Community Page Tailoring Science Outreach through E-Matching Using a Community-Based Participatory Approach

Bernice B. Rumala1,2*, Jack Hidary3, Linda Ewool4, Christopher Emdin2, Ted Scovell1 1 The Rockefeller University, New York, New York, United States of America, 2 Columbia University, Teachers College, Department of Mathematics, Science and Technology, New York, New York, United States of America, 3 National Lab Network Organization, New York, New York, United States of America, 4 Renaissance High School, Ecology and Chemistry Teacher, Bronx, New York, United States of America

science classes that other students are getting Summary if I would be interested in becoming part of the science field as I am now. In an effort to increase science exposure for pre-college (K–12) students and as part of the science education reform agenda, many biomedical research — Message from a student who institutions have established university–community partnerships. Typically, these attends high school in Brooklyn, science outreach programs consist of pre-structured, generic exposure for New York students, with little community engagement. However, the use of a medium that is accessible to both teachers and scientists, electronic web-based matchmaking (E-matching) provides an opportunity for tailored outreach utilizing a community- Introduction based participatory approach (CBPA), which involves all stakeholders in the planning and implementation of the science outreach based on the interests of Studies in science education indicate teachers/students and scientists. E-matching is a timely and urgent endeavor that that exposure to science and science in provides a rapid connection for science engagement between teachers/students practice may increase students’ interest in and experts in an effort to fill the science outreach gap. National Lab Network the discipline [1,2]. Consequently, pre- (formerly National Lab Day), an ongoing initiative to increase science equity and college science outreach has grown to literacy, provides a model for engaging the public in science via an E-matching become an integral component of creating and hands-on learning approach. We argue that science outreach should be a a generation of students that are scientif- dynamic endeavor that changes according to the needs of a target school. We ically literate and interested in pursuing will describe a case study of a tailored science outreach activity in which a public science careers [3,4]. As reliance on the school that serves mostly under-represented minority students from disadvan- efforts of pre-college programs has in- taged backgrounds were E-matched with a university, and subsequently became equal partners in the development of the science outreach plan. In addition, we creased, and such efforts to increase will show how global science outreach endeavors may utilize a CBPA, like E- visibility and outreach of these programs matching, to support a pipeline to science among under-represented minority have been expanded, the need to ensure students and students from disadvantaged backgrounds. By merging the CBPA that these programs meet the goals they concept with a practical case example, we hope to inform science outreach have intended by targeting the specific practices via the lens of a tailored E-matching approach. concerns of the school community is more urgent than ever [5]. To address this need, we suggest that E-matching is a useful tool to ensure mutually beneficial partnerships …Someday I want to be a scientist in the Latina doctors walking around … I want between students and scientists. E-match- medical field and be successful in life. For you to know that at my school they don’t ing, a term coined in this paper, is that to become a reality I will have to take give the science classes that I’m suppose to electronic web-based matching of teachers several steps in life, I know some of them have by this time in my 10th grade year, and their students with science, technolo- but not all so I would love for you to this is very disappointing and scares me gy, engineering, and mathematics (STEM) become my mentor and guide me through because I’ll be behind everyone else in my experts. E-matching can occur based on some of the necessary steps for my dreams to later years. At times I wonder if I had the interest, need, and/or geography. The E- become my life in the future. Like you I don’t come from the best neighborhood, so Citation: Rumala BB, Hidary J, Ewool L, Emdin C, Scovell T (2011) Tailoring Science Outreach through E- not many people around are the best role Matching Using a Community-Based Participatory Approach. PLoS Biol 9(3): e1001026. doi:10.1371/journal. models for me to look up to. I’m not really pbio.1001026 sure which medical field just yet I’m still Published March 8, 2011 trying to decide but I just know that I want Copyright: ß 2011 Rumala et al. This is an open-access article distributed under the terms of the Creative to make people feel better and possibly save Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, lives. I really want to be in the science field provided the original author and source are credited. because you don’t really see many Latino or Funding: This initiative is funded in part by The Rockefeller University Center for Clinical and Translational Science (grant award # UL1RR024143). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Competing Interests: The authors have declared that no competing interests exist. The Community Page is a forum for organizations and societies to highlight their efforts to enhance Abbreviations: CBPA, community-based participatory approach; NLN, National Lab Network; STEM, science, the dissemination and value of scientific knowledge. technology, engineering, and mathematics * E-mail: [email protected]; [email protected]

