And Others the National Science Foundation Summer Science

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AUTHOR Denoya, Leila E., Ed.; And Others TITLE The National Science Foundation Summer Science Camps: Leaving a Legacy of Successes. INSTITUTION National Science Foundation, Arlington, VA. Directorate for Education and Human Resources. PUB DATE 97 NOTE 211p.; Photographs may not reproduce well. CONTRACT HRD-9601978 AVAILABLE FROM National Science Foundation, Directorate of Education and Human Resources, 4201 Wilson Blvd., Arlington, VA 22230. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Calculus; *Career Awareness; Computer Uses in Education; Educational Strategies; Elementary Secondary Education; Field Trips; Graphing Calculators; Hands on Science; Interdisciplinary Approach; Mathematics Activities; Mathematics Instruction; Science Activities; *Summer Science Programs; Technology IDENTIFIERS National Science Foundation

ABSTRACT This book contains descriptions of the 122 Summer Science Camps (SSC) funded by the National Science Foundation (NSF) from 1992 to 1996. This program is employed as an early intervention strategy that reaches out to a large number of disadvantaged children who are underrepresented in scientific and technical careers. The main goal of the SSC is to enable students to develop a lifelong interest in science and mathematics and to encourage the consideration of science, mathematics, engineering, and technology as possible career choices. This book describes the legacy of successes of these SSCs which are no longer funded by NSF. The successful programs are listed in alphabetical order by state. The camps engage young participants in the process of learning by doing, encourage students to think of mathematics and science as disciplines connected with their lives and communities, and construct experiences that promote uniquely personal scientific knowledge. (DDR)

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PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL GRANTED BY t

THE EDUCATIONAL RESOURCES .' INFORMATION CENTER (ERIC) 0

"." (INDAIN 11"'"i 4911

The National Science Foundation SUMMER SCIENCE CAMPS

U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Thi -document has been reproduced as ceived from the person or organization originating it. Minor changes have been made to improve reproduction quality. Leavinga Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Legacq of Successes BOOK STAFF

LAILA E. DENOYA, Ph. D. Tableof Contents Executive Editor SSC Principal Investigator Director of Upward Bound Program State University of New York College Special Dedication 2 at Fredonia, New York

KERSTIN CRINNIN Assistant Editor What Who Where How? 3 Jamestown Community College, New York

ARMY LESTER III, Ph. D. What is a Summer Science Camp? 4 Contributing Editor SSC Principal Investigator Kennesaw State University, Georgia

Who are we? 6 JOSEPH W. SCHWABENBAUER Vice President of Sales Seneca Printing Et Label, Inc.

ROBERT DEWOODY Where are we? Production Coordinator Seneca Printing Et Label, Inc.

R. PAUL KINSMAN How do we achieve our goals? 10 Graphic Designer Seneca Printing Et Label, Inc.

Summer Science Camp Sponsors 14 This book is published by Seneca Printing & Label, Inc., recipient of ISO 9002 certification, the international business communi- Let me tell tin who I am ty's highest standard for quality, is located at Sandycreek Industrial Park, De Bence Drive, Franklin, PA 16323. Phone: 1-800-372-1313. Summer Science Camp Program Descriptions 16 This publication was supported by a grant from the National Science Foundation, Directorate of Education and Human Resources, Division of Human Resource Development (HRD) (grant //HRD- 9601978). The views expressed Communicating with "Camp Talk" 200 in this book are those of the authors; they do not necessarily reflect those of their institutions, agencies, or the Foundation. The editors assume full responsibility for any errors that remain. Summer Science Camp Directorq 201 All rights are reserved by the Summer Science Camps' principal investigators. S P E

Dear Summer Science Camp Investigators: Special Congratulations to you, your staff and students for an outstanding job well done!! This book represents a legacy worth saving and sharing. It is a significant Dedication resource guide that highlights effective strategies and models of more than a hun- The Summer Science Camp investigators dred successful science camps throughout would like to dedicate this book to the this country which were designed to provide a foundation following outstanding individuals at the and encourage precollege students to consider careers in National Science Foundation: science, mathematics, engineering and technology. We hope this book will become a reference guide to a broad- DR. LUTHER S. WILLIAMS based audience of educators, policymakers, communities, Assistant Director corporations, industries, and activists who are working to Directorate for Education and Human Resources increase access to all for careers in SMET. Again congratulations and we thank you for your dedication.

Sincerely, la .°11 DR. ROOSEVELT CALBERT Dr. Betty Ruth Jones Division Director Senior Program Director Division of Human Resource Precollege Programs Development National Science Foundation

I ACKNOWLEDGEMENTS DR. BETTY RUTH JONES Special thanks are due nationwide to the 122 Principal Senior Program Director Investigators and Project Directors of the Summer Science Precollege Programs Camps. Their collective energies have made this project an Division of Human Resource enriching and intellectually rewarding experience. Development A very special recognition is given to Dr. Betty Ruth Jones, Senior Program Director, Precollege Programs, Division of Human Resource Development (HRD), National Science Foundation, whose professional vision and support DR. COSTELLO L BROWN in education, especially sciences education, commendably Former Senior Program Director encouraged us to make this book a reality. Thank you. Precollege Programs Division of Human Resource Appreciation is extended to Mrs. Kerstin Crinnin, Development Assistant Editor, and Dr. Army Lester III, Contributing Editor. Without their assistance this book would have been difficult to complete. Many thanks. Deep gratitude goes to Dr. Luther S. Williams, Assistant Director, Directorate for Education and Human Resources, DR. WANDA WARD and Dr. Roosevelt Colbert, Division Director, Division of Former Senior Program Director Precollege Programs Human Resource Development (HRD), National Science Division of Human Resource Foundation. Their views on educating the next generation Development in the fields of mathematics, sciences, and technology surpass the limits of what is needed for the education of tomorrow's scientists and engineers. Our most sincere thanks for being visionary leaders for our country.

2 Nationwide, bright minds came together from their diverse educational and scientific arenas to offer and share their expenences with their National Science Foundation (NSF) funded Summer Science Camps (SSC) as the successful early intervention strategy of reaching out to a large number of disadvantaged children who are under represented in scientific and technical careers. These SSC Pnn- I cipal investigators made this early intervention strategy their first pn- I A ority in their quest for educating the next generation, and requested funding from primanly the NSF to implement the SSC as an educational tool. There is compelling evidence that the achievement gap in mathematics is still a major problem in the United States of Amenca. in a recent report by the National Center for Statistics, preliminary findings indicate that. The U.S. is far from being among the top nations of the world in Math and Sciences: I') The proportion of students who are qualified to select math, science and technology fields grows smaller each year as they progress through the precollege education system. The NSF has taken on an aggressive role in ensunng the vitality of the U.S.A. in the scientific and technical enterprise by providing leadership and support for the nation's efforts to improve scientific literacy. Pnmary responsibility for the NSF's educational activities, precollege education being one of them, is assumed by the Directorate for Education and Human Resources (DR), supported by the Division of Human Resource Development (HRD) under the Career Access Program, to increase the representation of disadvantaged students in sciences, engineering, mathematics, and technology (SMET) at all levels. The SSC became an initiative program addressing the precollege education level, particularly middle school grades (grades 7-9). The main goal of the SSC is "to provide a foundation for a lifelong interest in science and mathematics for all participants and to encourage the consideration of SMET as possible career choices."(2) A total of 122 SSC were funded nationwide by the NSF from 1992 to 1996, engaging the young participants in the process of learning by doing, encouraging them to begin to think of math and science as disciplines connected with their lives and communities, constructing experiences that yield toward uniquely personal scientific knowledge with a sense of continuity for math and sciences to form a seamless fabric of learning from early school years through graduate study and research. Now, there is a strong need for disseminating the SSC results in order to be accountable to the NSF and taxpayers as our stockholders. This book is the first and only comprehensive report to describe all 122 NSF/SSC, which have been discontinued in their funding by the NSF. Currently, other comprehensive NSF school programs include summer science and math enrichment activities as part of their educational efforts. Yet, the NSF funded Summer Science Camps are Leaving a Legacy of Successes as presented in this book.

Dr. Leila E. Denoya Summer Science Camps Principal 'Investigator State University of New York College at Fredonia

1) U. S. Department of Education. National Center for Education Statistics. Pursuing Excellence, Washington, D. C.: U.S. Government Printing Office, 1996. p. 69 2) National Science Foundation: Human Resource Development For Minorities in Science and Engineering: Program Guidelines, Arlington, VA, 1994, p. 6.

3 ....7,7 KA 7 7 7 ..7 .

NATIONAL SCIENCE FOUNDATION GUIDELINES FOR PRECOLLEGE FOCUS

SUMMER SCIENCE CAMP PROGRAMS [SSC]

The projects highlighted in this publication were selected using the following guidelines as described in NSF 94-122 which replaced NSF 92-111.

I. INTRODUCTION The program targets middle school years III. ELIGIBILITY Underrepresented students drop out where students begin the crucial study Organizations eligible to submit of school in significant numbers as early of science and mathematics and begin SSC proposals include school districts, as seventh grade before the formal study to explore career options. museums, colleges and universities and of science and mathematics begins. Of non-profit youth-centered and/or com- those who persist, many enter high II. GOALS AND OBJECTIVES munity-based organizations. In general, school lacking an interest in science, The goals of Summer Science Camps are any organization which has education mathematics, engineering, or technology to provide a foundation for a lifelong as a major focus and has significant (SMET) careers and subsequently, do not interest in science and mathematics for experience in providing educational take the key prerequisite courses for a all participants and to encourage the activities for precollege students will be college major in these disciplines. Fur- consideration of science, mathematics, considered. Profit making industries ther, science and mathematics courses engineering, and technology (SMET) as with educational programs for this age are often viewed by these disadvan- possible career choices. Specific objec- group are also eligible to apply. An taged, underrepresented students as tives include: organization is eligible to submit one irrelevant to their daily lives or future strengthening student commitment proposal per funding period. In addi- occupations. Within the context of the to remain in school and continue the tion, an institution can only have one increasing number of occupations that study of science and mathematics; active award. require a knowledge of science and illustrating the importance of science, mathematics and the predicted increase mathematics, and communication IV. PROJECT DESIGN in the underrepresented student popula- skills in our daily lives; Proposals should focus on providing tion, serious questions are raised regard- exposing students to a broad range experiences and opportunities that ing the ability of our precollege system of participatory activities in science, introduce underrepresented students to to address the needs of these students. mathematics, and technology includ- the excitement and challenge of sci- Without activities that influence the ing the research process and interac- ence, engineering, mathematics, and attitudes of underrepresented students tions with practicing scientists, engi- technology careers. Activities may toward staying in school and continuing neers, and mathematicians; include classroom and hands-on experi- the study of science and mathematics, a offering students information and ences that provide for an integrated significant percentage of these students guidance in the career exploration study of science, engineering, mathe- will not be prepared to become full par- process including the academic matics, and technology within the nat- ticipants of the nation's science and preparation necessary for a variety ural environment; expanded counseling engineering workforce. of professions; and regarding career opportunities in these The Summer Science Camp (SSC) is heightening student awareness of disciplines; interaction with role models one of two activities under the Career science and mathematics disciplines in these fields; and activities that Access Program. This activity is designed as potential career choices, including strengthen family and peer support for to increase student interest in and attention to precollege level. student interest in these areas. Projects exposure to science and mathematics. should be structured to promote group

4 WHAT I S A SUMMER SCIENCE CAMP?

identity and support informal interac- throughout planned activities. exclusively on students entering 7th, tion between participants, staff, and Mentors - A variety of small group activi- 8th, or 9th grades; participants in scientists. ties that strengthen the role of scientists the SSC must be underrepresented and engineers as mentors for students is students. Activities required and should be an integral part In general, proposed activities of summer and academic year activities. Participant Recruitment and Selection should seek to augment the secondary Individual mentors including undergrad- Considering the young age of the school curriculum. Within this frame- uate and graduate students are encour- target pool, and the focus on stu- work, the SSC activity seeks innovative aged. Where appropriate, activities dents who may have had limited approaches to providing enrichment should include participant interaction exposure to mathematics and science, experiences for young students includ- with scientists in the workplace. grades and/or test scores should not ing instruction, problem solving and Student Support - Activities should be be a major selection criteria. A combi- communication skills, and exposure to included that strengthen family and nation of alternative mechanisms that the research process. Categories of eli- peer support for student interest in indicate interest and motivation gible activities include: education and increase student confi- should be utilized as critical indicators Instructional Activities - When limited dence in their academic abilities. of student ability to profit from the course work in mathematics and/or sci- Follow-up activities - To maintain the camp experience. Proposers should ence is a characteristic of the group as interest of students in science, especial- clearly outline their strategies for a whole, the teaching of science and ly those who attend schools with a lim- selecting student participants based mathematics concepts should be ited focus on science and mathematics, on these factors. included. Instruction in verbal and writ- innovative and creative follow-up activ- ten communication skills as they relate ities during the school year should be Staff to science and mathematics should also included. Project staff should include a vari- be included. Advanced course work may ety of science and science education be proposed, where appropriate for the Discipline Focus personnel including precollege teach- selected population. These activities In order to allow students to ers and counselors, high school sci- should not duplicate or replace the explore their interests in more than ence/mathematics students, under- school curriculum. one discipline within the targeted graduate and graduate students (as Research Methodology - The Summer fields, proposals that include attention tutors and counselors), and college Science Camp activity should provide a to mathematics, science skills and level faculty. The participation of sci- forum that enables students to experi- their applications are encouraged. entists, mathematicians, and engineers ence the excitement of "doing science" from non-academic settings, especially in the disciplines chosen. However, Project Site/Length professionals from underrepresented individual research projects may be While the term "camp" is chosen groups of the population, is strongly less appropriate for students in these because it suggests informal student encouraged. grade levels. activities and outdoor environments, it Career exploration - The SSC activity is not intended to limit project sites. places a strong emphasis on career Projects funded through this program exploration. Thus, activities should can be up to six weeks in duration, include interactions with scientists and but those offering at least four weeks science educators in a variety of poten- are likely to provide more in-depth tial work settings. Discussions of higher exposure. Students may participate in education options and costs, with par- subsequent years of a project. ticular attention to options for financial assistance, are required. Attention to Participants cultural/social barriers to student entry Projects may be residential or com- into SMET careers should be integrated muter camps and must be focused

5 AWARDS SUMMARY:GRANTS FROM THE NATIONAL SCIENCE FOUNDATION FOR SUMMER SCIENCE PROGRAMS

SUBMITTED: 1477 PROPOSALS SUBMITTED: 135 1992 PROPOSALS 1993ACCEPTED: 29 Percentage of NSF/SSC awarded by state Percentage of NSF/SSC awarded by state (100% = 28) (100% = 29) Alabama 3.6% Alaska 3.6%

Alaska 3.6% California 14.3% California 14.3% Florida 3.6% Connecticut 3.6% Georgia 3.6%

District of Columbia 3.6% Indiana 3.6% p____,_ ....v L ,,,io Kentucky 3.6% Illinois 3.6% Maryland 3.6% Indiana 3.6% Massachusetts 3.6%

Minnesota 3.6% Michigan 7.1 %

Mississippi 3.6% New Jersey 7.1 % New Jersey 3.6% New Mexico 3.6%

New York 21.4% New York 10.7% North Carolina 3.6% North Carolina 3.6%

Rhode Island 3.6% Ohio 7.1%

Tennessee 3.6% Oklahoma 3.6%

Texas 3.6% Pennsylvania 3.6%

Virginia 3.6% South Carolina 3.6% Washington 7.1 % South Dakota 3.6% Wisconsin 3.6% Texas 10.7%

6 WHO ARE WE?

NSF FUNDED SUMMER SCIENCE CAMPS IMPACT DATA (FISCAL YEARS) 1992 1993 1994 1995 Total SSC Proposals Submitted 147 135 148 121 551 SSC Awards Granted 28 29 30 35 (9 reawarded) 122 SSC Students Served 1742 1562 1450 1956 6710

Average SSC Project Size (Students) 61 56 60 75 63 Average SSC Award Size $78,571 $75,000 $80,900 $79,000 $78,367 Average SSC Funding (in millions) $2.2 $2.6 $2.1 $2.5 $2.3 Average Cost Per SSC Student $1,250

PROPOSALS SUBMITTED:148 PROPOSALS SUBMITTED 121 1994ACCEPTED: 30 1995ACCEPTED: 35 Percentage of NSF/SSC awarded by state Percentage of NSF/SSC awarded by state (100010 = 30) (100% = 35)

Alabama 3.4% Alabama 3.0% Arkansas 3.4% Alaska 3.0% California 20.7% Arkansas 3.0% Colorado 3.4% California 12.1% Georgia 3.4% Colorado 3.0% Illinois 3.4% Connecticut 3.0% Massachusetts 6.9% oi AO/ Minnesota 3.4% Florida 6.1% Missouri 3.4% Georgia 3.0% Nebraska 3.4% Illinois 3.0% New Jersey 3.4% Indiana 3.0% New York 13.8% Massachusetts 3.0% North Carolina 6.9% Michigan 3.0% Pennsylvania 3.4% Mississippi 6.1% South Carolina 6.9% Missouri 3.0%

Tennessee 3.4% New York 12.1°/0

Texas 6.9% North Carolina 6.10/0 Washington 3.4% Puerto Rico 3.0% South Carolina 3.0%

Texas 3.0%

Virginia 6.1 cY0 Wisconsin 6.1 %

7 WHERE ARE PROG LOCATIONS WE?L! IN HETEUNITED STATES

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Total Camps: 28 States Involved: 19

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Total Camps: 29 States Involved: 19 Source: Jason Kim, Ph. D., 1995 Summer Science Camps - Summary of Impact Statistics Report for the National Science Foundation, Systemic Research, Inc., Dedham, MA 1995

8 J.C WHERE ARE WE?

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t. Pau Ire-4 an Ja Pot L Boul alb Sa amento t. iv 1- Frno Gree emph . Los geles Li Atl min I 111111 \40_ , I/ 11 Total Camps: 30 States Involved: 18

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Total Camps: 35 States Involved: 22 Source: Jason Kim, Ph. D., 1995 Summer Science Camps - Summary of Impact Statistics Report for the National Science Foundation, Systemic Research, Inc., Dedham, MA 1995

9 WHAT ARE THE PRIMARY COMPONENTS OF THE SUMMER SCIENCE CAMP PR JECT DESIGN?

COMPONENTS OF ALL 122 NSF FUNDED SUMMER SCIENCE CAMPS FROM 1992 TO 1996

200 NI Academic Enrichment Academic Skills Improvement II Academic/Career Counseling Academic Year Follow-Up 100 Field Trips

Introduction to Research 122122 12210510499 77 Mentoring

0 Parental Involvement

The primary components of all (100%) Summer Science Camp project designs offered to all participating students during the 1992 to 1996 NSF Summer Science Camp funding period were: Academic Enrichment Academic Skills Improvement M Academic Career Counseling Academic Year Follow-up.

These components underline the strong academic focus of the Summer Science Camps, reflecting their mission and the limitations of funding by the NSF. Subjacent to this academic focus, Summer Science Camp project designs also offered Field Trips (86.1%), Introduction to Research (85.2%), Mentoring (81.1%), and Parental Involvement (63.1%) to the participants.

10 HOW DO WE ACHIEVE OUR GOALS?

ACADEMIC FOCUS: 100%

All 1000/o of the Summer Science Camps developed in their project designs an academically 100% Academic Enrichment centered curriculum for the young middle school students during the 1992 to 1996 NSF Component funding period, in order to increase participants' knowledge in mathematics and sciences with: Instructional enrichment activities in college classroom settings, 100% Academic Skills Involvement in laboratories, Improvement Component Field work integrating the study of mathematics and sciences into the natural environment, Counseling regarding career opportunities in mathematics and sciences, 1100% Academic/Career Instruction in verbal and written communication skills as they relate to mathematics Counseling and sciences, Component Advanced course work, participation in mathematics and science fairs, and tutorials in 100% Academic Year these subjects. Follow-Up The presence of all these components in the Summer Science Camp programs maximized Component the participants' learning experiences in the areas of mathematics and sciences.

FIELD TRIPS: 86.1% Eighty-six percent (86.1%) of all National Science Foundation funded Summer Science Camps projects reported to offer a Field Trip component in their program activities to the participants during the 1992 to 1996 NSF funding period. A very small percentage 86.1% Field Trips (13.9%) reported not to include field trips in their Summer Science Camps. Component Field trips were a strong motivation for the young participating students. It was the 13.9% No Field Trips most important resource available for teachers during the Summer Science Camp to relate Component the mathematics and sciences content to the immediate world. The answers to students' questions were often found in museums, laboratories, businesses, health organizations, and in the communities. The use of field trips as a "classroom" went beyond the hands- on approach.

INTRODUCTION TO RESEARCH: 8 5.2%

Eighty-five percent (85.2%) of the Summer Science Camps reported to have an Intro- duction to Research component for the middle school participants during their summer science programs during the 1992 to 1996 NSF funding period. A small percentage (14.8%) did not introduce Introduction to Research in their Summer Science Camp project design. Mathematics and sciences instruction was taken out of the traditional classroom and 85.2% Introduction to transformed into learning activities and experiences centered around research projects Research which stressed scientific inquiry methodologies, command of teamwork, communication Component skills, and leadership in technology, sciences, and mathematics. 14.8% No Introduction The Introduction to Research component led students to: to Research Opportunities to assume responsibility for defining their own objectives, Component Learning conditions for extensive integration and applications of mathematics and sciences knowledge, Practice personal interactions, share experiences, mutual understanding, and effective communication in the research project process, Ponder research projects in mathematics, sciences, and technology of social concern and pertaining to human needs.

11 MENTORING: 81.1% Eighty-one percent (31.1%) of the National Science Foundation funded Summer Sci- ence Camp project designs included the Mentoring component during the 1992 to 1996 NSF funding period. A smaller percentage (18.9%) of all Summer Science Camps reported 81.1% Mentoring not to offer this activity to the participating students. Component The Mentoring component served to organize contacts with successful professionals and their work in mathematics and sciences, resulting in: 18.9% No Mentoring Sustained student interest and motivation in careers in the sciences and mathematics, Component Direct dialogue between students and professionals in mathematics and sciences acting as mentors, Development of partnerships between schools, colleges, community professional organizations and businesses in fields related to mathematics and sciences. PARENTAL INVOLVEMENT: 63.1% Sixty-three percent (63.1%) of the Summer Science Camp project designs included a Parental Involvement component during the 1992 to 1996 NSF funding period. A lower percentage (36.9%) of Summer Science Camps did not offer this component to its participants. Involvement of parents was an essential component for the effectiveness of the Summer Science Camps. Parents played a vital role in their children's learning experiences during the 63.1% Parental Involvement summer science programs. This was achieved by: Component Parents attendance of Summer Science Camp orientation sessions, special workshops, closing ceremonies, and field trips, 36.9% No Parental Building rapport between parents, students and Summer Science Camp staff, Involvement Enlisting parents as full partners in the Summer Science Camp education of their Component children and beyond. The results of the Parental Involvement component during the Summer Science Camps were: A rise in participants' achievement scores in mathematics and sciences, An improvement of participants' attendance during the Summer Science Camp, An improvement of participants' motivation, self-esteem, and behavior. WHAT DESIGN TYPES DO THE SUMMER SCIENCE CAMPS FOCUS ON? The most frequently reported Summer Science Camp design was commuter (69%), followed by residential (27%), and a very small percentage of Summer Science Camps had both commuter and residential (4%) project designs. The major contributing factor for selecting the commuter design was the young age of the Summer Science Camp participants, who were mostly selected from middle school grade levels. The commuter design of the Summer 69% Commuter Science Camp permitted the young attendants to receive six to seven hours of daily instructional services at a college campus or other instructional site, along with full days 27%Residential of scheduled field trips. Late afternoon student dismissal allowed the participants to share 4% Both Combined their daily Summer Science Camp experiences at home with their parents. The residential Summer Science Camp exposed the middle school students to college life on campus, college facilities, and academic enrichment activities. A small percentage of Summer Science Camps selected a combined commuter and residential design, with participants attending college campuses or other educational sites for about a week and then continuing to receive academic enrichment activities in a commuter type of Summer Science Camp.

12 lk; HOW DO WE ACHIEVE OUR GOALS?

WHAT SCIENCES DISCIPLINES DO THE SUMMER SCIENCE CAMPS FOCUS ON? The most frequently reported science discipline selected by the project directors in 23.8%Physics their sciences curriculum was Physics (23.8%), followed by Biology (21.5 %), and 21.5%Biology Chemistry (19.7%). However, the majority of the Summer Science Camps was character- 19.7%Chemistry ized by an integrated science curriculum, engaging students to connect abstract scientific knowledge from several sciences with real-life applications. The teaching-learning 17.9%Ecology process focused first on relevant sciences applications and then on scientific content. 9.4%Geology 4.7%Marine Biology 2.9%Health Sciences

WHAT MATHEMATICS-RELATED DISCIPLINES DO THE SUMMER SCIENCE CAMPS FOCUS ON? The predominant Mathematics-related discipline selected by the project directors in 40.2%Mathematics their Mathematics curriculum was Mathematics (40.2 %), represented byAlgebra, 25% Computer Science Trigonometry, Geometry, Probability, and Statistics;all strongly connected to real-life 22.3%Engineering situations and enhancing the students' problem solving skills. Following Mathematics, Computer Sciences (25 %) and Engineering (22.3 %) had the highest frequency of select- 4.7% Astronomy ed content included in the Mathematics curriculum of the Summer Science Camps, 3.5% Aviation/ increasing the participants' computational skills and career interests in Engineering fields. Aerospace 2.3% Architecture

2% Economics

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A significant percentage of the Summer Science Camp curricula focused on English 64.3% English (64.3%) to develop participants' communication skills. The Summer Science Camp Eng- 12.5% Anthropology lish curricula encouraged the students to write reports and give presentations about 110.7% Radio &Telecom- their mathematics or sciences projects. Communication and information acquisition munications skills, along with research activities were designed to provide the young participants with the tools and confidence needed in their future academic careers. 8.9% Art 1.8% Psychology 1.8% Photography

15 13 STEP Knight Foundation MESA Boeing YMCA Exxon Southwestern Museum of Sciences ProcteraGamble National Weather Service Discovery Program Alliance for Minorities in Mathematics, Sciences Et Engineering The National Aquarium in Baltimore Liberty Partnership Programs Bronx Botanical Garden's Institute of Ecological Studies Engineers Foundation of Ohio The Edwards Aquifer Research and Data Center The American Camping Association Department of Energy The Hartford Foundation The National Society of Black Engineers The Association of American Medical Colleges The Philadelphia School District The Honey Hollow Environmental Education Center Audubon Society of Pennsylvania The Legacy Program Southwestern Museum of Science a Technology: The Science Place Dallas Black Churches The Dallas Roman Catholic Diocese Dallas Independent School District California Museum of Science Upward Bound Program Private Industry Council Program The National Science Foundation Alliance for Minority Participation CBS General Motors WD1V TV Channel 4 Howard Hughes Medical Institute The National Institute of Health The East Bay Consortium of Education, Inc. The New Mexico Museum of Natural History and Sciences The American Indian Science Et Engineering Society The U.S. Space Foundation PBS Wolf Watch The New York State Power Authority Lever Bros. Co. Southwestern Bell Telephone NASA-Johnson Space Center The Cooperative Extension Service 4H The South Carolina Peak Institute The Houston Center for the Study of the Black Experience Affecting Higher Education The Bush Foundation The Southern California Marine Institute The Wrigley Marine Science Center The Edinburg Consolidated APLSC Independent School District The Amelia Peabody Foundation Citizens Bank The Polaroid FoundationThe American Hondas Foundation The National 41, Organization for the Professional Advancement of Black Chemists a 1BM Paper St.Luke's Hospital Engineers International Okr AETNA The Greater Seattle Q O Chamber of Commerce The Breakfast Club: African-American Business a Professional Men Washington Mutual Savings Bank U.S. West Communications The New YorkCity Boardof Summer Science Camp Education Stanislaus County Office of Education The Office of Bilingual and the Office of Migrant Education, California Earthwatch The Central Council of Tlingit Haida Indian Tribes Programs building The Discovery Foundation The Chilkoot Culture Camp Allied Signal Aerospace Ameritech AMOCO The Gary Community partnerships with: School Corporation The Northern Indiana Public Service United Steel Gary Works The Sandia National Laboratories The Fuller Foundation ESRA Today's Youth/Tomorrow's World Home, Inc. Black MBAs The National Society of Black Engineers Urban Bankers' Forum METCO Boston Lowell Public Schools Hewlett Packard Mitre Raytheon Wheelabrator Kiddie Kollege Program Charlotte Mecklenburg International Baccalaureate Program Children's Museum of Denver Fellowship Camp at Blackhawk Supporting Agency Volunteer Ventures for Youth Visiting Scientist Program Office of Employment of the City of Denver Monterey Peninsula School District Alpha Kappa Alpha Sorority Bay Bank Boston Private Industry Council PALMS NUCRM Holman Cement Company Holly Hill Albermarle Corp. Union Camp Metal Leve Orangeburg Department of Public Utilities Black Child and Family Institute in Lansing, Michigan Association for Leadership Development in Pontiac, Michigan Benton Harbor Independent School System NYNEX Foundation IBM Brooklyn Pratt Institute Brooklyn Union a Gas The Mathematical Association of America The State of California Pipeline Project The Corporation for National and Community Service Alaska Department of Environmental Conservation Alaska Space Grant Program Seldovia Village Tribe Alaska Science Et Technology Foundation New Brunswick Tomorrow Johnson Et Johnson Success through Church Et Dwight Co., Inc. The Environmentors Project of Princeton AgBiotech Pacific Bell Syntex Hewlett-Packard Bechtel C 0 Ilaboration!

14 SUMME, PG20(§32nW ggg31-210GD1OC),,g3

"During these times of budgetary cutbacks in the public sector, the first programs to be eliminated are those not deemed absolutely essential to meeting the mandated educational minimums. This means that programs designed to attract, motivate, and prepare children from under represented groups of society to careers in science and engineering are usually quickly eliminated. This places a funding burden on both the private sector and federal aid to education. The National Science Foundation has historically been the agency that - has stepped in to meet these needs. At the City College of the City University of New York, we have had several decades of experience with programs designed to bring under represented students to careers in sciences. Our experience with the Summer Science/Math Camps has been very positive. These Summer Science/Math Camps enable students to get fully immersed in a science atmosphere where fun and learning commingle productively. Much planning, especially from a curricula standpoint, must be done in order for these programs to be truly effective." 0 Dr. Alfred S. Posamentier, Deputy Dean, the City College of the City University of New York

17 15 SUMMER SCIENCE CAMP

The Alabama School of Fine Arts The project design is modeled after "Watching and (ASFA) Mathematics and Science the innovative hands-on curriculum of studying are accept- Program received funding from the the host institution, the Alabama School of Fine Arts' Math and Science Program. able only after the National Science Foundation in 1994 to conduct the four-week commuter The curriculum content is divided into experience of doing.... "Summer Science Camp in Birmingham" week-long modules, which emphasizes The younger the for 58 under represented students in 7th the approach that math and sciences are and 8th grade, recruited by advertise- subjects to be experienced and done.Dr. student, the more ment in Birmingham County. Michael J. Froning, Program Director crucial the contact The Summer Science Camp's objec- of the "Summer Science Camp in Birm- with doing rather tives are to increase enthusiasm for sci- ingham",states: "...watching and ence and mathematics in program partic- studying are acceptable only after the than lecturing." ipants, to act as a conduit for knowledge experience of doing.... The younger the of and access to programs in science and student, the more crucial the contact mathematics for older students, and to with doing rather than lecturing." increase participants' awareness and It is worth to mention that most of knowledge of both the historical and the participants have no prior laboratory current roles of under represented scien- experience, hence the science module tists and mathematicians. focuses on introducing the students to basic lab techniques to enable them to carry out discovery-based science projects. The math module centers on statistics and data analysis. Each student carries out a science project with an emphasis on using self-gathered data for the project, rather than data gathered by others. Teaching strategies involve integrating research methodologies into the regular classroom. The Summer Science Camp staff consists of African-American college faculty, local school teachers, college student assistants, and high school students serving as mentors for the participants. One parentstates: "...For my daughter, who attends a predominantly

16 BIRMINGHAM, ALABAMA I

White middle school, the opportunity to be mentored by Black faculty and collaborate with talented Black youth has been a boon." The program schedule starts off with weekly field trips on Mondays, which are utilized to provide data and material for the week's activities in science and for some of the mathematics activities. For example, soil and water

The Summer Science Camp's objectives are to increase enthusiasm for science and mathematics...and to increase participants' awareness and knowledge of both the historical and current roles of under-represented scientists and mathematicians.

samples are taken from ponds and learning from the Summer Science be a six or eight week program," that forests. During the rest of that particu- Camp to the regular classroom. The their sons and daughters "developed lar week students use the samples in Alabama School of Fine Arts assists the logical thinking", and "the high involve- their science classes, in chemical analy- participants' regular school year teach- ment of the students created the much sis activities. They then process the ers with outreach activities to enhance needed science awareness." results of these experiments in math students' transfer of learning. class by creating spreadsheets, graphs, Parent quotations attest to the pro- and charts. Field trips during the 1995 gram's success. Some parents indicated summer program included a visit to the that the Summer Science Camp "should Alabama Power Headquarter, to Lake Purdy, a local environmental outdoor facility, and to the Fern Bank Museum. The "Student Scientific Conference" activity allows participants to develop one of their interest areas into a science project to be presented at the "Science Fair Closing Ceremony" of the Summer Science Camp. The academic year follow-up program is comprised of eight sessions, designed to increase the transfer of

A young Science Camp participant performs one of many interesting chemical analysis experiments.

17 SUMMER SCIENCE CAMP AT ALABAMA'S REM UNIVERSITY

Funded by the National Science Foun- enhance their knowledge and training The sciences dation from 1992 to 1995, the com- for the next academic year. The activities curriculum muter Summer Science Camp at are lead by University faculty, graduate Alabama's A&M University has pro- and undergraduate students. follows the vided 54 under represented students The themes of the science activities "Lawrence entering 7th through 9th grade each in the Summer Science camp program Livermore Study year with a curriculum designed to are from the LESSON (Lawrence Liver- improve their science and mathematics more Study of Science in Nature) mate- of Science in skills, to motivate them to consider rials developed by the Lawrence Liver- Nature" careers in sciences, and to better their more National Laboratory. These science self-esteem. materials, including laboratory experi- (LESSON), An array of educational enrichment ments, are geared toward the middle which is activities has been the hallmark of the school student. A total of 43 outstand- geared toward curriculum for each of the Summer Sci- ing science activities are used in the ence Camps at Alabama Aam University areas of physics, electricity and magnet- middle school over the past three years. The activities ism, chemistry, and biology. In addition students. in the curriculum for the Summer Sci- to LESSON, the students are given lec- ence Camp students are focused in the tures and demonstrations concerning areas of mathematics, science, communi- lasers and crystal growth at Alabama's cation skills, science ethics, problem AE-t1VI University. Procedures and solving in science and mathematics, methodology of science or mathematics library/study skills, research projects, projects are discussed and demonstrated motivation, field trips, and career explo- in the research methods and library skills ration. All of these activities are designed segments of the Summer Science Camp. to provide challenges and plenty of Based on these experiences, participants opportunities for the participants to are required to present a science or mathematics project for competition near the end of the program. Three prizes are awarded for mathematics and sciences respectively. The mathematics training provided to the Summer Science Camp participants is set at a higher level than classes during the regular academic year. Alge- bra, geometry, elementary probability, elementary statistics, trigonometry,

18 NORMAL, ALABAMA I

scientific and graphing calculators are al National Science Foundation funded taught in the mathematics module. "Alliance for Minority Participation" The communications skills segment (AMP) program. of the Summer Science Camp curricu- "...One final note is that we believe lum is intended to help students that all of these activities contribute to improve their oral and writing skills. the success of our Summer Science

Our follow-up information has shown that about 850/0 of our students goingon to high school take biology or physical science, while 80% take algebra 1or geometry.

Students are taught appropriate speak- Camp students," saysProgram Director Baldwin agrees:"...My husband and I ing and writing procedures, as well Dr. Jerry Shipman. appreciate the work of the program. as given the opportunity to give short "...Overall, our follow-up informa- Without it I am sure that our son Brian speeches and write papers on current tion has shown that about 85% of our would not be doing as well in mathe- events. students going on to high school take matics and science. He has shown more Motivation and career exploration biology or physical science, while 80% interest and dedication in studying sci- components of the Summer Science take algebra I or geometry." ence and mathematics as a result of Camp are considered as important as Parentsattest to the Summer Sci- participating in the program." any of the other components. Science, ence Camp's success and positive mathematics, engineering and technolo- impact on their children: "...I found the gy career speakers are selected and itinerary to be very educational and coordinated by the local chapter of the interesting. My daughter thoroughly National Society of Black Engineers. enjoyed the program. I believe that she The Summer Science Camp at will be a giant step ahead when she Alabama's ARM University also spon- goes back to school this fall. The pro- sors academic year follow-up enrich- gram was just great." ment activities for the summer partici- The mother of participant Brian pants once a month from October to April. A few examples of the kind of enrichment activities are: demonstrations of electronic algebra, chemical principles, recreational mathematics, and information sessions about college conducted by scholars from the region- 2i 19 SUMMER SCIENCE CAMP AT TALLADEGA COLLEGE

Or. Arthur L. Bacon, Program order to be prepared for high school, Academic year follow-up activities Directorfor Talladega College's college, and ultimately professional are scheduled to provide further acade- 1996 National Science Foundation careers in these fields. mic and career counseling, to involve funded Summer Science Camp Participants are involved in hands-on parents in their children's education, writes: "...We at Talladega College are science experimentation in a curriculum and to develop the participants individ- very pleased to conduct a National Sci- focusing on biology, chemistry, mathe- ual science research projects. ence Foundation funded Summer Sci- ence Camp during the summer of 1996. This will mark the first time that The need for a Summer Science Camp is extremely the college has had such an effort. acute in this region... Talladega College is located Since we have consistently conducted in an area which does not provide its youth with many high school and undergraduate science learning and enriching activities during the summer. enrichment programs over the years, the Summer Science Camp constitutes a The Summer Science Camp will do much to significant extension of the science, remedy this situation. engineering, and mathematics pipeline into that pool of young students who are our best hope in increasing the matics, computer science, and physics. The President of Talladega College, numbers of scientists. This is consistent Professional scientists, mathemati- Joseph P. Johnson,cheers the National with a National Science Foundation cians, and engineers are invited to the Science Foundation newly funded Sum- study which says ...the earlier we start Summer Science Camp program as mer Science Camp: "...Talladega Col- the more successful we will be." guest speakers to provide career infor- lege is pleased to have a new Summer With its Summer Science Camp, mation and serve as role models at the Science Camp program funded by the Talladega College provides an opportu- same time. National Science Foundation. This is our nity for under represented middle Field trips to various sites of scien- first summer program designed for mid- school students to improve their math tific interest complement and enhance dle school students." and sciences school performance in the other program activities.

