboratively with other members of a research team. Through those opportunities, I became conscious that research is not just mixing chemicals together and looking at bacteria under a microscope, it is about finding new methods and concepts of understanding and adding new knowledge to the field, information that may not have ever been known before. This is what is truly exciting about science and research and if students have the opportunity to get involved early and share their unique insights, the better the field will be. Overall, my undergraduate research experiences were extremely beneficial for my future as an expert in the sciences because they significantly propelled me into the view of schools looking to welcome students into their graduate degree programs. Because of my previous interactions with both faculty and recruiting advisors, I was incredibly aware of what types of documentation and experience would be needed to be considered a great candidate. Drawing on all the feedback I had received from numerous mentors and role models, male and female alike, I was able to represent myself as one of the best there was to offer any graduate school looking for passionate students in the sciences. My mindset was always centered on breaking barriers, being empowered to be and do my best, and offering the field my insatiable desire for increasing the base of knowledge. While finishing my last year of undergraduate studies, I received an invitation to apply for the second only Neuroscience graduate program cohort in history at the University of Illinois at Chicago. By becoming a fellow of the Bridge to the Doctorate program for minority students, I was able to receive a full scholarship to pursue my PhD in Neuroscience. This program was incredibly interdisciplinary and receiving the opportunity to work firsthand with numerous scientists, doctors, graduate students, and technicians was invaluable. Each served to enhance my development in the field 231 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

and offered me discerning advice as it related to my future plans as a trained scientist. Life as a graduate student afforded me the ability to explore unique topics and concepts I had once only read about in textbooks but now could directly impact in a positive way. My PhD research involved studying depression and autism and working to find new treatments for each. It is an experience I will never forget. Building on that ability to operate from a mindset of the unconventional and unknown, as most scientists do, I’ve chosen a rather nontraditional path for my future. Drawing from my interdisciplinary past, I have used this approach when I shifted into the business sector, applying my research-based skills to learning, training, and development in non-academic organizations. Although not directly related, many of the skills and strategies I learned as a trained scientist I now use when I interview clients, create tools and programs to be implemented into the workspace, manage my time and responsibilities, and apply confidence to tackle large organizational problems. In business where I am constantly interacting with leaders and serving in a leadership capacity myself, my capabilities attained through early undergraduate research involvement and graduate school preparation, have given me the ultimate confidence. Learning to speak publicly about my findings, communicating through writing and being willing to participate on a team are all results of these previous research experiences. Anyone interested in completing a graduate degree or pursuing a career as a researcher in any capacity should find a way to get involved in research early and gain the necessary practical experience. Through formal mentorship, educational conferences, discussion sessions, and one-on-ones with fellow students, my love for science and respect for the research process has grown tremendously!

9. Felicia A. McClary “You do not look like a Chemist with a Ph.D.,” a not-so endearing statement that I typically meet with an empty stare. In May of 2013 I was awarded a Ph.D. in Chemistry from Howard University and subsequently gained experience in both the private and public sectors. However, to understand how I arrived to this position, I must describe my journey. I am a child of the colorful 80’s, born in southern California into a military household; my father served in the United States Navy. As a result I moved multiple times, sometimes in the middle of a school year, and sometimes during summer months. I lived six years in Japan, in two different cities, before moving to a small town on an island in the Pacific Northwest where my dad and my mother retired from many years of public service. Naturally, I developed the ability to adapt to new cultures, environments, and people, in areas where I was grossly underrepresented. Nearly always being the only underrepresented minority in class. The significance of my upbringing, that I attribute my success to today, is my family values and immersion into schools with people from backgrounds very different from my own. 232 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

While I applied to larger schools for my undergraduate studies throughout Washington State and California, I decided to attend Eastern Washington University, a college that was very familiar to my family, close to home, and with small to moderate average class sizes. The lack of diversity at the university was evident, as I was the only, yes, only black student in the chemistry department, and one of two majoring in a physical science at the time. My peers were not quick to form study groups with me, until it was disclosed that I received the highest biochemistry exam score. Nevertheless, I was embraced by my professors, built lasting relationships with some, and worked as a teaching assistant and tutor in the department. Chemistry was a natural choice for me, as other subjects scarcely interested me. I was one of the few who enjoyed calculus and organic chemistry, and I developed an interest in modern technology design and analytical methods. My first exposure to laboratory research occurred as a junior in my undergraduate studies, with an internship at the Washington State Patrol Toxicology laboratory. Here, at the age of 21, was my introduction to applied laboratory science. Like starting any job in a new environment, my confidence was low; afraid that my colleagues would not trust me to perform intelligible research. Like many, I underestimated my own skills as an experimental chemist, but gradually came to the realization that I earned this position on a talented team of scientists. At the toxicology laboratory, my focus was on performing drug extractions and analytical analysis on human specimens. I accompanied forensic toxicologists to courtroom testimony, as they were subpoenaed as expert witnesses, and collected and analyzed data for a comprehensive study on the impairment of drivers under the influence of methamphetamines. This exposure allowed me to gain a diverse perspective of the daily activities of a scientist working for law enforcement. The cases were never mundane and provided their share of challenges in data interpretation. The forensic scientists quite literally had a fellow citizen’s life and freedom in their hands. Applying scrutiny to data collection and interpretation was critical. My progress was reported to my research advisor, with a final seminar presentation given to a group of my peers at the end of the assignment. In addition, this research resulted in a communications for the toxicology lab using data of DUI arrests and human specimen to associate methamphetamine half-life to driver impairment. Real world implications to application of the scientific method was a valuable lesson gained from this experience. Another research experience in my undergraduate tenure included biological research investigating the inhibitory effects of grape skin to tumor cell growth. While I was not evaluated on groundbreaking discoveries, I was expected to use the scientific method to conduct a complete investigation and effectively communicate results to an audience of my peers in a seminar at the university. Following a brief stint working in a medical laboratory after my undergraduate degree, I entered a graduate degree program at Howard University. Because of my exposure to research and scientific communication, I secured a number of prestigious opportunities during graduate school. These did not come without putting in extra hours of work, taking risks, and building a professional network. I was afforded the opportunity to participate in a summer bridge program, The 233 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

Alliance for Graduate Education and the Professoriate (AGEP), where I was exposed to an organometallic synthetic research project. I eventually choose a research advisor prior to officially beginning graduate studies in the fall of 2007. This gave me a head start on thesis research, and allowed me to navigate the first year woes of graduate student work. I developed confidence in my abilities as a student researcher resulting in numerous conference presentations, and peer-reviewed publications. One of my proudest achievements as a graduate student was my nomination and selection as a member of the United States delegation to the 59th Lindau Meeting of Nobel Laureates. This selection put me in a class of elite young researchers from the United States and around the world, and gave me a very unique opportunity to personally meet and mingle with 23 Nobel Laureates. Whoa! I would have never guessed that me, this military brat from small town USA would share meals, photo-ops, and laughs with the most revered and respected scientists on earth, in addition to the family of the originator of the Lindau meeting, Count Bernadotte of Wisborg. This certainly exceeded my graduate school expectations. Other graduate school achievements included receiving the National GEM Consortium fellowship award, work experience as a research scientist at Johnson & Johnson Corporation, research assistantships, and awards for outstanding conference presentations. I have since successfully defended my dissertation and accepted a job offer in the private sector at a major semiconductor manufacturer. Entering the largest and most successful semiconductor manufacturing company directly from graduate school is intimidating. However, I was reminded that my hiring manager saw my potential and proven record for great work, enough to trust me in this position. No stranger to adversity, I remained focused and knew that as a woman and minority, gaining the respect of my colleagues required that I dedicated extra hours and work beyond the scope of my normal job responsibilities. Working in the private sector, I was naïve to the extent of bureaucracy I would have to navigate, and how it impacts your daily activity as a scientist attempting to advance technology. Rather than allow some setbacks to frustrate me, I adapted to the environment, and learned how to navigate a complex system to perform my work, achieve my goals and meet company expectations. After two years of private sector experience, I pursued my longstanding interest in science diplomacy, and was awarded the American Association for the Advancement of Science (AAAS) Science and Technology Policy Fellowship (STPF). This led to doing development work in the executive branch of the United States government. Here, I get to engage my passion for human welfare and international development with first-hand experience in international cooperation for human capacity building efforts for technology expansion and economic development. Who would have thought that my technical background would be used toward socioeconomic goals? I am afforded the opportunity to travel while understanding policy and mutual cooperative agreements to address global issues in science and technology, such as, energy and climate change. 234 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