PLoS Biology | www.plosbiology.org 1 March 2011 | Volume 9 | Issue 3 | e1001026 matching approach focuses on the needs strength to mutually benefit the partner- population via an E-matching service that of students both within and outside of the ship (see Table 1). The school benefits links K–12 teachers with STEM profes- classroom, has the goal of increasing from a tailored science outreach experi- sionals, organizations, and resources. students’ participation in science, and ence and the scientists benefit from the However, NLN is more than just a day; specifically caters to pre-college science stimulation of sharing research with in- it is an ongoing effort to increase the outreach needs. Since science is a disci- quisitive young minds and fulfilling broad- number of K–12 schools receiving out- pline that consists of multiple entry points er impact objectives often required of reach in the STEM disciplines. and various subdisciplines, E-matching grant submissions. The E-matching process occurs on the allows students to explore their specific This CBPA begins by assessing the NLN website (http://www.nationallabnet interests by gaining access to mentors and primary interest of the school. E-matching work.org) that links projects proposed by experts within these specific domains. In allows a school to advertise its needs so teachers with scientists and their resources, addition, it helps harness their scientific that outside institutions that can provide thereby building local communities of interests by providing biomedical expertise resources may contact the schools and support. Scientists and teachers are that will be beneficial throughout their subsequently tailor an agenda to fulfill matched on a variety of parameters academic careers. those needs. This approach has many including subject matter, geographic loca- components that are designed to lead to tion, grade level, interests, need, and other Tailoring Science Outreach: more successful science outreach out- factors (Figure 1). This model allows for Community-Based Participatory comes, as it (1) empowers the teacher with teachers to connect with STEM experts Approach tools and resources to shape the science who can tailor an outreach based on the exposure needs of his or her students; (2) specific needs of teachers and students. In E-matching embraces the community- puts the needs of the school first; and (3) addition to this linking process, all projects based participatory approach (CBPA), facilitates a dynamic endeavor since each and registered users on the NLN website which has its roots in the social sciences, relationship is tailored to the needs of the are accessible beyond suggested matches. public health, and education [6,7]. Most school and the resources of the scientist. This process serves as a model that allows recently, the CBPA has become a major Table 1 describes the process of tailoring for a CBPA that complements a tradition- focus of the Clinical Translational Science science outreach endeavors utilizing a al one. Figure 2 shows archived ads from Award community engagement initiative CBPA via E-matching and compares it teachers on the NLN website. [8]. The traditional science outreach to the traditional approach to science Websites have been used as a powerful programs typically involve a pre-struc- outreach. tool for organizations to provide science tured science experience with little input outreach to the public by providing online from the teachers and students in the E-Matching with National Lab educational resources [9], promoting planning and implementation of the sci- Network hands-on learning [10] and virtual learn- ence outreach experience. However, ap- ing [11], and building a community of plying the CBPA to science outreach The National Lab Network (NLN) scientists [12]. The NLN model also entails a collaborative approach that initiative, formerly National Lab Day, is complements existing efforts to create an engages all partners and stakeholders a worthwhile model for outreach initia- online partnership between scientists and equally. In this project, stakeholders in- tives that employs an E-learning approach. the public. Most of the web-based resources clude high school science teachers, scien- Recognizing a critical need to increase complement each other by fulfilling differ- tists, and science outreach administrators. science equity and literacy, and employing ent science outreach needs. Two examples Unlike the traditional approach, the a CBPA, NLN was created in 2009 as a of such efforts are Ask a Biologist (http:// CBPA acknowledges that each stakeholder national call to action. NLN tailors its www.askabiologist.asu.edu) [13] and MyS- has unique needs and contributes a unique outreach to the needs of the target student ciNet (http://community.sciencecareers.

Table 1. Traditional approach versus CBPA through science outreach E-matching.