Summer Science Camp Number of Participants Program Length Grade Levels Activities Alabama School of Fine Arts, 58 4 weeks 6, 7, 8 1, 2, 3, 6, 7, Birmingham, Alabama 8, 9 Alabama AalVI University, 54 6 weeks 7, 8, 9 1, 2, 3, 4, 6, Normal, Alabama 7, 8, 9, 10 Talladega College, 50 6 weeks 6, 7, 8 1, 2, 3, 4, 5, Talladega, Alabama 6, 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

20 ELLAMEH ELICARAQ: SUMMER SCIENCE CAMP QX1CD -7\r- [1 n

program Director Edna The "Ellamek Elicaraq" Summer Sci- Lamebull says "...'Ellamek ence Camp curriculum's science disci- Elicaraq' was selected as the name plines are integrated with applied math of the camp, because it represents a concepts and activities requiring writing, blending of the traditional Yupik culture speaking, reading, and computer skills. with the western society the students live Explorations of science, engineering and in today. Translated, 'Ellamek Elicaraq' means 'Learning About Our World', Cultural heritage has played a major role in building which is what we want our students self-esteem and linking tradition with the science, to do during their participation in the program." engineering, and math careers of tomorrow. Taking advantage of the midnight sun, each year 40 Alaska Native and careers in petroleum-based industries Native American students in 8th and 9th have been components of all three sum- grade selected from the Anchorage mer programs from 1994 to 1996. Major School District, and 10 students from areas of study were biology in 1994, outside Anchorage, participated from including marine biology, microbiology, 1994 to 1996 in the National Science botany, forestry, animal studies, and Foundation funded six-week commuter ornithology; physics and technology in "Ellamek Elicaraq" Summer Science 1995, focusing on forces, weather, and Camp. A large number of agencies, aerospace; and geology and minerals Native Corporations, and professionals extraction in 1996, centering on geolo- help to successfully develop this Summer gy, geophysics, and chemistry. Science Camp. The "Ellamek Elicaraq" Instructional methods applied in the Summer Science Camp curriculum is Summer Science Camp activities are con- designed to provide exciting, career-ori- textual, i.e., they are practiced and ented, and culturally relevant science and math experiences, grounded in real- world, hands-on exploration, for the participants. The program's purpose is to provide 6,a the participants with the basic tools to choose science and math courses in high school, to stay, excel, and graduate from high school, to encourage them to select Anchorage sciences, math, or technology majors at School the college level, and ultimately careers in these fields. District 21 A L A SK A ,ANCHORAGE

previous Summer Science Camp participants, and tribal tradition bearers all serve as role models, mentors, co-learners, and instructors for the Summer Sci- Students and teachers of the "Ellamek Elicaraq" Summer Science Camp ence Camp participants. explore the Alaskan environment on a field trip to examine glacial ponds. Parents participate in the culminating activity of the program, an event for sharing the results of the students'

applied in the field, lab, and workplaces most central to the future of the partic- The "Ellamek Elicaraq" Summer Science Camp ipants. As students see, construct, and curriculum is designed to provide exciting, career- understand the connections between oriented, and culturally relevant science and math their own lives and careers in science, experiences, grounded in real-world, hands-on they begin to believe that such careers are within their reach. They are begin- exploration, for the participants. ning to set up the goals and plans to achieve such careers. Native Alaskan and American culture research projects with a wider audience, Students are encouraged to interact elements, provided by elders and inves- and an opportunity for students to be closely with the environment. A variety tigations in the area, have been a strong recognized for their achievements dur- of motivational activities such as partic- emphasis of the Summer Science Camp ing the Summer Science Camp. ipants drawing and painting wildlife, curriculum from the start. "...Cultural camping out on Kenai Peninsula, learn- heritage has played a major role in ing about edible plants, talking to Tribal building self-esteem and linking tradi- Council elders, and experiencing inte- tion with the science, engineering, and grations of science and art with the math careers of tomorrow," explains help of nature artists, complement the Program Director Edna Lamebull. rich learning experiences in the summer Professional staff scientists and program. engineers, University research scientists, Although the exploration of the college students, high school students, Anchorage area is the core site of the program, out of town field trip work has taken participants to other major investigation locations of marine activity, forestry, fisheries, oil refining, rocketry, and mining over the three-year period.

22 WESTERN ALRSHIIS NATURAL SCIENCES SUMMER CAMP

lying into the 'Yukon Delta Envi- understanding of the natural history ronmental Education Camp' of Western Alaska is emphasized by "...Many of the students funded by the National Science Native Alaskan people. A strong begin to seriously FFoundation is the only way to_ emphasis is on increasing partici- Cr---- think about making a get 30 Native Alaskans 6th, 7th and , pants' basic knowledge of environ- _,V_i' r--&-X-r-4----.,-, 8th grade students to the remote, ,,,:, mental sciences by instructing them career in the natural 1; 4-,3),-- \,' -----'4,:=----4 Summer Science Camp site," says'-' ^-<,-;\) in scientific methodology.,.7 Thestaff sciences and strive for Program/Directoril\--..--/),.,i Dr. Polechla."'"-F.-c- -0-consists of qualifie*Nkive and non- leadership in these The UniVei-sity,cli-Alaskaicifiair- \ Native people". ---\ye--N\---,-, \ -----,- 7-..-- banks conducted this residential 10-\\ Dr. ,Polechla-states that: "...The fields...The camp is a ?,//,`( // C, ",,,,-/0/`: /-N. day Summer Sdence,Camp from Yukon DeltaEnVironmental Summer; (q ) \ , , ,... -.v,/, \ positive investment 1993 to 1995. The/Summer Science ,0Science Camp-staff-staff. comes from a'jl' n u.Q /). ---.0-':,/ \\ /?'!' in the future, Camp is held near// Bethel;Alaska\ \/7 in p --vairiety

The Yukon Delta Region is iti '';',14.'''--''''.'------r',.----".h.Vej(s47',Of-th-..eF-.C1..?.'crirs!a,iVah've Corpora \ ', \ \\,...... v.,.-,.As :, ...... --,.. ...--...:::,.. p , need.,,_i5f,sollection of basic biolog c,...... r.f.":Vticiii;-.4:thith owns s ..the land Where the !I .---. ,, --)?,,...-.,,,...-s;,\ 1 data'''. Th'e\kstudents-are\immersed in,,,.?,-'SummerScience /43M p program ' ....,.,--7,- -- Ec.."N \ Vv- \ ve4,, tr" '? '=:,1 this taski.and,thusbecomefamiliar- takes.place;-the;.National Au' cfu i-3;;'''''n------i--:--.,...,'..---

"...The camp environment was a valuable tool in providing an immersion experience in natural sciences... program and its participants..." All of Experiential science activities at camp produced an them provide information on their active exploratory style of learning..." respective work along with career exploration opportunities. College students participate in the Summer Science Camp as role models and learn anything worthwhile that can Program Director Dr. Polechla mentors, coaching the participants in help them improve their personal summarizes the Summer Science the field of scientific methodology. lives and the problems in their vil- Camp's success as follows: "...The One of theteaching assistants lages. A lot of those children leave camp environment was a valuable says about the participants: "...They however, not only with new-found tool in providing an immersion expe- first come with a sense that they can't skills, but also with an increased con- rience in natural sciences...Experien- fidence that they CAN make a differ- tial science activities at camp pro- ence with a little work and educa- duced an active exploratory style of tion. I also notice that many of the learning... The camp allowed stu- students begin to seriously think dents to develop relationships with about making a career in the natural adults who offer exposure to and sciences and strive for leadership in information about science-related these fields...The camp is a positive careers and practices." investment in the future, and it works!" In the spring a follow-up science program called "Wild Week" is imple-

k1.1 411*-P. mented at one of the six participating local schools.

Culturally appropriate, enjoyable natural science activities are part of the Summer Science Camp. 24 "CAMP WATER" SUMMER SCIENCE CAMP

The Juneau School District is grate- "CAMP WATER" integrates the the- ful that it received funding for its matic components of "The Natural 1996 Summer Science Camp World of Southeast Alaska" and "The called "CAMP WATER" from the Traditional World of Tlingit Indian Cul- National Science Foundation.Program ture" into its curriculum by providing its Director Annie Calkins says:"...Until participants with unique learning expe- we received funding from the National riences in a combined residential and Science Foundation, we were unable to commuter Summer Science Camp.

"Until we received funding from the National Science Foundation, we were unable to develop an enriching summer experience for the targeted female Alaska Native middle school students that would be academically challenging, supportive and fun." develop an enriching summer experi- Experiences with the Summer Science ence for the targeted female Alaska Camp's new mathematics curriculum Native middle school students that are incorporated in the regular school would be academically challenging, curriculum of the Juneau and other supportive and fun." School Districts. The main goal of "CAMP WATER" is Students have the opportunity to for students to learn mathematics and explore remote Admiralty Island on a sciences primarily through data collec- camping and canoeing field trip, accom- tion and analysis, in both the natural panied by wilderness guides, natural and traditional worlds; it also encour- history experts, and teachers. ages students to consider a variety of careers in resource management. Staff members of There are seven central strands with- the "Camp Water" in the curriculum design: stream studies, Summer Science oceanography, Tlingit culture and tradi- Camp in Juneau, tions, mathematics problem solving and Alaska. reasoning, outdoor skills, technology, self-esteem/trust building, and career exploration. Indigenous ways of knowing are integrated throughout the curriculum, and "real life connections" and applications supplement the concepts developed during "CAMP WATER". 25 ALASKA, JUNEAU

AJUNEAU SCHOOL DISTRICT CITY AND BOROUGH OF JUNEAU

Classroom instruction prior to the trip Juneau District School Board Presi- of disciplines to search for solutions to provides students with the necessary dent Phil Smithvalues "CAMP WATER" global environmental problems.Earth- knowledge and skills in the fields of in this following statement: "... Nurtur- watch Director of Education, Tally S. physical science, engineering, life sci- ing scientifically literate students and citi- Forbes, pledges: "... 'Earthwatch' ence, earth science, and mathematics. zens is a goal of the Juneau School Dis- would be delighted to collaborate with This allows the participants to collect trict. Their careful stewardship of our the Summer Science Camp project in data, graph, measure, summarize, and lands and waters in the future will be the Juneau. We have the technology and analyze it in a professional, scientific real legacy and testimony of their educa- resources in place to support you in manner to prepare their final projects. tion. Experiences like 'CAMP WATER' some very exciting ways, like providing The work on these projects is facilitated contribute greatly to their abilities to be Internet access for the participants." by local scientists and mathematicians, thoughtful and responsible stewards." The Central Council of Tlingit and who also give insight into math and sci- Five days of the program are spent Haida Indian Tribes of Alaska, the Uni- ence related careers. at the Tlingit Culture Camp, located versity of Alaska Southeast, the Discov- Project Director Annie Calkins forty miles from Juneau and only ery Foundation, and the Chilkoot Cul- says: "... 'CAMP WATER', a stellar accessible by ferry. Native Alaskan ture Camp all collaborate to set up this example of collaboration, creative elders and recognized community lead- National Science Foundation Summer thinking and serious problem solving ers immerse students in the traditions Science Camp. goes right to the heart of environmental and values of the Tlingit culture. and natural resource issues facing the During the academic year, follow- citizens of Southeast Alaska. We truly up activities focus on further develop- appreciate the support of the National ing the participants' research projects. Science Foundation in launching this "CAMP WATER" has been able to outstanding summer opportunity." secure additional support from "Earthwatch", a non-profit organization that supports the efforts of more than 120 scientists working in a wide range

Summer Science Camp Number of Participants Program Length Grade Levels Activities Anchorage School District, 30/40/50 6 weeks 7, 8 1, 2, 3, 5, 7, Anchorage, Alaska 9, 10 University of Alaska at Fairbanks, 40 10 days 6, 7, 8 1, 2, 3, 4, 6, Bethel, Alaska 7, 8, 9, 10 Juneau School District, 40 4 weeks 7, 8 1, 2, 3, 4, 6, Juneau, Alaska 7, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

26 MEADOWCREEH SCIENCE INSTITUTE SUMMER SCIENCE CAMP

The Meadowcreek Science Institute interactions with teaching assistants, had designed a unique and excit- mentors, and other role models, Field Summer Science trips are scheduled for the participants ing four-week residential Math Camps are crucial and Science Summer Science to experience science in action and to Camp enrichment program for 50 expose them to professionals from a and the effects of under represented students in 7th, 8th, variety of scientific fields. Academic their loss will be year follow-up activities for the atten- or 9th grade in schools in the entire felt throughout state of Arkansas to take place in 1996. dants seek to carefully track them, and The program's goal is to encourage the mentors maintain contact with the the country. Rural these students to pursue secondary and students throughout the year. and economically university level studies and subsequent Ironically, although the "Meadow- disadvantaged careers in science, engineering and creek Science Institute Summer Science mathematics. Camp" project was able to secure areas are particu- Participants in this summer science funding from the National Science larly susceptible to program experience the excitement of Foundation, it lost the support of other scientific discovery as they study biolo- necessary funds, partly due to the apathy in science gy by the side of a stream or sample reduction from a three year grant peri- and mathematics insects in a mathematics activity. The od to a one year period. education...lt is program is designed to make sciences Program Director Luke Elliott relevant, while developing students' writes: "...The Meadowcreek Science absolutely critical communication skills and ability to uti- Institute Summer Science Camp would that the programs have reached ...students in a part of lize cooperative approaches to problem be reinstated... solving. This Summer Science Camp the country sorely in need of science promotes hands-on, interactive science enhancement. It is with much regret activities while participants are in resi- and sadness for the students and the dence at Meadowcreek Institute's 1500 loss of this opportunity that I write this acre outdoor classroom, which includes letter...This program and other Summer an 18, 000 square foot solar powered Science Camps are crucial and the education center. The attendants are effects of their loss will be felt through- able to explore the disciplines of out the country..." physics, mathematics, chemistry, geology, hydrology, biology, ecology, and horticulture through active participation in a diverse natural setting. The Meadowcreek Science Institute inspires students to reach beyond self-imposed limitations through 2.9 _MEADOWCREEK_ 27 OCD 21ACg2UD_4 Zia FOR EFFECTING ASPIRING MINORITIES IN SCIENCED..

OULE Evi iP)

With funding from the National Sci- eventually pursue university degrees Faculty, staff ence Foundation in 1994, the Uni- and careers in the sciences, engineer- and home school versity of Arkansas at Little Rock's ing, or mathematics. College of Science and Engineer- The science and mathematics cur- teachers are teamed ing Technology sponsors a four-week, ricula are part of the National Science together to guide commuter Summer Science Camp for Foundation supported Arkansas participants in their 40 under represented junior high school Statewide Systemic Initiative Math and students with an interest in and apti- Science Crusades. science research tude for science, engineering and The program integrates the disci- projects. mathematics. The program is called plines of math, engineering, earth sci- "Joint Recruiting and Teaching for ence, biology, computer science, Effecting Aspiring Minorities in Science" physics and chemistry. The participants (JR-TEAMS). split up into eight teams, each men- The program's goal is to increase tored by a graduate or undergraduate the number of under represented stu- student. The teams closely interact dents from central Arkansas who will with one another during the hands-on laboratory and classroom activities, which included unique experiments like measuring heat energy locked inside a cashew , the physics of bottle rockets, and dissecting skeletons from owl pellets. Students name their respective teams using sciences or math conceptsfor example "Krazy Chemist Kids" or "Solar Energizers" and even invent their own team- chants, fostering further a sense of belonging and self-esteem. The JR-TEAMS students are guided through hands-on sciences and mathematics activities by University of Arkansas at Little Rock science staff who are teamed with public school teachers. Each day at lunch, representatives of scientific industries, busi- 30 nesses and educational organizations

28 LITTLE ROCK, ARKANSAS I

Participants of the "JR-Teams" Summer Science Camp in Arkansas provide participants with career infor- visit Little Rock Air Force Base on a field trip. mation and successful role model examples in the fields of mathematics, sciences, and technology. In order to continue the successful During the celebration at the end work of "JR-TEAMS", the same 40 of the "JRTEAMS" Summer Science students return to the program the Camp program, students present their following year. respective science projects to family and friends; they then receive awards and stipends from the "JR-TEAMS" staff. After completion of the program, participants' scholastic performances are closely monitored. Academic year follow-up activities on campus include academic competitions.

Summer Science Camp Number of Participants Program Length Grade Levels Activities

Meadowcreek, Inc., Arkansas 50 4 weeks 7,8,9 1,2, 3, 4, 5, Fox, Arkansas 8, 9 University of Arkansas 40 4 weeks 8 1,2, 3, 4, 5, at Little Rock, Arkansas 6, 8, 9 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

29 3 k SUMMER SCIENCE CAMP AT THE UNIVERSITY OF CRLIFORN'i -8N_D\MALLN7

Ihe National Science Foundation hands-on learning and science laborato- The Summer funded the Summer Science Camp ry classes that teach engineering concepts. Summer Science Camp partici- Science Camp's at the University of California at Berkeley, which is closely linked to pants are engaged in science and primary objectives: the Mathematics, Engineering, Science engineering research projects, embark on "...to introduce students Achievement (MESA) program on the field trips, and receive mentoring support from university faculty and profes- to engineering and Berkeley campus. The Summer Science Camp program provides instructional sional scientists and engineers. science concepts, and support and academic enrichment for demonstrate how 60 Bay Area under represented 7th, 8th, and 9th grade students durinda six- academic course work week commuter summer program from relates to their future, 1994 to 1996. The academic year follow-up pro- how science and Program Director Blas Guerrero gram schedules Saturday Academy ses- describes the Summer Science Camp's sions, after-school math and science engineering relate to primary objectives: "...to introduce stu- workshops, and evening meetings that the world around dents to engineering and science con- provide parents and students with infor- them, and how the cepts, and demonstrate how academic mation on college entrance require- course work relates to their future, how ments, financial aid, the transition to practice of science science and engineering relate to the high school, and career options in sci- is accomplished." world around them, and how the prac- ences and engineering. 0 tice of science is accomplished." The program's academic curriculum component consists of morning mathematics and communication skills courses, complemented by seminars on culture and ethics in science. During the afternoon, students participate in

Summer Science Director Blas Guerrero, far right, with, from left, Summer Science Camp Coordinator, Thomas Tramble, and student award winners Maria Herrera, Leticia Murillo, Poonam Khaki and Victor Lopez.

30 32 C 0

L _J

California State University at Chico of science themes: nutrition with an won funding from the National emphasis on diet data collection and Science Foundation in 1995 for a analysis; crystal growth experiments; four-week residential Summer Sci- use of telescopes; and bicycle design. ence Camp on its campus to serve 50 The bicycle design becomes a devel- under represented students entering opment project to be carried out 7th, 8th, and 9th grade, selected by the throughout the four program weeks. Butte County Four Winds of Indian A field trip to Mt. Goat allows partici- Education program and the Butte pants to apply and test their studies County Office of Education from the in bicycle design in an outdoor cycling Chico and Oroville school districts. environment. During the second pro-

1- California State University at Chico serves a rural and sparsely populated area with comparatively few scientific, educational, and cultural resources... students have not been exposed to the rich scientific resources available in other areas of California... The Summer Science Camp attempts to fill this gap.

California State University at Chico gram week, participants are introduced serves a rural and sparsely populated to the study of earth sciences; activities area with comparatively few scientific, such as the finding of certain stars in a educational, and cultural resources. planetarium; eclipses and phases of the Due to this geographical isolation, moon; how to utilize stars in naviga- many under represented students have tion; how to create a topographical not been exposed to the rich scientific map; and the use of a.map and a resources available in other areas of compass comprise the instructional California. The Summer Science Camp activities. A field trip to Bidwell Park curriculum attempts to fill this gap by provides opportunity to apply the cur- illustrating, with hands-on emphasis, ricular content of the second week to what scientists, mathematicians, and . the real world. The third and fourth engineers do in their careers. week of the Summer Science Camp The Summer Science Camp curricu- center around these four key questions: lum has an interdisciplinary focus on What does a computer engineer do? natural sciences, mathematics, and What does a civil engineer do? What engineering. During the first week, does a mechanical engineer do?.And participants are introduced to a variety what does an electrical engineer do?

31 CALIFORNIA, CHICO

In order to be introduced to these areas and biology, for example measurement and technology. Summer Science Camp of engineering, participants receive of human physiological functions, ener- participants are encouraged to join the instruction in computer graphics, com- gy needed to move a bicycle, in this California State at Chico "Minorities puter generated animation and music, project. Throughout the discussions and Engineering Program" and the "Society virtual reality graphics, software demon- activities pertaining to the bicycle, the of Women Engineers" when they strations, the internal parts of a com- roles of scientists, mathematician, and become eligible seniors in high school. puter, design criteria and properties of a engineer are also pointed out to the This Summer Science program at dam, building a concrete canoe, and participants by the staff. California State University at Chico is designing a bicycle using desktop pub- The program's staff of University the only one of its kind in the Western lishing software. A field hip to Oroville faculty and public school teachers is Region focusing entirely on Native Dam connects the classroom instruction assisted by high school and college stu- American Youth! with the actual field work. dents. These older students not only At the end of the fourth week par- mentor academic performance and ticipants conclude the design process research projects, they also provide and analysis of bicycle components with excellent role models for the younger the intent of being able to build a basic participants. bicycle. They utilize their knowledge in Parents are encouraged to partici- physics, for example: "Why does a bicy- pate in workshops and sessions regard- cle stay upright?"; chemistry, for exam- ing their children's further academic ple different materials like rubber, metal, and professional careers. petroleum products and their sources; Academic year follow-up activities are designed to focus on participants' scholastic success; specifically the students' enrollment in advanced math and science courses is monitored. Twice during the academic year a "Career Day" is scheduled to meet professionals in a seminar setting, who provide information about their careers and work experiences in mathematics, sciences,

34 32 [t [1 © 12 I C L A R E M 0

SE JL CD1r-V @LI

n 1994 and 1995 Harvey Mudd on the theory behind the experiments; College at Claremont in California B) students construct models; and C) "We were able to held a National Science Foundation students compare their results with the learn how to work funded Summer Science Camp. The original theory. with other people, five-week commuter program served In accordance with the "Harvey 60 under represented 7th and 8th Mudd College Summer Science Camp's" who have different grade students from the surrounding goal to raise students' educational ideas and different local schools, with the goal of motivat- expectations, a series of guest speakers ing these students to take an interest is invited to the program to lay out backgrounds, which in the study of science and math in career opportunities in the scientific is essential to be high school, and to ultimately pursue a and technical fields, and to encourage able to work in participants to see these as viable options in their lives. tomorrow's world." The Summer Science Camp staff includes outstanding professionals from the fields of engineering and science, school teachers, and college students. MESA and Upward Bound programs have linked themselves with the Sum- mer Science Camp to assist in the program "Harvey Mudd College Summer Science Camp" science teacher Patricia Eschbach and a young student activities and services, thus providing experi- college education and careers in these enced staff, student tutors, and the fields to increase the number of under opportunity to later enroll the Summer represented students in math and Science Camp graduates in these other sciences. educational enrichment programs. The curriculum focuses primarily on Academic year follow-up activities pre-engineering and is built around five take students on trips to four main modules: 1) model rockets and aerody- field sites: the California Museum of namic principles, 2) robotics, 3) envi- Science and Industry, the Lockheed Air- ronmental engineering, 4) chemistry, 5) craft Service Company, Rockwell Inter- architecture, engineering and building national, and Education Day at of solar cars. These modules are taught Pomona Raceway. with three different instructional A good retention rate (870/) and approaches: A) Teachers give lectures the tracked increase in interest in

33 CALIFORNIA, CLAREMONT

:es

Students and teachers actively engaged in an engineering experiment. science and math, along with an improvement of academic performance "Harvey Mudd College Summer Science Camp" prove the program's success. participants at work on their science project. Engineering professor Dr. B. Samuel Tannenbaumsums up his 30 year involvement with science and math enrichment programs for youth, and especially with the Summer Science Camp program: "...These programs give an exciting introduction to the career possibilities in engineering and science to these young students, and make certain that they are prepared to take the courses they will need for this track positive outcome of the program: when they enter high school.... I know "...Participants have a much stronger that the National Science Foundation is science background in the areas that truly interested in trying to increase the were covered during the program. They numbers of traditionally under repre- are also much more sophisticated in sented students who major in science how they handle their science course and engineering, and I believe that work.... The support given by the NSF Summer Science Camps are the most towards projects of this type is invalu- cost-effective program for accom- able to students, their parents and plishing this goal in the long term." other family members, their teachers, Parent Sandra S. Biehlexpresses her and their community members." gratitude and appreciation in a letter: Summer Science Camp participant "...We are very grateful for the Harvey Paul Biehl testifies:"...Last summer, to work in tomorrow's world. Today Mudd program, and the opportunities the summer of 1995, I attended a most children spend their time watch- our children have been given due to the Summer Science Camp at Harvey ing television, not envisioning or even existence of such programs.... The Sum- Mudd College.... We were able to pro- thinking as they sit and do nothing but mer Science Camp Program provided a gram a computer, to carry out a func- breathe. Children of today must learn very effective and rewarding way of tion, ...and most important, following hands-on skills and be able to use teaching math and science concepts to directions and double checking our those skills to make tomorrow a better our son, a refreshing change that will work.... We were able to learn how to place to live for everyone. We are surely shape his future." work with other people, who have dif- tomorrow's leaders, and if we are ill Science middle school teacher ferent ideas and different back- prepared, then the world may fall Patricia Eschbachalso underlines the grounds, which is essential to be able apart at our finger tips."

34 36 11 0 © F2' R0 n. DOMINGUEZ HILLS'

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n 1992 the National Science Founda- curriculum focusing on math, biology, tion joined the ten-year-old success- chemistry, and physics, and allows the At the ful "Science Technology Enrichment participants to work in groups during California State Program" (STEP) at the California the scheduled classes. In the mathemat- State University at Dominguez Hills in ics module students learn about the University at funding the three-week "STEP Summer structure of the numerous system, prob- Dominguez Hills Science Camp" for 80 under represent- ability and statistics, geometry, area, and in California ed 6th, 7th, and 8th grade students. value. This module focuses on units Additional funding provided by the developed and recommended by the Knight Foundation of Miami Florida California Office of Education, allowing and the Summer Science Camp's close for excellent academic preparation of collaboration with the "State Systemic the STEP participants. In the sciences Initiative in Mathematics" (Math module, the participants study snails, Renaissance) account for the STEP pro- fish, surface tension, and cell structure, gram's growth from 106 participants in to name just a few of the topics. the summer of 1993 to 430 partici- Summer Science Camp participants pants during the 1995 summer pro- are divided into homogeneous groups gram! These numbers clearly speak for according to their grade levels. The 6th success and the growing interest in sci- grade participants receive intensive ence and math. math and sciences instruction in the

The University supports the work STEP is doing in every way possible. However, without funding from agencies such as the National Science Foundation, STEP will not be able.to continue.... Our economic and technological future rests on our ability to keep that pipeline flowing.

The "STEP Summer Science Camp's" morning. The 7th and 8th grade partic- goals are to improve participants' sci- ipants continue to attend the "STEP ence, math and problem solving skills, to Summer Science Camp" during the increase their interest in and enjoyment afternoon for classes and hands-on of the above fields, and to encourage activities in rocketry, problem solving them to pursue a career in the fields of skills, and calculator use. technology and engineering. Participant Tommy Leungdescribes The "Science Technology Enrich- his positive experiences in one of the ment Program" (STEP) emphasizes a program's units: "...Beside the surpris- hands-on, investigative approach in a ing amount of mathematics involved in 35 37 CALIFORNIA, DOMINGUEZHILLS

this unit, 'Fantasy Baseball' is also a During the academic year partici- Dr. Robert Detweiler, President of rewarding unit ...Whereas most of the pants meet monthly on campus for California State University at Domin- math learned in school is through text- hands-on sciences classes in marine guez Hills,indicates: "...The University books, this is a hands-on experience biology, earthquakes, electricity and supports the work STEP is doing in ...Averages, fractions, decimals and chemistry conducted by the "Science every way possible. However, without degrees are all combined with Ameri- Technology Enrichment Program" funding from agencies such as the ca's favorite pastime into one learning teachers. The academic year program National Science Foundation, STEP will experience ..." culminates in students' participation in not be able to continue.... Our econom- The staff consists of highly trained the "Math Mania Science Fair" inMay. ic and technological future rests on our and recognized high school teachers, Summer Science Camp Program ability to keep that pipeline flowing." which also explains the overall positive Director Dr. Haldon L. Anderson outcome of STEP. Students from a sci- describes the successful "Science Tech- ence magnet high school located on nology Enrichment Program" at the campus serve as mentors and role mod- California State University at els for the young Summer Science Dominguez Hills (CSUDH): Camp participants. "...STEP ...has built a reputation for being a quality program which students enjoy and to which they like to return. Many students have started STEP only because their parents have wanted them to, and ended up beg- ging their parents to bring them back next year. The CSUDH Center for Math and Science Education begins getting calls in December each year from parents and students alike asking for applications for the next summer. The biggest problem faced by the STEP program at this point is how to limit the number of participating students."

36 3E F R E N 0 I

DP omputer Literacy" and "Computer- experiences allow students to approach Aided Design" are courses offered problem-solving by using practical "MACSET taught to the participants of the four- applications to items found in everyday me how to use week residential Summer Science life, for example electrical appliances. Camp held at the California State Uni- The MACSET curriculum engineer- math in everyday versity at Fresno. The California State ing classes held participants' interests life. We learn University at Fresno's School of Engi- the most. The library research activity stuff that some neering received a three-year grant from helps students in their research on the National Science Foundation in careers in mathematics, sciences, and high school 1994 to hold an annual Summer Sci- technology. Participants appreciate the kids don't ence Camp for 43 under represented exposure to state-of-the-art techno- even know!" middle school students. The Summer logical learning experiences, because Science Camp program is designed to these are not available at their local increase the numbers of-these students, schools. CornputerliteracY helps to pursuing careers in science, engineering, establish "peripals" at other learning and math. It provides learning experi- centers, and students 'enjoyed the e- ences to its participants in: 1) integrat- mail network. ed coursework in algebra andgeometry,. Field trips and guest speakers intro- 2) introduction to engineering concepts, duce the participants to careers in the 3) laboratory activities, 4) computer lit- field of sciences. Students are exposed eracy classes, 5) computer-aided design, to role models and receive mentoring 6) refinement of communication skills, support. and 7) career exploration activities. Academic year follow-up activities The four-week residential Summer are directly linked with California State Science Camp has two additional University at Fresno's,"Mathematics,/ design components: a) The Academic Engineering and,Science Achievement YearFollow-Up, and b) a Project (MESA) Progr;M", a statewide program AssessMent of both the summer and that addresses the need to increase the academic year follow-up programs. number of under represented students The use of the Mathematics Appli- in pursuing colle'ge degrees in mathe- cations Curriculum for Science, Engi- matics and sciences. MESA has chapters neering and Technology Activities at several local high schools, providing (MACSET) in the Summer Science Camp in-school math and sciences clubs, Sat- assures the successful implementation urday Academies, academic advising, of integrated math, science, and labo- guest speakers, field trips, activities for ratory experiences. The hands-on parents, and tutoring services. 0

37 A

SUMMER PHYSICS ENRICHMENT CAMPS

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tudents of the "Summer Physics focus, participants are also involved in 1989 Loma Prieta earthquake. Enrichment Camps (SPECS) are library skills, basic mathematics knowl- Late afternoon and four different guided through an in-depth study edge, computer use, and communica- types of evening activities give parents of seven thematic units in physics: tion skills improvement, along with a chance to be a part of the Summer basic properties of matter, moving astronomy, physics laboratory and out- Science Camp program. Examples of objects and mechanics, fluids, vibrations door experiments. these activities are: Family Physics, and sound, temperature and heat, electricity and magnetism, and light. At the end of the program, students were asked, "Are you In 1994 the National Science Foun- planning on attending college now?" 860/0 said, "Yes!" dation, the California State University at Hayward, the New Haven Unified School Curriculum planning prior to the Astronomy Night, Physics Game Night, District, and the Oakland Unified School beginning of the Summer Science Camp and workshops on university admission District funded the "Summer Physics program was fundamental to its suc- and financial aid information. Enrichment Camps" (SPECS), a residen- cess. The basic modes of instruction Field trips to the San Francisco tial four-week Summer Science Camp consist of hands-on experiments, Exploratorium, the Chabot Observatory program for 60 under represented 7th demonstrations and lectures. The staff is and Science Center in Oakland, the grade students held on .the California formed by six middle school teachers Technology Museum of innovations in State University at Hayward's campus. along with university faculty. During the San Jose further expose the students Program Director Charlie Harper summer academic component, the 60 to careers in the field of sciences and describes SPECS' goals and specific students are divided into four groups of role models. objectives: "...to provide a foundation 15 participants. Each group is under the During the academic year follow-up for a lifelong interest in science and supervision of a junior high/middle activities, students participate in a math and to encourage the consideration school science teacher. SPECS club at their schools, and sum- of math and sciences as... careers... to From 9 a.m. to 3:30 p.m., with mer program activities are continued strengthen students' commitment to breaks in between, each group receives once a month in a "Saturday College" remain in school and complete their uni- classroom instruction, and is then format. Here, summer program gradu- versity entrance course requirements." involved in demonstrations, library, lab ates are enlisted in the outreach process While physics is the curricular and computer activities in a university for new participants, serving as their setting. Experiments like rocket peer tutors. Parents and science teachers and bridge building, side-by- are encouraged to take part in these side with wave experiments follow-up activities. illustrate basic physics concepts, As a final note, when students were relating theory to real life events asked in the post-program evaluation like, for example, the collapse of survey: "Are you planning on attending the Oakland Bay Bridge during college now, after SPECS?" 86% said: "Yes!". A measurable impact of the The 1995 group of participants in the "Summer Physics Enrichment Camps" program and proof that the "Summer on the California State University at Hayward Campus. Physics Enrichment Camps" work! 40 @n110 Q CD12 a On N E

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s part of an on-going project that energy and momentum. Investigations of was begun at the University of Cali- amusement park physics are comple- The KIDS Summer fornia at Irvine in 1990 to improve mented by a field trip to an amusement Science Camp is instruction for Mexican-American/ park in the fall. Other field trips take the Latino school children in elementary students to places of scientific interest designed to help foster schools in Southern California with fund- and local museums, for example the an understanding of ing from the Honda of America Founda- Museum of Science and Industry in Los fundamental science tion and the Chevron Corporation, the Angeles and to the Electric Power Gen- University of California at Irvine received eration Station. concepts, improve funding from the National Science Foun- The KIDS Summer Science Camp also bilingual science dation to conduct an intensive four-week emphasizes parental involvement: A curricula, provide commuter bilingual (SpanishEnglish) series of weekend events is scheduled for Summer Science Camp called: "Kids families to work together, and to make appropriate role Inventing and Discovering Science" science rewarding and relevant to real models to traditionally (KIDS) on the University of California at life problems. under represented Irvine campus, serving 75 students in The academic year follow-up activi- 7th, 8th, and 9th grade. ties for the KIDS Summer Science Camp students, and to The KIDS Summer Science Camp is are undertaken in collaboration with the increase parental designed to help foster an understand- Santa Ana Unified School District's "Part- involvement in ing of fundamental science concepts, nerships for Reform in Science and Math- improve bilingual science curricula, pro- ematics" (PRISM) project, which is also children's science vide appropriate role models to tradi- funded by the National Science Founda- education. tionally under represented students, and tion, and is part of the "Comprehensive to increase parental involvement in chil- Partnership for Minority Science Achieve- dren's science education. ment" (CPMSA) program. The KIDS Sum- The program emphasizes hands-on, mer Science Camp and the CPMSA pro- active experimentation and exploration gram seek to extend and reinforce the where the children take on the role of ongoing science reform activities.e scientists. The curriculum focuses on Physics and Mathematics. The Summer Science Camp staff is provided by the Santa Ana School District's "Partnership for Reform in Science and Mathematics" (PRISM) project, assisted by graduate students in majoring in sciences and "KIDS" Summer Science Camp mathematics fields at the University of participants engrossed in a California at Irvine. The "KIDS" science lecture. participants learn about topics like 39 MEET OCEANS: OPPORTUNITIES TO CHALLENGE THE ENVIRONMENT AND

1 NATURE OF SCIENCE gun N2 Q=Mi ) LiT P,CD-@1

public school teacher Jacqueline enrichment for middle school under rep- Deamercontrasts the rich possibili- resented students." ties afforded by the National Sci- The National Science Foundation ence Foundation funded Summer Summer Science Camp "Project Oceans" Science Camp "Project Oceans: Oppor- has been a collaborative effort since tunities to Challenge The Environment 1995 between the Long Beach Unified and The Nature of Science" with the School District and the Southern Califor- more limited possibilities of public nia Marine Institute serving 60 under school science and math instruction and represented middle school students concludes: "...Watching each individ- from the Long Beach, Los Angeles, ual's growth during the Summer Science Lawndale, Compton, Inglewood, Tor- Camp was an exceptionally satisfying rance, and Palos Verdes school districts experience. I regret that we will only be who have completed 6th, 7th, or 8th able to serve 120 students next summer grade. Students are selected according in a diverse community including Long to their interest in math and science, Beach and Los Angeles which offers their records of attendance and con- very little math, science, and technology duct, and their completion of challenging academic programs. The summer program consists of three different modules, hosted at three different sites. During the first two PROJECT OCEANS weeks of the six-week session, students attend a mini-institute in essential math and science skills, basic scientific concepts and computer usage. These basic mathematical and scientific concepts are drawn from the disciplines of marine biology, oceanography, coastal management, geology, and terrestrial ecology. They then spend two weeks at the Southern California Marine Institute on Terminal Island in the Los Angeles Har- bor. Here, the students learn to apply the previously studied scientific concepts within a marine-science context

40 42 LONG BEACH, CALIFORNIA I

through classroom and laboratory experiences and field trip exercises on one of the five research vessels at the disposal of the Institute. The final two weeks are residential at the Wrigley Marine Science Center on Catalina Island. This period func- A former student assistant for the tions as an extended practicum, during National Science Foundation "Project Oceans" which participants work on small-group research projects, study the marine flora recalls her experiential sciences education since and fauna by snorkeling every other she was thirteen years old and says, "1 was accepted day, perform laboratory work in chemi- into the 'Young Scholars Ocean Science institute' cal oceanography, and experience a at California State University at Long Beach... whole variety of innovative learning since then 1 have exhausted the science activities. The students' knowledge of basic science concepts grows daily, and opportunities found at my high school." they begin to understand that they These opportunities enabled her to plan indeed need to identify the problems to enter a university as a marine biologist! and be responsible for part of a solution. Staff for the program include Long Beach Unified School District teachers, a university next fall as a Marine Biol- 'Project Oceans' greatly enhanced the college instructors, and scientists from ogy major." participating students' scholastic skills, the Terminal Island Marine Institute. Ten follow-up sessions are sched- and greatly increased their problem College students and high school uled during the academic year, devot- solving abilities, as well as making seniors assist the staff in working with ed to students producing "mini-docu- math and science more approachable. participants. They also serve as excel- mentaries" of their summer research The ongoing research projects have lent role models.Former high school experiences. Students are also encour- allowed the students to pursue their Summer Science Camp assistant Misty aged to present their results at school areas of interest while honing their Rose C. Borjadescribes her experiences district, and county science fairs, and academic skills.... The Southern Califor- at "Project Oceans" and the positive seek funding for this purpose. nia Marine Institute is proud to have impact it had on her own academic Dr. Lon McClanahan, Director of participated in such an important and career: "...The summer prior to my the Southern California Marine Insti- unique educational venture." senior year of high school, I worked as tute,says about his involvement with a student assistant for 'Project and the success of "Project Oceans": Oceans'.... I was thrilled to participate "...The Southern California Marine in bringing the fun and excitement of Institute has been involved in several math and science to other young stu- educational efforts aimed at elemen- dents. When I was thirteen, I was tary, middle and high school students, accepted into the 'Young Scholars but 'Project Oceans' was the most com- Ocean Science Institute' at California prehensive of all these programs.... State University, Long Beach. That summer was the beginning of my enthusiasm and love of science. Since then I have ...participated in four other summer science programs.... I plan to enter 4 .3 41 DREW SATURDAY SCIENCE ACADEMY SUMMER CAMP LAO

program Director Mary R. Blanding ly impact the long-term development of "...The foundation for explains why there is a gap in school disadvantaged students in science, math, living and working in a performance between under repre- engineering, and technology." sented students, and their Anglo In 1995 the National Science Foun- technological age has to peers, and why this calls for intervention dation funded the "Drew Saturday Sci- be laid early... To this in the form of summer enrichment pro- ence Academy Summer Camp," a four- end the Summer grams like the Summer Science Camp: week residential science, engineering, "...There are several reasons for this math and technology enrichment pro- Science Camp Program gap. In the cities of Los Angeles, Comp- gram for 36 educationally disadvantaged sponsored by the ton, Lynwood and L.A. County, under 7th through 9th grade students in the represented children are enrolled in National Science greater South Central Los Angeles area schools that are in impoverished areas, to be held on the campus of California Foundation is a cost where technical information is inade- State University at Dominguez Hills, effective way to quate, resources are poor and role mod- approximately five miles south of Drew els scarce. These children often begin positively impact the University of Medicine and Science. school without the skills required to suc- The program's main goal is to long-term development ceed in the present system...Without increase and improve the pool of quali- of disadvantaged adequate preparation, these students fied under represented students pursu- will continue to be eliminated from the ing sciences, mathematics, engineering, students in science, possibility of becoming employed scien- and technology educational and career math, engineering, tists, engineers, physicians, economists, pathways. The "Drew Saturday Science and technology." or even productive citizens...The founda- Academy Summer Camp" seeks to raise tion for living and working in a techno- the number of students who enroll and logical age has to be laid early... To this successfully complete Algebra 1 or end the Summer Science Camp Program Geometry as a prerequisite to more sponsored by the National Science Foun- advanced high school and college dation is a cost effective way to positive- preparatory mathematics sequences;