Still early in my career, I do not have the next steps planned, but I no longer stress about those mundane details. Earning a Ph.D. gives one options, and those options are limitless. My goals beyond personal satisfaction and happiness are to have a domestic and global impact. My path has already been defined, but I am discovering my purpose with every step and new opportunity. I will have accomplished my professional goals if I can be a positive example to young people, particularly, underrepresented minorities and women who may be considering pursuing a career in the physical sciences. I may not “look like a Ph.D. chemist,” as I have been told, but this has not deterred me from doing exactly what I was predestined to accomplish. My goal is to redefine what a Ph.D. scientist “looks like” by making it clear that we are a diverse, global community, who share a common interest in cooperative collaboration for the broader impact of global technological advancement and enrichment of humanity. This is where early research has brought me.

10. Samantha Piszkiewicz “What do you know about snake venom?” Mr. Sogo is known for teaching through questions. If you ask him about a problem that he does not believe you have thought through, he will answer you with another question. Even if you have thought through the problem, he will often respond with ‘do the right thing’ and walk away before you can protest. Unlike every other class I had taken, I could not answer Mr. Sogo’s questions with facts memorized from textbooks. I had to run the right experiment to find the answer. I had to ask myself the right questions along the way. But ‘what do you know about snake venom?’ was not a question I was expecting to get in Mr. Sogo’s Advanced Chemical Research class. I remember holding my first snake at the natural history museum when I was five. At seven I told my parents I wanted a pet snake. When I was ten, I told my entire extended family that I wanted to become a herpetologist. At thirteen my parents finally let me adopt a snake from my middle school science teacher. I watched every Animal Planet and Discovery Channel program on snakes, and one year I even spent all of my birthday money on the reference text Snakes of the United States and Canada. When I applied to be in Mr. Sogo’s Advanced Chemical Research class for my junior year at Laguna Beach High School, he asked what kind of chemistry I was interested in. I used snake venom toxins as an example of proteins that I thought would be interesting to study biochemically. To my surprise, Mr. Sogo’s follow up question suggested that he was designing a project for me. After I got home from school that day I spent several hours cross-referencing all the venomous snakes listed in Snakes of the United States and Canada with venoms available from Sigma Aldrich. The next morning, I handed Mr. Sogo my reference text full of color-coded and notated sticky notes. “This is everything I know about snake venom.” 235 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

Mr. Sogo thanked me and kept the book for a few days before returning it without a hint as to his plans. I was forced to wait for the assignment of our long-term research projects, but I was not disappointed. After assigning me and three of the seniors in the class to Team Anti-venom, Mr. Sogo handed us bottles of cobra venom, acrylamide monomers, and other reagents, and challenged us to turn them into molecularly imprinted nanoparticles that functioned as anti-venom. Currently, anti-venom consists of antibodies that are expensive and require refrigeration. A synthetic alternative would eliminate the need for refrigeration and make anti-venom more affordable to populations in developing countries. He gave us the chance to create something novel that could positively impact people across the planet. I do not think Mr. Sogo had particularly high expectations for what we would accomplish in the remaining six months of the school year, but I was immensely motivated to meet the goals he set. Under the guidance of Mr. Sogo, in that first six months I led my team to demonstrate that molecularly imprinted nanoparticles could prevent cobra venom from lysing red blood cells. Shortly after achieving our first positive results, Mr. Sogo told me that he knew a professor at University of California San Diego (UCSD) willing to take me into her lab for a few weeks that summer. You would think that I would have been thrilled to be offered the opportunity, but my immediate reaction of enthusiasm was rapidly replaced with horror. Only child prodigies worked in university labs as high school students, or so I thought. I did not think I was anything special, and I was terrified that I would screw up and make a fool of both myself and Mr. Sogo. But Mr. Sogo convinced me to go. That summer I spent three weeks in Professor Elizabeth Komives lab at UCSD. Professor Komives and the members of her lab treated me as a peer and trusted me with expensive equipment despite my age. The lab members made me feel like I belonged in their world, and my fear of failure began to disappear. When I started in Mr. Sogo’s research class, I had planned on attending a community college after graduation with the goal of transferring to a four-year university. After working in a lab on one of those campuses, I started to dream that I might be good enough to attend a top tier university. At the end of my junior year the seniors on my original team graduated, so after I returned from UCSD I teamed up with another classmate to optimize and characterize our nanoparticles, demonstrate reproducible anti-venom activity, and write up our results for the Siemens Competition for Math, Science, and Technology. We spent weeks editing and perfecting our application, hoping we would be good enough to compete against students working at research universities across the country. In October we were announced as finalists in the Caltech Regionals. While we were competing at Caltech, the students and professors talked to us like we belonged despite the humble origins of our research. I started believing that I might be good enough for Caltech. That March, I received an acceptance letter and a financial aid offer. After starting my freshman year, Professor Komives helped me find a position in Professor Shu-ou Shan’s lab where I studied chaperone proteins until I graduated. However, I was not done with synthetic anti-venom. Mr. Sogo recruited a new generation of students to complete the project. I kept tabs on their progress and helped write a manuscript after all of the pieces had come 236 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

together. Five years after beginning the synthetic anti-venom project and shortly after the publication of my first manuscript from the Shan lab in The Journal of Biological Chemistry, we published the results of the synthetic anti-venom project in Chemical Communications. Mr. Sogo generously placed my name as first author on the paper. Today, seven years after starting in Mr. Sogo’s Advanced Chemical Research Class, I have a B.S. in Chemistry from Caltech and am pursuing a PhD in Chemistry at the University of North Carolina at Chapel Hill under Professor Gary Pielak. My thesis work will focus on identifying and characterizing the biomolecules that allow tardigrades - water-dwelling, eight-legged, segmented micro-animals - to survive extreme conditions ranging from 1 K to 151°C, vacuum to 6,000 times atmospheric pressure, a thousand times more radiation than the average animal, 20 years of dehydration, 30 years frozen, and 10 days in space. I am on track to pursue a career in the competitive world of academia. I would not have any of this if the opportunity to do early research in high school hadn’t been offered to me. Mr. Sogo gave me a valuable opportunity, and I ran with it. I chose to ignore the fact that cutting-edge science rarely, if ever, comes out of high school chemistry classrooms. As far as I knew, there was no reason why I could not pull it off. Mr. Sogo was smart enough to never tell me otherwise. He just kept asking me: “How would you do it?”