Traditional CBPA

Universitya has pre-structured outreach that may be formulated Outreach is tailored and formulated in collaboration with representatives of the K–12 school to in consultation with members of the university. ensure that the needs of the student population are met. The university and the K–12 school are equal partners in the development of the science outreach plan. The K–12 school approaches the university with a science outreach need, or the university can approach the K–12 school with a science outreach proposal that can be tailored to the K–12 school’s needs. Impacts of science outreach are shared with members of the Impacts of science outreach are shared with both members of the university and representatives of university. the K–12 school as part of collaborative partnership. Sometimes relationship with the K–12 school ends after the Relationship with the K–12 school continues. outreach, especially if it is of short duration. Debriefing often occurs with members of the university. Debriefing often occurs with the K–12 school and university as part of the collaborative endeavor. Evaluation is done by the university on the K–12 school and Evaluation is done by the university in collaboration with the K–12 school. The results are shared shared with members of the institution. with both the K–12 school and members of the university. Less time is required to set up the program. More time is required to set up program as a result of tailored approach.

aNote: For the purposes of this paper, university is used as the collaborating organization. However, the collaborating organization can extend beyond the university. doi:10.1371/journal.pbio.1001026.t001

PLoS Biology | www.plosbiology.org 2 March 2011 | Volume 9 | Issue 3 | e1001026 projects or schools that they want to work provide science outreach to schools serving with. E-matching also empowers the teach- predominantly under-represented minori- er/student to communicate their science ty and/or disadvantaged students, (2) to interests through a platform that enables tailor each outreach according to the them to solicit and access resources and specific needs of the school; (3) to serve subsequently collaborate with one or more as an information pipeline to inform STEM experts. Second, the website pro- students of research opportunities at The vides personalization. Each teacher and Rockefeller University and other institu- scientist on the site has a personal dash- tions, (4) to connect students with mentors, board and regular personal email updates (5) to expose students to diverse scientists/ that are customized to their goals and trainees with an emphasis on under- attributes. Third, teachers can either com- represented minority scientists/trainees, plement or fill a gap in their existing science (6) to emphasize the importance of science curriculum with real world experiences and science literacy regardless of a stu- from STEM experts. Fourth, the website dent’s career trajectory. After discussions allows for community engagement via with the stakeholders, a tailored agenda rapid connections between the K–12 school was formulated addressing the K–12 and the STEM professional. Finally, using school areas of interest (Table 2). the web provides data for measurement In initiating the collaboration through a Figure 1. National Lab Network E-match- and assessment that can inform science CBPA, both the K–12 school and the ing diagram. outreach program practices (Figure 1). institution were bringing unique strengths doi:10.1371/journal.pbio.1001026.g001 to the endeavor. This approach also met the Collaboration: An E-Matching needs of all stakeholders in the partnership. Case Study org/myscinet). Ask a Biologist is a forum K–12 Teacher’s Perspective (L.E. – sponsored by Arizona State University Through the E-matching platform pro- Ecology and Chemistry high school where students can ask scientists questions vided by NLN, Rockefeller University teacher): Science Outreach to Urban about biology. This site also includes virtual collaborated with a New York City public experiments. MySciNet allows scientists high school in the Bronx. This Bronx high Youth via E-Matching and students to discuss their general scien- school’s student body was largely made up tific interests and science careers. NLN of students who are of under-represented The chances of my urban high school enhances existing science web community minority and from socioeconomically dis- students interacting with science profession- efforts like these by directly linking students advantaged backgrounds. A teacher (L.E.) als increased dramatically with E-match- and teachers with experts who can provide submitted a profile on the NLN website ing. The ability to propose a project on the both an E-learning experience and in- that indicated three major objectives: (1) internet, which entailed the interaction of person, hands-on experiences within the An exposure to racially/ethnically and science professionals with urban youth, classroom or at a collaborating institution. gender diverse scientists, (2) exposure to allowed for the publication of the needs of This hands-on learning provides additional diverse career options in the sciences, and my chemistry and ecology class. In options for teachers and students to receive (3) an opportunity to see ‘‘real-life science’’ addition, the logistics of physical location, authentic scientific training in the real world. at work as a complement to the existing grade level appropriateness and diversity Employing the web for scientist–teach- science curriculum. which were apparent within the proposal er–student matching has several advantag- The Rockefeller University Community es. First, the web platform provides a Engagement Specialist accessed the NLN allowed for feasible responses. Communi- variety of resources that traditional match- site and chose the school based on the cation is a key component in education and ing services cannot deliver. Scientists who following broader Rockefeller University the ability to electronically connect with represent institutions can choose student National Lab Network objectives: (1) To professionals actively engaged within the content area of study has important ramifications.

Students must work in a rich, responsive environment and have contact with knowledgeable people in the community if they are to learn important critical thinking skills [14].