CHARLES R. DREW UNIVERSITY CENTER FOR EDUCATIONAL ACHIEVEMENT

CUP

42 44 LOS ANGELES, CALIFORNIA'

develop participants' computer skills and knowledge of scientific research modalities; increase parental knowledge and ability to assist students in mastering of science, mathematics, and technology; and increase awareness of career opportunities in sciences, engineering, mathematics, and technology professions. "Drew Saturday Science Academy Summer Camp" Using the Active Learning Model as participants tour the U.S. Naval training school for well as multi-level group interactions, Top Gun Airfighters in San Diego, California. the "Drew Saturday Science Academy Summer Camp" curriculum focuses on: Mathematics, Problem Solving, Critical Thinking, Scientific Observation and Analysis, and Reading Skills. The science module is organized in themes, encompassing and connecting Science Research Projects make up the tants, and regular Saturday Science basic data and evidence of science in curriculum activities. Academy faculty. the areas of Energy, Evolution, Patterns The learning units are comple- Parent participation is encour- of Change, Scale and Structure, Sys- mented by field trips to the Museum aged via orientation meetings, work- tems, Interaction, and Stability. The of Flying, Six Flags Magic Mountain, shops, and conferences. learning methodologies applied in the and a visit to the California Institute All Drew Saturday Science Acad- Summer Science Camp curriculum of Technology, and mentoring sessions emy Summer Science Camp partici- include self-directed learning, using with professionals. Both activities per- pants continue in the regular, acad- student facilitators, scheduled group mit the participants to gain first-hand emic year Saturday Science Acade- interactions, research design, hands-on experiences of careers in sciences, my, which includes components like learning activities, diagnostic tests, mathematics, and technology. test preparation and study skills, and reading laboratory, and day trips. The core Summer Science Camp workshops in career planning. 0 Students are rotated through six faculty consists of master teachers in major learning units on Mondays and sciences and mathematics, instructors Wednesdays: Research Methods, Virolo- from local universities, professionals gy, Biology of Flight, Aeronautics, from nearby industries, student assis- Reading Comprehension, and Analytical Reasoning. Tuesdays and Thursdays Physics, Mathematics, Computers, and

45 43 LOS ANGELES

THE RESIDENTIAL INTENSIVE MATH AND SCIENCE ACADEMY

California State University at Los mathematics skills. The long-term goal of these inner-city students had never Angeles reacted to the crisis caused is to reverse the downward spiral of col- been on the ocean before. by the extremely large numbers of lege-going rates among low-income and Parent participation is very high. students in the Los Angeles Unified under represented students. Parents improve their own communica- School District by establishing alterna- The program offers mathematics, tion skills in workshops, and are tive, year-round school calendars. science, computer science and expres- encouraged and enabled to play an sive writing instruction for curricular active role in their children's education. The students see first hand that enrichment. The majority of the activi- After completion of the Summer they are capable of doing great ties are hands-on and use an inquiry- Sciences and Math program all partici- things in their educational careers. based approach. Participants' cognitive pants are academically monitored, and skills are improved and their perfor- there are "RIMSA" academic year fol- Program Director Jewel P. Cobb mance levels raised. low-up sessions scheduled on eight explains: "...the Los Angeles Unified The mathematics curriculum follows "Saturday Science Academies". School District (LAUSD)...which has the well known "Algebra Project", Program Director Jewel P. Cobb 639,000 students ...is the second assisting students to shift from arith- describes her approach and its success: largest district in the country...To deal metic to algebraic thinking. "...Instead of talking about the prob- with these kind of numbers, LAUSD The science curriculum includes the lems of low achievement in precollege uses alternative calendar, or year-round following modules: The Environment, math and science, we are tackling the schools. This strategy splits the student Water and Power, and Space Discovery, problem through the activities of our population into three groups and has which follow the University of Wiscon- center.... For our students to experience two groups attending school at any sin at Madison's sciences curriculum science and mathematics in a stimulat- given time..."Residential Intensive Math and the "Reaching' for the. Stars" cur- ing university environment, being led and Science Academy" (RIMSA) is held riculum developed by the U.S. Space through their studies by working scien- in March and April ..., when 'B Track' Foundation. An additional module in tists, is a special opportunity. They will students are out of school." Health Science focuses on adolescent see first hand that they are capable of The National Science Foundation health awareness, along with physical doing great things in their educational funded Summer Science Program is a and emotional self-esteem. careers." four-week "Residential Intensive Math A variety of field trips add creative, and Science Academy" (RIMSA) for 50 innovative, and reinforcing learning high potential but average performing experiences to the program and are and economically disadvantaged 7th greatly enjoyed by the students. In the grade students from Los Angeles. The 1995 Summer Science Camp, most stu- program's goal is to stimulate and dents named a boat trip on the ocean encourage these students to take control as their favorite field trip. The majority of their academic lives and excel in education. It prepares them for college by Students observe microscopic plant providing a strong foundation for high and animal life gathered on a field excursion to the Los Angeles harbor. school, especially in science and 44 46 , 0 G3 @

LOS AN G E L E S

he School of Engineering and faculty demonstrations, Field excursions, the Summer Science Camp participants Applied Science at the University of and research methods relevant to the during the "Career Day". California at Los Angeles, the Los respective student science research Parent involvement is achieved via a Angeles Unified School District project. "Parent Conference" held during the Urban Systemic Initiative, and the A two-day residential stay at the summer program. In the academic year, Howard Hughes Medical Institute are campus dorm is part of the Summer a series of "Parent Leadership Work- matching funds with the National Sci- Science Camp activities, exposing the shops" complements the twelve Saturday ence Foundation to offer a six-week participants to the "life of a college Academy Program sessions available for commuter Summer Science Camp for 40 student". participants. Students are encouraged to under represented 8th and 9th grade The project staff brings together enroll in other precollege and university- high-potential students attending University faculty, undergraduate and level mathematics and sciences programs schools within the Los Angeles Unified graduate engineering students who act sponsored by the University of California School District. as mentors for the young participants. at Los Angeles School of Engineering, The Summer Science Camp's goals Field trips to the Jet Propulsion Lab, where they receive homework assistance are to build a community of students the GM Hughes Electric Car Lab, and and tutoring services, and their academ- who emerge better prepared for and the South Coast Air Quality Manage- ic performance and interest in course firmly interested in pursuing careers in ment District are part of the Summer selection is tracked. 0 the sciences, engineering, and math pro- Science Camp's activities. fessions, to enhance students' under- Community involvement is planned standing of the interrelations of math, with members from local industries par- science, and technology to real world ticipating in the classroom activities and applications, and to create an interactive providing career information as guest learning environment that promotes sci- speakers. Professional scientists and entific inquiry, hands-on investigations, mathematicians serve as role models to and peer collaboration. The program's instructional activities The science activities center on two project modules: focus on mathematics, where students are introduced to non-traditional con- rocketry and sea vessels. These science projects form the cepts of algebra and geometry, and thematic focus for exploring applications in physics, engage in computer exercises in collabo- algebraic geometry, and technology. rative problem-solving workshops. The science activities center on two project modules: rocketry and sea vessels. These science projects form the thematic focus for exploring applications in physics, algebraic geometry, and technology. Both projects engage students in class discussions, laboratory workshops, 47 45 M 0 0

"PROJECT WATER" SUMMER SCIENCE CAMP

The theme of "Water", its multitude to strengthen student commitment to of uses and how it impacts our daily remain in school, to emphasize the lives is the focus of all learning importance of mathematics, sciences, activities that take place at the Neal and communication skills in their daily E. Wade Outdoor Education Center lives,, to expose students to a range of owned by the Stanislaus County Office participatory activities in sciences and of Education in California. mathematics, to introduce them to the In order to increase the numbers of research process, career exploration and under represented students in careers in information in these fields, and to see math and sciences, the National Science these areas as potential career choices. Foundation awarded funding to the The "Project Water" Summer Science Stanislaus County Office of Education to Camp residential program stresses critical provide a four-week "Project Water" thinking skills, cooperative learning Summer Science Camp for 50 under rep- models, computer experiences, and indi- resented middle school students in 1994. vidual responsibility as means of group The curricular focus of "Project development. Water" is on the theme of water. The Students are housed in the Neal E. goals of this Summer Science Camp are Wade Outdoor Education Center located in the Sierra foothills, an area rich in geological features, specimens, and fossils, where there is ample opportunity to

The "Project Water" Summer Science Camp residential program stresses critical thinking skills, cooperative learning models, computer experience, and individual responsibility as means of group development.

investigate environmental issues and visit facilities of scientific interest. Participants are welcomed to the program, along with their parents, in an informational evening organized by the staff of university faculty, public school science teachers, graduate student counselors and professional naturalists.

46 48 MODESTO, CALIFORNIA I

As previously indicated, the Summer Science Camp content curriculum focuses on the theme of "water", water resources and its effects on human life, water pressure and density. During the first week the students conduct regional

Goals of the Summer Science camp include: strengthening student commitment to remain in school, emphasizing the importance of mathematics, sciences, and communication skills, introducing students to the research process, and stressing these areas as potential career choices. studies in small groups. Soil and water Career exploration in the field of During the academic year follow-up samples are examined with scientific math and sciences is provided during activities participants are encouraged to instruments. Geology, elements of water, scheduled tours of the California State continue to work on these water and properties of the water cycle are University's Biology and Physical Sci- research projects and ultimately to enter studied. Forest management and water ences Departments. them in regional science fairs usage in the Tuolomne County region Field trips to the Turlock irrigation and olympiads. are discussed with professional Forest Plant and the Lawrence Livermore Hall Rangers, who speak to the participants of Science at the University of California about careers in the field of conserva- at Berkeley are planned to enhance the tion. During the second week, partici- "Project Water" Summer Science Camp, pants explore Moaning Cave by rap- and contribute to increase the students' pelling and crawling through the various knowledge of domestic water use, water cave passages. They also explore the dif- as a source of power, principles of water ferent natural formations of a creek as it flow, and the water sanitation process. meanders underground. The third and A special awards ceremony con- fourth week of the Summer Science cludes the "Project Water" Summer Sci- Camp are highlighted by two unique ence Camp, with parents attending the educational field trips: 1) The twelve "Family Science Fair". mile white water river rafting expedition down the Merced River to study river formations, water flow and pressure, and 2) A visit to Yosemite National Park, where students receive information on the history, geography, and geology of the Yosemite Valley. Here, participants observe the various rock formations, water falls, flora and fauna.

49 47 PRE-COLLEGIATE ACADEMY SUMMER SCIENCE CAMP D)

I. he East Bay Consortium, Inc., a collaboration of 19 Oakland, California "As a teacher, 1 have witnessed first hand the area schools, colleges and universi- positive effects of its approach in getting at-risk ties, has conducted the commuter inner-city youth, firmly and decisively settled on the "Pre-Collegiate Academy" through the academic track. We are encouraged to see young National Science Foundation's Summer Science Camp program since 1994. This people interested in, motivated toward, and five-week project serves 50 under repre- identified with an academic career." sented 7th and 8th grade students from seven schools in a severely educationally Twice a week, participants enroll in duplicated in order to improve math and economically disadvantaged area of activities like college information work- instruction in Oakland." Southeast Oakland. The program site is shops to increase their motivation toward Parents are encouraged to partici- Merritt College's campus. mathematics and sciences majors in col- pate with their sons and daughters in The program's goal is to increase lege and careers in these fields. follow-up activities during the academic the number of Oakland students finish- Classroom activities are also comple- year, which include Saturday programs, ing high school and enrolling in col- Mented by field trips throughout the Family Math And Science, after-school leges of their choices. Oakland area. A highlight of the sum- tutoring, and a science club. The Summer Science Camp's disci- mer session is the two-and-a-half-day Pre-Collegiate Academy Program plinary focus is on mathematics. Stu- ecological camping expedition to Pinna- teacher Giusseppe Rensigives his full dents are split up into morning classes cles National Monument, sponsored by support to the program: "...I would of about 25 instructed by a staff of Naturalists at Large, who provide on-site strongly urge you to maintain and high and middle school teachers; grad- explanations and guidance. expand the funding for this program. As uate students, and older high school Pre-Collegiate Academy teacher a teacher, closely connected with the students serve as peer role models and WajibuGreen explains how the pro- program, I have witnessed first hand mentors to the participants. gram supplements the public school the positive effects of its approach in The curriculum is designed according system: " ...This ...summer program getting at-risk inner-city youth, firmly to a hands-on, cooperative problem solv- has ...provided valuable experience and decisively settled on the academic ing and project oriented approach. Pro- and training for teachers. We have track.... We are encouraged and ject themes are adapted to the partici- developed and taught a curriculum thrilled to see young people interested pants' interests and their surrounding which conforms to the new state frame- in, motivated toward, and identified environments. In the 1995 Summer Sci- work and the NCTM standards. The with an academic career. We have seen ence Camp, project themes in the cur- same curriculum and materials are used many improve their grade point aver- riculum included: the Loma Prieta earth- during the academic year to improve age in their schools through the help, quake and the accompanying collapse of the mathematics program of the tutoring, and positive identification with the freeway, Berkeley fires, and the eco- schools.... This program should not academic proficiency developed through nomic potential of San Francisco Bay. only be.continued, but expanded and contact with our program."e 48 50 SAN LUIS OBISPO'

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unded by the National Science eration can't make all the decisions for Foundation from 1992 to 1995, the what will happen to earth. The genera- residential "American Indian Sum- tions to come must have choices, too." mer Science Academy" (AISSA) The University Component of the program has provided 50 under repre- Summer Science Camp is designed simi- sented students entering 7th and 8th lar to the Outdoor Science Component. grade with a one-week Outdoor Science The students complete group science Education component, followed by a projects and attend special cultural one-week University Component at Cal- awareness presentations. Field observa- ifornia Polytechnic State University at tion, research, career education, and San Luis Obispo. classroom instruction contribute to

"The key to planning for future generations is keeping the options open: Today's generation can't make all the decisions for what will happen to earth. The generations to come must have choices, too."

The Outdoor Science Education increase the level of interest in mathe- Component allows participants to study matics and science for all participants. the natural environment in an outdoor A variety of follow-up activities are setting at the Big Rock Creek Camp in conducted by MESA and the "Success the San Gabriel Mountains of Los Ange- through Collaboration" (SIC) programs, les County. During this one week pro- which, in partnership with the Indian gram, students are exposed to hands-on Education Centers, designate a mathe- learning experiences in the subjects of matics or science teacher from a local astronomy, physics, chemistry, and school district to assist the Summer mathematics; all taught by California Science Camp participants throughout Polytechnic State University staff. The the academic year. These follow-up main science project is straw bale con- activities include monthly science acad- struction. The construction site is near emy meetings, field trips, career explo- the Tassajare Creek Homes area. Alocal ration, guest speakers, and academic solar contractorassists the students planning sessions. with their project by explaining the building process. He states: "...the key to planning for future generations is keeping the options open: Today's gen- 51 49 A C R A M E N T O

SUMMER SCIENCE CAMP AT THE STATE UNIVERSITY OF CALIFORNIF

Beginning in 1995, sixty-five under industries, school districts, the Capitol represented 6th through 9th grade Center MESA university sponsors, the students from nine school districts University of California at Davis, the in the Greater Sacramento Area in College of Engineering, the State Uni- California have the opportunity to par- versity of California at Sacramento ticipate in the five-week commuter School of Engineering, and the Dwight National Science Foundation Summer D. Eisenhower Mathematics and Science Science Camp designed by the State Teacher Training Grant, revealing the University of California at Sacramento's community and business belief in sup- MESA program, and held on the Cali- porting early education projects to stim- fornia State University at Sacramento ulate the young participants' success campus. In addition to the National Sci- during their school years. ence Foundation funding, extensive The MESA program's network brings resources have been secured from local participants from nearly 40 schools who have potential in science and math, and an interest in exploring science and math careers to attend the Summer Sci- ence Camp at the State University of California at Sacfamento. Local high- tech industries see this grouping as a unique occasion to introduce themselves to these middle school students as future employers by offering weekly mentoring sessions and extensive career exploration. The participants and their parents are welcomed into the Summer Science Camp with an orientation session one An opportunity for science laboratory explorations and week prior to the program start. Par- studies at the State University of California at Sacramento ents ride the bus that students use daily, visit the State University of Cali- fornia at Sacramento campus, sit in the classrooms, meet the instructors, and have a chance to ask questions about the program.

52 SACRAMENTO, CALIFORNIA I

A typical day in the Sacramento The Summer Science Camp has Area MESA 1995 Summer Science Camp several academic year follow-up com- begins with academic morning classes, ponents: after-school meetings, leader- afternoon science lab sessions, and job ship workshops sponsored by the Col- shadowing. This commuter program lege of Engineering at the University stresses the core mathematics and sci- of California at.Davis campus, and a ence topics and offers computer science 15-meeting Saturday Academy held in instruction, laboratory experience, field a research setting at University of study tours, intensive math preparation, California at Davis.

Students particularly enjoy the opportunity to supplement their classroom learning with a large number of field trips that show the connections between mathematics concepts and the application of knowledge in these fields in a professional environment.

PSAT test preparation, and language "...Parents, students, and skills development to all participants instructors are positive about the according to a daily schedule. benefits of the Summer Science Camp Students particularly enjoy the experience.... they were particularly opportunity to supplement their class- enthusiastic about the quality of the room learning with a large number of math courses and the range of field field trips that show the connections trip experiences...," saysProgram between mathematics and sciences con- Director Dr. James Harold. cepts and the application of knowledge in these fields in a professional environment. Examples of field trip locations are the Lake Tahoe Basin Conservancy Erosion Control Project, the Monterey Bay Aquarium ecological study ponds, the United Airlines maintenance facility at San Francisco International Airport, and the NASA Space Center at Moffitt Field and the San Francisco Academy of Sciences.

53 51 G 0

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The National Science Foundation has presentations to serve this purpose. Students work in sponsored a four-week residential Career workshops and visits to local teams on research Summer Science Camp hosted for industries expose the program partici- the first time on San Diego State pants to the many exciting career oppor- and model building University's campus for 50 8th grade tunities in the field of sciences. projects. A five-day under represented students from five tar- Program Director Dr. Cynthia Parks wilderness retreat get schools in San Diego County since describes the SSTARS curriculum: Math, 1993. The "Summer Science and Technol- geology and computer classes keep par- reinforces these team ogy to Advance Research Skills" Pro- ticipants learning every day in the Sum- building activities, gram (SSTARS) is designed to inspire and mer Science Camp program. In the math supported by a instruct students in the fields of math, track, students learn about the English science, and computer science in an inte- Channel Tunnel constructed in Europe, staff of teachers grated curriculum adapted to these stu- and use their knowledge of geometry to and counselors. dents' needs and the San Diego area estimate the total volume of its three topography. tunnels, and how much dirt was The SSTARS program attempts to removed from the earth to make them. prepare its participants for advanced Links with science include problems in level high school courses in math and soil mechanics and geology. The geology sciences, and ultimately tries to encour- course centers around themes dealing age and prepare them for careers in with natural disasters, requiring knowl- these fields. Science and technology pro- edge of plate tectonics and earthquakes. fessionals from the San Diego area make Then, mathematics and geology are linked through calculations of geological time periods, rock density, and fossil and rock carbon dating. In the computer track, students take their knowledge of earthquakes, meteorology, and erosion processes learned in the geology track and work with earthquake hypercard stacks, weather maps on-line, and computer drawings of simulation erosion processes. Field trips to such geological sites as the eroded cliffs of La Jolla beach and the uncommon cliff stratifica- tions of Tourmaline Beach reinforce the classroom work.

52 54 SAN DIEGO, CALIFORNIA

Other carefully selected field trips to several distinct geological sites like the Tijuana Estuary are included in the program activities which apply the newly acquired knowledge to real world situations. Program, a National Science Foun- Students also work in teams on dation funded program. The presence research and model building projects. A of these other math and sciences five-day wilderness retreat reinforces pre-college enrichment programs these team building activities, supported guarantees the continued enhance- by a staff of teachers and counselors. ment of the Summer Science Camp During the academic year SSTARS participants' academic math and sci- participants meet weekly with their ences preparation. 0

The "Summer Science and Technology to Advance Research Skills" Program (SSTARS) is designed to inspire and instruct students in the fields of math, science, and computer science in an integrated curriculum adapted to these students' needs and the San Diego area topography.

home school teachers for further academic enhancement and counseling. Peer counselors from the Talent Search Program, a federal funded program serving middle school students, also assist participants in the academic year. SSTARS participants are encouraged to continue their math and science education at either the Upward Bound Math- Science Regional Center, a federal educational program aimed at increasing high school students' interest in math and sciences, or the Young Scholars

"SSTARS" Summer Science Camp participants have the opportunity to study the geology of the cliffs at Tourmaline Beach in La Jolla, California.

53 SAN FRANCISCO

YOUNG ENGINEERS AND SCIENTISTS [Y.E.S.] SUMMER SCIENCE CAMP on @ g@cp WH_,DjOlUV

IIgrant from the National Science The intensive curriculum comprises become involved in the Summer Science Foundation enabled San Francisco of theory and hands-on activities in Camp program, and ultimately their State University and the "Mathe- biology/life science, engineering, astron- children's education.The attendance of matics, Engineering, Science omy, chemistry, earth science/geology, "Parent Workshops" is required! Achievement" (MESA) Program to con- physics, social sciences, communica- The "Y.E.S." summer program ends duct a six-week commuter Summer Sci- tions, mathematics, and computer sci- with an awards ceremony for partici- ence Camp, called "Young Engineers ences. Students build towers, bridges, pants, staff, and parents. and Scientists"(Y.E.S.), serving 70 under represented students in 7th through 9th "...All components of the Summer Science Camp project grade, selected according to academic were successful in creating access to, supporting, and potential, teacher and community rec- retaining Summer Science Camp students in the Summer ommendations, a written application, and an expressed interest in learning Science Camp project and in the educational pipeline." about science, engineering or mathematics from four schools: Ronald and oil derricks using paper, toothpicks A thirty-two week academic year McNair Intermediate, James Flood Ele- or popsicle sticks. They increase their follow-up program enrolls the Sum- mentary, Menlo-Atherton High, and sensitivity to building materials, stress mer Science Camp students in the Sequoia High School. levels of materials and fatigue, and then existing MESA programs at their The "Y.E.S." program's objectives compete with these sciencesprojects,in respective home schools. All partici- are: to introduce students to science, the "Northern California Math and Sci- pants meet weekly during the school engineering, and mathematics concepts ence Competition Day", and are thus year and receive elective credit. These in a culturally relevant manner; to teach involved in the real life tasks of a work- sessions continue to reinforce mathe- students how their academic course- ing scientist. matics and sciences concepts, and work, and especially, how science, engi- The "Y.E.S." staff of teachers and provide additional hands-on experi- neering, and mathematics relate to the mentors from the industry sector is ences in these fields. The academic world around them and to their futures; complemented by undergraduate stu- year component also continues to and to help parents become better dents from the "Minority Engineering provide academic and career counsel- informed and actively involved in the Program" at the University of California ing services for the Summer Science education of their children. at Berkeley and San Francisco State Camp participants. This summer program includes in University, who work with the Summer The Annual Progress Report in the morning: science, computer science, Science Camp participants and serve as 1994 concludes: "...All components of mathematics, and communication role models. the Summer Science Camp project were courses. In the afternoon, science and Educational field trips are scheduled successful in creating access to, sup- pre-engineering activities like guest to sites of scientific interest: Students porting, and retaining Summer Science

speakers, laboratory work, field trips and visit the IBM and Hewlett-Packard com- Camp students in the Summer Science . group science research projects sched- puter companies, and NASA. Camp project and in the educational uled for the participants. Parents are strongly encouraged to pipeline." 54 56 AN MARCO

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' grant from the National Science at both Palomar College and the Califor- Science Camp was designed by mathe- Foundation has allowed California nia State University of San Marcos, area matics professor Dr. Carolyn Mahoney, State University at San Marcos to businesses, the Corporation for National who planned and implemented the _ _provide under represented students and Community Service, the Mathemati- mathematics component of The Ohio n 7th, 8th, 9th, and 10th grade with cal Association of America, and the State University's "Young Scholars Pro- the opportunity to participate in its State of California Pipeline Project gram", a highly successful year-round four-week commuter Summer Science all generously contribute to the intervention program. Camp "Mentoring Students in Mathe- Summer Science Camp matics and Science at San Marcos" program's success. (MS)2(SM) from 1993 to 1995. Every Ernest E. Zomalt, Kids get summer 50 middle school students are Vice President of Student science, selected to participate in the program; Affairs at California State program graduates from the previous University at San Marcos, math aid Teens are on the campus of Cal summer return for more advanced and voices his support for the State San Marcos this winner In a program aimed at giving mi- demanding instructional activities. (MS)2(SM) Summer Sci- norities a competitive edge. See story, BL Principal Investigator Dr. Carolyn ence Camp program: Mahoneystates her program goals: "...I believe the Math "...The 'Mentoring Students In Mathe- Summer Camp concept is an essential The core curriculum of the Summer matics and Science at San Marcos' component of our total early outreach Science Camp consists of three integrat- (MS)2(SM) program offers activities that effort to our local schools.... Our pro- ed components: "Writing", "Mathemat- develop a 'can do' attitude and gram provides a supportive structure for ics", and the "Sciences". Four days of approach to mathematics and science in these students including role modeling each week, students are rotated through the selected students.... Familiarity with and tutorial assistance. Programs like classes according to their grade levels some of the technology ...should ease the Math Summer Camp provide an aca- (7th, 8th, 9th, and 10th). The "Writing" their transition to high school and to demic focus within this general outreach component of the Summer Science their science and mathematics classroom concept which is so desperately needed." Camp takes place in the computer labo- experience.... (MS)2(SM) emphasizes to The instructional staff of the ratories. Students are introduced to cre- students and their families the impor- (MS)2(SM) program includes a variety of ative writing skills, computer/word pro- tance of good grades, college prepara- research and educational personnel: cessing competency, and developing an tory curriculum, good study habits, and precollege teachers, community college the relationship of school to career." instructors, and university professors. The "Mentoring Students in Mathe- College students act as classroom assis- matics and Science at San Marcos" tants, tutors, and mentors. The Summer Summer Science Camp program benefits from a large number of supporters: Par- ents, community members, school personnel, faculty, administration, and staff

55 CALIFORNIA, SAN MARCOS

understanding of and appreciation for reactions and interactions, force and geted to the different grade levels. Stu- diversity of the world. All students par- motion, and energy. dents visit the Challenger Space Center, ticipate in the creation of a weekly The 8th grade participants enroll in the Stephen Birch Aquarium, the Blue newsletter. a "Planetary Science" class, learning Sky Ecological Reserve, the San Diego The "Mathematics" classes expose about the solar system through discov- Wild Animal Park, the ARCO Olympic students to traditional and non-traditional mathematics according to their grade "...Our program provides a supportive structure level and in a discovery- based, collabora- for these students including role modeling and tutorial tive environment that utilizes graphing assistance. Programs like the Math Summer Camp provide calculators, computer software, and the Internet as tools to enhance learning. an academic focus within this general outreach concept The 7th grade participants study which is so desperately needed." area, perimeter, volume, and spatial visu- alization, problem solving, and pattern ery activities using digital image pro- Training Center, and Knotts Berry Farm recognition using tiles, blocks, and the cessing software developed at the Uni- Amusement Park. 11-82 calculator, learning how to graph, versity of Arizona, and activities involv- During the academic year, Summer store , record, and analyze data. ing hands-on constructions. Science Camp participants meet on Sat- The 8th grade math curriculum con- The 9th grade students explore four urdays at Palomar College; academic, sists of the graph theory section and main topics in biology: Life through a cultural and recreational activities are functions and graphs, where students Microscope; Life in the Ocean; The planned. Throughout the academic model and solve real world problems in Human Body; and the Life Cycle of the school year the Summer Science Camp innovative ways. Painted Lady Butterfly. staff visits the respective home schools Probability and statistics are the top- Molecular biology is the topic of the to talk with principals and counselors ics in the 9th grade; and the 10th grade 10th grade science component. Stu- to learn about the students' progress. participants are introduced to matrices dents study DNA and its encoding. They California State University Presi- and matrix manipulation. remove chromosomes from Drosophila dent. Bill W. Stacywrites in his letter The "Science" module introduces fruit flies under a dissecting microscope, of support to Summer Science Camp students to the connections that exist and extract DNA from an onion. Principal Investigator Dr. Carolyn among the various disciplines of science, Participants attend elective classes Mahoney: "...I am pleased with your and enables them to understand the in the afternoon. math summer camp proposal ...As you rapidly changing world of technology. Each of the four weeks of the sum- know, you and I have discussed the The 7th grade students are intro- mer program is organized around a history of declining enrollments in math duced to physics using the "Teaching central topic. The themes and content and sciences by students nationwide... Integrated Mathematics and Science of the program permeate and are rein- This proposal is an important element Project" (T1MS) developed at the Univer- forced by weekly field trips, career in trying to change that history. I sity of Illinois at Chicago. Students learn exploration, elective courses, and recre- strongly encourage its submission to physical scientific facts related to matter, ational activities. All field trips are tar the National Science Foundation."

56 SANTA CRUZ'

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n 1995 the University of California at Thedisciplinesof Astronomy, Chemistry, exposure to the exciting world of science ,--, Santa Cruz offered a successful CornputerwIr Science, English, Mathematics, and its many career options. ,,,,-,vt r* andThysics also integrated into the Participants and parents receive sci- "Junior High School Math/Science .,1 Institute", a privately funded summer (curriculum/through a variety of field ences and math academic and career program, to 16 under represented still'fron)research-projectsttutonals,A as well as information via workshops that acquaint dents selected from the Monterey Perlin- cl;s srb o9nN d Than ds -on lbsactivities. them withvariouseducational opportu- ) sula Unified School District. The drasti- The SummeaScience-CampdrNwsupbn nities, university admissions procedures, 1.--3 =,."0 -:-.---,.. 1/4,...,) cally improved post-program school the-students' own expenences-to engage and financial aid possibilities to secure Ns. ---..., grades accounted for the wish to extend them in sciences and mathematics, and the participants' choices toward colleges. N the program services to a larger group to challenge their preconceptions of the TheNf studentse 1--40 provided with addi- of students. marine environment. Special emphasis is , tional academiCand career counseling _,-.Yv.-) With a grant from the National Sci- placed on "doing science" before hear- and academic support services during 1 (rZ .!;,--Z. \.../ ence Foundation, a four-,weekresidentialidential ing explanations, on understanding the academic year follow-up program. %., - "Seaside Junior High School Wath and before learning terminology. Each disci- eillie_".Seaslh sented students to- successfully complete trip to the San Francisco Exploratorium. "Advancement Via Individual Determina- / Y` advanced math anrsciences courses in The tutorials provide all students with tion_program ortheft) Monterey Peninsula iA-7,1.---4.,,,:', high school, to attend college, and to an enhancement of their study skills and 1Unified Sehoo-Oistrict. Itscoordinator X. 11=>' enroll in mathkand sciencesreers. academic advising related to mathemat- JMorrisJoseph pledges: "...This is to con- '- 1/4.- <, The Summer Science Camps goals ics and sciences. ,firmth/-e.iatthe'Advancement Via Individ- A staff of recognized educator , ur l Dte-' minationp ogrn mlsanxious are: to provide these middle school,stu- ,,..--, dents with academic enrichmentactivi.,, researchers,------) and scienciis-asgisted----%,,--." in to collaborate-.-::On------this first Summer ties to enhance theirfunderstanding'of ------scientific and mathematicaVconCepts,. "...Special emphasis is placed on "doing science" before augmented by laboratory andffield hearing explanations, on understanding before research projects; to create opportunities learning terminology." for interaction with faculty recognized as leaders in marine and related sciences and mathematics; to provide instruction its instructional and guidance efforts by Science Camp. We applaud ...efforts to in state-of-the-art information access graduate and undergraduate students secure funding from the National Science and year-round follow-up academic and acting as mentors and role models to Foundation to provide a real opportunity career development support services. the younger program participants. for these disadvantaged students to live The newly developed Summer Sci- Field trips to science museums, edu- on a college campus while acquiring the ence Camp curriculum focuses on cational organizations, and a boat trip skills so necessary for reaching their Marine Science and Natural History. on a research vessel provide additional academic goals." 59 57 CALIFORNIA .

Summer Science Camp Number of Participants Program Length Grade Levels Activities University of California at 60 6 weeks 7, 8, 9 1, 2, 3, 4, 5, Berkeley, California 7, 8, 9, 10 California State University at 50 4 weeks 7, 8, 9 1, 2, 3, 4, 6, Chico, California 7, 8, 9, 10 Harvey Mudd College, at 58 5 weeks 7,8 1, 2, 3, 4, 5 Claremont, California 6, 7, 8, 9, 10 California State University at 80 3 weeks 6, 7, 8 1, 2, 4, 6, 7, Dominguez Hills, California 9 California State University at 48 4 weeks 7, 8 1, 2, 3, 4, 5, Fresno, California 6, 7, 8, 9, 10 California State University at 60 4 weeks 7 1, 2, 3, 4, 6 Hayward, California 7, 8, 9, 10 University of California at 60 4 weeks 7, 8, 9 1, 2, 4, 5, 6 Irvine, California 7, 8, 9, 10 Long Beach Unified School District, 60 6 weeks 6, 7, 8 1, 2, 5, 6, 7 Long Beach, California 8, 9 Drew University of Medicine and 36 4 weeks 7, 8, 9 1, 2, 3, 4, 5 Science, Los Angeles, California 6, 7, 8, 9, 10 California State University at 50 4 weeks 7 1, 2, 3, 4, 5 Los Angeles, California 6, 8, 9, 10 University of California at 40 6 weeks 8, 9 1, 2, 4, 6, 7 Los Angeles, California 8, 9, 10 Stanislaus County Office of 50 4 weeks 8 1, 2, 4, 5, 6 Education, Modesto, California 7, 8, 9, 10 East Bay Consortium of 54 5 weeks 7, 8 1, 2, 3, 6, 7 Education, Oakland, California 8, 9, 10 California Polytechnic State University 50 4 weeks 7, 8 1, 2, 3, 4, 5

at San Luis Obispo, California - 6, 7, 8, 9, 10 California State University at 74 5 weeks 6, 7, 8, 9 1, 2, 3, 4, 5 Sacramento, California 6, 7, 8, 9, 10 San Diego State University, 50 4 weeks 8 1, 2, 3, 4, 6 California 7, 8, 9, 10 San Francisco State University, 65 6 weeks 7, 8, 9 1, 2, 3, 4, 5 California 7, 8, 9, 10 California State University at 50 4 weeks 6 1, 2, 3, 4, 6 San Marcos, California 7, 8, 9 University of California at 40 2 weeks 7, 8 1, 2, 3, 4, 6 Santa Cruz, California 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

co '.-, 60 M3 SUMMER CAMPFOR SCIENCE AND MATHEMATICS:

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Funding from the National Science Foundation in 1994 enabled the American Indian Science and Engi- neering Society (A1SES) to sponsor the "M 3 Summer Camp for Science and Mathematics: Master, Maintain, Matricu- late" program, bringing together 42 Students explore under represented 8th grade students equipment on a depicting 12 tribes from three geo- unique foresting field trip to the graphic regions: the Great Lakes, the Menominee Indian Southwest, and the Southeastern Reservation. United States. The goal of the M3 Summer Science Camp is to foster and encourage these under represented students' understanding, development and use of science and mathematics to master and maintain their skills in these fields. The long- Southwest, Southeast, and Great Lakes. term goal is an increase in the number The Summer Science Camp curriculum of under represented students matricu- program has three components: 1) Fif- lating in college in science, engineering teen days of intense academic math and and math, and persisting in these majors sciences classes, and development of an through. to graduation to enter careers ongoing research project at St. Norbert in these fields. College; 2) regional follow-up sessions "...In our summer academic pro- link students for five days with their grams, curriculum material and subject peers, schools, mentors, and corporate matter is relevant and culture-based," sites in each of the three regions, and saysCathy Abeita, Director of AISES they continue to develop their research Pre-College Programs."...We try to projects; 3) academic year follow-up provide our students with a hands-on activities conducted through network learning experience that is meaningful linkages maintain and strengthen the to them, help students make connec- students' interest levels and research tions, and most importantly, recognize projects in math and sciences. the students for their participation and Incoming 8th grade students are wel- progress in science and math." comed to the program with a mini pow- Students are selected in pairs from wow, social dancing and a traditional the three regions of the country: Oneida dinner. They spend 15 days of

SV_ 59 COLORADO, BOULDER

The 1995 group of students at one of the program sites, St. Norbert College in De Pere, Wisconsin Summer Science Camp programs show a higher retention rate in high school, 900/0 versus 64% of American Indians nationally. Out of these 900/0 who graduate from high school, 90% go on to higher education! the summer program at St. Norbert Col- regional, week-long follow-up sessions "...Nationally, I'm seeing more lege in De Pere, Wisconsin, attending near the respective hometown of the American Indians going into sciences, " classes in computer science, botany, Sci- participants at Sandia National Labora- saysDr. Joe Coulter, professor and ence of Alcohol Curriculum for American tories in Albuquerque, NM, Pembroke chair of the Neuroscience Program at Indians, environmental science, chemistry, State University in Pembroke, NC and the University of Iowa."...I think a lot mathematics, physics, and rocketry. The St. Norbert College in De Pere, Wl. Activ- of it is directly related to middle and math curriculum includes problem solv- ities here closely link students with their high school outreach programs like ing, communication and reasoning skills respective schools and their advisors. AISES and efforts made by tribal com- development, as well as algebra and During the academic year partici- munities to further the higher education geometry. In science labs, students learn pants, along with their parents, are of their people." research methodology, and use mathematical techniques and tools to explore the real world around them. Technology "...We try to provide our students with a hands-on learning applications provide students with the experience that is meaningful to them, help students make opportunity to interact with each other, connections, and most importantly, recognize the students the instructors, and professional mentors for their participation and progress in science and math." via the lntemet. Field trips include visits to the Menominee Indian Reservation to learn placed with local scientists and engi- Program Director Cathy Abeita about forestry careers, to the logging neers, who mentor the students. "...The explains the particular success of the camp, the Crane Foundation, to goal is for the students, with the aid of "M3 Summer Science Camp": "...Stu- Miraclethe white buffalo calf -, and a a resource person, to create a science dents tell us they like the relaxed learn- tour of the Milwaukee Museum. research project to present in local, ing environment of the program. They The staff consists of American Indi- regional, and national science fairs. enjoy getting to know their instructors an instructors, including professors and Each student was assigned an e-mail as real people, being challenged to middle school teachers. In addition to address so that they can keep in touch grow, solving problems, and discover- serving as role models, several American with each other and their mentor," says ing there are multiple ways to Indian college students also work as instructor Victor Pedro. approach problem solving. They also teaching assistants and mentors. The program is working. Students like to work together in teams and be The program continues with who have attended at least three AISES involved in cooperative learning."

60 02 THE DRYS SUMMER SCIENCE CAMP IN COLORADO

ihanks to National Science Founda- surface tension; 4) "Soda Bottle Sci- tion funds, Denver Area Youth Ser- ence" allows the participants to make "...All three agencies are vices (DAYS), Regis University's their own Cartesian Divers, and to very enthusiastic about "Hands-On Science Institute", the investigate science concepts like prop- being chosen by the Children's Museum of Denver, and the erties of air, volume, mass, and air Fellowship Camp at Black Hawk, Col- pressure; 5) the "Polymers" unit reflects National Science Foun- orado work together, offering an excit- practical uses of chemistry. dation to host a ing four-week commuter and residen- Week two and three of the Summer tial Summer Science Camp for 50 Science Camp program are coordinated Summer Science Camp, under represented 6th and 7th grade to be spent at the Denver Children's and appreciate the students living in southwest Denver in Museum. Participants are split into two added support and the summer of 1996. groups; one group attends the museum The "DAYS Summer Science Camp" in the morning, the other in the after- acknowledgement that curriculum is broken down into the fol- noon. Each group is involved in Chil- goes along with being dren's Museum activities for three lowing components: During the first a National Science week, participants attend Regis Univer- hours per day and participates in dif- sity campus for the "Hands-on Science ferent modules: Chemistry Class, Dis- Foundation grant Institute", a program which has won covery Science Lab, and computer recipient." acclaim of participants, parents, and classes. The overall theme of the learn- teachers in its four-year existence at ing activities at the Children's Museum Regis University. During this first week, is "Environmental Protection". Exciting the students are engaged in five differ- field trips to the National Weather Ser- ent science modules: 1) "All About Air" vice, the Denver Zoo, the Colorado introduces key sciences concepts, such School of Mines, and the Coors Brew- as volume, air pressure, gas and energy, ery complement this program phase. and the composition of air, and sciences applications, taught by Regis University staff; 2) "Thinking About Energy" provides participants with information on energy sources and usage, the future of energy, and energy waste; 3) "Mystery Science" illustrates the components of the scientific method by exposing students to a variety of experiments, including research concepts like molecules, inertia, and

61 COLOR ADO, DENVER

During the final week of the Sum- Participants are engaged in a variety mer Science Camp program, participants of academic year follow-up activities, are lodged at the Fellowship Camp in such as "Saturday Science Academies" Blackhawk. This exciting outdoor sci- and bi-monthly meetings with all DAYS ence experience focuses on activities program attendants. Once the former that allow students to apply their previ- Summer Science Camp participants ously acquired knowledge on "Environ- reach age 14, they are encouraged to mental Protection", while researching, return to the Denver Area Youth Ser- designing, and conducting their own vices programs for summer jobs. experiments. Team and self-esteem Program Director Dr. Jim Giu- building skills development are incorpo- lianelliunderlines the great collabora- rated in this program phase. tive effort of the institutions hosting

The Denver Area Youth Services (DAYS) offers a four-week Summer Science Camp to 50 under represented students entering 7th or 8th grade. The camp represents a unique collaboration of a community-based agency with institutions of science education Regis University, the Children's Museum of Denver and the Fellowship Camp at Blackhawk.

this Summer Science Camp. He says: "...All three agencies are very enthusiastic about being chosen by the Nation- al Science Foundation to host a Summer Science Camp, and appreciate the added support and acknowledgement that goes along with being a National Science Foundation grant recipient."