11. Javon Rabb-Lynch When I was in high school, I was not certain what I wanted to do as a career. I knew that I wanted to be a scientist of some sort. I knew this since the 8th grade when I took my first physical science course. What sparked my interest was when the teacher performed an experiment to demonstrate the relationship between temperature and pressure. What she did was heat a can using a Bunsen burner for several minutes. After heating the can, she placed the can upside down in cold water. The can collapsed immediately due to the sudden pressure differential caused by the temperature change. However, it was not until I had taken chemistry in the 11th grade that I knew what I wanted to do. The instructor was teaching the class about acids and bases. She performed an experiment in which she dropped a penny in nitric acid. After a few minutes the liquid began to bubble vigorously, releasing brown gas. After the solution settled, what was left was a green colored solution, and the penny disappeared. With my experience in the field of chemistry now, I know that the brown gas was nitrogen dioxide, and the green liquid was cupric nitrate. However, at the time I was so fascinated by chemical reactions that I knew that I wanted to study chemistry in college. I attended Wheaton High School in Silver Spring, MD where I was raised for the majority of my life. Although it was not common among my friends to be so interested in science as I was, I was praised for being so knowledgeable in a subject that they would have never had thought to make a career out of. As an African American male, I was the first of my immediate family to attend college. 237 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

After graduating high school I ultimately decided to attend Pennsylvania State University. I started my college career at a satellite campus in Schuylkill Haven, PA. I knew that I wanted my major to be chemistry, but I did not know which direction I wanted to go in the field. In my freshman year of college I developed a close relationship with my general chemistry professor Lee J. Silverberg, who eventually became my organic chemistry professor the following year. He was not only a professor, but a mentor and a friend. Since I excelled in the courses that he instructed, he offered me a research position in his lab my sophomore year. Together we conducted research studying the reactivity of multi-three-membered ring compounds which exhibited reactivity very much like conjugated pi systems. It was a learning experience. Because I was doing this research and taking the required organic chemistry courses concurrently, the majority of everything I did was learned as I went along; the theory and the experimental methods were new to me. Experimental methods included infrared and nuclear magnetic resonance spectroscopy, column and thin layer chromatography, as well as extraction and washing. All in all my undergraduate research experience was helpful in two ways. It was the first hands on experience in conducting real research. It gave me a feel of what was to come in graduate school and in industry. Also, it gave me a head start in learning the necessary laboratory techniques to conduct research. Because of it, I was ahead of many other undergraduate students in my subsequent laboratory experiences. I was more knowledgeable abou how to set up chemical reactions; I could separate crude reactions on a silica column faster and more efficiently, and was better at interpreting spectral and other experimental data. My experience resulted in a formal poster presentation at the Mid Atlantic Regional Meeting hosted by University of Maryland, College Park (UMD); a publication in Heterocyclic Communications, a summer research opportunity at UMD with the chair of the chemistry department, as well as another research opportunity in my senior year at Penn State’s University Park campus which resulted in a publication in Organic Letters. After I graduated college, I postponed graduate school for personal reasons. During this time I tested the job market, and landed two positions as a Laboratory Technician. After applying to various graduate schools during that time, I eventually accepted an offer of admission to the University of Delaware doctoral program to pursue a PhD in organic chemistry. In my first year I was offered a university fellowship. I hope that to complete the program in four more years. Afterwards, I plan to secure a position as a researcher for a pharmaceutical company, a chemist at a chemical manufacturing company, or a professor at a university. There is a slight chance that I could have gotten where I am today without early undergraduate research. However, those experiences made me a stronger candidate for admission into graduate school. Students who have prior research experience and are still interested in grad school are highly preferred over those who do not have any experience. Also, it has provided me with great connections within the field. Chemistry is a relatively small field, and chances are that chemists from different institutions 238 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

are familiar with each other. Therefore, building relationships through research is very important for future professional experiences. It is crucial for students to be engaged in these opportunities as early as possible. I made the decision to become a chemist in high school just from watching my teacher do an experiment.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

12. Elizabeth Snyder Victor Senior High School, Upstate New York. Tenth grade biology class. That’s where it all started. Before my sophomore year, science held only a minimal interest for me. But sitting in that class, listening to my teacher talk slightly unenthusiastically about the pathway of blood through the heart and the process by which blood gets oxygenated, I knew. Science itself wasn’t the problem; having to spend the previous year learning about rocks in Earth Science was the problem. I was hooked. Fast forward to senior year. I registered for Advanced Placement Biology, Physics, and Microbiology, all in the same year. At sixteen years old, I met with my guidance counselor who asked me what my plans were after graduation. Of course I told him the only logical answer: “College.” He asked me where I wanted to study, and what I wanted to major in. I told him I wanted to study biology, but that I didn’t know where I wanted to go. And even if I did, I wasn’t a good enough student to go anywhere important. I figured I would just go to a local community college and play it by ear. He offered me little in the way of advice or guidance, so I took to the internet to figure it out on my own. Fast forward to the summer of 2007, just after high school graduation. With my dad, I visited the local community college I had been accepted to, Finger Lakes Community College in Canandaigua, New York, where I picked up a brochure with the words BIOTECHNOLOGY written across the top. To that point, I had never even heard of it. I flipped through the brochure, and noticed that the director of that program was James Hewlett, Professor of Biology. His office number was listed, so I walked to his office and knocked on the door. I asked him, “What is biotechnology?” Within about fifteen minutes, I was sold. I registered for that program and enjoyed the rest of my summer. Little did I know that it was, to this day, the best decision I ever made academically. The Biotechnology program at Finger Lakes Community College (FLCC) is intensive; it offers core biology courses as well as advanced technical courses designed to prepare its graduates for continuation to a Bachelor’s degree as well as pursuing a career as a laboratory technician. In the fall of my second year at FLCC, Jim Hewlett approached me and offered me another incredible opportunity: field research in Montserrat, in the Caribbean. He is involved in conservation efforts aimed at evaluating the health of the coral reef following a volcanic eruption that occurred on the island a number of years ago. And he asked me if I wanted to go. In January of 2009, I got on a plane and spent a week getting my hands even deeper into research. There were investigators studying the reef, some the little green lizards on the island, and others the bacteria growing in the water and soil. It was the most incredible research experience of my life. Keep in mind, we’re still in the community college portion of my life. Cool, right? 239 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

In my fourth semester of college, I was offered the opportunity to take a research methods course. Students spent a few weeks getting a glimpse of different research projects available at FLCC, and after that time, we picked a project and spent the rest of the semester doing actual science. I picked a population genetics study aimed at determining if there were sub-populations and subspecies of RedTailed Hawks in Upstate New York. The collaborator on the project was Dr. Larry Buckley, a professor at the Rochester Institute of Technology (RIT). I got to visit his lab and learn all the techniques for the project. In fact, I spent more time at RIT in his lab than I did at FLCC during that semester. It was an amazing experience, to be nineteen years old and be involved in research so deeply. My research at FLCC inspired me to pursue a Bachelor’s degree at RIT (I was, by then, a much better student than I was in high school). At RIT, I joined Dr. Buckley’s lab and continued with the research I started at FLCC on Red-Tailed Hawks. In 2011, I proudly accepted my Bachelor of Science degree in Biomedical Sciences from RIT. During my time at FLCC and RIT, I learned that I loved microbiology. I applied to several Ph.D. programs throughout the Northeast, and although I did not get accepted I decided to pursue my Master’s degree and to try again in two more years to get into a Ph.D. program. That’s what I really wanted: to be Dr. Liz, Research Scientist. I was accepted to SUNY College at Brockport, where I spent two years doing research in a parasitology lab with Dr. Michel Pelletier. I studied a protein required to make up the cell membrane of Trypanosoma brucei, the causative agent of African sleeping sickness. In the spring of 2013, my mentor asked me to participate in Scholar’s Day, an event hosted by SUNY Brockport to showcase research being conducted across the campus. I designed a poster of my research, and gave a talk about what I had been doing for the past year. My mentor told me it was one of the best talks he had ever heard and was impressed with my public speaking ability. To the victor goes the spoils! I successfully defended my Master’s thesis in August of 2013. I kept my promise to myself to try again to get into a Ph.D. program, and this time I was successful; I enrolled at SUNY Upstate Medical University in the fall of 2013. It is now the fall of 2015, I’m 26 years old, and I am a Ph.D. candidate in the Microbiology and Immunology department and am working with Dr. Steven Taffet. Our lab studies the role of gap junctions in antigen cross-presentation, a mechanism by which immune cells activate cytotoxic cells to destroy infected cells and tumor cells. Once I finish my Ph.D., I plan to pursue a career as an undergraduate professor and researcher. I have wanted to teach since very early in my college education, and I got the opportunity to be a teaching assistant for Human Anatomy and Physiology during my second year at SUNY Brockport. Despite having graduated from FLCC six years ago, I still maintain contact with my mentor, Jim Hewlett. He has offered me so many invaluable opportunities over the years and I could not, and would not, be where I am today without him and everything he taught me. In March of 2013, he invited me to participate in a national conference for Community College Undergraduate Research Initiative (CCURI) in Washington DC. I gave a talk about my experiences with 240 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

undergraduate research and how I wasn’t always a great student, how I worked really hard to get where I am. I was met with so much positive feedback. Finally, last year, I was invited to present a poster on my undergraduate research for CCURI at the National Poster Session on Capitol Hill in Washington DC. During this conference, we met with state and regional representatives to discuss how important research was in the early years of college. The years of hard work are paying off.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

