Community‐based science research program for gifted and talented high school students

Roeper Review ◽  
1982 ◽  
Vol 5 (2) ◽  
pp. 12-14 ◽  
Author(s):  
Jerome E. DeBruin ◽  
John F. Schaff
Keyword(s):  
High School ◽  
High School Students ◽  
Research Program ◽  
Gifted And Talented ◽  
Science Research ◽  
School Students ◽  
Community Based

scholarly journals Research Program to Sustain the FM Professional

2015 ◽  
Vol 7 (1) ◽  
pp. 86
Author(s):  
Dean Kashiwagi ◽  
Alfredo Rivera ◽  
Jake Gunnoe ◽  
Jacob Kashiwagi
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Students ◽  
Research Program ◽  
State University ◽  
Arizona State University ◽  
Honors Program ◽  
School Students ◽  
The Future ◽  
Facility Manager

Arizona State University has been involved in identifying the future Facility Manager (FM) paradigm which results in a sustainable FM profession. The $16M, 20-year international research program has identified, created and tested out a solution to the almost impossible task of replacing the aging FM professionals. The research has identified the future FM as one who is leadership based and leads the entire supply chain from inside the organization. This paper will cover the three year results of finding the future FM by accessing the top 10% of ASU’s 85,000 students through Barrett’s Honors Program, 7th – 10th graders through the Barrett’s Summer Honors Program, and culminating this year in placing the education in one of the top private schools in the state of Hawaii for high school students, testing the approach on 116 Brazilian engineering undergraduate students and getting approval for testing a 14 week program in the Tempe High School. The model is proposed as a prototype for future FM professionals and how the FM professional can become sustainable.

scholarly journals 0245 Relationship of Chronotype with Sleep Duration, Daytime Sleepiness, and Sustained Attention in High School Students: A Pilot Study

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A94-A94
Author(s):  
S W Morrison ◽  
F A Scheer ◽  
I C Mason
Keyword(s):  
High School ◽  
High School Students ◽  
Sleep Duration ◽  
Extracurricular Activities ◽  
Sustained Attention ◽  
Daytime Sleepiness ◽  
Science Research ◽  
School Students ◽  
School Schedule ◽  
Relationship Of

Abstract Introduction People with a later chronotype typically sleep later and perform better later in the day. In an early high school schedule, students with later chronotypes earn lower average grades than those with earlier chronotypes. However, other effects of late chronotype on high school students are poorly understood. This study examined the relationship of chronotype with sleep duration, daytime sleepiness and sustained attention in high school students. Methods This study was conducted at Byram Hills High School in Armonk, NY, where classes begin at 7:45am. During three class periods, 36 participants (female n=24, n=12, 14–17 years old) completed the Morning-Eveningness Questionnaire (MEQ), Karolinska Sleepiness Scale (KSS), and Psychomotor Vigilance Test (PVT) during their class. Subjects recorded time spent on homework/extracurricular activities and bedtime/waketime from the night prior to the assessment. Results Later chronotype (lower MEQ score) was significantly associated with later bedtime, shorter sleep duration, and increased sleepiness (r=-0.82, p<0.001; r=0.72, p<0.001; and r=-0.40, p=0.016; respectively). Shorter sleep duration was significantly correlated with increased sleepiness (r=-0.34, p=0.045). Increased workload (time on homework/extracurriculars) was significantly associated with later bedtime (r=0.42, p=0.011). Chronotype, sleep duration, and sleepiness showed no significant association with PVT scores (r=-0.16, p=0.360; r=-0.10, p=0.933; r=0.09, p=0.619, respectively); however, increased workload was significantly associated with increased PVT scores (r=-0.35, p=0.041). Conclusion These results are important for the wellbeing of high school students, as they show relationships between late chronotype, short sleep, and increased sleepiness during class in an early school schedule. Further research is needed to determine the best school schedule for high school students based on individual differences in chronotype. Support We thank the Authentic Science Research program at Byram Hills High School, specifically teachers Mrs. Stephanie Greenwald, Dr. Caroline Matthew, and Mrs. Megan Salomone.

Service Learning Partnership Between University And School Students: Experiential Learning Inspired Through Community Research

2010 ◽  
Vol 7 (7) ◽  
Author(s):  
Monica Nandan
Keyword(s):  
High School ◽  
High School Students ◽  
Service Learning ◽  
Experiential Learning ◽  
Corporate Philanthropy ◽  
Community Research ◽  
School Students ◽  
Community Based ◽  
Research Project ◽  
Community Based Research

This article describes a service learning project implemented jointly by undergraduate and high school students during summer.  The service learning project was designed through a Summer Research Institute hosted at a Midwestern University; the institute encouraged faculty to recruit undergraduate students who would partner with area high school students to conduct a community-based research project in their field of interest.  The article describes the partnership between students, as well as the experiential learning that occurred during: research topic identification, literature analysis, planning and implementing a mixed-methodology community-based research project, and during the qualitative and quantitative data analysis, by students.  Using a mosaic theory, the students inferred relationships between three apparently unrelated spheres of their research: challenges faced by youth in the community, financial health of social services for youth, and corporate philanthropy for youth services.  Recommendations for designing creative academic, experiential and service learning projects are offered for all educators. 

Computer-Based Mathematics and Physics for Gifted Students

1995 ◽  
Vol 39 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Raymond Ravaglia ◽  
Patrick Suppes ◽  
Constance Stillinger ◽  
Theodore M. Alper
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Gifted And Talented ◽  
Gifted Students ◽  
School Students ◽  
Computer Based ◽  
Gifted Youth ◽  
Mathematics And Physics ◽  
Do So

Computer-based education makes it possible for gifted and talented middle school and early high school students to complete advanced courses in mathematics and physics several years before they would nocinally do so Since the fall of 1990, three such groups of students at the Education Program for Gifted Youth at Stanford University have taken courses at the advanced placement level and have done exceedingly well. This report details those results.

scholarly journals High School Students’ Learning and Perceptions of Phylogenetics of Flowering Plants

2014 ◽  
Vol 13 (4) ◽  
pp. 653-665 ◽  
Author(s):  
Julie R. Bokor ◽  
Jacob B. Landis ◽  
Kent J. Crippen
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Literacy ◽  
Science Curriculum ◽  
Science Research ◽  
School Curriculum ◽  
Student Response ◽  
Flowering Plant ◽  
School Students ◽  
K 12

Basic phylogenetics and associated “tree thinking” are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K–12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities increase awareness of college and career options and highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a 6-h module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during a weeklong university STEM immersion program and aimed to increase student understanding of phylogenetics and coevolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as in multiple course settings at the high school and undergraduate levels.

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