Summer Science Camp Number of Participants Program Length Grade Levels Activities American Indian Science a Engineering 42 3 weeks 8 1, 2, 3, 4, 5, Society, Boulder, Colorado 6, 7, 8, 9, 10 Denver Area Youth Services, 50 4 weeks 6, 7 1, 2, 4, 5, 6, Denver, Colorado 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

62 CONNECTICUT

SCHOONER, INC./SPACES SUMMER SCIENCE CAMP

Sailing aboard a traditional schooner entirety of the program. The notebook A staff of public school teachers, is only one unique aspect of the contains data collection for each site Schooner employees, high school and 1996 "Schooner, Inc./SPACES Sum- visited; after the program, the students' college students, the New Haven Parks mer Science Camp". The National data is forwarded to the University of Department, and the University of Con- Science Foundation, Schooner, Inc. and New Haven to be entered in their G1S necticut Cooperative Extension combine the SPACES initiative have joined funds model of the Quinnipiac River. their efforts in this venture. and forces to set up a six week summer program, housed at the Helene W. Grant "Participants...explore seven different sites along the river Elementary School, for 50 New Haven and New Haven harbor. At each site they...study different inner-city under represented students aspects of aquatic ecology in order to construct an overall selected from 7th through 9th grade. The program's goals are to increase picture of the Quinnipiac River and its watershed." the competitiveness of under represented students in the science and math "...During the program, participants Parents are involved throughout the fields, to prepare them for possible ...gain an understanding of the Quin- whole Summer Science Camp program, careers in these fields, and to foster nipiac River through hands-on explo- starting with the orientation activities positive youth development. rations of the river at various sites as it and ending with the closing celebration. The Summer Science Camp program flows through Connecticut to Long During the academic year, follow-up splits the 50 students into two groups Island Sound. Participants ...explore activities focus on tracking participants' of 25. One group attends a ten-day seven different sites along the river and success in school, and further academic aquatic science program, which intro- New Haven Harbor. At each site they guidance and support. Summer Science duces them to use canoes as an alter- ...study different aspects of aquatic Camp graduates are invited to partici- native means of exploring freshwater ecology in order to construct an overall pate in the regular SPACES school year and tidal marsh ecosystems. The other picture of the Quinnipiac River and its program. 25 students enroll in an enriching sci- watershed," explainsProgram Director ences and mathematics curriculum. Carol Kasper. Three major areas are covered in the Minimal time is spent in the class- sciences: Biology, Physical and Earth rooms of Helene W. Grant Elementary Sciences, stressing scientific skills such School, the program site. An additional as observation, measurement, classifica- field trip to Lighthouse Point, West tion, and interpretation of data. Mathe- Haven, gives students the opportunity matics is integrated into the science to sail aboard the schooner Quinnipiac! curriculum as much as possible. A strong emphasis is placed on accurate data reporting: Participants receive a lab notebook to be used for the Schooner, Inc. 65 63 CONNECTICUT WEST HARTFORD CONNECTICUT PRE-ENGINEERING PROGRAM MATH AND SCIENCES SUMMER PROGRAM(CPEP)

he National Science Foundation, ine these creatures. They investigate The science the Department of Energy, and migrating patterns, reproductive cycles, curriculum is the the Hartford Foundation for Pub- and study the differences between New England and tropical waters. Partici- driving force behind lic Giving awarded Trinity Col- .1lege's Connecticut Pre-Engineering pants interview the captain concerning the mathematics, Program (CPEP) funds to conduct the navigational techniques and nautical language arts, five-week "CPEP Math and Sciences equipment, while others test the waters at varying depths to determine temper- and guidance Summer Program" from 1993 to 1995, and again in 1996.1n the 1995 Sum- ature variations. In accordance with the components of the mer Science Camp, 57 promising 8th curricular focus on water, students also summer science and 9th grade under represented stu- visit the Norwalk Maritime Center, and dents took their first boat ride in Gro- the Science Center of Connecticut. program, working ton to conduct "Project Oceanology", The "CPEP" Summer Science Camp to integrate the and established a floating classroom on actively involves Hartford middle school disciplines. Long Island Sound. Students are sepa- students in science inquiry and math rated into small groups and given a first during its five-week course. The pro- hand look at oceanography. Summer gram integrates instruction in science Science Camp participants put down and math, computer usage, guidance nets and drag the waters for sea life. and career counseling, language and Lobsters, crabs, skates, and a variety of study skills, along with field trips that sea anemones fill the net; students are emphasize the project's hands-on then encouraged to pick up and exam- approach. Program Director Beverly Hunter Daniel further described the program's activities and participants' learning experiences: "...Participants worked with hands-on projects in a non-traditional setting. They dissected sharks, experimented with fast plants, created a newsletter, assisted with videotaping, learned math using jellybeans, listened to guest speakers and engaged in role- .111b. 11 playing activities. Some experienced for AMM, INP. UM.MEM& the first time the use of graphic calcula- ,E tors. Others expanded their knowledge of computers." 64 66 WEST HARTFORD, CONNECTICUT I

Participants estimate the height of Trinity chapel on the campus of Trinity College during the Physics Olympics competition. 4

it. "CPEP" Summer Science Camp par- The program's newsletter gives ticipants' learning experiences continue voice to its success.Participant Isabel in the fall with three follow-up sessions Vasquezwrites that "...the program is on Saturdays. Students engage in com- helping me to get prepared for school prehensive learning experiences during in the fall."Edwin Acostathinks that laboratory and classroom workshops on "...CPEP Summer Science Camp is a consumer chemistry. The field trip for good place to learn about science and teachers, parent chaperones and stu- math. The teachers are fun, and the dents to the Boston Science Museum tutors are the best." is the program highlight of these Saturday sessions.

The top-notch staff largely contributes to the program's success and "Participants...dissected sharks, experimented with fast consists of college faculty and middle plants, created a newsletter, assisted with videotaping, school teachers. The Southern New England Chapter learned math using jellybeans, listened to guest of the National Society of Black Engi- speakers and engaged in role-playing activities." neers sponsors and organizes a math and sciences career fair as part of the program, during which participants have the opportunity for discussion with African-American, Hispanic and female engineers from the Hartford area.

Summer Science Camp Number of ParticipantsProgram Length Grade Levels Activities

Schooner Inc., 50 6 weeks 7, 8,9 1,2,3,4,5, New Haven, Connecticut 6,7,8,9,10 Connecticut Pre-Engineering 57 5 weeks 8, 9 1,2,3,4,7, Program, Inc., West Hartford, 8,9,10 Connecticut Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

off

r 65 SUMMERSCIENCE CAMP AT DELAWARE STATE UNIVERSITY

Delaware State University President Forty under represented 7th and 8th Dr. William B. De Lauderstates: grade students participating in the 1996 "...This is the first award Delaware Summer Science Camp at Delaware State University has received from State University, funded by the National the National Science Foundation for the Science Foundation, are to be fully Summer Science Camp...Delaware State engaged in a host of hands-on activi- University is...providing the facilities for ties, including science projects that are instruction and science projects..:The expected to be judged in local and state institution will continue to provide all of math and sciences competitions. Stu- the support...to make this program a dents are recruited from the target success." school districts of Kent and Sussex counties. This Summer Science Camp program "Much gratitude is due to the National Science seeks to increase participants' knowl- Foundation, Division of Human Resource Development, edge in science and math, to instill pos- for allowing us to make a difference in the lives of the itive attitudes towards these disciplines seventh and eight grade students who are participating via exciting science projects, mentoring, academic and career counseling services in the Summer Science Camp." provided by an excellent staff and

local scientists ,individual tutoring, role model exposure, and career exploration opportunities. The Summer Science Camp curriculum integrates the disciplines of Logic, Algebra, English, and Life and Physical Sciences. Educational field trips to Bombay Hook Wildlife Refuge in Delaware and the Maryland Science Center enhance the other academic program activities. Parents are encouraged to be involved in program activities, and their children's education in general.

66 G8 DOVER, DELAWARE I

Participants have just entered the life science laboratory and are ready to work!

Students and teachers of the "Summer Science Camp at Delaware State University" outside the university's Science Center.

Students have the opportunity to friends, to receive enhanced academic attend a variety of follow-up activities challenges, increase their career during the academic year, and to later awareness for science and mathematics in enroll in Delaware State University's areas, provide counseling and tutorial other precollege programs like the services, field trips, interactive sessions "Saturday Academy" and the "Intensive with scientists ...to make a difference Summer Science Precollege Program". in the lives of the 7th and 8th grade The Program Director, Dr. Gustav students participating in the Summer Ofosu,is very grateful and excited to Science Camp." have obtained funding from the National Science Foundation for his unique Summer Science Camp and states: "...We are proud that the Delaware State University Summer Science Camp Program provides opportunities for students to make new

Summer Science Camp Number of Participants Program Length Grade Levels Activities Delaware State University, 40 5 weeks 7, 8 1, 2, 3, 4, 5, Dover, Delaware 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

69 67 W A TO

17ITTIFFEuTrrolods SUMMER SCIENCE CAMP IN WASHINGTON, D.C.

n 1992 the University of the District of instruction. The mathematics module A letter from one Columbia joined forces with the teaches and stresses creativity and participant's mother National Science Foundation to applications of concepts in the topics expand the existing College of Profes- of Number Theory, Group Theory, Finite reads, "You will be sional Studies/Science and Engineering Structures, and Analysis. The electrical delighted to know Center's precollege program by funding engineering module provides content that he has already and conducting a four-week commuter on: basic circuitry, basic definitions and Summer Science Camp for 60 under theories of electricity, and practical successfully utilized represented 7th and 8th grade academi- experiments with measures of voltage, the knowledge cally talented students from the metro- construction of power sources, wiring, he gained in the politan area of the District of Columbia. the use of bread boards, and reading The Dean of the College of Profession- schematic diagrams. In the computer program by recently al Studies, Dr. Philip L. Brach, science module students are taught the placing First in a explains: "...The Summer Science Camp use of the computer language BAST, and operate individual computers in Science Fair has been an excellent addition to the Pre-College Programs ...This addition problem solving activities. Competition." has allowed us to better prepare area Summer Science Camp computer sci- youth for careers in science and related ence teacher Tsitsi Nyikarelates one technologies." example of successfully increasing a Program activities provide a non-tradi- student's skills in computer science: tional learning environment that pro- "...Last summer, I had a student who motes knowledge acquisition through confessed to me that her worst subject hands-on mathematics, computer in school was computers. However, science, and electrical engineering after being a participant in the Summer Science Camp she discovered that it wasn't a difficult subject after all. She enjoyed the computer class tremendous- ly, and surprisingly she was even the the top student in my class. This may be only one example, however if the Sum- mer Science Camp were to be discontinued, I am afraid that there will be no Summer Science Camp to reach out to another child ..." Field trips to the National Institute of Health, the Rockcreek Nature Center,

68 70 WASHINGTON, DISTRICT OF COLUMBIA I

A young student working on a science project in the university's engineering laboratory.

and the Franklin Institute, along with invited guest speakers, provide program participants with opportunities to experience the use and applications of mathematics, engineering, and computer science in the working world. Academic year follow-up is coordinat- appreciation to you, the staff and mate goal of pursuing a scientific ed with the Physical Science Institute teachers of the University of the District career. You will be delighted to at the University of the District of of Columbia for conducting effective know that he has already successful- Columbia. Here, the Summer Science Summer Science Camps.... After he ly utilized the knowledge he gained Camp participants' enthusiasm for sci- attended the program last summer, he in the program to recently place First ence is further extended by inviting said: 'Mom, I can't wait to go back in a Science Fair competition." them to enroll in a science enrichment next summer.' The classroom activities program serving 9th through 12th and field trips have been educational grade students. and rewarding to Mark. He feels fur- The Summer Science Camp's positive ther motivated in his interest and ulti- outcome is reflected in the following letter fromparticipant Mark A. James' mother:"...My sincere thanks and

4Sumrrier14V.4-41,4 Science Camp Number of Participants Program Length Grade Levels Activities University of the District of Columbia, 60 4 weeks 7, 8 1, 2, 4, 6, 7, Washington, District of Columbia 8, 9 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

yl 69 GAINESVILLE

SUMMER SCIENCE AND MATHEMATICS CAMP

Sante Fe Community College in rural ing, non-linear relationship, measures Gainesville, Florida, received fund- of central tendency, and probability. ing from the National Science Students are required to exercise their Foundation to offer an intensive writing skills by documenting each four-week Summer Science and Mathe- experiment in form of a written report. matics Camp (SSMC) in 1996 for 60 Instructional strategies employed in the under represented 7th grade students Summer Science Camp are: discovery, selected from the Alachua County hands-on and cooperative learning. School District. Participants work in teams of two for The program's goal is to provide about four hours on each experiment. academic enrichment and career explo- Resource speakers meet with the ration experiences for its participants to students once a week to relate their remain in school, acquire a strong pre- experiences and to stress the impor- college education and pursue an under- tance of their work, in order to moti- graduate education in science, mathe- vate the participants. Their presenta- matics and engineering. tions seek to encourage discussions of The program uses the "Teaching ethical and philosophical issues related Integrated Mathematics and Science" to scientific research. (TIMS) curriculum, which uses concepts Field trips are scheduled to include a central to sciences to teach concepts physics show, a tour of the physics lab which are fundamental to mathematics. at the University of Florida, a visit to Students are actively involved in experi- the Science and History Museum, and to ments using the concepts of a variable the Bat Research Center. Personnel at these sites provides the participants with information on mathematics and sci- The program uses the "Teaching integrated ence-related careers, work experience, Mathematics and Science" (T1MS) curriculum, which and educational requirements. uses concepts central to science to teach concepts Additionally, they receive guidance which are fundamental to mathematics. to develop their four-year individual high school career plans. The educational paths to accomplish these goals are and a function as central foci of the discussed and supported by "Discover their learning experiences. The experi- for Junior High and Middle Schools", ments are designed to facilitate an a computer-based program. understanding of the relationship The Summer Science Camp pro- between independent and dependent gram offers academic year follow-up variables, graphs, proportional reason- activities. 70 k .1 MI A MI

MACINTOSH USING SCIENCE TERM [a

11 acintosh Using Science Team" split up into research teams, guided by (MUST) participants at the Miami mentors, for each of the two twenty- "...Our program is Museum of Science work in coop- day sessions; these teams alternate unique because of the erative research teams, conduct using the Macintosh computer lab and multi-disciplinary environmental research, and utilize going out in the field to observe and state-of-the-art technology in a four- collect data related to the topic, "The approach, the diversity week commuter Summer Science Camp Impact of Human Activities on South of the participants, Florida's Marine Environment." with a disciplinary focus on marine and the infusion of computer science. A National Science During the field research activities Foundation grant has made it all possi- students are introduced to the tech- advanced computer ble since 1993, with additional support niques of surveying, sampling, and technology...and the from the DeWitt Wallace-Reader's experimental design. They systematical- Digest Fund. ly collect data on common environ- opportunities open to The program targets 48 under rep- mental variables like salinity, tempera- the participants after resented 8th grade middle school stu- ture, depth, meteorological conditions, completion of the dents from Dade County in Florida with water transparency, and perform taxo- the objective to attract and maintain nomic identifications of marine and summer program." their interest in the sciences. Partici- coastal organisms using reference man- pants are provided with the ability to uals. They then process and analyze the use technological tools to enhance their data using computer technology to cre- written and verbal skills, in order to ate spreadsheets, statistical analysis, effectively communicate the results of graphs and charts. their work to others. The Summer Sci- The "Macintosh Using Science ence Camp seeks to help students rec- Team" Summer Science Camp is con- ognize the usefulness of applying ducted byProject Director Alberto mathematical concepts, technology, Ramirezand four marine science grad- and the scientific method to the study uate students from the University of of problems affecting the Biscayne Bay Miami and Florida International Univer- marine environment and neighboring sity. Four former Summer Science Camp shorelines. participants assist this staff and serve as Students are provided with the excellent role models for the new Sum- opportunity to actively participate in mer Science Camp participants. research teams and realize that cooper- The Summer Science Camp takes ation and teamwork are essential in participants on several field trips to scientific research. They form four local marine environments. Two special teams of six "researchers" for two four- field trips to the coral reef environ- week long sessions. Participants are ments of Biscayne National Monument Miami Museum of Science & Space Transit Planetarium

71 va 73 FLORIDA, MIAMI

Participants prepare transect aumtneet lines and buoys to set up a sampling site at Bear Cut in Key Biscayne, Florida.

The post-program evaluation showed excellent student outcomes: For the 1995 participants in the "MUST sisrV Summer Science Camp" participant Maria Lacayo won theNational Sci- ence Teacher AssociationAward in the Pre-College Program category. She was one of 67 precollege presenters at the National Conference on Diversity in the Scientific and Technological Workforce in Washington, D.C. and Pennnekamp State Park are conducted; here students are able to apply "Computer Lab," "Junior Explorers," "Saturday Science the water knowledge and skills devel- Club," and "Field Expeditions" are exciting follow-up oped and practiced during the previous Summer Science Camp program weeks. activities to keep the middle school participants At the end of the program, the involved with the Miami Museum of Science. MUST teams present the results of their investigations to their peers and guests Program Director Alberto Ramirez during a Family Night. Diplomas and states:"...Our program is unique awards are given to participants. because of the multi-disciplinary Parental involvementis high. approach, the diversity of the participants, the infusion of advanced computer technology, the exposure of participants to the marine environment, the related activities within an informal education setting, and the opportunities open to the participants after completion of the summer program". During the academic year follow-up "Computer Lab", "Junior Explorers", "Saturday Science Club", and "Field Expeditions" activities keep participants involved with the Miami Museum of Science.

72 TECHNOLOGY ENHANCED ACHIEVEMENT 2=-1,f-IMMETO.. Lia OgIAH@N. QUIlLMOD P11CD[2

Florida International University, the attitudes toward sciences; to provide pants. Professionals from the community Dade County Public Schools, and them with scientific ways of thinking are invited as guest speakers during the the National Science Foundation and reasoning, systematic learning/ "TEAMS" Summer Science Camp. funded the 1996 Summer Science study skills sufficient for a success-ori- Camp to serve 68 under represented stu- ented education, and self-concept The primary characteristic dents selected from 7th through 9th enhancement. of the "TEAMS" curricu- grade in the Dade School District. "Tech- The program site for both projects is lum is its hands-on and nology Enhanced Achievement in Math- Florida International University, which minds-on approach. ematics and Science" (TEAMS) Summer provides campus facilities, faculty, and Science Camp is a major expansion of graduate and undergraduate student The primary characteristic of the the current "Partnership of Academic support Resources from the Dade "TEAMS" curriculum is its hands-on and Communities" (PAC) program, providing School District are used as well. minds-on approach. The mathematics enrichment opportunities for students in The "TEAMS" Suminer Science Camp and sciences curricula follow the NCTM mathematics, science, and technology.-2_'__'offers morning and afternoon enrich- and NSTA standards, aimed at fostering (1,) , The goals of "TEAMS" are: to enrich research,_and laboratory experi- mathematical and scientific thinking. , /A under represented, at-risk students' ences. A staff of,"Dade CoUnty-Public it, The five-week, four days per week experiences in mathematics, sciences, 'Schools', Urban Systemic Initiative" summer science experience is supple- and technology, while improving their leader teachers in mathematics, science, mented by academic year Saturday sessions, featuring presentations by mathe- TEAMS students study space technology maticians and engineers from nearby during an educational field trip. organizations like IBM and the Bell lei South Company. All activities have the z.? and technology, Florida international goal to build sufficient confidence University faculty in computer science among participants to choose science and science education, along with grad- and mathematics majors in college, in uate students, provides workshops, field order to be prepared for future careers activities, and seminars for the partici- in these fields.

Summer Science Camp Number of Participants Program Length Grade Levels Activities

Santa Fe Community College, 60 4 weeks 7 1, 2, 3, 4, 7, Gainesville, Florida 9 Miami Museum of Science, Inc. 48 4 weeks 8 1, 2, 3, 4, 6, Miami, Florida 7, 8, 9, 10 Florida -International University 68 5 weeks 7, 8, 9 1, 2, 4, 5, 6, Miami, Florida 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10. 73 9 ATLANTA SUMMER SCIENCE CAMP IN GEORGIA

The "Atlanta Summer Science Camp" afternoons in science activities, and then was made possible by a grant from join the "Camp Best Friends" partici- the National Science Foundation to pants for the remainder of the afternoon serve 60 under represented students program. selected from 7th, 8th and 9th grade in The "Atlanta Summer Science Camp" Atlanta public schools. The "Atlanta curriculum mainly focuses on environ- Summer Science Camp" is designed to mental science, with four sub-themes: introduce these students to an enriching 1) "The Wild Side", 2) "Energized", program of math and science activities, 3) "The Real Thing", and 4) "Project career exploration, and reflection. Water Watch". The four-week commuter Summer "The Wild Side" module centers its Science Camp is infused at two sites into activities around the Zoo Atlanta. Here, the "Camp Best Friends", an award-win- students engage in investigations involv- ning summer camp run by the City of ing the observation of zoo animal Atlanta. Summer Science Camp partici- behavior, with an emphasis on the rela- pants spend their mornings and early tionship between the environment, animal behavior, and species survival. The "Energized" module exposes students to careers in applied mathematics, physics, and engineering. Students engage in problem solving projects as they construct model insulated structures to house and retain heat. The Arm.off .icr "Atlanta Summer Science Camp" participants travel to the educational facility ^ re-41-1111.111111L-_, ,..001111W-,1 "Shenandoah", operated by Georgia J Power to observe the generation and conservation of power. Participants in "The Real Thing" module meet with guest speakers from Participants on a field assignment for "Project Water Watch." the fields of sciences and math. Visits to Georgia State University and the Georgia Institute of Technology introduce the students for two consecutive days to lab facilities, where they carry out mini-projects.

74 ATLANTA, GEORGIA I

"Project Water Watch" engages stu- ing strategies with the participants. her Summer Science Camp program: dents in a field study related to the areas Most Summer Science Camp "...a) hands-on physical science of Biology, Fresh Water Ecology, Chem- participants made very positive com- activities; b) cooperative group istry, and Environmental Science. An ments about the program, especially work; c) visits to scientists, engi- overnight experience at Unicoi State Park their visits to the universities: "...Today neers, and mathematicians at the allows attendants to investigate the ecol- at Georgia State I met Dr. Patterson. universities; d) projects with college ogy of the north Georgia mountains. He took us to meet his coworkers. mentors; e) research activities; Participants also travel to the Chatta- I learned about how to operate a com- f) outdoor experiences; g) overnight hoochee River to collect water samples puter, the different jobs people do at experiences; and h) creative art and for comparison. Georgia State, how the computers writing experiences."

"...The human and physical resources in our surroundings have enabled us to express our project themes of: science and mathematics as a team effort; science and mathematics as a human endeavor; and science and mathematics as authentic inquiry."

Three major components guide the work, and what data they occupy. design of the "Atlanta Summer Science I would like to know what kind educa- Camp": 1) collaborative social interaction tion it takes for that field of work." in science, engineering, and mathemat- Program Director Dr. Keyessumma- ics; 2) relationships among science, rizes the most beneficial components of math, and engineering and the quality of human life; 3) student inquiry. Program Director Dr. Carolyn Keys explains: "...The human and physical resources in our surroundings have enabled us to express our project themes of: science and mathematics as a team effort; science and mathematics as a human endeavor; and science and mathematics as authentic inquiry." The staff of college faculty, middle GeoTaState school teachers, and college students who act as mentors and counselors, University receives comprehensive training in utilizing cooperative learning and team build-

77 75 CLARK ATLANTA UNIVERSITY SUMMER SCIENCE CAMP IN GEORGIA

Weekly discussions on the ethics and integrated in the on-going classes and participation in philosophy of science are incorpo- activities. the program is rated into the curriculum of the Participants are divided into two high, during National Science Foundation fund- groups for classes Monday through the academic ed "Clark Atlanta University Summer Thursday, and the classes are further year it averaged Science Camp" for 40 under represented divided into teams. A special motiva- 75% between 7th and 8th grade students selected tional math and science strategy in this 1993 and from schools in metropolitan Atlanta. distinctive Summer Science Camp is that 1995. To assist This commuter program has provid- each team is giVen the name of a scien- parents and students in their high school ed four weeks of intensive academic tist, engineer, or mathematician from course selection for college math and enhancement and instruction using an different ethnic groups, and the partici- science careers, the "Clark Atlanta Sum- interdisciplinary approach directed pants are required to write a biographi- mer Science Camp" program offers a "Science, Engineering, and Math-Credit 'Fifty-five percent of the participants made the Honor Roll Card" to all participants and their par- during the school year after the Summer Science Camp. ents. This card lists all the science and math classes to be taken by the stu- towards the knowledge of the sciences, cal sketch of their team's scientist, dents, and has to be consulted when scientific methodology, mathematics, allowing them to produce 'written' role they register for classes, and when par- communication skills, and computer models and to gain knowledge of these ents check their schedule for approval. applications from 1993 to 1995, and scientists and their work. Parent Mary Tobins Hickssays that her again in 1996. Weekly career seminars with scien- daughter "...benefited greatly from the The weekly discussions on the ethics tists, engineers, mathematicians, and qualitative instructional ...and enrich- and philosophy of sciences present precollege math and science teachers ment activities provided. I also wish to opportunities for the participants to offer participants the opportunity to commend ...the staff on the very fine engage in debates on topics related to examine careers in the sciences, technol- curricula offerings and quality personnel ethical issues such as: truth and honesty ogy, and math and science education selected for this effort." in scientific research, the impact of through discussions with these role Program Director Dr. Melvin R. biotechnological advances, organ trans- models. To enrich these career seminars, Webb concludes: "...The program's plantation, and euthanasia. These dis- field trips on Fridays round out the pro- retention rate from 1993 to 1995 was cussions on gram's academic experiences. 100%, and attendance was greater than the philoso- Follow-up activities during the acad- 95%. Follow-up information ...reveals phy and emic year include academic and math that 55% of participants made the ethics of sci- and science career workshops for partici- honor roll, 90% made A's or B's in science are pants and parents. In general, parent ences, 85% made A's or B's in mathematics, and all participants have Students and parents attend the closing ceremony to witness enrolled in advanced level mathematics presentations of the successful and proud participants. and science courses." SCIENCE, ENGINEERING AND MATHEMATICS LEADERS E R IA

n order to create " Science, Engineer- Summer Science Camp experiences. ing, and MathematicsLeaders", The "SEM Leaders" take these videos The success of the Kennesaw State College holds a back to their respective home schools Summer Science Camp four-week college and community and use them to excite their classmates is highlighted by a operated, commuter Summer Science about science and math. Camp funded by the National Science Participants are exposed to career 100% student retention Foundation in 1993 to serve 57 under opportunities from a variety of science, rate and the large num- represented 7th through 9th grade stu- engineering, and math professions and dents from suburban Atlanta. even embark on field trips to visit pro- ber of "SEM Leaders" "...The program's goal is to help fessionals of the respective sciences who have won awards students develop the leadership skills fields at their worksites. in science fair competi- needed to take an active role in their The staff consists of college faculty academic and career success in sci- and students, public school teachers, tions. Responses from ences, engineering, and math as well professional scientists as guest speak- SEM Leader's support ers, community members, and parents as to assist their peers in achieving teachers and parents academic and career success in these as volunteers. fields," statesProgram Director Dr. A graduation evening ceremony ends acknowledge the Army Lester. this successful Summer Science Camp. benefits of the By providing participants with Here, the student videos are presented to program. innovative and exciting learning experi- peers, families and staff, special awards ences in sciences, math and engineer- are given to students for outstanding ing, the Summer Science Camp pro- participation and performance, and all gram has been able to break the participants receive an official diploma negative stigma these disciplines some- times carry. Students participate in highly interactive hands-on classroom Principal Investigator and laboratory activities. Dr. Army Lester and Each student is required to take on a science instructor an active role in a group science observe the "Science, research project to develop a strong Engineering, and sense of teamwork in learning and Mathematics Leaders" become a "Science, Engineering, Math- ematics -Leader" (SEM Leader). One of the most interesting Summer Science Camp activities is the use of multimedia technology by the participants in the production of videos about their 77 GEORGIA,MARIETTA

Young "Science, Engineering and Mathematics Leaders" at work on their science projects in the laboratory. "19951996 SEM Leader of the Year", participant Deanna Boyd,states that "...the Summer Science Camp experience was one of the best things in my life! ...Presenting my research at the National Conference on Diversity in the Scientific and Technological Work- force in Washington, D.C., ...winning first place in a local science fair, and being nominated 'Science, Engineering, and Math Leader of the Year' have helped to build my confidence and interest in a science, engineering, and designating them as having achieved the "...The success of the Summer Sci- math career." status of a "SEM Leader". ence Camp is highlighted by a 100% During the academic year follow-up student retention rate and the large activities, participants' newly acquired number of "SEM Leaders" who have sciences and math knowledge continues won awards in science fair competi- to be fostered in mentorship and tutor- tions. Responses from SEM Leader's ing sessions. In class at their home support teachers at their home schools schools, participants themselves have the and parents acknowledge the benefits opportunity to practice their leadership of the program," concludesProgram skills by leading their peers in lectures, Director Dr. Army Lester. lab activities, and discussions.

Summer Science Camp Number of Participants Program Length Grade Levels Activities Georgia State University, 60 4 weeks 7, 8, 9 1, 2, 3, 4, 5, Atlanta, Georgia 6, 7, 8, 9 Clark Atlanta University, 40 4 weeks 7, 8 1, 2, 3, 4, 5, Atlanta, Georgia 7, 8, 9, 10 Kennesaw State College, 57 4 weeks 7, 8, 9 1, 2, 3, 4, 5, Marietta, Georgia 6, 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

78 PRE-FRESHMAN ENRICHMENT PROJECT SUMMER SCIENCE CAM IN ILLINOIS

Tile National Science Foundation has Camp's instructional activities are built on computer science, and academic awarded Loyola University and Aspi- around Computer Science Lecture/Dis- counseling. re of Illinois funds for a bilingual cussion, Computer Science Laboratory, During these thirteen 2.5 hour after (Spanish/English) six-week com- Hardware Design/Circuitry Lecture and school classes, students continue the muter "Pre-Freshman Enrichment Project Hardware/Circuitry Lab, and Lego/Pascal. Pascal programming component of the (PREP) Summer Science Camp" serving Participants go on four field trips: summer program. Participants are 27 high-ability yet low-opportunity His- Argonne National Laboratory, a scientific awarded credit by the Board of Educa- panic 7th through 9th grade students. The Summer Science Camp program PREP is bilingual with instruction, handouts, tutoring, and is modeled after the National Science field trips communicated in both Spanish and English. Foundation and Loyola University fund- ,,.1,.,-----/--,;:.., ed "Young Scholars Program, a math K, c- ,,,, ( -,...,,< ..0., and computer science summercenridi- research'lesearCh'effiiironriferit4with demonstration, which they may apply as an elec- , ,-,,,---J--, ..-f' ./ , ,,' (5,x_.-"?_c) ment prograrnofor,..bigh-schOol students: ?tons m both -superconductivity and tive towards high school graduation. The,,"PREP:Summer Science'_CamP7'has f ;5 cornputeitcAorthWesterrn University,. Parents are strongly encouraged to fol- ,,-,.,,,°:- (. 00,--',2,, t, ? / 7//:/ provided;itsmiddle school:participants/0'r,Ipeople's Gas,P,,andGas; a-stockmarket trading low their child's progress. t n,,,"-j './". ' (' '' ( 7/ / / / )c° 0- 'Ir,-;'),,° frOM-1.943' to ;1995, andagairlin-996,) ,/-f; firmto gain real2irnages'of advanced "...Loyola/Aspira Summer Science /2/=-----.---, r `,,-,` f" er- / ,-( ',--F":1" withhinds.on experienceslin 'cOMputer;c/ computer scien.cotc,,appliedao the busi- Camp does not attempt to duplicate any ,(... `)',, ,< ,5 ;,--2-- -\,,/,-, 1 c, science;anthits related...disciplines';'; -' ness world.' _ ,,--0, typical course in any elementary or sec- ) \ I...`:'7Q u ')c)-- L, .-. ' 0 ..'0 ---=, K71? CThe\CUltkUlal.,foCusis `solelY'on,com-67,,Program Direc`lor-Dr:-(Dale F. Reed ondary curriculum. It is, frankly, an -,9 .'''), puter,scien`o:',USing an interdistiPlinaik, says about e;sch` edu lee d(d icational enrichment experience that so cuts :field -th; apprOachotoQ.ntroduce coMputer sCiencv\ tris:;.The\ parlc.)antswill see a across disciplinary boundaries and so to stuclerifs,froni,bothhardware-and to involves academic, business, and com- ,,, c- ( ,,, \-) C;- -`-/ \--) c ° ('---° -.;" softwate,perspectiyes, students first-learn "-eyeral different types-oll-timUlating munity ...it is not realistic to expect o , ,...--- -,) ) ; how toca$sernble-IBM-cernpatible.miCro schools to offer the same type of oppor- ,_ .0 ,,- \ \ ' computervaridAhem,perforn digital.. cir- )0n/the)ast dayc§f the,Summer Sci-Sci- tunity...," statesProgram Director Dr. cuity expeilments-onthe computers enceCarnP/program,':studen&p,tepare Dale F. Reed. andothei()eleCtrOnicieOuiPiTi'ent; sec- their presentaiiti,s3on---tbei16,:,(rk,:they A notable feature of this Summer ; ,.,,'(-.---'',-,-- ond, experirrient with;cOniputer con- have completed,over,thcpuise; bt-the Science Camp program is the fact that it -'' S-' C:.;-,'''-i i°0'°

cepts throughprograrns`theY wnte_in., ,., sumrrierfor- the .`-upen,Open' HoUse House 'event,. is bilingual with instruction, handouts, - ,,----.. the SummeyStience-Cainp56ftAtelscr, a -;,w,tilch--.allow,"Oarents,,COMnitinityclOd- tutoring, and field trips communicated ) '-' ,..:, \-&--,,, ;\.-,,,,Q0 en,,,0 en ce course; ,ancg6exp..enrnentthird;--;-/7-)with.(;),,ers;: 4ndztheMe,clla,,t,o)fi,e)4!.;the' result of in both Spanish and English. However, small compute-,C'ort')tr.36lle':tl':M;Ch'in"/-esj,j'----':'J.'_..'.:,<,.a>uc)i,sftil'_-Sfnnmer'Science Camp. there is continuous encouragement to -o.,L), al CT.° , (),:0,- -,,,-',,: 0,'")(.) building themcfrOm/1-4.eoffpOnentleyel,c'<,`0 °K13-week follow-up program achieve fluency and competency in Eng- (-)',_.&. ,._ccoo-- on up, and writing. thecontolling pro- during the academic year continues lish to prepare participants for enroll- ° grams themselves: The Summer Science the classroom work, focusing especially ment in a mainstream university.

79 MIDDLE SCHOOL MATH/SCIENCE PROGRAM F R YOUN TEENS IN ILLINOIS

I. he National High School Institute at "Engineering and Science Program for Six National High School Northwestern University in Illinois High School Students" and include: institute counselors assist received funding from the National Environmental Studies; Weather Studies; the 16 program instruc- Science Foundation to conduct a Astronomy and Space Science; Speech, four-week commuter Summer Science Linguistics and Mathematics in Engi- tors and 6 graduate and Camp, the "Middle School Math/Science neering; Introduction to Computer high school student Program for Young Teens", serving 44 Architecture and Programming; Mathe- gifted under represented students in matics and Music; Computers, Internet, assistants. The program 1995, selected from 6th, 7th, and 8th Spreadsheets, and Word Processing; and staff continuously keeps grade in nine Chicago Public Middle Exploring the Science of Concrete. The parents informed about Schools by the Gifted Program Directors. "Environmental Studies" course focuses The 1996 summer program serves on three elements of environmental sci- their children's success approximately 70 students. The Summer ence: freshwater studies, forest studies, and performance Science Camp's experiences in the 1995 and meteorology. A field trip to the in the Summer commuter program led to a change Chicago River in the Forest Preserves from commuter to residential program complements the academic activities. Science Camp. in the summer of 1996 at Northwestern Students investigate the river's history, University. pollution, and the interconnection of The "Middle School Math /Science plants, water, and other environmental Program for Young Teens" curriculum elements. The "Weather Studies" class rotates all students through eight acade- centers on weather as an environmental mic and one recreational class. The eight science in short sessions and hands-on academic courses are modeled after the activities. The "Astronomy and Space National High School Institute's Science" module allows students to study the moon, planets and galaxies, the use of telescopes, space probes, life on the space shuttle, and the future of space science. The "Speech, Linguistics and Math in Engineering" class explores the interconnections of these fields and their relevance in Engineering. Partici- pants study aspects of speech technology, have access to Alexander Graham Bell's archives and cutting edge AT&T technology like caller identification systems to learn about the physiology of their

80 E32 EVANSTON,ILLINOISI

Due to the heat wave in Chicago and the long bus rides, for some students four hours a day, students were having difficulty focusing on a single research project. To counter the restlessness, the single research project was replaced with more hands-on activities, and the commuter program was changed to a residential one. This was, perhaps, the single most significant lesson learned by the faculty. voices and how characterize the sounds course, which utilizes discussions and The academic year follow-up of speech. The "Introduction to Com- hands-on laboratory sessions as instruc- component at the respective home puter Architecture and Programming" tional methods. Topics include: what is schools allows the participants to con- class provides students with a general concrete; how it is made; its chemical tinue with the work on their hands-on overview of computer architecture in consistency and physical characteristics; science projects under the supervision terms of hard- and software, including where, how and why we use concrete. and mentorship of their home school examples of computer logic and pro- Six National High School Institute science teachers. gramming techniques. An "Introduction counselors assist the 16 program to Music" class is designed to give par- instructors and 6 graduate and high ticipants a general understanding of the school student assistants. The program components of music, its historical staff continuously keeps parents background and relationship to mathe- informed about their children's success matics. The "Computers, Internet, and performance in the Summer Spreadsheets, and Word Processing" Science Camp. module allows attendants to explore the functions and inside of a computer, its operating systems, the World Wide Web, and the use of acquired information in spreadsheets and graphics. "Exploring the Science of Concrete" is a unique

Summer Science Camp Number of Participants Program Length Grade Levels Activities

Loyola University at Chicago, 27 6 weeks 7,8,9 1,2,3,4,5, Chicago, Illinois 6,7,8,9,10

Northwestern University, 44 70 5 weeks 7,8,9 1,2,4,6,7, Evanston, Illinois 8,9,10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

".1 33 81 0

1\4DDU ENGINEERING AND SCIENCE .13_acD@ 22 D)

F. unding from the National Science and science are exciting, rewarding, and Among the program's Foundation, the "Purdue Calumet lucrative careers...," saysProgram many success stories, Engineering and Science Summer Director Dr. Edward S. Pierson. Program" has allowed 50 under The engineering and sciences sum- one student graduated represented 7th through 9th grade stu- mer program curriculum focuses on: from high school as dents from the Gary, East Chicago, microbiology, chemistry, computer valedictorian of her Hammond, and neighboring northwest graphics and drafting, electronics, and 'Indiana and Illinois communities to mathematics. Computer students are class of 160 students, attend a five-week summer experience introduced to the Internet; and all and received a $20,000 of college preparation at Purdue students participate in weekly sessions scholarship from Calumet University from 1993 to 1995, on acquiring a positive mental attitude. and again in 1996. These students are The Summer Science Camp's pro- U.S. Steel to attend targeted to ensure they take the math gram begins with an introductory course 'Indiana University at and science courses in high school to a science topic, then provides partici- Bloomington as a required to enter science, engineering, pants with the necessary math tools, and math programs in college, and to and finally enrolls the students in Biochemistry and ultimately pursue careers in these fields. hands-on science and computer lab ses- Pre-Med major. "...The program provides a founda- sions to reinforce and apply the previ- tion of discipline, and pushes students to ously learned concepts. Additionally, use their academic skills at an age when tours allow participants to view engi- guidance and exposure to real-life expe- neers and scientists at the workplace. rience is important. The goal is to Participants take on their own math and demonstrate to students that engineering sciences research and model building

At the program's closing ceremony, students have a chance to share their career exploration project results with the staff, peers, and their families.