13. Michelle Stofberg Coming to America from South Africa, I have had many unique opportunities that have shaped my life in very unique ways. Perhaps my most valuable experience was that of my first chemistry class in high school. It was in this challenging course that I realized I love chemistry. Truthfully, I cannot explain why I admire this magnificent science as much as I do; it is simply beautiful. I am certainly aware that chemistry has its challenges and its frustrations; I have experienced these firsthand. However, I have also experienced the process and accomplishment of overcoming these challenges and that achievement is what makes studying chemistry wonderful. My love for this science is constantly expanding and it is my dream to apply it in ways that benefit others. At Oxford College of Emory I have had many occasions to grow and approach my goals. My first introduction to research was in Introductory Chemistry II, or CHEM 142Q, during the spring semester of my freshman year. Our professor, Dr. Nichole Powell, structured the lab to be researched-based so that we could learn and apply our knowledge in a research setting while becoming familiar with all main aspects of chemistry research. Our class project was to test DNA binding to ligand solutions. Dr. Powell did not lecture us on the topic of DNA binding; rather we were tasked with teaching ourselves through the analysis of scientific journal articles. Of course, scientists write these articles to communicate findings and conclusions to other researchers, not to teach undergraduate students. To learn from these articles, we first had to learn how to ask the right questions. For example, instead of first asking, “What makes a ligand bind effectively to DNA?” one might ask, “What types of ligands have previously been shown to bind well to DNA and what do they have in common?” The difference between these questions is simple. The first question is the type of question a student is trained to ask a professor or a textbook. The answers to such questions are clear and straightforward—the student does not need to make an effort to understand the answer. On the other hand, the second question makes it much easier to identify the answer in a research article. It seeks the information as it is presented in the article and requires the student to discern the meaning and implication of the information. Identifying how to ask the right questions was the first step of our independent learning. Our self-reliance was further challenged and improved through independent lab work. For one of the three main experiments each student designed the experimental procedure and carried it out without the assistance of a lab partner or our professor. This lab was known as the Buffer Lab. Writing a procedure 241 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

was rather simple; unfortunately, using and applying the procedure was another story. You see, a lab manual offers advise for when something goes wrong during an experiment; my procedure, however, could not cover all possible problems. Furthermore, we were prohibited from seeking aid and, as a result, I was forced to independently analyze the situation and develop a solution. And I hated this lab. I had no problem with independent problem solving for I had become comfortable using it in assignments; however, under the pressure of time and failure, I felt helpless. Indeed, this experiment was a great lesson for it forced me to consider, not only my ability to come up with a solution, but also my ability to function effectively under pressure. Without a doubt, CHEM 142Q was challenging and sometimes entirely frustrating; however, every moment was worth the effort. I obtained a multitude of knowledge and developed a new way of thinking about and understanding the world around us. More importantly, CHEM 142Q ignited my desire to learn through application and develop through critical thinking. And it was this desire that led me to become a research assistant during my sophomore year. Each week as a research assistant I would come in once or twice for four hours to work on my project. My work as a research assistant took the experiences from CHEM142Q to the next level. I now had the opportunity to apply the many skills and tools I obtained during the introductory course: learning about my project mainly through research articles, designing and performing all of the experiments, examining the data, and drawing conclusions. My mentor, Mrs. Brenda Harmon, intended to develop my inquisitive, research mindset by forcing me to work independently, while still providing me with a safety net. In fact, Albert Einstein perfectly describes her methods: “I never teach my pupils, I only attempt to provide the conditions in which they can learn.” And learn I did. You see, Mrs. Harmon had given me the challenging, but rewarding, opportunity to grow by allowing me to think and problem-solve independently. This challenge allowed me to develop my ability to think critically—that is, to never cease questioning. Now, keep in mind, research is the act of answering a question that no one has ever answered before—you are diving into the unknown. In order to answer your questions you must keep an open mind and realize that science is not static but dynamic. You must allow your mind to wonder and question, and my experience as a research assistant taught me to do just that. This inquisitive mindset is the attitude that must be adopted by every scientific scholar because asking questions is central to research. But this curious, researcher mind followed me outside the lab to the rest of my academic career and life. My perception of the world around me changed as I began to take everything into deeper consideration. In fact, it was this curious attitude that helped me realize just how much I loved chemistry. I did not like chemistry because I got good grades or because I had excellent instructors; it was because I truly wanted to know the answers to the questions I asked. I truly wanted to understand chemistry, not just know the facts behind the science. Before this experience, I had often focused solely on the end result of knowing facts and the obtained skills. Meanwhile, I had completely overlooked the value of the learning process—the act of feverishly asking questions and keenly seeking answers. My passion for my research project 242 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch012

made learning effortless and opened my eyes to how much I enjoy the actual process of learning. I had the opportunity to share this passion for chemistry and learning during the poster symposium at the end of my sophomore year. This passion led me to resume working on my project during the summer through the Summer Undergraduate Research Experience (SURE) program at Emory. During the SURE program, I remained under the mentorship of Dr. Powell and co-mentorship of Mrs. Harmon, both of whom continued to encourage and develop my independent thinking. For 10 weeks, nearly a hundred fellow scholars and I worked for 40 hours a week on our research projects. This full-time work gave us an idea of how life as a researcher would be. Part of this life included recognizing that science is a community and collaboration with fellow scholars is essential for scientific development. In other words, my SURE experiences helped me recognize the importance of communication between these strongly interconnected fields. During the summer I had multiple opportunities to speak with fellow SURE scholars and discuss our research. My conversations helped me not only produce new ideas, but also helped me develop an open mindset and broader perspectives. Instead of viewing my work solely from a chemistry viewpoint, I had the opportunity to see my project through the eyes of a biologist, sociologist, psychologist, physicist, and computer scientist. Being able to comprehend the perspective of a fellow scientist prepared me for the even greater challenge of communicating my research to non-scientists. Speaking to the general public about my research may be of even greater importance than speaking to scientists. After all, we are doing research for the betterment of our society and it is by their generosity that we have the opportunity to do so. That is to say, it is the duty of scientists to explain their work to the non-scientists who support scientific progress, because it is only by their support that progress can be made. At SURE, I was challenged to develop my skills of communication to share my research with those from non-scientific backgrounds—including professors, deans, fellow students, parents, and even children. To be able to explain the complexities of my research to, say, children, I must be able to accept their perspective as one unfamiliar with chemistry, anticipate their questions, prioritize my work to what might interest them, and produce effective, applicable examples to aid their understanding. Without a doubt, this skill was one the most challenging and demanding, but it remains one of the most valuable. The SURE program gave me the chance to develop this communication skill in professional development workshops and apply it during the poster symposium at the end of the summer where I shared my findings with people from all backgrounds. Sharing my research experiences with others helped me appreciate just how extraordinary these research opportunities were and reflect on how much I have learnt. As I explained before, a researcher studies unknowns. This task seemed rather daunting to me at first; however, I soon realized that there was something spectacular about delving into the unfamiliar. I saw the beauty of challenging the unknown and the joy of discovery. Of course, I do not mean discovery as a stagnant, completed act, but as a fluid, ongoing process. In other words, research is wonderful for it is a challenging process of understanding and learning. It 243 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

challenges you to face your weaknesses and bolster your strengths; it forces you to consider the world through a different, inquisitive lens; it helps you realize your passions; and it lets you grow as a student and as an individual. The skills and tools gained through early research will assist you no matter your future direction: whether chemist, mathematician, linguist, professor, writer, or more. All that limits us is our willingness to learn and to apply these skills.