Several institutions responded to my pro- posal, and engaged my students in ways that allowed for collaborations both within and outside the school setting [Table 2]. As part of the outreach within the school setting, students targeted in my proposal Figure 2. Ads from National Lab Network site. listened to a presentation and interacted doi:10.1371/journal.pbio.1001026.g002 with a chemist from a translational

PLoS Biology | www.plosbiology.org 3 March 2011 | Volume 9 | Issue 3 | e1001026 Table 2. Science outreach needs and tailored agenda for National Lab Day.

School Needs National Lab Day Agenda Participants

Need for exposure to racially and Mentoring advice; diverse science training and careers PhD, MD/PhD, and MD students ethnically diverse scientists panel consisting of racial/ethnic and gender diverse scientists/scientists in training Exposure to diverse career options Mentoring advice, science training and careers panel, Science outreach staff, research scientists, and various in the sciences mentoring and mingling session, campus/lab tours, members of the health professional and research team interactive science demonstration, and science research presentation Seeing ‘‘real-life science’’ at work Science research presentation, interactive science Science outreach staff; health professional and research demonstration, lab tours team; PhD, MD/PhD, and MD students

doi:10.1371/journal.pbio.1001026.t002

research laboratory. As part of the out of educational experiences of the students, Conclusion school experience, students visited a bio- teachers and the scientific community. medical research university (The Rockefeller Utilizing E-matching and a CBPA to tailor science outreach allows for highly University). Via personal testimonial, specific, targeted, and collaborative coordi- research presentation, science content dem- Preliminary Benefits nation of science outreach endeavors to onstrations, interactive panel discussions, meet the needs of all stakeholders. Reflecting campus tours and meet and greet with a Outreach via E-matching has shown several benefits. It has served as an back on the high school student’s statement variety of researchers, students and profes- information pipeline for under-represent- at the beginning of this manuscript about sionals, students experienced the possibili- ed minority and disadvantaged students, inequities in science access, E-matching can ties, activities and interactions which occur enabling them to consider science careers address some of the science exposure within a science educational research as a viable option. As a result of the E- disparities seen in many urban classroom organization. Their knowledge base of the matching exposure, 19% (7) of the 36 settings. This approach may also serve as a opportunities inherent within the scientific student participants who previously had pipeline to increase diversity in the STEM field and the connections between their no exposure to science or real-world fields. We don’t deny that for some science understanding that what is learned in the scientists went on to apply to The Rock- outreach programs a traditional, pre-struc- classroom as an initiation to higher efeller University Summer Neuroscience tured outreach may work better. Perhaps a education settings and real world applica- Program, and 57% (4) were accepted. hybrid approach to science outreach utiliz- tion, broadened immensely. Through establishment of an E-mentoring ing both the traditional and tailored ap- The benefits and opportunities which network the relationship has continued proaches would best meet the science resulted from the relationships formed with the students who are interested in outreach needs of our youth. during this E-matching process (including further discussions about science careers; Considering internet access limitations in some communities, it is important to note acceptance of four students to the longer this electronic mentoring network consists that the tailored approach is not limited to duration summer program) enhanced the of Rockefeller University scientists, health E-matching but can also be done by awareness of my Bronx high school students professionals, staff, and research team members who have made their electronic connecting with under-resourced schools to the scientific community. These connec- through other communications media to tions were made possible due to the contacts available for students to receive further guidance. Lastly, under the aus- collaboratively plan a science outreach establishment of a venue in which partner- program. Both the institution and the ships could be initiated electronically. The pices of NLN, this collaborative effort has allowed for both institutional buy-in via school must be proactive in following up fact that there were individual STEM funding for the initiative and community on the logistics for a successful collabora- professionals and their respective scientific buy-in via navigating administrative logis- tion. The CBPA tailored science outreach organizations whom were willing and able tics for a successful academic–community approach via the E-matching model may to connect with urban youth and offer these partnership. As a result of the community- increase students’ enthusiasm for science, students a window into the STEM based participatory E-matching approach, serve as a pipeline for student participation community was made possible through the both the research institution and lay in more science programs, and potentially E-matching initiative. As the teacher I also community had an equal investment in increase student entry into STEM careers. received stimulation from these opportunities the outcome, because they are stakehold- to connect with scientific and educational ers at the beginning and are actively Acknowledgments professionals engaged in the process of involved in formulating the agenda. This Thanks to Collene Lawhorn, PhD, who pro- academic and medical research. Such buy-in helps to encourage long-term vided useful comments in the editing of this interactions will serve to enhance the sustainability of the outreach. manuscript.

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