82 HAMMOND,INDIANAI

A student participant working on a motor in the engineering laboratory at Purdue-Calumet's Engineering Department.

projects with the goal of entering them in a science olympiad. Each day, the mornings are reserved for instructional activities like lectures, discussions, and demonstrations. During the afternoons, the students are involved in hands-on laboratory and computer sessions, or industrial tours. The "Purdue-Calumet Engineering _AI and Science Summer Program" staff consists mainly of practicing engineers, The impressive results of "Purdue Purdue Calumet University, and scholar- scientists, and engineering students. Calumet's Science and Engineering Pro- ships from the Society of Hispanic Laboratory sessions are taught by program" are reflected in these former Professional Engineers, Inland Steel, fessional scientists, engineers, and Pur- Summer Science Camp students' success and other Hispanic community organi- due-Calumet faculty. High school math stories, all of whom attended the Sum- zations. He is majoring in Mechanical and science teachers are involved as mer Science Camp for three consecutive Engineering. learners allowing them to transfer ideas years, 1991, 1992, and 1993: Denika Kimbroughgraduated from the Summer Science Camp pro- Sherene Donaldsoncompleted from high school in 1994, valedictorian gram into their classrooms. A series of high school, salutatorian of her class of her class of 160 students, received a field trips to local businesses and orga- of 188 students, served as a tutor for $20, 000 scholarship from U.S. Steel to nizations of scientific interest enhances the Engineering and Science Summer attend Indiana University at Blooming- the program. activities. Program, and received a $20,000 schol- ton as a Biochemistry and Pre-Med The Engineering and Science Sum- arship from the Minority Achievement major. mer Program is proudly sponsored by Program to attend Indiana University These are real examples of how numerous organizations and industries: at Bloomington, majoring in Pre-Med the science community makes its voice Allied Signal Aerospace, Ameritech, and Education. heard. 0 Amoco, the Gary Community School Ahui Herreragraduated from Corporation, the Northern Indiana Pub- high school in 1994, 10th in his class of lic Service Company, United States Steel 451 students, received a full two-year Gary Works, and the School City of East scholarship from NIPSCO to attend Chicago. This outstanding collaborative effort reflects the belief of everybody involved in assisting under represented students in gaining unique math and sciences learning experiences and increasing their academic aspirations in these fields. 83 A F AY ET TE

MINORITY MIDDLE SOHO CUMMER SCIENCE FROG D)

he "Minority Middle School Summer grams in their children's schools, and by career options in science. 2) Opportuni- Science Program" (M2 S' P) at Pur- reinvigorating teachers through their ties for careers in science are identified due University's West Lafayette participation in the program. during the daytime lecture, laboratory, .1campus is the only multidisciplinary To achieve these objectives, 51 and discussion sessions, by visits to lab- science middle school program for under represented 8th grade students oratories, and by career exploration under represented students on campus, from 23 schools (out of 111 applica- workshops. Particular emphasis is given thanks to funds granted by the Nation- tions from 31 schools) and one of their to pointing out the issue of under rep- al Science Foundation in 1994. teachers are selected for the summer resentation of certain groups of society The primary objective of this four- program on Purdue University's West in science. 3) Encouragement of analyti- week academic enhancement and Lafayette campus. cal thinking and development of strate- enrichment program is to stimulate The Summer Science Camp program gies for academic success, in the lec- under represented middle school stu- uses several approaches: 1) inquiry- tures, labs, and evening sessions. 4) dents to develop an interest in and a based lecture, discussion, and laboratory Exercise of communication skills in pre- facility for science, and as a result, to experiences that focus on aspects of senting oral reports of projects in the choose science as a career. A secondary four areas of science: Biology, Chem- Biology and Chemistry weeks, and in objective is to foster an improvement of istry, Earth and Atmospheric Sciences, the Career Development Activities. science education in the students' home and Physics (one per week). Three one- Parents are an integral part of the institutions by encouraging parents to hour mathematics presentations in program: They attend workshops at the be concerned about the quality of pro- Cryptography, Mathematical Modeling, beginning and end of the program that focus on their role in helping their sons and daughters to choose a career, in Parents attend workshops at the beginning and end of sustaining their educational efforts, and the program that focus on their role in helping their in being alert to the quality of the aca- children choose a career, in sustaining their educational demic programs in their sons' and efforts, and in being alert to the quality of the daughters' schools. This turns out to be a very strong component of the sum- academic programs in their childrens' schools. mer program activities. The retention rate of Summer Sci- History of Mathematics, and Geometry ence Camp participants has been 1000/o. are woven into each week; computers To aid in maintaining the enthusi- are used in the mathematical sessions. asm generated during the summer, "Sat- These experiences increase the students' urday Academy" activities are hosted on knowledge of these areas, engender a campus twice during the academic sense that doing science is a quest, school year. Activities include work- rather than merely memorizing facts, shops on time management, study and provide an increased awareness of habits, saving for college, and financial

84 WEST LAFAYETTE,INDIANA'

aid. Hands-on lab activities involve the The following excerpts are exemplary students, their parents, and grandpar- of the many letters of support from parents, working side by side. Lab activities ents that the program and its director introduce the use of computer simula- have received.Parents Mrs. and Mrs. tion in biology, exploring the Internet Webbwrite: "...The Science Program and World Wide Web, and a mini lec- has been an experience which will have ture - inquiry lab on Cartesian divers. an impact on our family as well as A career education component is Jamaal. Jamaal has excelled academi- offered to participants in three stages: cally this year and seems to be more awareness, exploration, and matricula- self-motivated."

"Since attending the M2S3P my daughter...has gone from being an average student to a high honor student; being first in her middle school class, with an 11.87 of 12.0 GPA, and is now in the Honors Program at South Side High School." tion. This sequence seeks to increase Parent Mrs. Connie Chandlerwrites: LaSalle High School. ...She told me that students' knowledge of career options "...The last two summers have been the next time she wanted to be in related to sciences. Mentoring and prec- very enlightening for me and my daugh- the top 5." ollege activities are part of this program ter Constance. Since she has been Studentsattest to the program's component. attending the M2S3P my daughter ...has success, too.Participant Christina Program Director Regina Todd- gone from being an average student to Matthewswrites: "...M2S3P was a Hicksstates that: "...Data from pre-pro- a high honor student; ...and is on the dream come true for me. I went into gram and post-program surveys indicate Honors Program at South Side High each new school year with a better that "Minority Middle School Summer School, where she has completed the perspective of my math and science Science Program" has made a positive first semester of her freshman year on classes.... Biology is very interesting impact on our students' perceptions that the honor roll." for me, but in my class at school there a successful career in science could be Parent Linda Chismis enthusiastic: are a few times when I get bored with theirs. Students exhibited increased "...Thanks for a great Saturday Acade- the material. I would enjoy it more if knowledge about career options as their my! ...It was so interesting seeing the we did more labs." responses relating career choice began DNA, and watching the kids work in Participant Shaira Brooksstates: to extend beyond the traditional choices the Physics rooms....I'm sending a copy "...I think that this program has influ- of medicine or law to non-traditional of the certificate she received after the enced me to be what I want to be. choices. Female participants in particular first semester. As I said...,she is I would like to be a chemist." showed a significant increase in their ranked 6th out of 345 freshmen at interest in physics."

Summer Science Camp Number of Participants Program Length Grade Levels Activities Purdue UniversityCalumet 53 5 weeks 7, 8, 9 1, 2, 3, 4, 5, Hammond, Indiana 6, 7, 8, 9 Purdue University, 51 4 weeks 7, 8, 9 1, 2, 3, 4, 6, West Lafayette, Indiana 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10. 37 SCIENCE WITH R TWIST: TECHNOLOGY EDUCATION NO 30w_mv.ivE,n,R) ENIVUgEW

Beaching out to more than one The different curriculum content school district and putting in place offered at each school makes this Sum- three four-week commuter Summer mer Science Camp program unique. Science Programs allows the Jeffer- The activities at Iroquois Middle School son County Public School District to focus on the disciplines of environmen- receive funding from the National Sci- tal sciences, structural design, and orien- ence Foundation for its "Science with a teering. The Summer Science Camp pro- Twist - Technology Education Attracting gram at Southern Middle School Minorities" Summer Science Camp. provides activities in environmental and

Jefferson County Public School District, site of the Summer Science Camps, is one of only five urban school districts in the Nation selected by the Edna McConnell Clark Foundation to receive a grant to restructure educational programs in middle schools. The National Science Foundation joins this effort!

The three Summer Science Camps biological science. The third program known as "Science With A Twist" (SWAT) held at Western Middle School provides are held simultaneously at three different students with activities related to avia- middle schools in the Jefferson County tion, aerospace dynamics, and forensic Public School District: Iroquois, South- science as it applies to criminal justice. ern, and Western Middle Schools. In In each program, instructional activi- each middle school, 50 students are ties and field trips are built around the selected from 7th, 8th, and 9th grade to curriculum. At Iroquois Middle School, participate in the Summer Science Camp, students acquire mapping skills, learn serving 180 students over a span of how to scale drawings, are introduced to three years. the use of topographical maps, explore cave formations via laser disc, analyze the construction of buildings and different types of support systems, and explore structural design through the construction of a roller coaster model. At Southern Middle School, students use water quality kits to test water samples taken from the Ohio River, learn about wild and domestic animal life, and

86 L O U I S V I L L E , K E N T U C K Y I

the various environmental services and agencies. At Western Middle School, students acquire basic skills in forensic science, for example DNA testing; participants are also introduced to aspects of space, different plane designs, and the relations between meteorology and aviation/space flight. "...Unless the students are exposed to A variety of field trips is scheduled the business environment, how can they according to each Summer Science know what to expect, what's waiting Camp curriculum. Students visit the for them in the future?" Hidden River Cave, Marengo Cave, the Dr. Howard K. Hardin, Program pond at Iroquois Park, the Jefferson Director,states in his assessment of the "...Unless students Memorial Forest, the Louisville Police Summer Science Camp components are exposed to the Department, and a meteorology station. that the most successful ones in retain- Participants are involved in diverse ing the participants were the field trips business environ- instructional activities: classroom lec- and the personal connections the stu- ment, how can tures, lab experiments, testing stations, dents had with the guest speakers, fol- they know what and team work projects, allowing them lowed by hands-on activities and expe- to build, for example, an ecological riences encouraging teamwork. to expect, what's pond with a cascading waterfall, and to A significant aspect of the "SWAT waiting for them employ computer technology and struc- Summer Science Camp" is the fact that in the future?" tional design to construct model build- the three middle school sites are located ings and roller coasters. in the Jefferson County Public School Judging from anecdotal data, the District, one of only five urban school Summer Science Camps in Jefferson districts in the Nation selected by the County Public Schools are successful! Edna McConnell Clark Foundation to Samples of quotes taken from from receive a grant to restructure education- students' journals are:"...We made a al programs in middle schools, charac- histogram of how far the plane will terized by active learning and a strong go...."; and "...Today I enjoyed making academic program for students. Hence, the microscope slides and then looking the efforts of each grant are closely at them."Here are a few samples of coordinated. quotes from guest speakers and staff AsDr. Hardinsays: "...it should be members:"...Excellent opportunities for noted that before the National Science students. Enthusiastic staff."; "This is my Foundation Summer Science Camps second year with the SWAT program. It there had been little or no activities for was very positive."; "...I would suggest students during the summer months that more time for students to talk with staff enhance their academic skills." and to experience the exhibits."; and

Summer Science Camp Number of Participants Program Length Grade Levels Activities Jefferson County Public Schools, 60 4 weeks 6, 7, 8 1, 2, 3, 4, 5, Louisville, Kentucky 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

87 JUNIOR AQURRIST SUMMER SCIENCE CAMP 22

n order to lay the foundation for a according to their teachers' recommen- Students are provided lifelong interest in science and dations, grades, interest in science and with behind-the-scenes, research, the "Junior Aquarist Summer personal interviews. Science Camp" program attempts to The program's goals are to encour- hands-on experiences, form a lasting relationship between its age an interest in science in these stu- and interaction with participants and the National Aquarium dents, so that they continue their professional scientists, in Baltimore. Students are encouraged to involvement in this field. Participants are join the existing "Junior Aquarist Club", immersed in the daily routines of main- helping them to acquire to apply for high school, and later col- tenance at the National Aquarium in an understanding of the lege level internships at the National Baltimore. They are provided with educational require- Aquarium. The National Aquarium in behind-the-scenes, hands-on experi- Baltimore thus creates a "seamless ences, and interaction with professional ments needed for pipeline" of science activities to main- scientists, helping them to acquire an careers in sciences. tain the interest in the sciences generat- understanding of the educational ed by the Summer Science Camp. requirements needed for careers in sci- With funding from the National Sci- ences, especially in the study of various ence Foundation, the National Aquarium aquatic environments, made possible by in Baltimore, a major resource for marine the tutelage of the Aquarium staff. and aquatic science, offers instruction to Learning-by-doing is encouraged 20 exceptional 7th through 9th grade through students working in groups of students from the Baltimore City and four to design their research projects, County area during its four-week "Junior which they then carry out and present Aquarist Summer Science Camp" in 1994 to their families and friends at the end and 1995. Participants are selected of the program. These projects make use of the Aquarium's renowned collection of poison arrow frogs! Instructional activities cover the disciplines of math, science and problem solving. In each summer week, students study the natural history of Chesapeake a70'. NATIONAI. AQUARIUM Bay, investigate tropical rain forests, '44'14;aILIN I3A1 TINIORE focus on the analysis of marine environments, and conclude the program with an introduction to the study of marine mammals. Field trips to locations like the

88 BALTIMORE,MARYLAND'

Jug Bay Wetlands Sanctuary and the National Zoo complement these activities. Student support through family and peers is encouraged, and scientists and at the National Aquarium in Baltimore college students serve as mentors. seem to be directed towards successful- The program has increased the ly becoming future scientists. Their more we can do to interest students in interest levels and knowledge in sci- responses show that they do not only science, engineering, and math related ence of its participants, instilling a want to pursue a career, but in many careers, the better we can meet the strong interest to attend college and cases they ha4e already selected a par- demand for scientists.... With the sup- pursue a scientific career among pro- ticular field. The students also have a port of the National Science Founda- gram graduates. realistic sense of what will be neces- tion, the National Aquarium in Balti- As follow-up activities, the National sary in order to reach their stated more is using its resources to create Aquarium in Baltimore trains Summer career goals." future marine scientists." Science Camp participants as volunteers, offers paying summer jobs, and "...lf we are to continue to advance in the fields of connects them with additional scholar- science and technology, a qualified workforce is needed. ship programs. All these activities initi- ate participants into the process of The more we can do to interest students in science, becoming future scientists. These fol- engineering, and math-related careers, the better we low-up activities are further enhanced can meet the demand for scientists." by the creation of a bi-monthly newsletter and field experiments in Program Director Sylvia M. James aquatic science at various locations led writes: "...Whatever the population of by the National Aquarium staff and students in the program, the goal of the public school teachers. Summer Science Camp is an essential Parentsattest to the program's suc- one. If we are to continue to advance in cess: "...the "Junior Aquarist Summer the fields of science and technology, a Science Camp" has given my son differ- qualified workforce is needed. The ent insights to careers. It has opened many windows, more specifically, careers in science." TheProject Evaluator Dr. John Falk describes the program's success: "...As a group the participants in the Junior Aquarist Summer Science Camp

Summer Science Camp Number of Participants Program Length Grade Levels Activities National Aquarium Baltimore, 40 4 weeks 7, 8, 9 1, 2, 4, 5, 7 Baltimore, Maryland 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

89 9 L. ASSACHUSETTS

CAMP TECH SUMMER SCIENCE CAMP IN MASSACHUSETTS

The Massachusetts Pre-Engineering Foundation, and several local industry Program (MassPEP), Inc. began sponsors. holding a summer program called From 1991 to the present the "Camp "Camp Tech" in 1991 as a collabora- Tech" summer science program has been tive project with Wentworth Institute of housed at the Wentworth -Institute of Technology (WIT), the Boston Housing Technology (WIT). A leader in applied Authority, and Boston's East Zone ele- engineering and technology education, mentary school district. The project was WIT is uniquely qualified to educate funded by the Dwight D. Eisenhower young people and influence their inter- Math and Science Education Program, ests in mathematics, sciences, and tech- the Sloan Foundation, the Hyams nology through the "Camp Tech" summer science program. This program successfully reinforces mathematics and science concepts through technology appli- "Camp Tech" Summer cations at the elementary level, its inte- Science Camp grated curriculum approach to mathe- students are matics and sciences serves as the frame- introduced to work of support for the program's activ- computer ities. WIT furnishes "Camp Tech" sum- applications mer science program with space and in aviation. facilities for over 100 children. In 1994, "Camp Tech" summer science program was awarded a grant 40" by the National Science Foundation Summer Science Camp Program to serve 30 under represented students in 7th through 9th grade selected from Boston, Cambridge, and Chelsea public schools. This four-week commuter program's goal is to participate in the national effort to increase participation of under represented groups in the fields of engineering, math, and sciences by preparing them for college studies in these areas. The "Camp Tech" Summer Science Camp offers its 30 National Science

90 BOSTON,MASSACHUSETTS'

variety of educational and industrial organizations and groups: University faculty from the Wentworth Institute of Technology, middle school teachers, engineers from Draper Labs in Foundation participants the opportunity Cambridge, the Federal Aviation to be involved in four different "theme" Association and Space Systems 3 in sessions according to their grade levels. Rockland. Students from the University The 7th and 8th grade participants of Massachusetts in Boston, and the

Academic year follow-up activities are scheduled on five Saturdays, focusing on further extensive introduction to the 'Internet and the World Wide Web, along with classroom and laboratory science projects, activities, and academic counseling. attend programs in "Aviation", Massachusetts Institute of Technology MassPEP's Executive Director, "Marsville: The Cosmic Village", or in Cambridge work alongside high Joyce P. Newhousehighlights the "Designs". Students entering 9th grade school students as teaching assistants, Summer Science Camp"Camp Tech" by participate in "Multimedia", mentors and role models for the young stating: "...One primary goal is to "Photography", or "Environmental participants. Career exploration oppor- stimulate the natural curiosity of the Studies" projects. The "Designs" module tunities are provided constantly through students so that he/she becomes an is offered in collaboration with the the close interaction with successful sci- active participant in the learning Harvard-Smithsonian Center for entists, mathematicians, and engineers process and hopefully chooses a career Astrophysics and the Science Education during the "Camp Tech" Summer in the science, math, engineering, and Department. Participants build and test Science Camp program activities. Field technology fields." devices of their own design as a trips make use of Boston's many method for discovery and exploration of resources in the fields of science and major scientific concepts; they are engineering. engaged in design competitions, and Academic year follow-up activities teamwork is encouraged. A few exam- are scheduled on five Saturdays, focus- ples of devices students built are mini- ing on further extensive introduction to motors, electromagnets, and model the Internet and the World Wide Web, bridges. Participants in the "Aviation" along with classroom and laboratory module increase their knowledge of the science projects, activities, and academic physical sciences as they explore the counseling. "how and why" of airplane design, construction and flight. 'Hanscom Airforce Base supplies the research facility for participants as they put theory into practice on actual flights. The "Camp Tech" Summer Science Camp staff includes instructors from a

IT, 93 91 ON DECK 2000 SUMMER SCIENCE CAMP IN MASSACHUSETTS

ne hundred highly motivated disad- continuously been revised to meet the technology or engineering projects and vantaged middle school students challenging needs of its participants. present the results of their research. from Boston schools have the During the first year, the curriculum Academic year follow-up activities 0opportunity to learn what it takes to focused on chemistry, computer science, enroll students in the Boston Museum become a scientist or engineer through astronomy, physics, mathematics, and of Science's "Science by Mail" Program, the Science Resource Center's four-week aerodynamics. The second year curricu- which links participants with practicing commuter Summer Science Camp "On lum provided instructional activities in scientists to provide assistance with the Deck 2000", which was awarded fund- pre-algebra, earth and computer sci- work on students' individual research ing from the National Science Founda- ence. The third year program engages projects. A significant follow-up activity tion from 1993 to 1996. participants in learning experiences in is the linkage of "On Deck 2000" with The Summer Science Camp's goals algebra, computer and physical science, the "Partners In Math And Science" are to strengthen participants' commit- and bridge building with an emphasis (HMS) project. "On Deck 2000" stu- ment to remain in school, to continue on inquiry-based, hands-on instruction- dents are invited to participate in spe- the study of math and science, and to al approaches. cial science research projects to be sub- provide career information on math, sci- A staff of school teachers and col- mitted at local and regional science ences, and engineering professions. lege mentors who are science and engi- olympiads. The "On Deck 2000" stu- The "On Deck 2000" Summer Sci- neering majors facilitates "On Deck dents' involvement and commitment to ence Camp curriculum reflects the very 2000's" learning activities. their science projects resulted in several best in educational research today. Its Participants attend guest lectures by winners at mathematics and science goal is to provide students with a range local scientists and engineers, who pro- olympiads! of challenging hands-on educational vide career exploration opportunities. On In 1995, "On Deck 2000" partici- experiences which enhance critical Fridays they embark on field trips to the pantsBreneley Bodden, Monique Mack, thinking skills in order to prepare stu- Boston Computer Museum, the Boston Felicia Philips,andLucelina Barros dents for the technically oriented Museum of Science, and the Woods Hole were winners in Boston Science Olympiads with their Summer Science Camp based science projects. Breneley The "On Deck 2000" students' involvement and Bodden and Monique Mack also won commitment to their science projects resulted in several fourth and second place respectively at winners at mathematics and science olympiads! the Regional Alpha Kappa Alpha Sorori- ty, Inc. Math Science Olympiad in New Jersey for their projects "Yeasts, Sugars, careers of the 21st century. The Summer Marine Biological Laboratory, which link and Carbon Dioxide" and "Birds fly! Science Camp takes place at both the the the classroom theory to the relevance Why can't I?". This is proof that "On Massachusetts Institute of Technology of science in the real world. Deck 2000" makes excellent use of its for students who are attending the pro- The Summer Science Camp program National Science Foundation funds! gram for the third year, and at the culminates with a science exposition at Burke High School for first and second the Massachusetts Institute of Technol- year participants. The curriculum has ogy, where students display special 92 MASSACHUSETTS

SCIENCEHIGH ACHIEVEMENT RESOURCES PROGRAM(SHARP) N MASSACHUSETTS

The University of Massachusetts at along a list of learning modules with educational development. Lowell (UML) received funding from related hands-on projects: The mathe- The "Computer Education" modules the National Science Foundation in matics and science module "Making It in takes place at the University of Massa- 1995 to conduct the four-week Math" emphasizes mathematics tech- chusetts at Lowell's computer facilities to commuter "Science High Achievement niques for solving complex problems, introduce students to the use of calcula- Resources Program" (SHARP) Summer basic mathematics applications, fractions, tors and other technological tools. A Science Camp on its campus for 50 decimals, scientific notation, graphing, strong emphasis is placed on writing under represented middle school stu- basic algebra, and personal budgets. skills development by working with the computer word processing programs and The program is dedicated to providing access to science, engi- writing a journal reflecting on partici- neering, math, and technology to under represented groups. pants' individual experience in the "Science High Achievement Resources dents from Boston and Lowell area "Fun With Chemistry" introduces partici- Program", which has the following week- schools. The "Science High Achievement pants to principles of volcanoes,, while ly schedule: Mondays are selected for Resources Program" is coordinated by building their own volcanoes to make field trips and hands-on sciences and the Engineering Et Scientific Resources them erupt. Students explore energy, the mathematics projects. Tuesdays through for Advancement, Inc. (ESRA), an experi- use of microscopes, radio communica- Thursdays the attendants receive mathe- enced organization dedicated to provid- tions, engineering principles, physics, and matics, sciences, computer, business, and ing access to science, engineering, math, photography. All these mathematics and civic instruction. On Fridays students and technology fields for under repre- sciences activities are accompanied by engage in Health Education and Writing sented groups. attendants working on their individual Lab activities, complemented by addi- The "Science High Achievement science fair projects, assisted by the tional field trips in the morning. In the Resources Program" is an exciting, "SHARP" staff. These sciences and math- afternoons mathematics and science multi-faceted Summer Science Camp ematics projects are exhibited during the modules round off the week. seeking: to increase participants' under- final week of the summer program. Parental involvement is achieved via standing and appreciation of sciences, The "Economic and Community an initial orientation meeting, atten- mathematics, engineering, and technol- Leadership" learning module exposes the dance of the closing ceremony, and a ogy careers; to raise students' ability to middle school students to a variety of special follow-up event in late Septem- solve real-life problems using sciences business leaders from the community, ber, focusing on assisting in their child's and mathematics concepts; to provide who present workshops on topics like education. positive exposure and orientation savings accounts, budgeting, entrepre- Academic year follow-up activities regarding the college experience, includ- neurship, financial issues, civic educa- are offered to all "Science High Achieve- ing the academic, cultural, and societal tion, and community leadership. ment Resources Program" participants, dimensions; and to increase participants' The "Health Education and Perform- inciting them to enroll in other mathe- understanding of business and commu- ing Arts" modules inform participants matics and sciences precollege programs, nity dynamics, promoting career aware- about critical societal issues. The stu- in the Museum of Science's "Science by ness and leadership skills. dents receive instruction in music, Mail" program, and further school The "SHARP" curriculum is built dance, and acting to complement their enrichment opportunities. 95 93 A L T H A

SCIENCE HORIZONS Rim uf

CAMP FOR GIRLS G`vr-E-2,0,E\NUDOEV172,

ficore component of "Bentley Col- Additional grants were received from "...The Summer Science lege's Science Horizons A Sum- private sources: Thermo Electron, Milli- Camp is for girls only. mer Math/Science Camp for Girls" pore Foundation, and First Eastern. is based on a three-week pilot pro- These funds provided access to the pro- All camp counselors/ gram offered at Bentley College in the gram for students from other local mentors are female, and summer of 1993 for 15 girls. This pro- areas, camp counselors' scholarships, six of seven faculty ject utilized a curriculum in which and supplemental teacher training. age-appropriate mathematics were Bentley College's "Science Horizons" members are women. integrated with chemistry lab experi- Summer Science Camp designed a dif- This provides the ments promoting teamwork and coop- ferent curriculum for each summer and female participants erative learning styles, focusing specifi- intervening academic year. The 1995 cally on content issues relevant to summer component focused on biology with excellent role female students. experiences, geology studies, and chem- models in the By 1994, the National Science Foun- ical water constituents. The "Science field of education dation sponsored Bentley College to Horizons" Summer 1996 program conduct this four-week residential Sum- focuses on environmental science. Stu- and science." mer Science Camp for 50 girls from dents investigate the environmental under represented groups entering 7th, health of watershed areas, and are 8th, and 9th grade, and selected from engaged in plant investigations, build- five schools in Boston and Cambridge. ing on the 1995 biology component. The major criteria for selection are Participants hence have the oppor- motivation and an interest in science tunity to be involved in activities similar and math. to the work and study of individuals in the disciplines of astronomy, biology, chemistry, geology, math, and computer science on the College's campus. They view and study the late night sky with the aid of a telescope. Microscopes are used to view cross sections of plant stems, leaves, and worms, and students produce full-page scale drawings of their observations. A four-week-long study of plants growing under extreme conditionssalt, acid rain, etc. is Working with 11-80 calculators and pie charts is a major project in the Summer challenging at "Bentley College's Science Horizons!" Science Camp. In the geology lab,

94 WALTHAM,MASSACHUSETTS'

Measuring the vitamin c content in fruit juice is only one of many science lab activities for the summer camp attendants.

Camp is for girls only. All camp coun- program manifests itself in its 1995 selors/mentors are female, and six of summer student retention rate of 94%, seven faculty members are women. and 100% during the academic year. This provides the female participants The program already has a waiting list with excellent role models in the field for the summer of 1996! of education and science." Angela Atkinson from the Mother the identification of common minerals is Field trips connect the theory of Caroline Academyhas only positive achieved by crystal cleavage, hardness laboratory and classroom work on cam- things to say about Science Horizons: and streak color observations. Here, stu- pus to the world outside. Participants "...The Science Horizons Summer Sci- dents examine the composition of soils visit the Boston Museum of Science's ence Camp at Bentley College has using simple sediment tests. "Soils" are Hayden Planetarium, the Westford But- received great reviews, from both par- created by mixing components, and are terfly Park, and Boston College's West- ents and students.... These positive then subjected to "earthquake condi- on Seismic Observatory. experiences with science on a college tions" to see how well the specific soil Academic year follow-up activities campus will have a great effect on our could support a structure. Students are continue to involve the students in young students' lives." introduced to working with the graphic classroom and laboratory study. The calculator and computers. The chemistry academic year focus on human nutri- component involves the study of vitamin tion involved students in maintaining C content in fruit juices assisted by a and analyzing their own food diary, and staff of college faculty, middle school discussing the make-up of a well-bal- teachers, and college student counselors. anced diet. In the laboratory, they ana- Program Director Dr. Robert W lyzed starch, sugar, sodium, and fat lev- Wallacedescribes the uniqueness of els in popular foods. SCIEIOCE 1-10RiZo the program: "...The Summer Science The success of the Science Horizons' GSMP)

Summer Science Camp Number of ParticipantsProgram Length Grade Levels Activities Massachusetts Pre-Engineering 30 6 weeks 7, 8, 9 1, 2, 3, 4, 6, Program, Inc., Boston, Massachusetts 7, 8, 9, 10 Science Resource Center, Inc. 50 4 weeks 6, 7, 8 1, 2, 3, 4, 5, Dorchester, Massachusetts 6, 7, 8, 9, 10 University of Massachusetts at 50 4 weeks 7, 8, 9 1, 2, 4, 5, 6, Lowell, Massachusetts 7, 8, 9, 10 Bentley College, 50 4 weeks 7, 8, 9 1, 2, 4, 5, 6, Waltham, Massachusetts 7, 8, 9 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

97 95 DRPCEP:UNIVERSITY F DETROIT PAPER VEHICLE PROJECTIN MICHIGAN

Can the National Science Foundation politan Detroit. This Summer Science It is worth mentioning that the fund a Summer Science Camp Camp, held in 1994, 1995 and 1996, is "Paper Vehicle Project" is based on a where middle school students study, an extension of the current General concept developed by General Motors design and build two life-size vehi- Motors/DAPCEP "Paper Vehicle Project" engineers Elliot Lyons, Vincent Lyons, cles made entirely from paper prod- designed for high schools students. The and Mark Thomas during their studies ucts? The answer is: Yes! project's high school curriculum is at Stanford University. The "Detroit Area Pre-College Engi- adapted to middle school level for the DAPCEP's ultimate goal is to give neering Program" (DAPCEP)University Summer Science Camp program with under represented students the interest of Detroit Paper Vehicle Projecron the the objective of reaching students and preparation they need to succeed in University of Detroit Mercy campus is a before high school and sparking a last- a university-level science or engineering five-week program for 55 under repre- ing interest in the engineering field. curriculum. sented 8th and 9th grade students from "...High school is almost too late to During the Summer Science Camp, six different school districts in metro- interest students in engineering," says students commute to University of one of theprogram developers, Mark Detroit Mercy's central campus during Thomas."...They have a lot of catching the first four weeks, and live in resi- up to do in order to be accepted into dence halls the final week. The 50 par- engineering school. We have to reach ticipants are divided into two project them at an earlier age." teams for classes, lectures, build days and field trips to Detroit manufacturing facilities and landmarks such as the American Sunroof Corporation, the Henry Ford Museum, and the Detroit Participants put the final touches on one of the cars made entrirely from paper products. Science Center. The DAPCEP Summer Science Camp curriculum teaches students to formulate questions, organize information, present research papers, use and expand their research skills for science fair projects, and write and prepare their minority contribution notebook. During a five-week course in automobile engineering held at the Universi- ty of Detroit at Mercy, participants in each group design and build a separate vehicle, crafted from cardboard, paper - mache, and other paper products, utiliz-

-..10411. ing and testing their knowledge in

96 1:' DETROIT, M IC H I G A N I

disciplines like aerodynamics and DETROIT AREA ergonomics. The students are mentored PRECOLLEGE by a staff of General Motors engineers, ENGINEERING University of Detroit Mercy instructors, PROGRAM college student assistants, and high school teachers, who provide direction and offer instruction in aerodynamics, CEP suspension power train, and ergonomics. "...We tell them to build a vehicle out of paper, and then they discover they need math to build it," saysArthur Haman, Associate Dean of Engineering and Science at University of Detroit vehicle. While we do not use paper as a Mercy,"...Without telling them, we medium, they were able to see vehicles teach them what they need to know to in various stagesclay, body in white, do the job. We like to experiment. This etc.. I believe this ...helped them under- is a learning experience for everyone stand how everything fits together." involved." The two cars are unveiled at the Program assistant Kate Callas Summer Science Camp's closing cere- states: "...Student benefits of the project mony and presented by the students to include living in a collegiate setting, an audience of parents, community this funding. We were able to put learning about engineering by visiting members, and representatives of UDM together a very competitive proposal the workplace, working in a mentor and General Motors. by drawing on the strengths and com- relationship with practicing engineers, In 1995, the closing ceremony was bined resources of General Motors, receiving instruction from high school broadcast on the local news channel UDM, and DAPCEP." DAPCEP receives support from 30 During a five-week course in automobile engineering, local corporations, the Detroit Public middle school participants design and build a vehicle, Schools, the State of Michigan, and the National Science Foundation, among crafted from cardboard and paper, utilizing knowledge others, and represents one of the in disciplines like aerodynamics and ergonomics. largest partnerships for a Summer Sci- ence Camp program. All students who and university instructors, working as a WD1V TV-4. General Motors promoted participated in the 1994 and 1995 team with other bright, motivated young DAPCEP's Summer Science Camp with a DAPCEP Summer Science Camps con- people to produce a vehicle of their own two-page full-color ad in a number of tinued in other DAPCEP programs. design, and the opportunity to build national magazines like Newsweek, Associate Dean Arthur C. Haman communication skills and poise by pre- Ebony, Forbes, and Black Enterprise. says: "...The beauty of the program is senting the results of their activities to a "...Collaboration is what makes our that the learning does not stop when large and interested audience." program unique," saysDAPCEP Execu- the summer is over.... through the aca- A field trip to the American Sun- tive Director Kenneth Hill."...Not only demic year ...we provide a learning roof/Automobile Specialty Company did the students learn teamwork by environment ...until graduation from (ASC, Inc.) allows participants to observe working with each other, and with a high school and beyond." vehicles in various stages.Sharon P. group of engineers and educators, but DAPCEP has received national Kelsey, ASC Communications Specialist the project itself was an exercise in recognition for its programs, including writes: "...A unique aspect of the group collaboration. Individually, the partners summer enrichment programs like the was that they were 'building' a paper in this project could not have secured Summer Science Camp...

AS 97 4,1 9 9 EAST LANSING

MICHIGAN MATHEMATICS- SCIENCE SUMMER CAMP SATURDAY ACADEMY

ocal newspapers, radio and televi- University and the National Science "Participants...become sion stations, churches, and schools Foundation to provide this Summer Sci- ence Camp. a team through are enlisted to promote the Summer Science Camp at Michigan State "...Our mission is to encourage mid- democratic group University. Michigan State University dle school students to increase their living and shared received funding from the National Sci- knowledge of mathematics, science, and ence Foundation from 1993 to 1995 to computer science, strive for excellence in experiences, returning set up the "Michigan Mathematics-Sci- their education, begin in middle school to their parents with ence Summer Camp and Saturday Acad- to prepare for college and a career, pre- increased enthusiasm emy", a five-week summer enrichment pare themselves academically to com- program for 170 under represented 7th, pete globally and increase their aware- for science and 8th, and 9th grade students at three dif- ness of the importance of technology more confidence for ferent project sites: Lansing, Pontiac, and its practical applications in every- having survived." and Benton Harbor. The respective com- day life," declaresProgram Director Dr. munity agencies at the three locations Irvin E. Vance. the "Black Child and Family Institute" in Participants meet at the Michigan Lansing, the "Association for Leadership State University campus for four weeks Development" in Pontiac, and the "Ben- during the summer. Here they are ton Harbor's Independent School Sys- immersed in a curriculum of hands-on tem" collaborate with Michigan State mathematics, sciences, and computer sciences instruction. Students are led to utilize and apply mathematics to real life situations. All math activities foster the development of problem solving and critical thinking skills. The hands-on science activities are designed to force students to take on the role of a scientist and employ their observation, journal writing, classification, data collecting, and analyzing skills in a science project- based format. The disciplines of ecology, biology, geology, space science, chemistry, meteorology, and physics are incor- Parental involvement is high at the "Michigan Mathematics porated into the sciences module. In the Science Summer Camp and Saturday Academy." computer science module, students are encouraged to access the Internet for

98 10 EAST LANSING,MICHIGAN'

information on their respective science projects. A diverse staff of high school teachers, graduate and undergraduate student tutors and mentors shares the common goal to encourage teamwork, and to provide the Summer Science Camp par- Attendants working attentively in the ticipants with innovative, creative learn- computer laboratory. ing experiences that transcend the traditional classroom activities. The last summer week is spent at the Leenau Center for Education, a residential science camp location on the shores of Lake Michigan, allowing participants to do science research and be involved in environmental field studies by investi- survived," explainsProgram Director compete and to display their science gating pollution and water quality. Dr. Irvin E. Vance. research projects. Sleeping Bear Dunes National Lakeshore, A field trip to .the NASA Training Academic year follow-up sessions a 76,000 acre National Park featuring Space Camp at Cape Canaveral in Florida are scheduled for Saturdays to continue unique and varied ecosystems, provides allows for real life applications on-site the academic enhancement and enrich- an extensive outdoor laboratory. for the aerospace classroom theory. Other ment process started during the sum- "...The residential camp is a 'trans- field trips to educational institutions, mer. Career and academic counseling forming' experience that can not be local industries, and science museums are other strong foci of these Saturday duplicated in a regular classroom. Many provide ample opportunity to explore the Academies. of the students have never been away many career options in the field of sci- Parents' comments such as these from home and find themselves in very ences and technology and reinforce cur- underline the overall positive outcomes 'strange' habitats, sharing spaces with rent classroom investigations. and evaluation of the program:One animal and plant life not seen in their Parents are encouraged to partici- parentwrites: "...My daughter has urban home communities. Their many pate in all program activities. They benefited greatly from your Summer fears soon give way to the exhilaration serve as chaperones on field trips, serve Science Camp program. She has of mastering new skills and accomplish- on various committees, arrange for pro- gained confidence in math and more ing new feats. They ...become a team fessional guest speakers to share their interest in sciences. She is now consid- through democratic group living and career information, and set up visits to ering medicine as a career."; and shared experiences, returning to their local industries. another parentstates: "...It was the parents with increased enthusiasm for A Science Fair at the end of the most positive practical educational science and more confidence for having summer session allows participants to experience my son has ever had."

99 SUMMER ENVIRONMENT CAMP IN YPSILANTI IN MICHIGAN

Eastern Michigan University offers The program's goal is to increase four weeks of hands-on science, students' awareness and understanding real-life mathematics, and computer of water quality, air, and land simulations in the 1996 residential resources; all focusing on environmen- Summer Science Camp, called "Summer tal issues related to the Great Lakes. Environment Camp in Ypsilanti", in Participants motivation towards mathe- Michigan thanks to a grant from the matics and sciences is boosted by National Science Foundation. involving them in research activities,

Dr. Joanne Caniglia, Principal 'Investigator, states that, "The Summer Environmental Camp will specifically address the interdependence of water, air and energy resources, to provide students with a knowledge base of natural systems. Students use this understanding to make informed decisions on difficult ecological issues."

Fifty-seven gifted, under represented writing a newspaper, and meeting stu- 7th grade students from schools in the dents from Southeast Michigan. In cities of Adrian, Detroit, Flint, Pontiac, accordance with the environmental Willow Run, and Ypsilanti are involved focus, the Summer Science Camp uti- in a variety of activities during the lizes three types of instructional summer science program focusing on approaches: "workshops", "explo- the theme: "Environment': rations", and "discussions", to provide the students with an in-depth study of research methodologies, effective communication skills, and a knowledge base of technology and mathematics. The instructional staff is comprised of both Eastern Michigan University faculty and guest speakers from the area. The "workshops" are held in the mornings, and in the afternoons "explorations" offer students a broad range of academic experiences in environmental topics. Evening "discussions" sessions focus on career and academic advising in the areas of biology and mathematics.