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14. Yusheng (Eric) Zhang Like many of today’s high school students, I, too, was overloaded with a ton of AP courses. Unlike many of today’s high school students, I just happened to enjoy all of the AP courses that I took. My broad enjoyment of these courses contributed significantly to my almost complete lack of direction in terms of careers; and by “almost,” I mean at the time I was favoring other subject areas and didn’t want to pursue a career in science. I wasn’t repulsed by natural science, but I did not find them as appealing as the other AP course subjects. Becoming a scientist, let alone a chemist, was the last thing I wanted to do. So, I entered the Oxford College of Emory University as a business and music double major. At Emory, every student needs to satisfy course requirements in other subject areas (foreign language, social sciences, physical education, etc) before he or she can become eligible for graduation. As a pre-business student, I chose to take general chemistry to satisfy my natural science requirement, mainly because a 9:30 AM section of general chemistry with Dr. Nichole Powell was open and matched well with my schedule. Surprisingly, general chemistry quickly became one of my favorite classes; and if I have to cite the reasons for why I enjoyed general chemistry, it must have been because of Dr. Powell’s excellence in teaching chemistry and of how my curiosities about the natural world were finally being explained by chemistry. Dr. Powell saw how much I enjoyed chemistry and decided to help me pursue that interest. Under the condition of me taking organic chemistry in my subsequent academic year, she hired me as her research assistant for my sophomore year in addition to being her supplemental instructor. I thus started my very first research project. I was optimizing the microwave-assisted synthesis of 3,5-diphenylisoxazole. Traditional synthetic methods conducted for 24 to 48 hours under constant reflux produced low yields. Using microwave irradiation, the synthesis could be completed within 45 minutes. Having ameliorated the time-consuming aspect of this synthesis, I was primarily concerned with improving the yield of the reaction. Various adjustments to the synthetic procedure were made in an attempt to improve the yield; however, many of those adjustments did not result in higher yield. Despite this, I still found myself looking forward to going into lab. This is because after the excitement from the novelty of working on a research project wore off, the excitement of investigating and trying an educated guess (maybe even seeing it produce favorable results) took its place. Maybe this is due to my personality and upbringing, but the various challenges associated with doing research also greatly appealed to me. 244 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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Working on a research project helped me see the relevance and importance of all the theories and reaction mechanisms from classroom lectures. Through my very first research project, I was able to be a firsthand witness to how the bits and pieces of today’s chemistry curriculum can fit together to produce tangible results that could contribute to saving people’s lives and expanding human knowledge about the natural world. I then switched my major to chemistry and spent the subsequent summer working on the same project, which further strengthened my conviction to pursue a career in science. The following fall, I presented the results of my project at the Southeast Regional Meeting of the American Chemical Society. I also redirected my research interest towards self-assembling peptides and began working in the lab of Professor David Lynn. Dr. Lynn was incredibly supportive and encouraged me to partake in the creation of my own project. I chose to study peptide self-assembly in a dynamic combinatorial library. Various sequences of small peptides were synthesized and later modified to exhibit the capability of reversibly binding with each other and forming linear and/or cyclic dimers, trimers and even tetramers. Libraries of various chemical species as well as supramolecular assemblies formed from one particular peptide sequence were created under different chemical environments. This kind of investigation made self-assembling peptides relevant to me in the context of many other areas of research: from chemical evolution to biomaterials to neurodegenerative diseases. I also took the opportunity to consider other ways to use small peptides that I now am capable of synthesizing and modifying. Eventually, my desires of expanding my knowledge in peptide chemistry led me to the Scripps Research Institute in La Jolla, where I worked in the lab of Professor Philip Dawson for ten weeks, making a tight-binding small peptide modulator of the EphA4 receptor tyrosine kinase, which has been demonstrated to be a disease modifier of ALS. This past May 2015, I graduated Phi Beta Kappa, Magna Cum Laude from Emory University with a B.S. in Chemistry. Currently, I am an MD/PhD student at the University of Miami Miller School of Medicine. My early research experience was definitely a major turning point for me in deciding to pursue my undergraduate degree in chemistry and now in pursuit of an MD/PhD.

245 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Chapter 13

The Future of Early Research

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch013

Desmond H. Murray,1,* Sherine Obare,2 and James H. Hageman3 1Building Excellence in Science and Technology (BEST Early; www.bestearly.com), Department of Chemistry and Biochemistry, Andrews University, Berrien Springs, Michigan 49104-0430 2Department of Chemistry, Western Michigan University, Kalamazoo, Michigan 49008-5413 3Office of the President, Central Michigan University, Mt. Pleasant, Michigan 48859 *E-mail: [email protected]

In our concluding chapter we, editors and chapter authors, summarize opportunities that exist for universal adoption of early research. We further provide specific recommendations for implementation across the educational spectrum of high school, community colleges and traditional four-year colleges and research universities.

1. Introduction At the birth of a predicted new era for chemistry (1–5) and with fast-moving changes across other STEM (science, technology, engineering and mathematics) fields, including STEM education, we are convinced that early researchers, as defined in our introductory chapter, have an enormous opportunity to make significant contributions to science and society. We are persuaded that universal and seamless adoption of early research can be a game-changer with domino effects across the STEM education system. It can, for example, impact inclusion and diversity, curriculum and instruction, student success and retention, and teacher training and funding throughout our nation’s STEM education institutions, from primary to tertiary. We foresee a future not only of traditional research universities but also of research high schools and research community colleges. These early research institutions (ERIs) would represent much more than a prosaic and utilitarian impulse to conduct research. Rather, we envision ERIs fully embracing and nurturing the depth, breadth, and power of human curiosity. © 2016 American Chemical Society Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

We believe that human curiosity is not only the foundation of all learning but it is our uniquely human and perhaps only path to survival in an often complex and challenging universe. In concluding The Power and Promise of Early Research, we, the book editors and chapter authors, highlight the opportunities and offer recommendations for the future of early research.

2. Opportunities

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(a) Wider Adoption of Next Generation Science Standards As indicated in section 1.7.2 of the introductory chapter, there is growing acceptance across the United States of the Next Generation Science Standards that, among other things, emphasizes the processes of STEM as done by practicing scientists, engineers and mathematicians. We believe this is a great opportunity that can eventually lead to universal adoption of early research at the high school level throughout the United States. Together, they can serve as an excellent model of science education for other countries around the world. (b) Expansion of Early College High School To Include Early Research The growing trend of high school students taking college courses is having a significant and transformative impact on education in the United States especially among historically underrepresented groups (HUGs). The Early College High School (ECHS) concept (6) initiated by the Bill and Melinda Gates Foundation where high school students are dually enrolled in college is attractive to many parents concerned about the rising costs of higher education. ECHS is often offered at no or little cost to students. Nationally, this model increases the chances of students graduating from high school. It also increases the number of students who attend college. Community colleges and universities around the United States are partnering with high schools to increase ECHS offerings to students. A 2013 American Institute of Research report showed that 81 percent of Early College students enrolled in college, relative to 72 percent of comparison students. Even if this increase reflects some self-selection effects, it seems reasonable and likely that early preparation and engagement will facilitate college retention and matriculation for participants in ECHS programs. This can be especially true for students from HUGs. Given this trend, the potential to strengthen students’ preparedness in STEM through early research is opportune. While ECHS currently focuses primarily on providing students with early access to a college curriculum and rigorous content, it does also provide a unique opportunity to incorporate hands-on research early and seamlessly. We suggest that engaging these students in Introductory Research/ Principles of Research courses along with authentic hands-on research can be part of the Early College High School curriculum offerings. Partnerships between universities and high schools to incorporate authentic research into the curriculum is likely to strengthen students’ critical thinking skills, their ability to appreciate the value of the knowledge gained from classroom lectures and to understand how it is applicable toward addressing broader scientific and societal problems. 248 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