100 102 YPSILANTI,MICHIGAN'

Field trips, such as tours of the automobile emission test site, Metro Parks Canoe Adventure, the Ann Arbor Landfill, and the Leslie Science Center, occur before the "exploration" sessions, to make the latter more meaningful to the students. Although Eastern Michi- A beautiful view of Eastern Michigan University's general gan University's campus is the site of campus, the site of the "Summer Environment Camp." the Summer Science Camp, participants are engaged for one week in activities at the Kresse Environmental Education Center. Follow-up activities during the academic year focus on further academic advisement through Eastern Michigan ing the importance to understand the University staff. Students are intro- interrelationships of natural resources duced to and informed about college and ecosystems, the Eastern Michigan requirements and career choices. Par- University's Summer Environmental ents are invited to join their children Camp will specifically address the in these activities and workshops. interdependence of water, air and Dr. Joanne Caniglia, Program energy resources.... Activities will Director, clearly defines the Summer draw from students the concepts of Science Camp program: "...Recogniz- change, adaptation, and diversity."

Summer Science Camp Number of Participants Program Length Grade Levels Activities Detroit Area Pre-College Engineering 50 5 weeks 7, 8, 9 1, 2, 3, 4, 5, Program, Detroit, Michigan 6, 7, 8, 9, 10 Michigan State University, 170 5 weeks 7, 8, 9 1, 2, 4, 6, 7 East Lansing, Michigan 8, 9, 10 Eastern Michigan University, 57 4 weeks 7 1, 2, 3, 4, 7, Ypsilanti, Michigan 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

103 101 NflTIVE CAMP '" MINNESOTA

Three different locationsDuluth in American Indian traditions. Through Minnesota, Green Bay in Wisconsin, classroom activities, lectures, demonstra- and Tama in Iowaserve to hold tions, and field trips the students experi- the "Native American Studying Sci- ence and learn about traditional uses of ence Camp" (NASS CAMP) funded by materials such as wild rice, sage, sweet the National Science Foundation from grass, birch bark, and fish. 1992 to 1995. The University of Min- "...Most of the American Indian stu- nesota at Duluth selects annually 36 dents in our region have not had very under represented 7th and 8th grade encouraging school experiences in sci- students with the opportunity to partici- ence or mathematics," saysMaria Ham- pate in this Summer Science Camp. lin, Program Director for NASS Camp. The curriculum focuses on the "...Through summer programs such as Anishinabe's use of natural resources, and ours, we help these students to find both the preservation and management of relevance and success in studying sci- these natural resources combined with ence and mathematics. We also introduce them to the University of Minnesota at Duluth campus..." Participants work on different scien- "Native American Studying tific research projects in cooperative Science Camp" participants groups and discuss their results with pro- examine water quality fessional scientists, university faculty, parameters aboard a Lake graduate students and Native American Superior research vessel. community members. Native American high school students are brought into the program in order to advise Summer Science Camp participants and act as role models for them. Field trip experiences include an exploration of the geology of the region, an introduction to field research technologies at Minnesota Power's Boulder Lake Management Area, and a water quality investigation carried out aboard a research vessel on Lake Superior under the supervision of the program staff and community leaders.

102 a04 DULUTH,MINNESOTA'

Students complete a science project that involves preparing a garden on the Fond-du-Lac Reservation. Dr. H. Mitzi Doane, Dean of the College of Education and Health Ser- vice Professions at the University of potential careers in science, engineering Minnesotaargues strongly for NASS and mathematics. Summer experiences Camp: "...I understand from our recent offer a safe atmosphere for experiences conversation that the National Science and learning where students have their Foundation is planning to reduce their backgrounds and perspectives recog- support for Summer Science Camp pro- nized and honored.

"...Summer Science Camp programs do not, by themselves, represent systemic reform of our education system. But, Summer Science Programs can and should be one piece of the solution to the problem..."

grams for under represented groups. I Summer experiences offer an atmos- Parents like Dawn Paro-Strother strongly oppose that decision and phere where under represented students strongly support the program: "...I am would like to go on record as support- can receive support from their peers writing in support of the 'Native Ameri- ing Summer Science Camp programs and encouragement from successful role can Studying Science Camp'. My such as the NASS (Native American models. Too many of these students do daughter has shown a strong interest Summer Science) Camp that you've not receive these opportunities as part in the science field because of the won- coordinated through the National Sci- of their normal school experience." derful hands-on experiences she has ence Foundation the past three years.... Key follow-up activities during the had in the two years at NASS Camp. Summer Science Camp programs are academic year center around parental Without this program and others like it, not a single answer to reforming some visits to the University of Minnesota female students do not stand a chance of our current, unsuccessful educational campus to receive college related infor- to even consider the sciences as a practices. Summer Science Camp pro- mation, the creation and publication of career.... The NSF has my greatest grams do not, by themselves, represent a Summer Science Camp newsletter dis- gratitude for funding and supporting systemic reform of our education sys- cussing school math and science topics my daughter and other students ...." tem. But, Summer Science Camp pro- by participants, Saturday programs on grams can and should be one piece of topics such as rocketry and solar ener- the solution to the problem.... Histori- gy, and field trips. cally, some groups have not been well A long-term goal is to follow-up represented in science, engineering and the graduates of NASS Camp, and to mathematics. We need students with a strongly encourage them to enroll in commitment to these fields, and we the University of Minnesota's science need under represented students who programs. will choose to become educators in these fields. Summer programming is a critical link in connecting higher education to the broader community.... Through summer programming such as Summer Science Camps, students have access to unique experiences where they can explore activities, skills and

103 RIVER6IRLSECOLOGY CAMP SUMMER SCIENCE CAMP 4

The Science Museum of Minnesota that allows them to continue exploring "...Because the program conducts the newly funded Nation- science in extracurricular activities and was specifically designed al Science Foundation "River Girls precollege science courses. for adolescent girls who Ecology Camp". This four-week Strong partnerships are established commuter Summer Science Camp for 45 among the "River Girls Ecology Summer experience a notable under represented female students Science Camp" and Medtronic Indus- drop in interest and entering 7th and 8th grade is held at tries, Operation SMART, the YMCA of St. Mounds Park All Natures School. Paul, the Hispanic Pre-College Project, self-confidence in Project Director Kit Wilhitesays: and the Mt. Olivet Baptist Church, all of science and math, "...Our Summer Science Camp is unique them providing recruitment techniques, there was a special because of its focus on junior high materials and other support necessary to school girls ...We provide positive role the Summer Science Camp. emphasis on models and career exploration opportu- The "River Girls Ecology Summer Sci- providing students nities for young women." ence Camp" curriculum has an overall with positive The project attempts to increase the focus on Urban and Rural River Ecology. number of under represented female Participants take classes in physics, role models." students being exposed to scientific math, biology, botany, geology, microbi- fields, and to enhance their scientific ology, and taxonomy, enhanced through knowledge by providing them with hands-on activities. A daily hour of hands-on, highly motivating science team building activities is scheduled activities in conjunction with the appro- with an emphasis on participants learn- priate technical education and support ing how to take ownership of what they networks. Ultimately, participants' know and have learned. aptitude in science is brought to a level Group cooperation, communication and public presentation skills are acquired as prerequisites for educational success. Participants pick their own science research topic, do the research and present their results to peers and parents at the ceremony event at the end of the Summer Science Camp program. Field research methods are empha- 0\10%.0"IW sized on field trips to Crosby Nature CJ Center, the Minnesota River Valley National Wildlife Refuge, and Warner RIVER GIRLS ECOLOGY CAMP Nature Center. Career pathways in

104 ST. PAUL,MINNESOTA'

urban ecology, physiology, anatomy, medical devices and engineering are explored and reinforced on field trips to Medtronic Industries and the Uni- versity of Minnesota College of Biolog- ical Science, both led by female scientists. This close contact with female scientists in industry and academia strengthens participants' self-awareness Students in the and self-esteem. "RiverGirls Project Direct Kit Wilhiteexplains Ecology Camp" that "...because the program was are engaged in specifically designed for adolescent 4 a hands-on girls who experience a notable drop in science activity. interest and self-confidence in science and math ...there was a special emphasis on ...positive role models." The "River Girls Ecology Camp" staff is mostly female. Teachers, graduate and undergraduate students as well as high school students act as mentors and counselors to the program participants. All staff members serve as excel- science like taxonomy; I didn't know lent role models for the attendants, as that was science." is reflected inone student's comment: One program participant was select- "...There are not many black female ed from the 1995 Summer Science scientists.... I feel the need; this is what Camp to present her group's research I am going to do...." project at the National Conference on In the final program evaluation, all Diversity in the Scientific and Techno- parents said that their daughters had logical Workforce in Washington, D.C. been positively impacted by camp expe- Follow-up activities during the acade- rience. Oneprogram participantsaid: mic year involve the participants' families, "...I didn't know there was so much and include meetings with female career you could do with science; didn't know scientists, as well as internships with the there were so many different things in Science Museum of Minnesota.

Summer Science Camp Numberof Participants Program Length Grade Levels Activities University of Minnesota at 36 4 weeks 7, 8 1, 2, 3, 4, 5 Duluth, Minnesota 6, 7, 8, 9 Science Museum of Minnesota, 47 4 weeks 7, 8 1, 2, 3, 4, 5 St. Paul, Minnesota 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

(r- 105 SCHOOL OF SCIENCE AND TECHNOLOGY SUMMER SCIENCE CAMP IN MISSISSIPPI

jackson State University's four-week the University of Mississippi to attend intensive, residential Summer Sci- the space camp in Huntsville, Alabama." ence Camp led participantJanell From 1993 to 1995 the program Thompsonto sum up her experience annually selected 48 under represented and successful completion of the pro- 7th and 8th grade students to partici- gram as follows: "...and I attended the pate in this National Science Founda- 'Summer Science and Math Program' tion sponsored Summer Science Camp, last summer. Attending this program which was funded again for the sum- had a great effect on my science fair mer of 1996. project...At the local level I won 1st Its goals are: to provide these partic- place in my category at Powell Middle ipants with instruction in and a chal- School and a Benjamin Banaker Award lenging curricular approach to the study for outstanding research. At the regional of sciences, mathematics, computer sci- level I won 1st place in my category ence, and writing skills; to expose partic- and a NASA Space Grant provided by ipants to professionals in those areas and to explore career options in these fields; to provide intellectually rewarding experiences which are not a part of the regu- Attendants on an lar school curriculum; to acquaint partic- exciting, educational ipants with the environment and field trip to Stennis resources of universities, colleges and Space Center. research organizations. Summer Science Camp students at Jackson State University are required to enter a science fair project in the fairs sponsored by their home schools. To assist them in achieving this goal, the science component of the academic year program is designed to help students meet this requirement. Their preparation begins with a review of the scientific method. This review encourages the students to choose science projects that require experimentation and research as opposed to demonstration. A schedule is developed for each

106 ROE JACKSON,MISSISSIPPI'

and/or state fairs. Several students' projects were also chosen as "Best of Fair". The participation of Summer Science Camp students in science fairs is successful for the following reasons: It exposes students to research-oriented student that allows adequate time to projects; gives them a taste of what a complete each of the seven steps neces- career as a scientist can involve; helps sary to prepare a science fair project instill the discipline required by science; JACKSON STATE UNIVERSITY before their local fairs begin. Each par- and aids participants' understanding of JACKSON, MISSISSIPPI 39217 ticipant proceeds through the steps the importance of scientific investiga- which include 1) selecting a topic; 2) tion and the role it may play in their conducting library research on the topic, lives as future scientists in our world. 3) establishing a purpose and hypothesis, Motivational and scientific seminar Jackson State University Dean Dr. 4) conducting an experiment, 5) writing speakers and field trips to scientific Abdul K.Mohamed expresses his sup- a research paper, 6) preparing an exhibit landmarks like the Stennis Space Center port for the National Science Founda- for their experiment, and 7) preparing and the Aquarium of the Americas tion Summer Science Camp as follows: for judging. Success in this endeavor introduce the middle school students to "...The impact that the program has depends largely on parental involvement, careers in sciences. generated since it was established has

...The impact that the program has generated since it was established has been extraordinary...over 90% of the participants are enrolled in college science and math courses....We must do everything possible to ensure that Summer Science Camp funding is continued."

as well as Summer Science Camp faculty Parent support groups meet once been extraordinary...Data indicate support. All available resources are at the a week to plan activities that could that over 90% of the participants are participants' disposal and their use is enhance the Summer Science Camp enrolled in college science and math encouraged. program. courses, and the completion rates have Two months before local fairs begin, The summer component culminates been equally impressive.... students make presentations to the with an awards ceremony for atten- We must do everything possible to Summer Science Camp faculty and the dants, parents, and staff. ensure that Summer Science Camp other attendants. The projects are then The follow-up program during the funding is continued." critiqued and both, strengths and weak- academic year shows that all partici- nesses are identified. pants significantly improved their scores As a result of this mentoring in school after attending the Summer process, students that had not previous- Science Camp. They all continue in sim- ly entered science fairs now participate, ilar programs through grade 12, and and those with previous entries improve each student's entire academic career their project presentation skills. The is tracked. majority of all Summer Science Camp participants entering the fair last year won first, second, or third place, and some went on to compete in district

109 107 FUTURE INVESTIGATORS

THROUGH ACTION,.., T\T

With funding from the National Sci- ic process skills in experimental and engineering laboratory. ence Foundation, Mississippi State cooperative learning situations. During the academic year, partici- University plans its 1996 Summer The FIESTA science module centers pants are scheduled to meet for follow- Science Camp, "Future Investiga- on concepts in biology, chemistry, and up activities on Saturdays, to work on tors Exploring Science Through Action" physics. The actual learning of factual projects for state and local science fair (FIESTA), over a four-week period for 50 science information is not the focus of competitions, and to actively participate under represented students in 7th or the curriculum, instead, the program in the special "National Science and 8th grade. seeks to train these young students in Technology Week" held on the Missis- sippi State University campus. "...`FIESTA's' greatest strength is its staff. One of the FIESTA's Principal Investigator, Dr. William J. Sumrall,praises his staff: instructors was chosen by the Mississippi Science Teachers "...I would like to state that 'FIESTA'S' Association to be the best science teacher in Mississippi." greatest strength is its staff. One of the instructors was chosen by the Mississip- As the title implies, this Summer the skills that scientists need regardless pi Science Teachers Association to be the Science Camp main focus is on students of their field of expertise: measuring, best science teacher in Mississippi." becoming actively involved in learning observing, classifying, and experiment- sciences through their own investiga- ing are all skills not solely attributed to tions. InProject Director Dr. William science. The mathematics curriculum J.Sumrall'sown words: "...It is my incorporates skills related to sciences desire...that all 50 participants ...devel- such as proportional reasoning, measur- op science fair projects for their school ing, and graphing. and for the Mississippi State University Field trips and career education Regional Fair." activities are planned to complement The program attempts to improve the "FIESTA" Summer Science Camp the students' achievement levels in sci- curriculum. For example: Students visit ence and mathematics through inten- the Engineering Research Center, tour sive development of their basic scientif- Southwine Industries, and an industrial

Summer Science Camp Number of Participants Program Length Grade Levels Activities

Jackson State University 48 4 weeks 7,8 1,2, 4,6, 7, Jackson, Mississippi 8, 9,10 Mississippi State University, 50 4 weeks 7,8 1,2, 4,5, 7, Mississippi State 8, 9 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

108 CAMP TRIPLE E:

MVAH-DD I I CLEDI@I2 SUMMER SCIENCE CAMP ar_l Oa 11Ct010

figrant from the National Science pants into two groups of five to six Foundation in 1994 allows the students, overseen by a leadership team "...Without a doubt... Center for Excellence in Urban of middle school science teachers, `Camp Triple E' has undergraduate, and high school stu- Education, housed at the University awakened the sleeping of Missouri at St. Louis, to conduct the dents who all plan to pursue science as four-week commuter Summer Science career choices, providing them with giants in staff and Camp called "Camp Triple E: Extend excellent learning experiences in sci- students and has Explore - Excel" for 50 under repre- ences and math. produced significant sented 6th and 7th grade students The participant groups function as selected from St. Louis City, Normandy, "communities of learners" to investigate results... including and University City schools in Missouri. a chosen sciences topic for research by the forming of a Additionally, 6th, 7th, and 8th grade utilizing field trips to scientific investi- students from St. Louis who completed gation sites, and additional materials `community of science research papers or science fair and supplies. All students receive inten- learners. " projects during the academic year are sive computer training and participate encouraged to participate as well. The in introductory sessions to library selected site of the "Camp Triple E: research skills and the Internet. Once Extend - ExploreExcel" Summer Sci- the group research projects are com- ence Camp is the "Crossroads School pleted, the middle school students pre- 800 DeBaliviere", a centrally located sent the results to their peers and the private school with excellent lab and staff in form of display poster sessions. classroom facilities. Students of the 1995 Summer Science Program Director Lloyd Richardson Camp worked on projects related to explains the "Camp Triple E" Summer solar powered cars, and were able to Science Camp's goals: "...Camp Triple participate in the "Sunrace", an annual, E is designed to provide an opportunity nationwide race of solar powered cars for middle school students to participate in science investigations that utilize a cooperative approach to the scientific method in a setting other than the traditional classroom.... to encourage and increase the number of stu- Camp Triple E dents to consider sciences or mathematics related fields as their career ExtendExploreExcel choice..." The "Camp Triple E" Summer Science Camp curriculum splits partici-

al AO .ti 109 MISSOURI,ST. LOUIS

which takes place in Alton, Illinois. Summer Science Camp. One week later, improve their math and sciences knowl- Other sciences projects are related to the they attend an "Open House" day to edge due to the innovative group sci- disciplines of chemistry, biology, eco- "shadow" their children at the the Sum- ences investigations. "...Without a nomics, geology, physics, health sci- mer Science Camp. Parents join their doubt," says aSummer Science Camp ences, and mathematics. sons and daughters in the "Campus staff member,"...the four-week 'Camp The Summer Science Camp program Event", an overnight stay at the Honors Triple E' has awakened the sleeping also schedules career exploration field College dormitory, and join their chil- giants in staff and students and has trips to the University of Missouri at St. dren for a tour of the campus and produced significant results ...the form- Louis and other educational institutions informational sessions on college edu- ing of a 'community of learners' is just to familiarize the participants with cation and financial aid. one of several surprising outcomes.... It these facilities and expose them to the The Summer Science Camp program is this kind of positive attitude and high academic programs available in college. ends with the formal presentation of the expectations that have made this Sum- The "Camp Triple E" Summer Sci- results of participants' science research mer Science Camp a true success." ence Camp gives parents four unique projects to peers, parents, and staff. One opportunities to be involved in the pro- participant, Melanie Miller, was selected gram: They are invited to the first day by her co-participants to attend the orientation to gain an overview of the National Conference on Diversity in the

Camp Triple E is designed to provide an opportunity for middle school students to participate in science investigations that utilize a cooperative approach to the scientific method in a setting other than the traditional classroom.

Scientific and Technological Workforce in Washington, DC as a representative of the 1995 "Camp Triple E" Summer Science Camp. Parents, participants, and staff attest to the positive outcomes of the "Camp Triple E" Summer Science Camp in the post-program evaluation. Stu- dents' interest levels in math and sciences were increased, their knowledge levels and interest in careers in these fields stimulated. The staff teachers believe that participants were able to 110 112 v u

S P R I N G F I E L D

EARTH 2010-YOUR FUTURE: PM rL ENVIRONMENTAL IMPACT gocoDuca

Earth 2010 Your Future: Popula- Counties in Missouri has not only tion Growth and Environmental depleted natural resources, but also Impact" is a unique multi-discipli- resulted in environmental problems due nary Summer Science Camp at to land development, waste disposal, Southwest Missouri State University and urban development. Hence, this funded by the National Science Foun- area is an ideal real life setting for the dation held in the summer of 1996. study of population growth and its Seven academic departments of the environmental impact, which the

An unprecedented population growth in Stone, Taney, and Greene Counties in Missouri has not only depleted natural resources, but also resulted in environmental problems due to land development, waste disposal, and urban development. Hence, this area is an ideal real life setting for the study of population growth.

College of Natural and Applied Science "Earth 2010Your Future: Population are involved: Biology; Chemistry; Com- Growth and Environmental Impact" puter Sciences; Geography, Geology Summer Science Camp seeks to involve and Planning; Mathematics; Physics its participants in. Using water and and Astronomy. energy as a theme for the curriculum, This residential four-week Summer students then study the effects of pop- Science Camp provides 50 under repre- ulation growth on natural resources sented 7th and 8th grade students and the environment. Participants learn with the opportunity to increase their to recognize the problem, the appro- awareness and knowledge of environ- priate use of scientific methodology, mental issues, and to realize how sci- and decision-making skills. ence, technology, and mathematics are Lecture, discussion, hands-on expe- related to solving environmental prob- riential learning in the field and labora- lems. In addition, the program pro- tory, and small group research are the vides career guidance and motivation primary tools in examining these topics, for students to remain in school and including the related social and politi- continue the study of science and cal ramifications. Extensive instruction mathematics. in the sciences, mathematics, computer An unprecedented population use, library use, and report writing are growth in Stone, Taney, and Greene provided by workshop staff. 113 111 MISSOURI, SPRINGFIELD

A strength of this Summer Science the Springfield Conservation Nature Environmental impact" Summer Science Camp is the multi-disciplinary staff from Center and the City Utilities Water Camp, students are expected to have seven departments in the College of Treatment Plant. gained enough science and mathematics Natural and Applied Sciences. Several businesses and gubernatorial knowledge and experience to successful- Field trips to various sites provide agencies in the area are cooperating ly continue their education, consider information on population growth and with Southwest Missouri State Universi- careers in the field of sciences and math, how it affects water supply, energy, ty on this project by making their facili- and become active members of the com- and habitat loss. These places include ties available for tours. Scientists from munity in environmental issues.

Using water and energy as a theme for the curriculum, students study the effects of population growth on natural resources and the environment. Participants learn to recognize the problem, the appropriate use of scientific methodology, and decision-making skills.

these organizations give presentations, provide career guidance, and mentoring services to the students. The participants' individual research projects will be carried on into the academic year follow-up program under the guidance of their respective home school teachers. After completion of the "Earth 2010 Your Future: Population Growth and

Summer Science Camp Number of Participants Program Length Grade Levels Activities University of Missouri at 50 4 weeks 6,7 1,2,3,4,5, St. Louis, Missouri 6,7,8,9,10 Southwest Missouri State University, 50 4 weeks 7,8 1,2,3,4,5, Springfield, Missouri 7,8,9 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

112 4 Rg Q 0, 12 ca a n 0 L

I SCFBE 17N_ -_J

JL it DEE (gN221JD

L Jhe Office of Multi-Cultural Affairs weekly field trips to scientific investiga- and the College of Engineering at tion sites, where new concepts can be "Students and parents the University of Nebraska at Lin- demonstrated. Moreover, structured both indicated coln (UNL) received funding from career exploration activities are woven resounding approval the National Science Foundation in into the six-week program, assisting 1994 to conduct for the next three participants to begin thinking about and affirmed that the years a six-week residential Summer planning their long range academic `Science, Engineering, Science Camp program called "Science, and career goals. and Math Experience' Engineering, and Mathematics Experi- All modules are led by a staff of ence" (SEME) serving 44 disadvantaged University of Nebraska at Lincoln facul- has widened students' 8th and 9th grade students selected ty and certified teachers from the Lin- horizons in life from five Lincoln public middle level coln Public School System with the changing ways." and junior high schools. intention of increasing students' The SEME is developed out of con- awareness levels of the distinctions cern that young under represented stu- among the various types of engineering dents are not selecting careers in math- careers. In addition, the students are ematics, sciences, and engineering. engaged in individual research projects, Hence, the "Science, Engineering, and meet professional scientists as guest Mathematics Experience" Summer Sci- speakers who provide valuable career ence Camp program seeks to expose information, and venture on a large young students to these disciplines via number of sciences and math related participation in modules, where learn- field trips. Interestingly, the "Science, ing occurs by means of lectures, read- Engineering, and Mathematics Experi- ing assignments, hands-on and testing ence" Summer Science Camp partici- activities in laboratories. pants join the Upward Bound Program The SEME curriculum is built in six teaching modules: Biology, Chemistry/ Chemical Engineering, Computer Sci- ences/Electrical Engineering, Physics/ Material Engineering, Mathematics/Sta- tistics, and Mechanical/Civil Engineering. UnDvers'4 of Each week of the program focuses on one of the above six science, engineering ormathematics modules. Nebraska Learning activities comprise classroom instruction, laboratory experiments, JncoDn

113 N EB R A S K A, LINCOLN

Students develop analytical thinking skills in weekly chess classes.

The academic year follow-up com- "SEME" participants take notes ponent of the "Science, Engineering,- during a mathematics class. and Mathematics Experience" Summer Science Camp is designed to make numerous precollege programs and resources available to the participants in order to promote their continued academic success. The post-program evaluation report of Program Director Dr. Jimmi Smith's "SEME" Summer Science Camp con- attendants to visit eight universities in cludes: "...The 'Science, Engineering, three different states during the course and Math Experience' program is well of the. Summer Science Camp. run, cost effective, and an asset to par- After completion of the summer pro- ticipants, parents, the University of gram, students are graduated at a spe- Nebraska at Lincoln, and the community cial banquet and awards ceremony to at large...Students and parents both which friends and families are invited. and Mathematics Experience" Summer indicated resounding approval and Two significant long term partner- Science Camp to attract under repre- affirmed that the 'Science, Engineering, ships have been formed by the Office of sented students to the study of biologi- and Math Experience' has widened stu- Multi-Cultural Affairs' "Science, Engi- cal sciences. 2) A University of Nebraska dents' horizons in life changing ways." neering, and Mathematics Experience" "Experimental Programs to Stimulate program and the University of Nebraska Competitive Research" grant of $20,000 at Lincoln: 1) A Howard Hughes Biolog- was awarded to allow its Office of ical Science Grant ($ 15,000) was Multi-Cultural Affairs and Department awarded to the "Science, Engineering, of Biological Sciences to attract under represented students to careers in biological sciences.

Summer Science Camp Number of Participants Program Length Grade Levels Activities University of Nebraska at 44 6 weeks 7, 8 1, 2, 3, 4, 5, Lincoln, Nebraska 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

114 R16 SCIENCE IN THE CITY- COL BO ION N (PACE)

SUMMElf SilENCECAMP "'P

The PACE program already in Building on PACE 1 and 11, the place is now in its seventh year of National Science Foundation started to Using their own city operation at Rutgers University. fund a third component in 1994: the as an example, students The program is a key part in Rut- Parent Adolescent Collaboration for are able to see how gers' mission as an urban university to Education (PACE) Ill, a Summer Science reverse the under representation of cer- Camp Program called "Science in the science can not only tain population groups in the field of City", which selects 45 promising 9th be a career choice, but sciences, engineering, and mathematics. grade under represented students from Program Director Dr. Lambert Camden City schools for participation that it is an exciting Jacksonexplains the university's in its four-week commuter summer avenue to make some approach: "...Historically, many stu- program. real changes for the dents have chosen engineering as a "...PACE III adds a third component profession as a direct result of informa- to the other PACE I and II programs. It future of their families tion obtained from a relative in techni- focuses on the theme of science in the and mankind. cal, engineering, or scientific fields. For city. Students in this program carry out most urban students this connection projects that show how methods and does not exist. We believe that intro- tools of science can be used to under- ducing students to engineering at a rel- stand and shape life in the urban set- atively early age, and sustaining and ting," saysProgram Director Dr. Lam- encouraging that interest over a period bert Jackson. of years is the key to closing the infor- In the first week, students learn the mation gap regarding engineering, basic skills of collecting and analyzing technology, and science among these data, and how to use computers as students." In the PACE program, students who have completed the 7th grade participate in a four week summer program, called PACE 1, structured around electronics and computer laboratory work. They also return during the school year for additional sessions. PACE II provides 8th graders with the opportunity to participate in a four A moment of week intensive program focusing on intense study for a scientific research methodology and 1young participant. computer programming. 27 115 NEW JERSEY, CAMDEN

"Parent Adolescent Collaboration III" introduces these young students to the intricate work of programming pictures with an oscilloscope in the microelectronics laboratory. their own city as an example, they are able to see how science can not only be a career choice, but that it is an The Summer Science staff consists exciting avenue to make some real of college science and social science changes for the future of their families tools for data analysis and communica- faculty, along with high school teach- and mankind." tion. Students who are new to the pro- ers. College students assist the faculty Follow-up activities during the aca- gram are paired with former PACE par- as laboratory assistants and student demic year include further career coun- ticipants. Once the students have mentors for the participants. seling and laboratory workshops. acquired these basic skills, each of the Career Counseling sessions and Parent Patricia E. Braxton four weeks of PACE 111 focuses on a dif- workshops for parents on how to sup- describes the positive changes she saw ferent aspect of life in the city. The port their children's academic success in her son after participating in the PACE 111 curriculum offers learning expe- are integrated into the curriculum. Par- PACE 111 program: "...Ronald first riences in four content areas. The first ents are required to be involved in the entered the PACE III program as pre- week focuses.on cognitive skills, the sec- program, and they are encouraged to teen who did just enough in school to ond week on chemical analysis, the third attend all events. get by. His career goal was to become week on biology, and the fourth week Career exploration is additionally a football star.... After the summer on civil engineering. Woven throughout provided through field trip sites chosen phase of the PACE Ill program, he the entire four-week program is a course for their representation of potential became less certain about his previous in urban structure and contemporary careers related to the sciences covered career choice ...His self-image was urban problems with a focus on environ- by the Summer Science Camp curricu- changing, his confidence in himself mental issues. Particular attention is lum. They included in previous years a growing ...During the new school year, given to the study of trace elements in trash-to-steam plant, the municipal Ronald enthusiastically awaited the urban environments, understanding river utilities authority, and local engineer- PACE meetings, whether they were biology and rivers as a water source and ing firms. counseling or lab sessions. He always habitat for animal and plant life, and encouraged me to attend the meetings

the investigation of sewage and waste THE STATE UNIVERSITY OF NEW JERSEY as well. At the end of the second sum- disposal in urban environments. mer session, Ronald shared with me The program provides practical RUTGE that he is considering becoming an exposure to and hands-on experience in Campus at Camden electrical engineer, and that he plans to scientific disciplines through the study attend Rutgers University after complet- of existing facilities that provide urban Program Director Dr. Jackson ing high school.... I am deeply indebt- services. Experiments and lectures are believes that "...what makes this pro- ed to the PACE Ill Summer Science conducted around how these operations gram unique is that it ties science and Camp program and its dedicated staff work, and their importance to urban scientific careers into the everyday lives for their continued efforts on behalf of development. and environment of the students. Using parents and children."

116 s "FANTASTIC VOYAGE" CIENCE CAM JERSEY

With funding from the National Science Foundation, the New Jer-

sey Medical School in Newark Aladned 0 80 has taken 40 promising under represented 9th grade students on a T five-week "Fantastic Voyage" commuter Summer Science Camp since "Fantastic Voyage" 1994.Program Director Dr. Ophelia participants dissect a Gonadescribes how she came up with beef heart in a biology the program's design: "...The idea activity in the science came from a science fiction movie laboratory. based on a book written by Isaac Asi- mov. Participants read chapters of the book and then work on the science activities and math problems derived the guidance of the Summer Science from it. The 'Fantastic Voyage' is about Camp faculty. The program's goal is to a group of people being reduced to broaden participants' knowledge base microscopic size who board a minia- in sciences enough to encourage them ture submarine and are injected into a to pursue further study in these fields, dying man. In order to save him, they ultimately instilling in them the idea of have to reach a blood clot and destroy a college degree as desirable and it with a laser gun." achievable.

The participants begin each day by reading a chapter from the novel, "The Fantastic Voyage." Science activities are derived from on chapter titles, and mathematics problems are related to the science activities of the day.

The New Jersey Medical School The "Fantastic Voyage" Summer Summer Science Camp enables students Science Camp encourages the partici- to explore math and science concepts pants' problem identification and in a curriculum focusing on biological problem solving skills. Consequently, and medical science problems. It activities are designed to encourage applies scientific methodologies, prob- them to take on more than a hands-on lem solving and communication skills role in the summer program; total to specific scientific problems, all under involvement in the program is the goal.

II. 9 117 NEW JERSEY, NEWARK

Students and teachers gain first hand knowledge on garbage burning during a visit to an investigation site.

are the only way many kids like my son will have an opportunity to gain exposure to the many facets of science. I hope that other...students will have an opportunity to share in such an experience. It was a program of this type that helped steer my daughter towards a The participants begin each day by "Fantastic Voyage" participants are science career and an internship in a reading a chapter from the novel "The monitored in school with academic year medical research laboratory." Fantastic Voyage". Science activities are follow-up activities which include special An important and unexpected out- derived from chapter titles, and mathe- science days during the school year. Par- come as a result of the success of the matics problems are related to the sci- ents are active home partners during the National Science Foundation funded ence activities of the day. Students work summer and academic year program, "Fantastic Voyage" Summer Science in teams of six with high school and who are encouraged to visit the site and Camp at the community and University elementary teachers, counselors, college to come along on field trips. level is the selection of theNew Jersey faculty and college studentsall from Parent Joyce Lee,after describing Medical School as the winner of the under represented groups of the general the positive impact of the program on 1994 Outstanding Community Service population- acting as facilitators and her son, adds: "...I believe we would Award, given by the Association of role models for the participants. Initially, find a lot more minorities in the science American Medical Colleges. the students were reluctant to begin fields if schools would introduce science scientific discussions and worked in iso- to students the way you have.... It lation. By the end of the Summer Sci- appears urban schools do not have the ence Camp, all students eagerly partici- resources necessary to make science pated in offering suggestions to per- more appealing. Programs of this type form tasks and approached problems as a team! Frequent off-campus science activities, such as field trips to the Submarine U.S.S. Growler, the New York City Office of the U.S. Drug Enforcement Agency, the Liberty Science Center, and the Pocono Environmental Education Cen- ter, and guest speakers provide the students during the summer program with math and science career exploration FANTASTIC VOYAGE opportunities. Summer Science Camp 118 i20 NEW JERSEY INSTITUTE OF TECHNOLOGY SU ER SCIENCE C

PP arine Science" is the curriculum approach. Computer classes include focus of a four-week commuter both, word processing and LOGO. Academic year Summer Science Camp jointly A staff of'undergraduate student follow-up activities tutors, graduate student assistants and funded by the New Jersey Insti- on Saturdays led to tute of Technology and the National counselors teach and coordinate the Science Foundation from 1992 to 1995. instructional and recreational activities high retention of A total of 47 disadvantaged students of the "New Jersey Institute of Tech- students and parents from 7th, 8th, and 9th grade selected nology Summer Science Camp". via mathematics from their local Newark public schools Academic, financial, and career are invited to participate in the "New counseling sessions are provided to hands-on activities Jersey Institute of Technology Summer program participants, exposing them to and special Science Camp". formal and informal interaction with The four-week academic curriculum professors, graduate, and undergradu- precollege components are math, computer sci- ate students from different ethnic workshops for ence, sciences with a special emphasis groups who are engaged in science- parents. on marine science, environmental sci- based careers. ence and chemistry, and units on oral The Summer Science Camp has and written communication skills. These strong linkages with the following components are enhanced by two field community-based partners: "Protestant trips, which for 7th graders included a Center, Inc. ", the "One to One" men- three-day stay at the Pocono Environ- toting program, and the "Pre-College mental Education Center and a trip to Elementary Science Outreach Program". Sandy Hook. The trips are related to Parents are strongly involved as marine science and designed to rein- guardians from the beginning to the force the class activities. end the program. "College Preparation, The sciences activities focus on Raising Teenagers, and Study Skills chemistry, especially the study of the Development" are special workshops effects of density in relation to tempera- offered to them for the duration of the ture, the structure of an atom, and "New Jersey Institute of Technology chemistry research investigation. Physics Summer Science Camp". activities center on the study of electricity and magnetism. At the end of each science lab session students are required to write a lab report. In the mathematics classes fractions, decimals, area, graph reading, and word problem exercises are taught every day in a hands-on New Jersey Institute of Technology 121 119 -"s NEW JERSEY, NEWARK

Team building exercise during a field trip to the Pocono Mountains for participants of the 1995 program.

Academic year follow-up session on a Saturday allows participants to be engaged in exciting hands-on science learning experiences.

Program Director Dr. Howard Kim- mel highlights the unfavorable impact of the "New Jersey Institute of Tech- nology Summer Science Camp's" shortage of funding: "...The shortage of money had a number of consequences. Follow-up activities during the aca- "Upward Bound Program", a precollege Basically, the children felt that they demic year enrich the regular school program, showing the positive impact were getting short shrift, mainly mani- curriculum with a variety of hands-on the "New Jersey Institute of Technology fested in fewer and less exciting math and science learning experiences. Summer Science Camp" has on the stu- trips.... Our main strategy was to have In the "Saturday Program" additional dents' academic goals. The academic the Summer Science Camp participants academic, mathematics and sciences year follow-up activities also allow par- included in trips which other similar career counseling sessions, along with ents and students to meet and talk aged groups were going on." the monitoring of participants' academ- with science and math professionals, ic success help to maintain high levels who come to share information about of student retention and parental their work responsibilities. involvement. The 9th grade participants Participants show an increase of take Algebra 1 and enroll in the interest levels regarding science and math, and careers in science, engineering and mathematics. Their improved science knowledge leads, in general, to better post-test results. Unfortunately, the lack of change in educational strategies at the public school level, and limited financial possibilities inhibit the desired improvement of participants' school grades and attitudes towards school and education.

120 X22 NEW BRUNSWICK

CHOICE ALLIANCE INORIT1 PROD IKD MINORITIES IN SCIENCEAND M1. QC LICAP M1SE) I J !SEW JERSEY

Hutgers University's Cook College in career exploration and ...role models New Jersey received funding from to prepare and motivate participants the National Science Foundation to enter science and engineering fields to conduct its first residential of study..." four-week Summer Science Camp in The "Camp Promise" curriculum 1995, called "Camp Promise", serving focuses on developing its middle school under represented students selected participants' basic skills in the fields of from 8th and 9th grade in Trenton, sciences, mathematics, writing and Princeton, and New Brunswick Public Schools according to students' self "There is no doubt that this project will enrich the appraisals, and evaluations by parents lifestyles of our young students and it will develop their and teachers. Prior to the implementation of the ability to improve their decision-making skills." Summer Science Camp, Cook College faculty, personnel from the school dis- study habits. An expanded computer tricts, members of the "Environmentor skills development program and mini- Project", "Corner House of Princeton", courses in biology, chemistry, and and "JohnsonaJohnson Pharmaceuti- physics complemented the basic skills cals" were involved in extensive plan- development component. ning sessions, recruitment and selection Students are divided into three het- of participants, and the curriculum erogeneous groups for participation in design of the "Camp Promise" Summer learning activities and mini-apprentice- Science Camp.Dr. Penelope E. Lat- ships in biology, chemistry, and physics, timer, Assistant Superintendent, Cur- as well as study sessions in computer riculum and Instruction, with the New technology, study skills, research/debate, Brunswick Public Schoolsvouches: mathematics, and writing. Recreational "...I am writing to indicate our willing- activities, tutoring, mentoring, and ness to cooperatively engage in the computer sessions are a daily part of project: 'Camp Promise'.... There is no the program. doubt that this project will enrich the Summer Science Camp participants lifestyles of our young students and it are invited to a special tour and pre- will develop theii ability to improve sentations at AgBiotech laboratories, a their decision-making skills..." center for agricultural molecular biolo- Cook College Assistant Dean gy. "Grow Your Own Genes" is the title A. Patricia Johnsonstates the of a workshop planned and conducted program's goal: "...provide hands-on by AgBiotech staff, which focuses on scientific experiences along with the importance of plants in the

121 1 2CL..4 NEW JERSEY, NEW BRUNSWICK

The "Camp Promise" curriculum focuses on the fields of sciences, mathematics, writing and study habits. An expanded computer skills development program and mini-courses in biology, chemistry, and physics complement the basic skills development component. is eager to become involved in educational initiatives which seek to improve the quality of instruction in mathemat- students' diets, sketches the history of about future career possibilities in the ics, science, and computers...Your pro- crop cultivation and improvement, and molecular biology-related field. posal to the National Science Founda- introduces the students to suggestions Special activities during the "Camp tion ...represents a unique opportuni- on how modern methods can achieve Promise" Summer Science Camp include ty...1 am confident that our previous similar and new goals; the important guest speakers on development of self- collaboration...will be an asset as we connections between laboratory experi- esteem, cultural activities of African set out to implement your proposal at ments and real world concerns of farm- Dance, and an "Academic Bowl". The the middle school level..." ers, food processors, and consumers are semi-final and final competitions in this stressed as well. Participants engage in a "Academic Bowl" science fair activity simplified experiment that demonstrates occur as an evening program with the genetic transformation by creating participants' families as the audience. tumors on plants. The middle school "Camp Promise" participants have students take their infected host plants the opportunity to continue their sci- home to observe the results in one to ences and mathematics education after two weeks. The AgBiotech staff encour- the Summer Science Camp experience ages the workshop participants to think by participating in the successful "Dis- covery" and "Upward Bound" programs already in place at Rutgers University. Stephen Roman, Science Coordina- tor at Rutgers University's Center for Mathematics, Science, and Computer Education (CMSCE)states: "...CMSCE

Summer Science Camp Numberof Participants Program Length Grade Levels Activities

Rutgers University, 45 4 weeks 9 1, 2, 3, 4, 6, Camden, New Jersey 7, 8, 9, 10 UMDNJ New Jersey Medical School, 45 5 weeks 9 1, 2, 3, 4, 5, Newark, New Jersey 6, 7, 8, 9, 10 New Jersey Institute of Technology, 50 4 weeks 7, 8, 9 1, 2, 3, 4, 5, Newark, New Jersey 6, 7, 8, 9, 10 Rutgers University Et Cook College, 50 4 weeks 8, 9 1, 2, 3, 4, 5, New Brunswick, New Jersey 6, 7, 8, 9 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

122 NE W MEXICO ALBUQUERQUE

WATER ECOLOGY PROGRAM SUMMER SCIENCE CAMP

PP he New Mexico Museum of Natural tutions ...to provide middle school stu- taries. Students take water samples at History and Science seeks to dents with a broad exposure to science- three locations in their respective improve the science literacy of based careers in New Mexico," says communities. Each location is water- Native American middle school stu- Program Director Susan McGuire. sampled twice, with at least three days dents through its successful 'Water Ecol- The curricular focus of the program in between the samplings. Water sam- ogy Program", saysProgram Director is on water ecology and riparian bio- ples are tested according to the follow- Susan McGuire. logical diversity. A unique characteristic ing water quality parameters: dissolVed The New Mexico Museum of Natural of this "Water Ecology Program" Sum- oxygen, carbon dioxide levels, hardness, History's Water Ecology Research Project mer Science Camp is the fact that its nitrates, phosphates, pH, temperature, has operated since 1990. It had been curriculum can be customized to the and suspended solids. They also rate the funded by a seed grant initially, and has respective participants' communities. stream's physical characteristics at the received financial support in subsequent This customization is accomplished with location, and collect data on its biodi- years from the U.S.D.A., the Forest Ser- input from community leaders and versity. In order to measure up to the vice, the U.S. Fish and Wildlife Service, teachers, who are involved in the pro- testing regime, students are trained in along with other federal and state ject and understand crucial local water classrooms in the correct use of equip- organizations. related issues. ment, identification of plants and ani- In 1993, the "Water Ecology Pro- Instructional activities connect the mals, and determination of stream gram" received a grant from the students in an active, long-term collec- order. Participants also conduct an in- National Science Foundation for a Sum- tion of data regarding water quality on class experiment on the effects of fertil- mer Science Camp serving 50 students the Rio Grande and some of its tribu- izers on the growth of algae in a closed selected primarily according to teacher recommendations, and a student essay on their interest in the program. Stu- dents' math and science grades are considered as well. Four separate Indian tribes in New Mexico are served by the program and host it: Cochiti Pueblo, the Jicarilla Indi- an Reservation, lsleta Pueblo, and the Mescalero Indian Reservation. "...This program takes Native Amer- ican youngsters and exposes them to hands-on activities to give them a more realistic understanding of science The "Water Ecology Program" introduces participants to the tasks and careers...partnerships have been work of a scientist familiarizing them with sciences activities like formed between the Museum, govern- identifying aquatic organisms using field microscopes. mental agencies, and educational insti- 125 123 NEWMEXICO, ALBUQUERQUE

lsleta Pueblo visit the Bosque del Apache, and the Rio Grande Nature Center. Guest speakers like the Tribal system. They learn to present the col- Governor visit the program to share their lected data in graphs for future refer- knowledge on environmental issues and ence and analysis of field experiments, of career opportunities. creating an excellent illustration of the At the end of the Summer Science effects of nitrates and phosphates on Camp program, participants from the freshwater systems. four Native American communities

The customization of the program to the respective Parentsfrom the Mescalero and participants' communities and water conditions in these Jicarilla Indian Reservations suggested that the "Water Ecology Program" geographic areas provides the students with relevant "should run longer" and "allow more and meaningful information. children to participate next year." Written responses to the post-pro- Program Director Susan McGuire present their project results at the clos- gram evaluation questionnaires show a elaborates on the Summer Science ing ceremony's "Student Congress". slight increase in the Native American Camp's curricular content focus: Here, students from each site present participants' interest levels in learning "...Using water quality monitoring as a their data to parents, teachers, commu- science. The most positive change in theme unifies all of the student activi- nity leaders, and the participants from attitude was measured in interest in ties...Water quality, water conserva- the other investigation sites. This allows experimentation. 'Interest in scientific tion, and the ecology of riparian areas participants to present their research to careers increased slightly, too. Some of are of great concern to the arid south- and to interact with a larger audience. the participants expressed stronger western United States. This theme has The final external program evalua- interests in pursuing advanced high also been chosen to facilitate the tion report concludes with the signifi- school courses in science and math. involvement of whole families and rural cant statement: The selection of one "Water Ecolo- communities in the program. The com- Participants in the 'Water Ecology gy Program" participant to present the munity and family support produced Program', their parents, and community project's research results at the National through the choice of this theme is members think highly of the program. Conference on Diversity in the Scientific intended to reinforce the shifts in stu- Participants are enthusiastic about and Technological Workforce in Wash- dent attitudes towards science..." the field trips and carrying out real ington, D.C. in 1995 underlines once A variety of field trips complement experiments. more the very significant positive the hands-on classroom and outdoor The customization of the program impact the Summer Science Camp had learning experiences. Participants from to the respective participants' communi- on these young students. ties and water conditions in these geographic areas provides the students with relevant and meaningful information.

Summer Science Camp Number of Participants Program Length Grade Levels Activities New Mexico Museum of Natural 50 3 weeks 6, 7, 8 1, 2, 4, 5, 7, History a Science, 8, 9 Albuquerque, New Mexico Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

124 TERRA:AN ENVIRONMENTAL SUMMER SCIENCE CAMP IN NEW YORK CITY

Eugenio Maria de Hostos College in Agriculture, Urban Design, and Marine New York City held an environ- Science. All of these science projects are mentally oriented Summer Science very closely connected with the partici- Camp funded by the National Sci- pants' daily lives and environment. ence Foundation called: "TERRA: An Program activities are scheduled as Environmental Summer Science Camp" follows: The students participate in from 1992 to 1995. academic enrichment classes in mathe- "...Utilizing New York City's natural matics, sciences, and computers on resources and its professional scientists, Monday, Tuesday, and Wednesday engineers and mathematicians, the mornings. They receive tutoring, partic- Center for Pre-College Initiatives at ipate in career awareness workshops Hostos Community College has joined and recreational opportunities on forces with the National Science Foun- Thursdays. The mini-laboratory science dation, local high schools, universities, programs are held Monday through community based organizations ...and Wednesday afternoons. They include: ...businesses to form an innovative 1) The design and construction of educational ...Summer Science Camp a hydroponics laboratory under the program," saysProgram Director supervision of a faculty member Awilda Orta. from Cornell University Cooperative During the six-week camp, 50 under represented students in 8th and 9th grade are involved in inquiry-based A "TERRA" participant at work in scientific projects, and learn about the engineering laboratory for her careers in science, engineering and AID marine sciences project. mathematics. 4 The "TERRA: An Environmental Summer Science Camp" curriculum focuses on English, computer science, -'r. mathematics, engineering, medical science, marine biology and ecology in structured classes and hands-on laboratory activities. In accordance with the Summer Science Camp's environmental focus, the three major sciences projects the students work on are in the fields of

125 X27. NEW YORK, BRONX

Participants select one of three science-based activities: a) Design and construction of a hydroponics laboratory to conduct plant experiments; b) Assess and design vacant lots in a neighborhood for Career awareness workshops are pro- recreational and cultural needs of the community; vided by the staff of the Hostos Devel- opment Division. Outside speakers from c) Nautical knowledge on reading blueprints. medical, architecture, and science professions present lectures to the Summer Extension. Students learn about envi- models of a variety of designs for com- Science Camp participants. ronmental and agricultural sciences by munity spaces. Architecture and design Parents are invited to an "Open conducting plant experiments in a con- elements are included within this study House Day", where they participate in trolled liquid environment. Physics, module, with emphasis on community the various activities and are provided chemistry, horticulture, water quality needs and maintaining the environmen- with career awareness information in control, and plant science are taught. tal integrity of the neighborhood. sciences and mathematics. 2) Students participate in an envi- 3) Students participate in a pre- High attendance, an increased inter- ronmental urban design course. They engineering and marine science course est in math and science, as well as an speak with community residents about that provides them with a unique exper- improvement of science skills, underline potential uses of vacant lots in the imental approach to the practical appli- the program's success. neighborhood, and conduct an assess- cation of engineering, mathematics, ment of the area's recreational and cul- nautical technology, marine ecology, tural needs. They learn about costs that and water resources held at Dyckman would be incurred in the design and Marine in Manhattan. Students in this construction of community spaces, and project gain experience and knowledge the relationship regarding community through hands-on activities in reading ecology. In addition, participants learn blue-prints, beginning the construction about the special social issues that of a 14-foot sail boat from a full-size might arise if their designs were imple- pattern, and developing skills in lofting. mented. Students sketch and produce All students are taken on educational field trips that are related to their chosen enrichment courses. For example, maritime students visit the Norwalk Maritime Center, while hydroponics students visit the Urban Park Rangers at Orchard Beach and take a tour of the New York City's Interior Gardens.

126 WILDLIFE INOUIRY THROUGHZOO EDUCATION (w'zE) SCIENCE ADVENTURE IN NEW YORK CITY

The Bronx Zoo has been awarded Participants meet keepers, curators, and geneticists, who explain their funding from the National Science animal health specialists, and horticul- responsibilities and projects. Academic Foundation to develop the 1996 turists, who introduce them to their training for wildlife related careers is dis- Summer Science Camp program for work. The students use video equip- cussed with these scientists and other the "WIZE Science Adventure", which is ment, cameras, and scientific equipment zoo staff. The third follow-up seminar based on Wildlife Inquiry through Zoo Education (W1ZE), an award-winning The Bronx Zoo "W1ZE" program is an award-winning secondary science curriculum also secondary science curriculum developed by the Zoo with developed in collaboration with the National Science Foundation support. Now, the `W1ZE" Bronx Zoo and the National Science Foundation. program, funded by the National Science Foundation, The newly funded Summer Science serves middle school students at the Bronx Zoo! Camp serves 35 economically disadvantaged and academically under-served that biologists use in the field to collect focuses in a workshop setting on endan- students selected from 8th grade in New and analyze data. The most exciting gered species. This session serves as an York City schools in districts 9, 10, and simulation activity is that of students ideal springboard for school projects. 11 in the Bronx and district 6 in Man- assuming the roles of wildlife reserve Mentors assist students developing pro- hattan. This four-week commuter pro- and zoo managers, making difficult jects for science fairs and presentations. gram is designed to promote a lasting decisions regarding the future of their Parents are kept informed about interest in science and mathematics in acquisitions. their children's progress in the program, its participants, encouraging them to A field trip to the Aquarium is and are invited to attend the special value and continue their science, math, scheduled to further investigate wildlife graduation ceremony. or technology education. The Summer conservation. Science Camp also attempts to instill an During the academic year follow-up understanding of issues involving the phase of the program, students attend environment, habitats, and wildlife three day-long seminars. At two of these preservation. seminars they have further contact with The program site is the world- professionals in the sciences like nutri- famous Bronx Zoo. Here, students tionists, pathologists, research biologists, explore wildlife adaptations to habitats around the world, wildlife biology issues, exhibit design, animal survival strategies, population dynamics, and community ecology. Small group projects involve hands-on activities and problem solving skills. 129 127 COOT ISTP1723sarMOMOdiSCIENCE CAMP IN BROOKLYN, NEW YORK

n 1995 the National Science Founda- science, engineering, mathematics and are working closely together with scien- tion has granted funds to the Com- technology as possible career choices by tists from the respective fields as men- munity School District #23 in Brook- exposing them to scientists and engi- tors in the workplace. lyn, New York to offer for the first neers who serve as role models. The Community School District #23 time a six-week commuter Summer Sci- This Summer Science Camp curricu- secured the collaboration of the Wildlife ence Camp for 75 under represented lum is designed to be an interdiscipli- Conservation Society, the New York 7th through 9th grade students selected nary, enriching math, sciences, and Zoological Society, and the Brooklyn from Junior High School 263 and the technology multimedia program with a Center for Urban Environment for school PS/1S 284. focus on environmental sciences and implementing its first program in the The Summer Science Camp seeks to the application of mathematics to envi- summer of 1996. stimulate an interest in mathematics, ronmental problems. Classroom instruc- Child-centered classroom activities, science, and engineering in the partici- tion is linked with outdoor science school and community involvement, par- pating under represented middle school activities such as weather measurements ents as partners, and interaction with students to prepare them for enrollment and water purification. Students learn professional scientists, mathematicians, in high school courses in these fields, about urban design and ecology, study and environmental engineers make up and to reduce the school drop-out rate. park environments in New York City this Summer Science Camp's program. Participants are encouraged to consider and plant evolution at the New York The outstanding math and sciences Botanical Gardens. Other field trips take career awareness component of the the attendants to the Liberty Science Summer Science Camp has been care- Center, the New York Aquarium and a fully designed by the program staff. farm, where they analyze animal Program Director Winston Smith adaptations and behavior. Participants explains: "...The career awareness activities are very captivating.... The Community School District #23 in Brooklyn, New Students learn by 'doing' science, York, the Wildlife Conservation Society, the Brooklyn rather than by reading about it." The "Community School District Center for the Urban Environment, and the New York #23 Summer Science Camp" intends to Zoological Society join as a team to conduct a demonstrate to different school com- Summer Science Camp to increase students' interest munities that its comprehensive mathe- in and exposure to science and mathematics. matics, sciences, and engineering educational program can encourage under represented students to pursue courses in these fields in high schools and colleges, and eventually helps to fulfill the national education goal.

128 SCIENCE SHILLS CENTER, INC. SUMMER SCIENCE INSTITUTE

Funding from the National Science excellent use of the vast resources in Foundation allowed the Science the fields of sciences and technology Skills Center's Summer Science available in Brooklyn and New York Institute to expose 125 students to City. The "Building Access to Science four major sciences modules at four EnrichmentMedicine" module pro- different sites in 1993: Biology/Medi- vides 25 participants with the out- cine, Computer Engineering, Environ- standing opportunity to attend lec- mental Chemistry, and General Sci- tures and lab sessions, conducted by ences. By the year 1994, the commuter doctors and staff, on the.site of program was able to serve 150 stu- Brooklyn's only medical teaching facili- dents, in grades K through 10, in a ty: State University of New York Health multi-disciplinary curriculum focusing Science Center at Brooklyn. Sharing on the disciplines of intermediate and the same educational environment as advanced comparative anatomy, begin- medical students, the Summer Science ning biology, engineering techniques, program participants take classes on applied technology, and chemical such topics as genetics, gross anatomy, engineering. doctor-patient interviewing, infectious

The goal is to increase the participants' science knowledge and techniques, and to boost their academic and occupational awareness in the sciences, mathematics, engineering, and technology through enjoyable, interesting, and non-threatening teaching modules.

The "Science Skills Center Summer diseases, pediatrics, ophthalmology, Science Institute's" goal since the renal, breast health, anesthesiology, beginning has been to increase the and hypertension. Participants use the participants' science knowledge and Health Center's Research Library for techniques, and to boost their acade- their individual science projects. mic and occupational awareness in the The "Building Access to Science sciences, mathematics, engineering, EnrichmentEngineering" module and technology through enjoyable, allows 25 participants to be enrolled in interesting, and non-threatening classes taught by 1BM engineers at the teaching modules. IBM Brooklyn Plant. The students are The four teaching curriculum mod- expected to wear the same business ules in the "Science Skills Center Sum- attire as the 'real' IBM employees: mer Science Institute" program make shirts and ties for the boys; blouses,

131 129 NEW YORK, BROOKLYN

skirts, or dresses for the girls. This engineering module exposes students to computer engineering in an actual manufacturing environment. Quality control, students are enrolled in the design and product planning, and integrated sched- building of a model-size radio-operated uling among IBM facilities are some of car. Computer assisted design and man- the issues that are discussed, along with ufacturing, physics and robotics are the an introduction to principles of electrical classroom lab projects taught by New and mechanical engineering. The entire York City Technical College and Science IBM staff, from the plant manager to and water samples, integrating the Skills Center, Inc. instructors. the receptionists are favorably impressed chemistry knowledge previously "Science in Industry" is a program with the group of students. The 6th and obtained in classroom lectures. developed with the Brooklyn Union Gas 7th grade students who participate in The "General Sciences" module is Corporation, the largest corporation in this Summer Science module pass the designed to introduce 50 participants to Brooklyn. Brooklyn Union Gas Corpora- 9th grade Sequential 1 Math Regents at a cross section of science subjects: tion management and the Science Skills the conclusion of the Science Skills Cen- Physical Science, Pre-Biology, Dissecting, Center, Inc. staff developed a curriculum ter "Afterschool Program". and Basic Engineering. The curriculum focusing on chemical engineering with Participants in the "Urban Environ- emphasizes the joy and excitement con- the goal to increase the students' ment/Environmental Chemistry" module nected with science learning in a non- knowledge of the practical engineering benefit from utilizing Pratt Institute's traditional setting. application of science and math theories in the use of natural gas as a fuel source. Participants further gain insight The 25 participants enrolled in the engineering module were into the corporate structure and philos- expected to wear the same business attire as the "real" 1BM ophy of a leading business corporation. employees when taking classes at the 1BM Brooklyn plant. The Science Skills Center, Inc. Pro- gram Director Dennis Brownnotified Twenty-five students have the opportunity to attend classes the National Science Foundation: on genetics, doctor-patient interviewing, anesthesiology, "...The Science Skills Center, Inc. is and hypertension at the State University of New York proud to report that our third Annual Summer Science Camp's endeavor to Health Science Center in Brooklyn. increase the academic and occupational awareness of our students in science, open landscape campus for environmen- The Science Skills Center, Inc. mathematics, engineering, and technol- tal testing activities of air, soil, and continuously improves its successful ogy has achieved tremendous water. Here, students can investigate the Summer Science Institute. The "General results...Our 'Building Access to Science existence, identification, and impact of Science" module was extended to five Enrichment Program' in chemical engi- chemicals on the environment in a prac- subjects: comparative anatomy; math/ neering, hosted by Brooklyn Union Gas tical, hands-on approach outside the engineering connection; math/science Corporation, was highlighted in an arti- classroom. Twenty-five elementary and connection; microscopy and urban envi- cle by The City Sun newspaper. We middle school students collect air, soil, ronmentalism. Two hundred students were also quite pleased to be featured are able to participate in this module at at Southern Queens Park Association a local school. and WWRL Radio's Fifth Annual Family A new "Building Access to Science Festival." Enrichment" program started at New York City Technical College. Here, 38 130 132 PATHWAYS OF MATH E SCIENCE RK ST TE

The State University of New York self-development, and addresses socio- stimulating learning situations. A men- College at Fredonia and the Nation- cultural influences affecting under rep- torship program is in place with local al Science Foundation have spon- resented students' interest in math and hospitals and private veterinarian prac- sored an annual commuter Summer sciences. 111) Knowing the School Sys- tice offices. Art, drama and music elec- Science Camp called "Pathways of Math tem, designed to generate the adequate tives are blended into the mathematics & Science" from 1992 to 1995, and adjustment skills and information on and sciences curriculum. renewed the program's funding for the summer of 1996. "Pathways of Math Et "...What 1 have learned in 'Pathways' will help me in my Science" serves 50 under represented whole life, not just in school... 1 did better in math and 7th, 8th and 9th grade students selected science this year because 1 felt better about myself." from three local target schools in rural Chautauqua County in New York State, how the high school system operates to "Pathways of Math Et Science" has providing students with unique learning ease the students' transition from mid- strong community and institutional sup- experiences in math and sciences and dle school to high school. port. It is linked to the "Private Industry encouraging them to continue the study The mathematics content focuses on Council" (PIC), which pays for three of math and science, to realize the geometry, measurement, statistics, prob- tutor aides and a clerical person for importance of these subjects, and to ability, ratio and proportion. The con- the program. appreciate them in their everyday lives. tent focus in the sciences is on ecology, The second important program link- Three modules make up the environmental geology and mineralogy, age is with the "Upward Bound Pro- curriculum of "Pathways of Math Et Sci- and transportation. gram" (UBP), a federal education pro- ence": 1) Knowing the Course Work, Instructional activities include: gram designed to increase the academic designed to generate participants' acad- hands-on, independent research study, skills of high school students to moti- emic skills and motivation, enabling intensive laboratory use, and computer vate them to pursue post secondary them to succeed in the areas of mathe- sessions. Furthermore, participants learn education. Three high school graduates matics and sciences. 11) Knowing Your- how to improve their problem solving, from the pool of UPB serve as tutor self, designed to generate the students' reasoning and communication skills in aides, role models, and mentors for "Pathways" students, preparing them for During an academic year high school and college, and instilling follow-up activity, participants self-esteem. All Summer Science Camp are engaged in hands-on graduates are eligible for the "Upward work in State University of Bound Program". VisitingProject Direc- New York's College at tor of the "Discovery Program" from Fredonia's science laboratory Ohio, Maria Alberdeston,says: "...Hav- while carrying out ing students who completed the Upward DNA extractions. Bound Program work with the younger students was especially appealing to us."

131 133 NEW YORK, FREDONIA

"Pathways of Math and students that attended the 1995 'Path- Science" Summer Science ways of Math & Science' program over Camp participants and the summer. I was a 7th grader that future scientists! didn't know much about what layed ahead, and also I didn't know good 55% score in science study skills. Since I went to 'Pathways', and left with a post- I have been doing good in school ...I test score of 84%! think it would be a shame not to let Student Anne other students enjoy what I enjoyed Zdrojewski,a 1994 that summer." Both, the "Pathways of Math Et Science" and 1995 participant writes: "...In my Participant, Rachel A. Kwilos,even Summer Science Camp and the "Upward two years of 'Pathways of Math & Sci- earned a certificate of appreciation Bound Program," are the only student ence' I have learned a lot about math, from the National Science Foundation enrichment programs in this rural and science, myself, and others.... what I for her participation in the 3rd National economically depressed area. have learned in 'Pathways of Math & Conference on Diversity in the Scientific Field trips to science-related institu- Science' will help me in my whole life, and Technological Workforce in Wash- tions and guest speakers provide ample not just in school.... In math, they teach ington, D.C. in connection with "Path- career exploration opportunities and tie you to calculate quickly, so you do not ways of Math Et Science" in 1994. in with the "Pathways of Math Et Sci- always need to use a calculator. In sci- Dr. Laila Denoya, Principal Inves- ence" curriculum. A visit to the National ence, we did not just learn the names tigator,strongly believes in the impact Center for Earthquake Engineering of rocks, we learned what they are of early intervention programs on stu- Research at the University of Buffalo in used for.... I did better in school in dents' academic achievement. She says: New York allows participants to witness math and science this year, because I "...I have very often seen sophomores the applications of scientific knowledge felt better about myself." and junior high school students not to the practical problem of designing Co-Director Tadd Newellsums up willing to take advanced sciences or earthquake resistant buildings and struc- his involvement with "Pathways of mathematics because either the stu- tures by professional engineers; a trip to Math Et Science" in a personal note: dents have had poor learning experi- the Chautauqua Gorge in Westfield, New "...The most satisfying part of.my ences in these fields, or they feel inca- York enables them to study local geolo- involvement in the Summer Science pable of doing well in mathematics. gy and ecosystems; visits to the Great Camp is seeing the light come on in They fear mathematics ...Hence, with Lakes Science Center in Cleveland, Ohio, programs like the Summer Science the George Mather Museum, a convert- Camp, students can be encouraged at ed 600 feet Great Lakes freighter, pro- early stages to appreciate sciences vide information on geology, ecosystem, and mathematics under the light of and transportation in relation to the Great Lakes and add more learning experiences. The young "Pathways of Math & The student retention rates during Science" students are involved in the various stages of an the summer program have been above archeological dig in West Seneca, 950/o. An impressive academic achieve- New York. ment of participants is observed. In mathematics, students came to the program with an 830/o overall math score, these children's eyes after they experi- hands-on activities like computer use, and left with an 850/0 overall score. The ence opportunities for exploration and science lab kits and tools, field significant improvement of overall aver- discovery that are just not there in most research, graphing data and many age science scores attests to the pro- educational settings." other instructional activities to increase grams success: Students came to the 1995 participant Waleska Alvalle their interest and most of all self-confi- "Pathways of Math Et Science" with a says: "...I was one of the many dence in mathematics and sciences."

132 134 CITY UNIVERSITY OF NEW YORK

N ER R T CONTINUUM SUMER SCIENCE IN NE YOR

Atotal of 48 under represented are engaged in science research pro- 7th grade students have the jects, facilitated by the Summer Science "...Ninety-six percent chance to attend a four-week Camp staff. of the selected students Guest speakers from a variety of Summer Science Camp called complete the program "CUNY Headstart for College scientific and academic fields provide Continuum Summer Science Camp" career information. Experts from the with perfect or near held at York College of the City Polaroid and Xerox Companies, repre- perfect attendance.. University of New York, which received sentatives of the New York College of One-hundred percent funding from the National Science Optometry, and artists showing stu- Foundation, augmented by funds from dents how to create musical instru- of the students are the New York City Board of Education ments from everyday objects are invited continuing their science and York College, CUNY. to the Summer Science Camp. Their Program Director Dr. Jack Schlein presentations are thematically tied into education having outlines the goals of his program: the curriculum. enrolled in science "...to provide hands-on activities relat- The students' Summer Science in the next grades.... ed to the science of daily life. The Camp learning experiences are expected outcome is to have students enhanced by field trips to the New York A survey of the students take as much science and math as pos- City Job and Career Center and a visit also shows a 119 percent sible in grades 8 through 12 and to to the Vanderbilt Planetarium. increase in their increase student interest in science as a Program Director Jack Schlein career related field." believes that the "...Summer Science interest in science..." Students and parents are welcomed Camp shows positive effects. Ninety- into the program in an evening cere- six percent of the selected students mony where they meet the staff of uni- complete the program with perfect or versity faculty, public school teachers, near perfect attendance. One-hundred and undergraduate student tutors. percent of the students are_continuing Every morning, students are intro- their science education hiwing enrolled duced to a variety of hands-on labora- in science in the next grades.... A sur- tory science experiments, designed to vey of the students also shows a 119 teach sciences by utilizing common, percent increase in their interest in familiar objects such as clocks, radios, science..." and cameras; allowing the participants The academic year follow-up pro- to acquire knowledge about the basic gram is designed to provide additional scientific concepts and principles at mentoring support and academic enrich- work in these every day items. During ment to reinforce and strengthen the the afternoon activities, the students Summer Science Camp's objectives.

135 133 NEW YORK

SUMMER SCIENCE CAMP IN NEW YORK CITY

The New York Times could not help The Summer Science Camp's main Summer Science noticing the outstanding effort goal is to interest more students from Camp results show made by the City University of New under represented groups in applying for students' learning York in putting in place a Summer the three New York City specialized sci- Science Camp at Stuyvesant High School ence high schools, to be accepted and experiences have and the Pocono Environmental Educa- ultimately excel after admission to these prepared them to tion Center for 285 middle school stu- schools. The Summer Science Camp attend one of New dents in 1995! achieves this goal by: improving the stu- The National Science Foundation dents' proficiency in sciences, mathe- York City's three makes it possible for the City University matics, and verbal understanding; offer- specialized science of New York, working in close coopera- ing challenging courses in mathematics, tion with the New York City Public sciences, as well as humanities; intro- high schools. Schools' High School Division to develop ducing study skills; and exposing them and implement the Summer Science to scientific career opportunities. Camp program for academically talented The six-week residential Summer Sci- under represented 7th and 8th grade ence Camp's introduction to the world students selected from public middle of science, mathematics, and technology and junior high schools. at Stuyvesant High School and the Pocono Environmental Education Center opens its doors to prepare these 285 students to pass the entrance examination for these New York City specialized science high schools: Stuyvesant High School, Bronx High School of Science, lisr EIS et Wind on Buildings and TIM. Systems On end On IN Me Cisy snd LAW Jiniunns and Brooklyn Technical High School. The Summer Science Camp participants meet in a structured high school setting for the first five weeks of the summer program, and spend the last program week at the Pocono Environ- mental Education Center. They partici- 'r pate in challenging classes, multicultural 444 programs, and science projects to acquire We proudly present the results of our research conducted while knowledge not ordinarily imparted in a attending the "City University of New York Research Foundation traditional educational setting. The stu- Summer Science Camp," the "Math/Science Institute!" dents select formal classes and elective activities like: Mathematics, Verbal Skill 134 lab NEW YORK,NEWYORKI

Building, Literature, Mathematics Prob- lem Solving, Computers, Sketch Draw- ing, Multicultural History, Science Research, and Creative Writing With A Multicultural Emphasis. The Summer Science Camp comprised three interre- lated teaching approaches: lectures, A group picture of the "City University of New York laboratory work, and science Research Foundation Summer Science Camp" experiments. Students are taught by teachers experienced with high school curricula. In the science laboratory, the teachers work one-on-one with the students, results of their work at the end of the which permits participants to explore summer program. and resolve their individual intellectual The follow-up program continues interests. In addition, current students the summer curriculum, and offers a from the three specialized science high review of mathematics and test taking schools in New York City, Stuyvesant, skills, and homework assistance on a school they get into, because of the Bronx, and Brooklyn Technical High biweekly, hourly basis. preparation they received at Stuyve- Schools, serve as role models, mentors, The Program Directoradmits that sant..." He places great value on the and tutors for the Summer Science there is no guarantee that these stu- positive and encouraging learning envi- Camp participants. dents will get admitted into a special- ronment the Summer Science Camp The program familiarizes the middle ized science high school, however, program provides to its mostly disad- school students with the special educa- "...they should excel in whichever high vantaged participants. tional opportunities available at the science and technology high schools, Summer Science Camp participants "...should excel in and introduces them to career opportu- whichever high school they get into, because of the nities in mathematics, science, and preparation they received at Stuyvesant." engineering. Participants attend seminars and lectures presented by university faculty, special guests and practitioners in the fields of mathematics and sciences. A highlight of the Summer Science Camp program are the special science research projects. Students work in small groups to collaborate, design and display the 137 135 JOHN JAY SUMMER COMPUTER CAMP IN NEW YORK

ith funding from the National statistics and problem solving. Team- Science Foundation since 1993, the teaching techniques are employed during City University of New York's John students' projects with a strong focus on Jay College of Criminal Justice cooperative learning techniques. has continued to conduct a five-week Older students work for the "John intensive commuter Summer Science Jay Summer Science Camp" as assistants Camp, the "John Jay Summer Computer and role models. Peer-tutoring is Camp", for 60 under represented stu- encouraged through the formation of dents entering 7th through 9th grade in academic fraternities. selected New York City schools. On Fridays, informal field trips, for example to the Museum of Natural The 'John Jay Summer Computer Camp's' main History and the Liberty Science Center, along with hands-on project workshops emphasis is on the participant's development of and career counseling, round off the abstract reasoning and problem-solving skills. activities. Guest speakers provide participants The program is modeled after the with additional personalized exposure to Tex Prep curriculum, with modifications the multitude of career opportunities in to suit local conditions. Its main the fields of sciences, math and engi- emphasis is on the participants' devel- neering. They also serve as role models. opment of abstract reasoning and prob- During the academic year, science lem solving skills. workshops and career counseling contin- In the 1995 Summer Science Camp, ue on a weekly basis. The curricular the O.J. Simpson case was a content focus of the follow-up activities is on focus in the curriculum. The importance mathematics. of forensic science became visible Program Director Dr. Lily E. Christ through a number of science activities concludes her evaluation as follows: related to this case, such as DNA, finger "...Students were cooperative and active- 41 print and blood analysis. ly involved in the varied aspects of the During the Summer Science Camp, program and maintained daily journals students follow a structured course to enhance their writing skills. Students, schedule from Monday to Thursday of working alone or in pairs, started to computer science, logic, probability, work on approved projects. All students are required to give an oral report on Work in the computer laboratory their project at the follow-up meetings during the "John Jay Summer during the academic year.... The pro- Computer Camp" is fun! gram's success was outstanding." L'136 138 LIBERTY ENVIRONMENTAL SCIENCE ACADEMY

.1. he "Liberty Environmental Sci- Mathematics is continually incorporat- ence Academy" (LESA) is a three- ed into the program. "...There are several and-a-half-week Summer Science Students receive career counseling rays of hope coming Camp serving 40 under repre- and attend the "Writing to Learn Math out of New York's sented 7th through 9th grade Et Science" course taught by a strongly students from the Community School dedicated math and sciences staff. Harlem and Upper District #3 in Manhattan, including They thus gain science literacy through West Side. One Central Harlem, at rural Bard College. the development of critical inquiry It is funded through a 1993 National and communication skills, along with glimmer comes Science Foundation grant to Bank hands-on laboratory and fieldwork from the 'Liberty Street College and the Liberty Partner- experiences. Environmental ship Program, a New York State fund- Field trips provide the opportunity ed educational program. for hands-on natural resource study. Science Academy'..." The Program Directordescribes the Students go berry picking at Mont- project and its goals: "...There are sev- gomery Place, rock climbing at the eral rays of hope coming out of New Mohank Preserve and orienteering at York's Harlem and Upper West Side. Bowden State Park. One glimmer comes from the 'Liberty Environmental Science Academy'.... It provides adolescents in at-risk situations with stimulating exposure to the study of science and language arts." A field investigation in aquatic ecology, conducted by attendants With the National Science Founda- of the 'Liberty Environmental tion Summer Science Camp and the Science Academy.' Liberty Partnership Program, these inner-city youths receive enriching, alternative learning experiences that give them a glimpse of the world of science. The project's curriculum is developed by the Bronx Botanical Garden's 'Institute of Ecological Studies. Its field investigation content alternates every summer between terrestrial and aquatic ecology. The outdoor biological strategies familiarize the participants with organisms and their environments. 139 137 1." .1, Cal NEW YORK, NEW YORK

Students of the 1995 "Liberty Environmental Science Academy" help each other forge trails during a visit to the Mohonk Preserve.

Eric Wiliamswent through the program, and then worked as counselor, too. He now attends SUNY Westport. "...For most of these kids," he says, "...if they didn't come, they'd probably just be standing on the corner. Like I told some of my boys, you're going to see the same people standing Former Summer Science Camp accepted. This allowed me to take in the same place when you get back participant and current University of college courses instead of the regular 20 days later. A lot of them wish they Rochester student Jenny Laracuente curriculum. I learned how strong and could stay out here longer." talks about her positive experiences capable I was through handling college with LESA: "...Through Liberty Partner- classes. I developed excellent study ship Program I attended the 'Liberty skills, which put me on the honor roll." Environmental Science Academy'; I enhanced my writing skills and explored the sciences. In 1994 I applied "For most of these kids, if they didn't come, they'd for the 'Capstone Program', and was probably just be standing on the corner. Like 1 told some of my boys, you're going to see the same people standing in the same place when you get back 20 days later."

Community College student David Cresposays: "...This was really my first time out of New York City, and as an eleven year old who had never experienced such beautiful surroundings, I was immediately hooked. First of all, I found out that I could overcome my fears about doing something new and different. Secondly, I can learn to work with others. Thirdly, I had the chance to be exposed to environmental science.... I continued the program every year, and eventually became a counselor."

138 SUMMER MICROSCOPY INSTITUTE SUMMER SCIENCE CAMP

participants of the "Summer Roble-rn Microscopy 'Institute" Summer Sci- TrIsed Eye$ 144e,...45 ence Camp are presented with the u res . 6 chance to use high-technology OPPe 'microscopy equipment! Since 1995 cre sixty incoming 7th grade under represented students selected from 10 schools in the Newburgh Enlarged et 1 r City School District in New York State 0TH C have spent four weeks at the National Science Foundation and Texaco Foun- dation funded the commuter Summer Science Camp called "Summer A young student presents the research results from his science Microscopy Institute". project, which utilized high-technology microscopy equipment. The "Summer Microscopy Insti- tute's" objective is to provide students with the goal orientation needed for success in school, at work, and in life in a program where all attendants Eight high school students, who are engage cooperatively in teams and are members of the New York State Science incited in problem solving activities. Honor Society and currently enrolled in The "Summer Microscopy institute" higher level sciences courses, provide curriculum offers different learning mentoring services to the younger pro- activities each week. The first week, gram participants, and serve as excel- students are involved in research lent role models. "...This interaction methodology by investigating owl pel- between older and younger students lets, learn how to access information, contributes to the program's uniqueness and use computers to research back- and success," according toProgram ground information about their science Director Dr. Annette Saturnelli. research projects. For the remaining The "Summer Microscopy Institute" three weeks they work on their self- offers two novel activities: 1) "Break- selected science research projects, fast with the PROs" time is scheduled using high-technology microscopy every Tuesday. The "PROs" are profes- equipment including scanning electron sional scientists and engineers from microscopes and a transmission elec- nearby industries, who join the partici- tron microscope. pants for informal conversations during

139 k4 NEW YORK, NEWBURGH

Follow-up activities during the aca- "Breakfast with the PROs": a unique demic year scheduled for Saturdays career exploration opportunity for include further classroom and labora- participants of the Newburgh tory sciences activities, and career and 'Enlarged School District' "Summer academic counseling sessions for Microscopy Institute." parents and students. Post-program questionnaire answers reflect the "Summer Micro- their breakfast. Each "PRO" makes a work to complete their science projects. scopy Institute's" success. Students brief presentation about his or her life Attendants are expected to give two particularly liked the non-traditional, and professional development, begin- formal presentations to all Summer hands-on approach to science and the ning from the time when they were the Science Camp participants. These interaction with local scientists. The same as age as the Summer Science presentations are videotaped to be overwhelming majority of participants Camp participants up to the present. A shown on the night of the "Summer hopes to return to the program the question-answer period follows, and Microscopy Institute's Awards Program". following year. then the "PROs" share their expertise with the participants by mentoring "...The Awards Program was the highlight...1 could have just them in their school labs. 2) "Visiting cried at each child's face as he/she received the award." the PROs" time is scheduled every Wednesday: to observe the "PROs" at work shows the Summer Science Camp Recipients of the first four awards are participants the applications of sciences chosen by their peers. A counselor in the real world. writes: "...The Awards Program was On Fridays, science olympiads are the highlight.... I could have just cried at held, engaging the students in team- each child's face as he/she received the award." The middle school students are presented with certificates in categories like "Most Skillful Operator of the Sput- ter Coater", "Most Skillful Operator of the Video Microscope", "Team Leader- ship", and others. All participants are encouraged to share their learning progress in the "Summer Microscopy Institute" with their parents.

140 49 O L D W E S T B U R Y

SCIENCE TRAINING C SUMMER SCIENCE CAMP IRK ST TE

From 1993 to 1995, and again in (SSC 2) for 8th grade students. 1996, the State University of New SSC 1 participants study the eco- The Summer Science York College at Old Westbury logical food chain and wildlife of Long Camp provides the successfully linked New York State Island in field exercises. SSC 2 partici- participants with career Education Department and National pants conduct experiments on the Col- Science Foundation funds to enable 50 lege at Old Westbury grounds in order exploration activities under represented 7th and 8th grade to understand ecological principles and and motivational middle school students from six neigh- the value of field study. boring school districts to attend a four- The Summer Science Camp 7th and incentives to work week commuter Summer Science Camp 8th grade participants work in teams toward careers in each year. This Summer Science Camp with the high school STEP participants, scientific, technological, complements the New York State fund- providing an enriching and motivating ed "Science Training & Education Pro- learning atmosphere and excellent role and engineering gram" (STEP) for high school students, models to the Summer Science Camp professions. and the "Collegiate Science Training & participants. Together with the high Education Program" (CSTEP) for college school students in the "STEP" program, studentsat SUNY Old Westbury. the Summer Science Camp students All three math and sciences enrich- create a folder entitled: "Summer Sci- ment precollege programs. have the ence Camp: What We Have Learned goals to encourage under represented About The Planet Where We Live". students' academic success in science Field trips allow the participants to and technology and to motivate them visit the Queens College Environmental to pursue careers in these fields. Center at Lloyds Neck, the New York The Summer Science Camp program provides a comprehensive science and math curriculum to improve the students' skills in mathematics, language SCIENCE TRAINING & arts, and basic sciences. It provides the participants with career exploration activities and motivational incentives to work toward careers in scientific, technological, and engineering professions. The Summer Science Camp design is in two levels: Summer Science Camp Level 1 (SSC 1) for 7th grade students, EDUCATION PROGRAM and Summer Science Camp Level 2

A k 141 NEW YORK, OLD WESTBURY

high school level, and finally the entry of students into the "Collegiate Science Training a Education Program" at the college level. "...The close linkage of these pro- Participants enjoy hands-on grams, along with the continuous work learning experiences in the science of students and parents, guarantees a laboratory at the State University foundation for these under represented of New York's College at students' sustained interest in science Old Westbury. and math, as well as an encouragement The lucky attendants of the "Science to pursue a career in the field of sci- Training and Education Program's" ence, engineering and math," says (STEP) Summer Science Camp. Program Director Dr. Henry Teoh.