(c) Transforming Community Colleges

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There are recent developments at the community college level that now provide an opportunity and context for greater engagement by their students in authentic early research. These developments include: (i) greater federal-level emphasis, support and funding for community colleges, (ii) “grassroots” efforts of the Community College Undergraduate Research Initiative (CCURI) to help faculty and students get more involved in hands-on research experiences, and (iii) incorporation of more courses, programs, certificates and degrees that prepare students for more STEM-intensive and STEM-related careers, for example, in biotechnology, alternative energy and integrated medicine. (d) Course-Based Undergraduate Research Experiences (CUREs) Over the last few years, there has been a significant uptick in course-based undergraduate research experiences (CUREs) (7–10). As discussed in Chapter 1, this is an obvious opportunity that should be fully encouraged and embraced by STEM departments in colleges and universities across the United States. A CURE is defined as “a course in which students are expected to engage in science research with the aim of producing results that are of potential interest to a scientific community.” Course-based research has the advantage of targeting a much larger number of students than traditional mentored research. This is especially important for students who are first generation in college, from underrepresented groups in STEM or are low-income students and students who may otherwise not participate in authentic research experiences. Some of these students may generally not find time for research due to (a) work and/or family obligations, (b) lack of knowledge of such opportunities, and/or (c) lack of confidence that they could be successful. Studies have shown that CURE increases students’ tolerance for obstacles and provides them with an increased sense of belonging to a larger community. Such qualities are especially helpful for women and other historically underrepresented students who are often benignly overlooked in scientific research labs. Participation in research activities further strengthens students’ ability to communicate, collaborate, and enhance their motivation to learn about science. Furthermore, some evidence suggests that students involved in CUREs demonstrate gains in their technical and analytical skills, content knowledge, and overall marketability. However, as Linn et al. have pointed out in their meta-study (11), to justify increased investment of funds and faculty effort, it will be very important going forward to develop the right metrics to determine the impact of these research opportunities vis-à-vis one-on-one mentored research and to modify them in order to maximize their value. Nevertheless, we propose hiring faculty whose major teaching responsibility is to design, manage, conduct and evaluate CUREs. This effort should be thoughtfully considered across the education spectrum ranging from high schools to universities. Any efforts along these lines will be well served by consulting the framework and guidelines for objective evaluation discussed by Linn et al. We suggest that collaborations between STEM faculty and trained education 249 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

specialists should be an important component to objectively evaluate the strengths and weaknesses of CUREs.

(e) Federal Leadership, Focus and Support of STEM Inclusion Programs

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Despite the challenges faced by shrinking federal funding, there still seems to remain a core commitment to supporting diversity and inclusion in specific programs and as part of the broader impact of federally funded research grants. Specific examples are highlighted in Chapter 1. These initiatives also provides early opportunities for engagement of HUGs in STEM research.

(f) Greater Private Sector Support of STEM In recent years there has been broader and deeper participation of the private sector in enhancing STEM education and in increasing diversity and inclusion in the STEM workforce in a number of ways. We suggest that some of these resources, and perhaps additional resources, might usefully be focused on providing greater opportunities for early research, using successful models, as described in this book, as targets for funding.

3. Recommendations (a) Teacher Training and Development Training of teachers to design and supervise authentic research for high schools, community colleges and four-year colleges is critical for implementing effective early research courses and programs. This would also facilitate (i) building seamless and collaborative research opportunities across the high school – community college – university level spectrum, and (ii) establishing research high schools and research community colleges. One specific idea is to establish federally-funded, state-based, universitylocated boot camps to train high school teachers and/or community college instructors to engage their students in early research in discipline-specific and interdisciplinary projects. If every university in the country were to invite a few teachers each year for short experiences (1-3 weeks) rather than longer durations (6-8 weeks), with repeat experiences and follow-up communication encouraged, a larger participation rate may result. This can include summer research experiences for small groups of teachers along with their students hosted by university STEM departments. Simultaneously, there is a need to train college and university faculty to (i) develop authentic research projects for pre-college and early college students, (ii) create a more inclusive and supportive classroom and lab environment in existing STEM courses, in lieu of the weed-out culture that currently exists and (iii) design and implement CUREs effectively and more broadly. 250 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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(b) Greater Awareness and Support for Existing Programs While some re-invention is needed, there already exists early research programs that should be promoted and supported more than they are currently. All high school, community college and four-year college STEM teachers and their departments should be aware of and actively encourage their students to access online sites and resources that provide opportunities and funding for conducting and presenting research. Specific examples of such opportunities include the American Chemical Society’s Project SEED program, and local, regional, national, and international science fairs and competitions. Programs such as Project SEED do an excellent job transforming the lives of student’s cross-demographically from low-income families. Other professional scientific organizations should be encouraged to develop and deliver analogous programs in their specific disciplines. Names and links of online sites, resources, opportunities, programs, and funding relevant to early research were provided in Chapter 1. (c) Institutionalizing Early Research All STEM departments at community colleges, two- and four-year colleges, and universities should offer freshmen and sophomore level independent research courses for credit as part of their curriculum. STEM degree-certifying bodies should require that all STEM students take these early courses that involve authentic hands-on research. However, individual departments should be given flexibility around how and when to offer these courses. For example, they can be offered in the academic school year or during the summer. Perhaps this requirement could be met through internships at industrial or governmental labs or by participation in established initiatives, such as the National Science Foundation’s Research Experiences for Undergraduate (REU) programs. Summer bridge programs for incoming freshmen that would engage them in authentic early research coupled with, if needed, math and science remediation, at their respective colleges might be offered. Faculty involvement in early research efforts should be formally recognized as part of the merit, promotion, and tenure process. At the high school level, coordinated and sustained efforts must be undertaken across the entire American secondary school system that incorporates significant time and resources for establishing research project periods. This should become part of every high school curriculum. Standards and guidelines ought to be developed to ensure accountability and effectiveness of high school research. (d) Conferences and Alliances Pre-college and college teachers should be encouraged and given all necessary support to attend and participate in STEM education and research conferences, such as: Biennial Conference on Chemical Education, National Consortium of Specialized STEM Schools, National Science Teachers Association, and the Council of Undergraduate Research. Encouraging high school and college teachers to attend these conferences is likely to build a groundswell of enthusiasm 251 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

and support for early research. These conferences are great venues for pre-college and college STEM teachers to share ideas, formally and informally, for early research initiatives. In general, stronger alliances and seamless connections between high schools, colleges and universities should be established around early research programs and other STEM initiatives. We believe administrators of each of these bodies must take the lead in finding ways to achieve such connections. Without such leadership individual faculty members and departments may be reluctant to initiate the necessary actions to form such coalitions.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ch013

(e) Reversing Pedagogical Assumptions & Prerequisites The accepted norm, up and down our educational system, is that students meet certain criteria and often complete numerous prerequisites before they are allowed to conduct authentic research. For all the reasons delineated throughout this book, this culture needs to be completely reversed if we are to make a significant impact on STEM education and our country’s economic future. Simply put, all students across all demographics should be given the opportunity to engage in authentic hands-on research, early, often, and universally. In many institutions, with high profile researchers and research programs, college underclassmen are routinely not included in lab work unless they have high grades or come to the university with some prior experience. Some faculty members often have biases that tend to discourage or even exclude students who do not have high grades or are from historically underrepresented groups. University administrators should thus be more proactive about diversity and inclusion efforts at their institutions to ensure that mechanisms do exist to promote, enhance and celebrate early research for all. Faculty, staff, college advisors, and students should consistently be involved in conversations on how to innovate teaching methods to engage all students including those from diverse populations in early research. Proactive steps should be taken to provide campus environments that are inclusive and supportive of student needs, regardless of their background. Fortunately, many institutions are already engaged in such dialogues and proactive measures to intentionally ensure that all students have full access to research opportunities. Success in engaging STEM students in early research should not be the job of one group of people, but requires all hands on deck. High school teachers, community college faculty members, university researchers, funding agencies, local and national donors, high school and university administrators, and parents all need to be fully engaged so that together we can fully unleash the power and promise of early research. (f) Incorporating an Early Research Requirement in All Federal Research Grants All federal agencies that provide research funding should explicitly require all principal investigators to actively support and budget for an early research component in their proposal. The National Science Foundation (NSF) leans in 252 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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this direction by requiring all its grant applications to address the broader impact of the research. Many scientists are eager to address the scientific details of their grant proposal but often neglect to reflect upon the broader societal impact of their work, even though their research is supported by public funds. However, through NSF’s insistence on broader impact principal investigators have generally become more engaged in working with local high schools and community colleges. This agency-driven initiative is an excellent mechanism for ensuring the widespread adoption of early research and should be made a requirement by all federal agencies. Private foundations should be encouraged to do the same. Such a requirement will incentivize early research and facilitate increases in the retention rates of students, from all socioeconomic levels, in STEM fields.

(g) Proactive Public Science It is important that human interest stories of early research be widely shared by early researchers as a public good using all available media platforms, including social media. This public science aspect of early research, as discussed extensively in Chapter 12, will (i) encourage other students to get involved with research, (ii) develop marketable skills in communicating science and research to the general public, (iii) nurture a generation of scientists and engineers that are “bilingual” in technical and nontechnical communication, (iv) inform and educate the general public about the power and promise of early research, and (v) provide a degree of public accountability by early researchers for their use of public funds for conducting research. Mass dissemination about and advocacy for early research is a critical element towards the goal of its universal adoption.

References 1.

2. 3. 4. 5. 6.

7.

Whitesides, G. M. Jobs for My Grandchildren: Thoughts about Creating Jobs by Creating New Industries. Research-Technology Management. 2013, 56, 34–39. Whitesides, G. M.; Deutch, J. Let’s Get Practical. Nature. 2011, 469, 21–22. Whitesides, G. M. Reinventing Chemistry. Angew. Chem., Int. Ed. 2015, 54, 3196–3209. Whitesides, G. M. Is the Focus on “Molecules” Obsolete? Annu. Rev. Anal. Chem. 2013, 6, 1–29. Francisco, J. S. Innovation, Chemistry, and Jobs, Meeting the Challenges of Tomorrow; American Chemical Society; Washington, DC, 2011; pp 1−64. Berger, A.; Turk-Bicakci, L.; Garet, M.; Knudson, J.; Hoshen, G. Early College, Early Success: Early College High School Initiative Impact Study; American Institutes for Research: Washington, DC, 2014; pp 1−40 Corwin, L. A.; Graham, M. J.; Dolan, E. L. Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation. CBE Life Sci. Educ. 2015, 14, 1–13. 253 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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8.

Bangera, G.; Brownell, S. E. Course-based Undergraduate Research Experiences Can Make Scientific Research More Inclusive. CBE Life Sci. Educ. 2014, 13, 602–6. 9. Shaffer, C. D.; Alvarez, C.; Bailey, C.; Barnard, D.; Bhalla, S.; Chandrasekaran, C.; Chandrasekaran, V.; Chung, H.-M.; Dorer, D. R.; Du, C.; Eckdahl, T. T. The Genomics Education Partnership: Successful Integration of Research into Laboratory Classes at a Diverse Group of Undergraduate Institutions. CBE Life Sci. Educ. 2010, 9, 55–69. 10. Jordan, T. C.; Burnett, S. H.; Carson, S.; Caruso, S. M.; Clase, K.; DeJong, R. J.; Dennehy, J. J.; Denver, D. R.; Dunbar, D.; Elgin, S. C.; Findley, A. M. A Broadly Implementable Research Course in Phage Discovery and Genomics for First-Year Undergraduate Students. MBio 2014, 5, e01051-13. 11. Linn, M. C.; Palmer, E.; Baranger, A.; Gerard, E.; Stone, E. Undergraduate Research Experiences: Impacts and Opportunities. Science 2015, 347, 1261757.

254 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Editors’ Biographies

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ot001

Desmond H. Murray Desmond H. Murray is Associate Professor of Chemistry at Andrews University, Chemistry Instructor for Berrien County Math Science Center, and Founder of Building Excellence in Science and Technology (BEST Early; www.bestearly.com). Over the last 20 years teaching both high school and college he has advocated for and facilitated seamless early research. Murray has mentored about 1000 students in early research experiences he describes as “incubators of innovators.” He was recognized as the 2012 College Science Teacher of the Year by the Michigan Science Teachers Association for his ongoing passion, mission and work to realize the universal adoption of early research.

Sherine O. Obare Sherine Obare is a Full Professor and the Associate Chair in the Department of Chemistry at Western Michigan University. Her research focuses on nanoscale science, environmental chemistry and has significant experience in methods to improve student success. Dr. Obare’s research program has been funded by the National Science Foundation, Department of Defense, Army Research Office, National Institutes of Health, Department of Education, and the Michigan Economic Development Corporation. She was named as one of the top 25 Women Professors in Michigan. She is co-Editor of ‘Green Technologies for the Environment’ and serves as Associate Editor for Journal of Nanomaterials.

James H. Hageman James Hageman received his B.S. in chemistry at the University of Illinois, Urbana-Champaign, and his Ph.D. in biochemistry at UCLA (1968) and was a postdoc at Yale University. As a faculty in Chemistry and Biochemistry at New Mexico State University for 29 years, he served as mentor for high school, undergraduate and graduate students and post-docs. Over 45 undergraduate students from historically underserved groups did research in his lab; several authored publications. He served as Graduate School Dean and V.P. for Research at Central Michigan University (2000-2006) and as Associate V.C. for Research at the University of Colorado, Denver (2006-2011).

© 2016 American Chemical Society Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Subject Index

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A

quantitative and qualitative program outcomes, 166 American Indian science majors, number, 169f American Indian student participants of the Bridge Program, cumulative numbers of degrees, 175f American Indian students from community colleges who attended a campus Orientation Program, number, 170f Bridge Program from community colleges who transferred each year, number of American Indian student participants, 174f Bridge Program office at New Mexico State University, number of applications received, 171f Bridge Program students at annual national conferences, number of research posters prepared and presented, 174f faculty lecturers from New Mexico State University, number, 167f national statistics, comparisons, 176 New Mexico State University faculty presentations, number, 168f New Mexico State University faculty members who served as research mentors, number of, 173f summer research experiences on the campus of New Mexico State University, number of American Indian students appointed each year, 172f summer research program, closure, 165 two-year institutions and at NMSU, program activities, 158

Authentic research experiences, Suburban Magnet High School's perspective further research, call, 57 learn to ask questions, multiple opportunities authentic investigations, starting students on the path, 50 capstone experience, 52 core classes, sustaining and building skills, 51 research lab in external, 2015-2016 participation, 53t senior research laboratories, 2015-2016 enrollment, 52t open-ended investigations, benefits, 53 mentorship program, 2015-2016 research institutions, 54t science as an investigative tool, learning to view, 54 scientific discoveries, learning the nature and evolution, 54 strengthening the STEM pipeline, 55 other high schools, lessons, 56 science inside the beltway, 49

B Baccalaureate success, impact of summer undergraduate research experiences, 153 Bridge program, major contributors to success, 178 Bridge program, assistance and troubleshooting services, 181 multiple programs on the NMSU campus, existence, 180 summer undergraduate research experience, 179 Bridge program activities, added value derived, 177 participation of American Indian undergraduate students in NIH-supported, MORE programs, impact of the Bridge program, 178f Bridges to the Future Program Sponsored by the NIH, 155 program consortium, demographics and composition, 156

C Community college, undergraduate research, 137 barriers, 142 CCURI UR models, barrier analysis, 145t CURE-modifying an existing course matrix, portion, 144f undergraduate research as pedagogy, barrier matrix, 144f

261 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

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beginnings, 139 active learning instructional strategies, adoption, 140 CCURI model, example, 141 framework, 138 undergraduate research experience, impact, 139t future directions, 149 opportunities recommendation alpha, 146 recommendation beta, 146 recommendation delta, 147 recommendation epsilon, 147 recommendation gamma, 147 recommendation zeta, 147 student impacts, 148 Volunteer State Community College story, 148 Course-embedded undergraduate research experiences, 119 impact, evidence course structure, 127 emergent themes, 125 evidence, quality, 128 flawed data, 126 General Chemistry II, 125 independence, 125 Likert-scale self-reported gains, 123 Likert-scale self-reported gains for Organic Chemistry II students, summary, 125f mistakes, 126 mistakes, CURE approach, 127 self-reported gains for the General Chemistry II students using a modified ROLE survey, summary, 124f traditional approach, Organic Chemistry II, 128 uncertainty, tolerance, 127 lessons learned/advice incorporating inquiry-based activities, 129 increasing independence over time, inquiry pedagogies that shape student behavior, 130f Oxford CURE program laboratory research toolkit, 131f planning backwards, 128 Oxford College CURE, 120 iterative inquiry approach, developing scientists, 122 summary, 133

E Early research, 1 book chapters, overview and summary chapter summaries, 22 contents, overview, 20 HUGs, impact of early research, 21 early research and inclusion early matters, 17 inclusion redefined, 18 prioritizing local STEM capacity, 20 importance active learning and early research, 7 changing status quo, signs, 11 college level, early research trends, 14 curiosity and early research, 3 early research and STEM professionalization, 5 early research challenges, 11 early research defined, 2 funding early research, 16 high school level, early research trends, 12 human brain development and early research, 4 independent researchers, development, 8f inquiry-based process and authentic research, distinguishing, 8 STEM education, early intervention, 10 Early research, future introduction, 247 opportunities course-based undergraduate research experiences (CUREs), 249 Early College High School, expansion, 248 Next Generation Science Standards, wider adoption, 248 STEM, greater private sector support, 250 STEM inclusion programs, federal leadership, focus and support, 250 transforming community colleges, 249 recommendations all federal research grants, incorporating an early research requirement, 252 conferences and alliances, 251 existing programs, greater awareness and support, 251 institutionalizing early research, 251 proactive public science, 253

262 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

laboratory equipment, 39 preface, 34 sources of funding, financial considerations, 40 student outcomes, advanced chemical research, 40 ACR alumni, number of prizes and awards collected, 44 ACR alumni indicating their undergraduate majors, survey data acquired, 43t ACR alumni in general chemistry, grades earned, 45t ACR students at the end of their senior year in high school, survey data acquired, 42t career in STEM fields, survey data required, 42t extramural funding for the ACR program, major sources, 41t

reversing pedagogical assumptions & prerequisites, 252 teacher training and development, 250

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ix002

I Inquiry-based instruction, Science prize, 195 applicants, 198 application process, 197 eligibility rules, 196 feedback, 199 departmental status and promotion requests, IBI prize, 201 new collaborations or opportunities, IBI prize, 200 strengthened/renewed interest in promoting inquiry-based learning, IBI prize, 202 judging process, 198 next steps, 203 publication in Science, 199

L Lab tales, 207 Anderson, Ginger, 213 Bindeman, Wendy, 215 Cali, Aaron, 217 Campbell, Keith, 219 Chavez, David, 221 Herber, Charlotte, 224 introduction, 208 Issar, Deepa, 226 King, Natalie, 230 LabTales, 211 McClary, Felicia A., 232 Piszkiewicz, Samantha, 235 public science, 210 Rabb-Lynch, Javon, 237 Snyder, Elizabeth, 239 Stofberg, Michelle, 241 Zhang, Yusheng (Eric), 244 Laguna Beach High School, advanced chemical research, 33 ACR alumni network, continuing education, 39 ACR group structure and leadership, 38 conclusions, 46 course structure, advanced chemical research, 36 6-week training projects, advanced laboratory techniques, 38t

N New York high school science research enrichment program teacher clear communication, student-teacher conferences, 64 conclusion, 68 contributions and successes, student reactions, 65 B lymphocytes and macrophages, antigen transfer, 67 genetic diversity, urbanization affects, 68 importin, uncovering the role, 68 tic-tac-know, 67 curriculum, 61 grading, 61 junior year student assessment sheet, example, 63f science research curriculum overview, 62f introduction, 59 research mentor selection process, 64 science research program formal class structure, 61

P Penn State, two-year campuses, 83 case studies Abington, history and progression, 92 an E-amidrazoneazine, synthesis, 95f

263 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

Publication Date (Web): November 22, 2016 | doi: 10.1021/bk-2016-1231.ix002

1,2,4-benzotriazoles prepared, 95f Brandywine, history and progression, 89 chemistry in the plots of science fiction stories, utilization, 103f chemistry standard organic techniques, 108 chromogenic hydrazones, synthesis, 94f classroom rivalries, exercises contributed, 97 cyclizing of 2,2,3-triphenylimine, outcome of Brandywine attempt, 107f 3-cyclohexyl-1,3-thiazolidin-4-ones, oxidation, 93f cyclopropyl and cyclobutyl aziridines and halonium ions, 104f 2,3-diaryl-2,3-dihydro-4h-1,3benzothiazin-4-ones, synthesis, 106f 2,3-diaryl-1,3-thiazin-4-ones, 105f 2,3-diaryl-1,3-thiazolidin-4-ones, series, 91f 2,3-diphenyl-1,3-thiaza-4-one heterocycles prepared, 107f discovery of carbon monoxide, investigation, 100 E-amidrazoneazines prepared, 95f group competitive exercises, organic chemistry lecture, 96 introductory science courses, memorization, 99 math, science, and technology education, gender issues, 97 Priestley, experiments, 101f 2-pyrryl-isoquinolyl-1-hydrazone, plan for synthesis, 94f Schuylkill, history and progression, 104 science fiction, chemistry, 102 substituted 2,3-diaryl-1,3-thiazolidin4-ones, synthetic scheme for the formation, 89f 1,3-thiazolidin-4-one ring, nomenclature and atom positions, 90f 1,3-thiazolidin-4-ones, preparation of organotin complexes, 92f 1,3-thiazolidin-4-ones, s-oxidation, 105f

triphenyltin chloride complex of 2,3-diphenyl-2,3,5,6-tetrahydro4H-1,3-thiazin-4-one, preparation, 109f conclusion, 109 introduction, 84 issues and advantages, 84 solutions collaboration, 88 finding appropriate projects, 86 finding students, 85 funding, 85 training students, 88 Project SEED conclusion, 81 education through research, 75 Mendez, Luis, Project SEED, 77 Meza, Marchelle, Project SEED, 78 Pelaez, Carolina, how Project SEED provides a positive influence on high school students, 76 Presley, Brandon, Project SEED, 78 how to start a program coordinators, 74 mentors, 74 students, 74 Project SEED, beginning, 71 Project SEED accomplishments, 79 Project SEED awards and recognitions, 80 Project SEED components, 75 Project SEED student, socioeconomic profile, 79 Project SEED demographic data, 80t Project SEED today, 73

W Wayne State University, early engagement in college research being first generation, impact, 187 conclusions, 190 early intervention, elements, 188 impact of early intervention, our experience, 189 introduction, 185 program highlights, 189 WSU, demographics, 186

264 Murray et al.; The Power and Promise of Early Research ACS Symposium Series; American Chemical Society: Washington, DC, 2016.