Aquarium, Brookhaven National Labora- enter high school. Junior high school tory, and the Bronx Zoo. science project workshops provide the Cultural activities and physical recre- Summer Science Camp students with a ation, study skill workshops, hands-on chance to conduct their own science science seminars, and writing workshops research during the year and enter it in round off this Summer Science Camp the STEP Science Fair and other local and account for its overall success. competitions. STEP high school gradu- During the academic year Summer ates are then encouraged to join SUNY Science Camp participants' achievement College at Old Westbury after gradua- in school is tracked, and they are tion, and are channeled toward the enrolled in the "Science Training and "Collegiate Science Et Technology Pro- Education Program" as soon as they gram" (CSTEP), which is targeted for college students. In summary, the SUNY College at Old Westbury has developed an outstanding math and sciences educational pipeline: beginning with the "Summer Science Camp" for 7th and 8th grade students, leading to the "Science Training a Education Program" at the 142 144 NATIVE SCIENCE FOUNDATION SUMMER SCIENCE IN NE YORK ST

n 1995 the Public Broadcasting Sys- Reinforcement" module, focusing on tem selected the newly National Sci- the development of basic math skills; ence Foundation funded "Native Sci- 3) the "Environmental Science" mod- ence Foundation Summer Science ule, and 4) a module called "Writing Camp" to be included in a documen- Across the Curriculum." Each class is tary on environmental scientists of African-American, Hispanic, and Native "The program's goal is to help participants enjoy their classes American heritage. and convince them to stay in school, but it also refreshes the This "Native Science Foundation professors that get involved. It challenges them to truly teach Summer Science Camp" is set up by the State University of New York at instead of simply reciting a lecture in front of the class." Potsdam to assist 50 Mohawk students entering 7th, 8th and 9th grade in taught by a Master Teacher with expe- meeting the challenge of science and rience in the middle or early secondary mathematics school courses, to rein- classroom. The staff has completed force their knowledge of basic mathe- additional training in science and matics and science concepts in an mathematics content enrichment, exciting learning environment, to show Native American culture, the creation them the relevance of science, engi- of interdisciplinary curricula, and in neering and mathematics, and ulti- meeting the needs of gifted and tal- mately to instill in them the interest in ented Native American students. careers in these fields. Classroom units are planned The program site is the University's according to the learning styles often Star Lake Campus in the Adirondack attributed to Native American students: Mountains. Potsdam College is located active learning, an appeal to observa- about 30 miles from the St. Regis tional skills, direct references to Native Mohawk Reservation, which spans the American issues, supervised participa- Canadian border and has a Native pop- tion, clarification of the practical value ulation of over 10,000 habitants. of learning, and the involvement of The "Native Science Foundation students in personal mastery rather Summer Science Camp" curriculum than in competition with peers. Train- provides participants with academic ing is provided through Potsdam Col- classes in four modules: 1) the "Science lege and Dwight D. Eisenhower fund. Reinforcement" module, covering Native American culture is infused the topics of chemistry, biology, throughout the Summer Science Camp and earth science; 2) a "Mathematics curriculum.

145 143 NEW YORK, POTSDAM

Career exploration takes place in workshops with scientists and other

A teacher and students prepare to dissect a shark in professionals involved with science, like a hands-on science lab activity during the "Native the director of the St. Regis Mohawk Science Foundation Summer Science Camp." Environmental Division, or representatives from the New York State Power Authority, and the American Indian Program at Cornell University. The "Native Science Foundation Science and mathematics classes Wolf Watch,a non-profit organiza- Summer Science Camp" program ends reinforce concepts that students need tion dedicated to the preservation and with an awards ceremony for students, to succeed in the 7th, 8th, and 9th protection of wolves, brought her wolf friends and family. grade classroom according to the New to the Summer Science Camp program Academic year follow-up activities York State syllabus. The classes empha- in 1995 to share information and comprise of field trips to the Canadian size hands-on and outdoor participato- experiences with the students, some Museum of Science and Technology in ry learning. For example, algebraic con- of whom belong to the Mohawk Ottawa, and regular meetings of partic- cepts are strengthened by students Wolf Clan. ipants with members of the Mohawk measuring a selected tree outside. They "Writing Across the Curriculum" Educational Committee, who serve as find that the tree is much easier to involves students in newsletter writing mentors for the participants. measure using shadows, angles, and and journalism to assist their own One program graduate was awarded algebraic equations rather than climb- learning in other classes, and as a the Betty and Merton Evans scholarship ing the 200 and more feet using a ruler. means of building self-expression and at SUNY Potsdam, an indication of the Science units expose students to the self-esteem into their lives. program's success in enabling its partic- scientific method and involve them in Field trips to sites like the Robert ipants to excel in and continue their creative projects such as building food Moses Power Dam, Eisenhower Lock, education. chains, as well as creative and group and the Wilson Hill Goose Banding Site SUNY Potsdam's director of Native problem solving activities. The environ- provide the participants with real life American Affairs, Denise D. White mental science class teaches students applications of program activities. points out additional positive effects of the techniques and methods they need Parents serve as chaperones on the "Native Science Foundation Summer for their afternoon field experiences. these field trips. Additionally, the Science Camp": "...Part of the program's The weekly themes of the science Mohawk Education Committee, com- goal is to help participants to enjoy their projects include: Plants, Earth, Water, prised of Mohawk parents and educa- classes and convince them to stay in and Air. Hands-on activities include tors, meets on a regular monthly basis school, but it also refreshes the profes- Canada Goose Banding, the incuba- to be involved in planning Summer Sci- sors that get involved. It challenges them tion of pheasant eggs, soil sampling ence Camp activities and to provide to truly teach instead of simply reciting a and wolf watching.The director of student support. lecture in front of a class."

144 4 SUMMER SCIENCE CAMP RK Si

The Rochester Institute of Technology scholarship funding for these students. received funds from the National The "Rochester Institute of Technol- Science Foundation from 1992 to ogy Summer Science Camp" is closely 1995 to conduct a Summer Science linked with the "Pre-Freshman Engineer- Camp (RITSSC). Thirty-one under rep- ing Program" (PREP) at the Rochester resented 7th and 8th grade Rochester Institute of Technology, which is proudly City School District students are selected annually to participate in this exciting "By capturing their imagination at an early age, RIT- Summer Science Camp, where the the students continue on the road of high academic curricular focus is on seven areas of achievement... for science-based careers." engineering and the basic sciences. The program's goal is to attract sponsored by the Department of Energy, under represented students to careers in Mobil Chemical and Eastman Kodak the fields of mathematics, engineering, since 1988. More than half of the thir- and sciences, and to enable them to ty-one National Science Foundation successfully complete their academic Summer Science Camp participants were studies in these fields. accepted into this "Pre-Freshman Engi- Field Trips and tours of the academic neering Program" at the Rochester Insti- and dormitory facilities at the Rochester tute of Technology in the summers of Institute of Technology and the Univer- 1994 through 1996.1n addition, two sity of Rochester enrich the students' Summer Science Camp participants academic summer experiences. served as teaching assistants in the Follow-up activities during the acad- PREP 1995 Program emic year include technical and indus- In the wordsof Summer Science trial enriching learning projects for stu- Camp Program Director Dr. Ellson: dents. Several seminars given by skilled "...These facts point to the wisdom of facilitators cover a variety of interactive providing an enriching math/science/ subjects concerning parenting skills for engineering program for middle school raising young teenagers, and areas relat- students. By capturing their imagination ed to college preparation relevant for at an early age, the students continue both, parents and students. The "RIT on the road of high academic achieve- SSC" maintains contact with its partici- ment ...for science based careers." pants by inviting them to attend an annual winter reunion and a meeting in April, where registration material is distributed to the participants for college courses available in the summer. The University of Rochester provides 147 145 SUMMER SCIENCE CAMP AT SUP STONY BROOK IN NEW YORK ST TE

Henowned State University of New chemistry of a group of interconnected afternoon curriculum involves students York College at Stony Brook has ponds in eastern Long Island. The Pine in learning activities with a focus on been able to offer a four-week res- Barrens region has become the focus of art and humanities. Students explore idential Summer Science Camp to intense study in recent years due to its mask-making in the context of self- 40 under represented students entering environmental sensitivity and ecological representation, and discuss the novel 9th grade in Suffolk County schools importance. The students' results of this "The Giver" by Lois Lowry, utilizing it every year from 1993 to 1995 thanks to module may be accessed on the World to improve their communication skills. grant from the National Science Foun- Wide Web. 2) The module on Fibonacci Parents are very involved in the dation in 1992. and Tessellation focuses on students' Summer Science Camp program. They The program's goal is to significant- investigations of fibonacci numbers, form a "Parents Advisory Council", ly increase the numbers of under repre- numbers that are uniquely found in which meets on a regular basis, visits sented students entering sciences, engi- nature. Participants also build a kalei- the campus, and attends the closing neering, and mathematics studies and doscope and create tessellations by ceremony at the end of the Summer careers by utilizing the strong physical using a mosaic kit to build a symmetric, Science Camp to witness students' sciences, mathematics, and engineering tessellating pattern. 3) Workshop ses- presentations of their science research departmental resources at the Stony sions in the Transtech Laboratory allow projects and artwork. Brook College. The Summer Science participants to explore transportation Summer Science Camp attendants Camp participants live with counselors/ systems and the interaction of math, are engaged in a large number of teaching assistants in a campus dorm science, and technology by engaging in academic year activities during the fall shared with high school students in a variety of hands-on activities. During and spring. They participate in science similar science and technology entry the culminating learning activity of this lab explorations in engineering, tech- programs. Cultural, social, and recre- course, the students learn how technol- nology, geology, and telecommunica- ational activities are offered. ogy can be used to protect passengers tion at the SUNY Stony Brook campus, visit the Long Island Museum of Natur- The students' "Hydrogeology of the Secret Ponds" report al Sciences, and the New York Hall of can be read on the world wide web by visiting: "Hydro- Science in Queens, NY. Students are geology Summer Research Experience for Ninth Graders." required to enroll in home school-based math and sciences clubs, led by their The Summer Science Camp curricu- during motor vehicle crashes. 4) A mod- home school teachers. lum focuses on four research-based ule on Robotics and Motion is designed The Summer Science Camp partici- explorations during the four summer to let students discover how a variety of pants' newsletter and research publica- weeks: 1) The Hydrogeology research plants and animals move. Participants tions attest to their gain of knowledge and study project of the Long Island then construct robotic devices that imi- in sciences, engineering, technology, Pine Barrens Ponds provides students tate these movements. and mathematics generated by the with an opportunity to participate in an Research, data collection, analysis, Summer Science Camp experience in a original research project that investi- and field experiments comprise most of variety of unique, innovative, and fun gates the flow patterns and water the participants' morning schedule. The learning experiences.

146 N E W Y 0 R K

RENSSELAER SUMMER SCIENCE ENRICHMENT PROGRAM RK ST TE

Funding from the National Science with an ideal opportunity to develop skills. Mathematics are a critical part of Foundation from 1993 to 1996 has skills addressing and coping with people the instructional process and integrated enabled Rensselaer Polytechnic Insti- from diverse backgrounds and attaining throughout the curriculum. tute to conduct a residential five- leadership skills ...In these times of fiscal Sciences, engineering, and health - week Summer Science Camp, the "Rens- changes, Summer Science Camps pro- professions career exploration opportu- selaer Summer Science Enrichment vide needed opportunities for inner city nities are provided through field trips to Program", for 50 under represented 7th, and rural youth... To engage middle local industries, science museums, and 8th and 9th grade students selected school youth in educational summer close interaction in mentorship settings from 23 target schools in Albany, Schen- enrichment programs expands the pres- with the Rensselaer Polytechnic Institute ectady, and Troy City school districts ence of college and universities in local faculty, professional scientists and in New York State. schools and communities ..." engineers. At the 1995 Summer Science Camp "...As difficult as it is for middle school children to give up a closing ceremonies, parents acknowl- good chunk of their summer vacation to attend a challenging edged the importance of the Rensselaer Polytechnic Institute Summer Science academic program, our daughter's experience has positively Camp and the need to maintain it in changed her outlook on school and future career options." future years. Oneparentput it this way: "...As difficult as it is for middle This Summer Science Camp program The Rensselaer Summer Science school children to give up a good seeks to prepare its participants to suc- Camp curriculum reinforces hands-on chunk of their summer vacation to cessfully pursue their high school course- chemistry and technology laboratory attend a challenging academic pro- work in mathematics and sciences, and work in project-oriented, teambuilding gram, our daughter's experience has to be academically well equipped in learning activities. Participants are divid- positively changed her outlook on these fields for postsecondary education ed into five teams. Each team works on school and future career options." leading to careers in sciences, engineer- a science project facilitated by local In order to continue the efforts of ing, and health professions. public school teachers, and graduate the Summer Science Camp, participants Program Director Mark Smith and undergraduate students from the are enrolled in follow-up activities in the enlarges on his Summer Science Camp's Rensselaer Polytechnic Institute who Rensselaer Polytechnic Institute's acade- goal and uniqueness: "...This National serve as tutors and role models for the mic year precollege program. Science Foundation funded Summer Sci- young Summer Science Camp partici- ence Camp provides rare opportunities pants. These team projects place special for young men and women to seek an emphasis on developing participants' intellectual and social experience on a problem solving and science research college campus.... This Summer Science et) Camp...attracts students from a wide range of school, cultural, and class Rensselaer backgrounds, thus providing participants 149 147 NEW YORK

Summer Science Camp Number of Participants Program Length Grade Levels Activities Hostos Community College, 150 6 weeks 8, 9 1, 2, 3, 4, 5, Bronx, New York 6, 7, 8, 9, 10 Bronx Zoo, 35 4 weeks 8 1, 2, 3, 4, 5, Bronx, New York 7, 9, 10 Community School District #23, 75 6 weeks 7, 8, 9 1, 2, 3, 4, 5, Brooklyn, New York 7, 8, 9, 10 Science Skills Center, 50 5 weeks 3 8 1, 2, 3, 4, 5 Brooklyn, New York 6, 7, 8, 9 SUNY at Fredonia, New York 48 6 weeks 7, 8, 9 1, 2, 3, 4, 5, Fredonia, New York 6, 7, 8, 9, 10 CUNY York College, New York 50 4 weeks 7 1, 2, 3, 4, 6 Jamaica, New York 7, 9 CUNY Research Foundation, 300 4 weeks 7, 8 1, 2, 3, 4, 5 New York, New York 6, 7, 9, 10 John Jay College of Criminal Justice, 60 5 weeks 7, 8, 9 1, 2, 4, 5, 6 New York, New York 7, 8, 9 Bank Street College, 40 3V,weeks 7, 8, 9 1, 2, 3, 4, 5 New York, New York 6, 7, 8, 9, 10 Newburgh Enlarged School District, 59 4 weeks 7 1, 2, 3, 4, 5 Newburgh, New York 6, 7, 8, 9, 10 SUNY College at Old Westbury, 50 4 weeks 7, 8 1, 2, 3, 4, 6 Old Westbury, New York 7, 8, 9, 10 SUNY at Potsdam, 49 4 weeks 7, 8, 9 1, 2, 3, 4, 5 Potsdam, New York 7, 8, 9, 10 Rochester Institute of Technology 31 2 weeks 8, 9 1, 2, 3, 4, 6 Rochester, New York 8, 9, 10 SUNY at Stony Brook, 40 4 weeks 9 1, 2, 3, 4, 5 Stony Brook, New York 7, 8, 9, 10 Rensselaer Polytechnic Institute, 50 5 weeks 7, 8, 9 1, 2, 3, 4, 5 Troy, New York 6, 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

...-7 A0 1 5 0 NORTH CAROLINA

JOHNSON C. SMITH UNIVERSITY'S SUMMER SCIENCE CAMP IN NORTH CAROLINA

ith funding from the National Sci- riculum on classroom activities in biolo- colleges, and landmarks like the impos- ence Foundation in 1994, Johnson gy, chemistry, computer science, physics, ing Georgia Dome, and the "World of C. Smith University is able to con- mathematics, and problem solving skills. Coke", in Atlanta, Georgia. duct a four-week intensive residen- Scientific methodology and research Parental participation plays a central tial Summer Science Camp for 60 under skills are introduced and improved as the role in the program, as parents are represented 7th, 8th, and 9th grade stu- students make observations, collect and involved at some level in all Summer dents. "...The program seeks to address ),--, the need for a scientifically literate,soci- "The program seeks to address the need for a scientifically ety, and to help reverse the declining, ?,. , literate society, and to help reverse the declining achieve- achievement, interest, and participation ."': ment, interest, and participation of under represented of under represented students in science and mathematics..." saysProgram,Dtrec students in science and mathematics." tor Dr.Benjamin Dias."...To this enitcwe continue to seek to enrich and suP?:)Ie- (analyze data, and draw conclusions Science Camp activities. Each evening ment the middle school experienceraise throughout the classroom sessions and two or four parents are invited to have \ educational aspirations, empower par- .,Arkfileid study experiences. dinner with the middle school attendants. 0(0'9, ents to become more effective in helping Scientists, engineers, teachers, A Saturday follow-up component -°p ---1,' their children achieve their potential, arid 'health professionals, college admissions during the academic year provides -w. A. encourage and increase enrollment and ,directorsc'andand the African-American additional mentoring while students I:'-/-. success in college." castiona,ut DrxBernard Harris form a continue to work on their summer Johnson C. Smith University's Sum- cadre't'''-1'. ofsgeakers-who 1 "'.- talk to thepar- science projects. mer Science Camp draws its program ticipan4,'aboutc ar ek-opportunities, The positive outcome of the Summer \ i , _).. . participants from a variety of feeder staynOwschool, going.to"College, and Science Camp at Johnson C. Smith Uni- .A ,470A?), \,,,,Y34A.Vri;1,:,,A% linkage programs: the AETNA Saturday Majoring in science,related..subjeets. versity is reflected in the students' ' ',w,:-,-;:-1..,-v, --7cAN',V3,7,t,..'..:- ,e, ) Academy program, an academic year ,Participants are encouraged-otbegin improved performance in science and A.' 7 .i'. `-',," i,..:.-.);:i.i.'.".W. math and science program; the Kiddie thinking about careers-irysponce.:and mathematics courses in their respective °`>'''s, c-'-'-,. :,,,,,Y-rint...4, Kollege program, a hands-on science .Math; and to consider teacliing4sa., schools, which makes them prone to and math program for children in K .careep4ption, too. Being a residentia stay in school longer, to study science- through 6th grade; the Charlotte Meck- program4articipants have the added. ?-:>',=-1,related subjects in college, and to lenburg international Baccalaureate pro- occasion -to ,experience living and ',44choose science-related careers. gram; and the Mathematics and Science studymprm&eollege environment Apprenticeship Center program. Field tigieicperiences include visits/44

The critical components of the to industnesAke the Hoechst Celanese . e b Johnson C. Smith University Summer Corp. researtlakility in Charlotte:. Science Camp program are classroom science museumslike,'the 12oelcHill activities, speakers, field trip experiences, Museum in South Carelirl.,-thelBM and parental participation. The Summer manufacturing and assembly of micro- Science Camp program focuses its cur- computers facilities, medical schools, .36 149 NORTH CAROLINA N S BORO

MATH/SCIENCE SCHOLARS' PROGRAM AT BENNETT COLLEGE IN NORTH CAROLINA

Support from the National Science The program's objectives are: to Foundation from 1992 to 1995, and motivate these students to pursue again in 1996, has enabled Bennett careers in mathematics and sciences, and College to conduct a residential six- to thereby increase the number of under week Summer Science Camp for 50 local represented students in the field of sci- under represented 7th through 9th grade ences. A broad range of hands-on math- students, called the "MathScience ematics and sciences activities in the Scholars' Program". The program also classrooms and laboratory shows the allows a number of out-of-state stu- importance of these fields in the partici- dents to participate. pants' lives. The program also seeks to The Math-Science Scholars' Program improve participants' study and research provides daily classroom experiences skills and builds their self-esteem. built into a curriculum of biology, chem- The Summer Science Camp uses a istry, computer sciences, English, mathe- mentor/mentoree approach in its matics and physics. research activities. Participants are divided into small groups under the guidance of an instructor, and select a science or math-related project, such as construction of a DNA model or assembling and Students prepare to conduct testing rockets. Once the project is a pendulum study in the physics laboratory. selected, students work together to develop a hypothesis, collect data and determine their findings. The students are encouraged to write and present their papers related to their research experiences as part of the English class assignments. The Bennett College Greenhouse, Animal Laboratory, and science and computer labs are utilized in support of these research projects. The overall curriculum focus of the Summer Science Camp is to challenge students to master computational, com- municative, and research skills in an intensive multi-media approach. High school teachers serve as Summer Science 150 a52. GREENSBORO,NORTH CAROLINA I

Campstaff,strongly supported by graduate students serving as mentors, and assisting the students in their science- oriented projects. Weeklyfield tripsprovide an outlook into possible careers in science and mathematics. Participants visited, for participants say they do consider careers example, a biotechnology center in sciences, and there is a measurable involved in gene transfer, Bennett Col- improvement of science and math per- lege's departments of industrial and formance. Fifty-one percent of the par- chemical engineering, and the head- ticipants have maintained a grade point Dr. Gloria R. Scott, President of quarters of Dudley Products, Inc., which average of at least 3.01 in mathematics; Bennett College,says in her letter: is involved in cosmetology, to see the forty-seven percent of the participants "...I have had the opportunity to visit manufacturing operation for skin care have maintained a grade point average ...with participants in the program.... and biological products. This site visit of at least 3.0 in sciences. I sincerely feel that the hands-on

Summer Science Camp participant Albert A. Rhodes-Lester says about his Summer Science Camp learning experiences: "...1 learned a lot of new things and am able to set a realistic goal to become a meteorologist...1 would recommend others to take advantage of this wonderful experience."

ended with a motivational presentation Theparents of participant Aaron experiences in the classroom ...have given by the founder and CEO of the Showers state that their son"...com- stimulated a keen interest in many of company. As part of the "Math Sci- mented especially about the hands-on the participants ...and have been ence Scholars Program's" career coun- science and biology work. We believe moved to pursue careers in math and seling component, a diverse number of he has increased his math score as a sciences as a result of their Summer under represented scientists and mathe- result of the program. We like the Science Camp experiences." matics professionals are invited to share tutorial sessions." information about their careers. Summer Science Camp participant Parents are strongly involved in the Albert A. Rhodes-Lester saysabout his program. Once a week they are invited Summer Science Camp learning experi- to the Summer Science Camp to view ences: "...Ilearned a lot of new things the students' work. The camp ends with and am able to set a realistic goal to a banquet and an award ceremony for become a meteorologist...I would rec- students, parents, and staff. The Presi- ommend others to take advantage of dent of Bennett College was the keynote this wonderful experience." speaker, reflecting the institutional support of the Summer Science Camp. A 21-weekFollow-up programduring the academic year on Saturdays at the college keeps students focused on their science skills and overall academic progress. Eighty-five percent of the camp

151 NORTH CAROLINA G R E E N S B O R O

SPORT SCIENCE CAMP L-2C0)1

PP ports and Sciences" is the unique collect, plot, and analyze data in rela- local schools, University of North Carolina curricular focus of the four-week tion to other variables, whether depen- professors, and several graduate students, commuter Summer Science Camp dent or independent, and compute who all serve as mentors to the students. that the National Science Founda- means and variations. During the last Career options in the field of sport tion has funded with the University of two weeks of the program, the staff science are discussed with participants. North Carolina at Greensboro since 1994 . The "Sport Science Camp" tar- One participant said, "My science grade has gone from gets 48 under represented 6th, 7th and a 'C' in 6th grade to an 'A' in 7th grade." 8th grade students who demonstrate potential leadership qualities in sports discusses these mini-concepts: exercise Parents are kept informed of activities and abilities in science or math. The physiology, biomechanics, aspects of and students' academic performance. program utilizes sport activities as a energy, movement, circulation, respira- The program led to a measurable medium for teaching scientific concepts tion, temperature control, anatomy, improvement of participants' knowledge and for increasing the students' interest forces of inertia, friction, acceleration, in the field of science and math.Pro- in learning various concepts from the and velocity. gram participant Vera Ihearnacho fields of sciences and mathematics. Par- Dr. Allan H. Goldfarb, Director of writes that her "...report card has ticipants come from the North Carolina the "Sport Science Camp",states: improved since last summer...The pro- Piedmont Triad region. "...We tried to employ the scientific con- gram has helped me in school in math The "Sport Science Camp" design cepts introduced in the mornings into and science. In math, my grade went starts with pre-testing sessions, to then fun activities in the afternoon." from a 'B' to an 'A'. In science my teach the concepts of scientific modes The instructional and research activ- grade went from a 'C' to a 'B'. I of inquiry to the students. Each day a ities of this "Sport Science Camp" begin enjoyed working with you and hope new scientific concept is introduced. with breaking the students up into to be there next year." Students are split into small groups to small groups to work on hands-on, Lemuel Lamar Holmes, another inquiry-based projects in the laboratory participant,expresses his happiness and classroom, which familiarize them since he has been in the University of with the basic concepts of exercise North Carolina at Greensboro's "Sport

physiology, and sport biomechanics. Science Camp" program,because Later, they become subjects of their "...my science grade has gone from a own experiments when they are 'C' in 6th grade to an 'A' in 7th grade." involved in physical activities designed Curiously, no field trips are sched- to integrate performance and scientific uled for the participants during the four Students engage in unique outdoor theory. In the 1995 "Sport Science weeks of the program. However, the science activities: a balloon toss on Camp" program, the research projects unique pedagogical use of sports, an a field allows for examination of focused on aspects of circulation, respi- activity greatly enjoyed by most younger physics principles like gravity, ration and anatomy. students, obviously contributes to the absorption, and restitution. The staff consists of science, math "Sport Summer Science Camp's" contin- and physical education teachers from ued success! 152 NORTH CAROLINA

CAPE FEAR SUMMER SCIENCE CAMP JEN ._,D\KLD1

The University of North Carolina at participants by professionals working in Wilmington conducted two four- the sciences, who are also engaged in a Field trips to zoos week commuter programs during the mentoring relationship with program and science muse- summer of 1994 and two sessions in participants. 1995, the "Cape Fear Summer Science Follow-up activities during the acad- ums complement Camp", funded by the National Science emic year include academic instruction, the program and as well as additional field trips and the Foundation to serve 50 under represent- help to strengthen ed students. The program's goal is to creation of a newsletter concerning increase the representation of under rep- Summer Science Camp projects and the relationship resented students in the fields of science, future sciences projects during the between laboratory engineering and mathematics. school year. work and science This Summer Science Camp provides A successful student outcome of this the participants with hands-on experi- Summer Science Camp is the receipt of carried out in ences that develop the skills of observa- a first place award in the National Sci- the field. tion, measurement and analysis required ence Foundation research competition at for careers in the field of sciences. the National Conference on Diversity in The main curricular focus is on the Scientific and Technological Work- coastal science. The disciplines of biolo- force held in Washington, D.C. in 1994 gy, chemistry, physics, math, geology, for one participants' coastal geology astronomy and psychology are integrat- project. A good indicator for "Cape ed into the curriculum. Fear's continued success! Activities include classroom instruction and laboratory work. Field exercises with an emphasis on coastal science allow all students to actively participate in a research project examining the dynamics of coastal geology in a barrier island environment. Field trips to zoos and science museums complement the program and help to strengthen the relationship between laboratory work and science carried out in the field. The staff consists of accomplished public school science and math instructors. 11111=Zglial Graduates of previous programs support the staff as peer mentors. Career exploration opportunities UNC and career day trips are offered to the 153 NORTH CAROLINA

ROANOHE RIVER VALLEY u, gam 0\2

[email protected]. N1QJ @nLREDuPw@o2D -I-igHTN Tn,

he Roanoke River Valley Consor- innovative project design consisting of "Mentoring Program". Parents are tium, which consists of five school the pre-residential camp activities, the enrolled in workshops to increase stu- systems located in rural, poverty- four-week residential program, and fol- dents' confidence in their academic abili- stricken northern North Carolina, low-up events. ties; career counseling sessions and offers a four-week residential Summer Science Camp, funded by the National One student stated, "The number one thing 1 liked the Science Foundation for 50 under repre- most was the learning that was involved..." sented students selected from the 8th grade in partnership with the North Car- The residential Summer Science research assistance are set up for students olina Central University. The "Roanoke Camp program curriculum focuses on by the "Roanoke River Valley Consortium River Valley Consortium Summer Science physical science and mathematics, inte- Summer Science Camp" staff. The follow- Camp's" goal is to create a cohort of grating life and earth science courses, up program activities focus on a mentor- students, to provide them with the foun- laboratory science experiments, and ship program and the establishment of an dation for a lifelong interest in science computer usage. The instructional deliv- alumni group to supply continued career and math, and to encourage them to ery comprises of hands-on/minds-on counseling and involvement in math and consider the sciences, engineering, and activities in cooperative learning groups, science through high school. math as possible career choices. and via computer applications. Program Director Dr. Shirley Tur- The "Roanoke The "Roanoke River Valley Consor- nagestates that "...the R2VCS2C is an River Valley tium Summer Science Camp" staff of excellent program using curriculum inte- Consortium college professors and master teachers gration, team teaching, and hands-on Summer Science are assisted by college students. Field laboratory applications to provide stu- Camp" has an trips are designed to reinforce the class- dents with direct experiences."One room and laboratory work. Summer Science Camp participant The innovative pre-summer academic states: "...The number one thing I liked Students attentively follow a demon- year activities consist of "After-School the most was the learning that was stration in the science laboratory. Meetings", "Saturday Seminars", and a involved..."

Summer Science Camp Number of Participants Program Length Grade Levels Activities Johnson C. Smith University, 62 4 weeks 7, 8, 9 1, 2, 3, 4, 5, Charlotte, North Carolina 6, 7, 8, 9, 10 Bennett College, 140 6 weeks 7, 8, 9 1, 2, 4, 6, 7, Greensboro, North Carolina 8, 9, 10 University of North Carolina, 49 4 weeks 6, 7, 8 1, 2, 4, 6, 7, Greensboro, North Carolina 9, 10 University of North Carolina, 50 4 weeks 6, 7, 8 1, 2, 3, 4, 6 Wilmington, North Carolina 7, 8, 9 Roanoke River Valley Consortium, 50 4 weeks 8 1, 2, 4, 5, 6, Windsor, North Carolina 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

154 1 SCIENCE-ENGINEERING- MATHEMATICS-PROJECT CLO=ON PD CcD[i Co)

The residential four-week Summer During the afternoons, they attend lab Science Camp "Science-Engineering- sessions and work in cooperative teams Mathematics Project" (MU-SEMP), on many different topics, like genetic located at the Miami University at aspects of the fruit fly, molecular biolo- Oxford in Ohio, funded by the National gy, recombinant DNA techniques, and Science Foundation in 1993, follows its plant growth. The students are led and inquiry-based summer program curricu- mentored during these research activities lum in math, science and computer sci- by professional scientists from Miami ence by linking Summer Science Camp University at Oxford. MU-SEMP engages participants in hands-on science laboratory participants during the academic year Professional scientists from Procter Et activities like measuring the with two outstanding math and sciences Gamble and the National Weather Ser- growth of bean plants. enrichment projects in Southwestern vice provide conferences in career explo- Ohio: the statewide initiative "Discov- ration opportunities and their reflections ery", located on the Miami University at on mathematics and sciences applica- Technological Workforce in Washington, Oxford campus, and the also National tions to the real world. D.C., where she presented the results of Science Foundation funded regional Field trips to science museums, busi- her science research project done in the Alliance for Minority Progress, "Minori- nesses and educational organizations Summer Science Camp. ties in Mathematics, Science & Engineer- serve the same purpose. The respective home schools become ing", located in Cincinnati, Ohio. A staff of college faculty and stu- the sites for the academic year follow- The Miami University at Oxford in dents, middle and high school teachers up activities, which mainly focus on pro- Ohio Summer Science Camp called "Sci- provides an inspiring learning environ- viding continued academic support for ence-Engineering-Mathematics Project" ment. Parents play a distinctive role in participants of MU-SEMP. Topics for the (MU-SEMP) involves 52 under represent- the Summer Science Camp, both during follow-up sessions are selected by home ed 7th and 8th grade students from the the summer and the academic year pro- school science teachers and the Summer Science Camp staff. "...The representation of different ethnic groups in the Program Director Dr. Iris DeLoach program's staff largely contributes to its success." Johnsonbelieves that "...MU-SEMP is unique because of the wide variety of Cincinnati and Dayton metropolitan, gram by serving as teaching assistants backgrounds of the participating young and surrounding rural areas. and mentors to the participants. Older students, ...and because it so strongly The program offers instructional high school students participate in the involves parents during the summer." activities in nine challenging classes: Summer Science Camp as tutors for the Co-Director G. Nathan Carnesthinks math, science, computer applications, younger students. that "...the representation of different engineering, library/lnternet study, rock- In 1994,MU-SEMP participant ethnic groups in the program's staff also etry, technical writing, model building, Lindsey McDouglewas a winner in the largely contributes to its success." and orienteering. In addition, the partic- science fair at the 4th Annual Confer- ipants' research, study and communica- ence on Diversity in the Scientific and tion skills are enhanced. Students are involved in morning academic classes. 155 PREPITECN INSTITUTE

long with the Engineers Foundation The six-week "PREP/TECH" program "Our experience with of Ohio, the Department of Energy is broken down into two separate peri- PREP/TECH has been and the National Science Foundation, ods. First, a three-week introduction to the University of Toledo in Ohio has basic scientific principles is followed by highly encouraging. sponsored the six-week "PREP/TECH the application of ideas and principles to Although the Univer- Institute Summer Science Camp" for sciences and math projects. Math, statis- sity and private sec- approximately 100 under represented 7th tics, research methodology, computer through 9th grade students since 1993. and writing skills, analytical and graphi- tor are supporting The program focuses on providing its cal skills, all are fully employed in the this effort, we need participants with the opportunity to students' special projects. Then, the "PREP/TECH" participants return for the additional support in increase their knowledge and skills in mathematics, science and language arts, following three weeks of hands-on labo- order to continue and along with promoting enjoyment of ratory instruction. They are divided into expand this effort." these disciplines. Participants' critical two groups. One group of participants thinking abilities are challenged and works on an engineering project, build- developed through daily classroom exer- ing a full-size paper car. The second cises and laboratory projects, which group of students studies the problem employ a hands-on approach to problem of homelessness in America. Students solving. The students' understanding of investigate this societal problem, try to the scientific and technological process explain it and offer solutions using their is increased, too. math, graphing, data collection and "PREP/TECH" is an intensive, skills analysis skills. Participants publish a development, creative and holistic acade- booklet showing the results of their sur- mic enrichment program which addresses veys and interviews conducted with the mathematics, science, language and regard to the theme of "Homelessness". intellectual needs of its participants. To complete this special science and math project, students are involved in helping to renovate a dilapidated house in the community. These projects provide positive educational experiences for the participants. Community members, members of civic organizations and scientists, along with parents come to the program as mentors, guest lecturers and role models. The "PREP/TECH" staff consists of

156 TOLEDO, OHIO I

University faculty and undergraduate college students. The college students keep providing after-school tutoring in mathematics, sciences, language arts, social studies, and foreign languages during the academic year follow-up activities, which are mainly laboratory sessions and mathe- Young "PREP/TECH" students in the "Homelessness Project" matics and sciences classes. get hands-on science experience while helping to renovate Parent Blonde II Dixondescribes her a dilapidated house. daughter's successful participation in the program: "...My daughter was among the first PREP/TECH students. I Business support is strong.Dwayne inner-city 7th and 8th grade under rep- remember how hesitant she was about E. Clark, Director of Affirmative resented students whose grades in sci- adventuring into science and math Action, Security and Community ence and math are at "C" or below... classes because of fear of failure...I Affairs at Owens-Illinois, Inc.,states: This program services a targeted popu- have watched her thrive after the inten- "...we are proud to be an independent lation who have expressed interest in sive classroom and tutorial assistance sponsor of ...students in the PREP/TECH improving their grades and standard- she received in this National Science program. It is the company's desire to ized test scores, particularly in science Foundation funded program." do its part to improve ...student and mathematics in order to ultimately University of Toledo's Vice Presi- involvement in the study of math and enroll in engineering, mathematics and dent for Academic Affairswrites in his sciences." science-based career majors in institu- letter to the National Science Founda- University of Toledo, Ohio tions of higher learning." tion: "...Our experience with President Frank E. Hortonexplains: PREP/TECH has been highly encourag- "...I fully support the PREP/TECH Pro- ing. Although the University and private gram...a unique program which targets sector are supporting this effort, we need additional support in order to continue and expand this effort. As such, we urge your continuing support of this program."

Summer Science Camp Number of Participants Program Length Grade Levels Activities Miami University at Oxford, 52 4 weeks 7, 8 1, 2, 4, 5, 6, Oxford, Ohio 7, 8, 9, 10 University of Toledo, 100 6 weeks 7, 8,9 1, 2, 3, 4, 5, Toledo, Ohio 6, 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

159 157 EXPLORING CONTEMPORARY CDECD@ &:\11 ML.0, OMEn[M NR1P, CD-EIMCDRM

The "Native Americans in Biological ative uses might be found for native environmental emphasis: life sciences, Sciences" program at Oklahoma Oklahoman plants, and if so, who engineering, statistics, economics, as well State University is designed to inter- would have ownership of these uses. as library, writing and presentation skills. est college-bound Native American The 1995 dilemma centered on deter- All groups make use of computers to students to move into careers in the life mining whether the construction and compile their results, present their find- sciences and to provide the necessary maintenance of a radioactive waste dis- ings at the end of the camp orally, and support. This program is supported by posal facility on local Indian tribal lands each group prepares a written report. the Howard Hughes Medical Institute, would have adverse effects on plant and The key to this program is that facul- the National Institutes of Health, and the animal life in the area. ty and teachers act only as facilitators, Presentations from outside speakers with opposing views while the students do the entire "dilemma" sciences project from the formula- on the dilemma help participants seek solutions. tion of project goals and approaches to National Science Foundation. During the first week of the pro- the presentation of findings at the end of Now, one of its major and new gram, participants are presented with the Summer Science Camp. This hands- components is the residential four-week the scientific dilemma to investigate. on, inquiry-based approach introduces Summer Science Camp "Exploring Con- This is done in association with presen- them to the life and work of scientists. temporary Biological Dilemmas" for 30 tations from outside speakers with Local industry and community under represented 8th and 9th grade opposing views on the problem to be members provide further insight into students, which is funded by the addressed. Students are rotated through relevant scientific research and career National Science Foundation. Advisory mini-workshops which expose them to opportunities. Members of the local boards composed of parents, tribal lead- some of the disciplines and techniques Native American tribes address issues ers, teachers, and administrators coordi- which might be of use in approaching relevant to the preservation of their cul- nate participant recruitment. the scientific dilemma. Participants then ture, and traditional views of the envi- As the title indicates, each year's split into interdependent research ronment and sciences. program centers on a significant and groups, which focus on different areas Summer Science Camp program is real-life scientific dilemma which is of the problem and cooperate to find a coordinated with academic year follow- addressed by the Summer Science Camp solution over the next three weeks. The up activities such as science clubs, students. During the 1993 program stu- proposed research projects combine field speaker programs, and financial aid dents worked on the specific dilemma and laboratory components in regard to information. to determine whether the water treat- the specific scientific dilemma. An enhanced academic performance, ment plant of a local town was releas- A variety of disciplines are included changes in attitude toward science and ing environmentally safe water. In 1994 in the "Exploring Contemporary Biologi- school, and a desire to return the next the dilemma focused on whether innov- cal Dilemmas" curriculum with a strong year, are evidence of the camps success!

Summer Science Camp Number of Participants Program Length Grade Levels Activities Oklahoma State University, 32 4 weeks 8, 9 1, 2, 4, 5, 7, Stillwater, Oklahoma 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

158 2160 PENNSYLVANIA D O Y L E S TOWN

SUMMER ENVIRONMENTAL EXPLORATIONS E DISCOVERIES (goNoNc) PT\

The U.S. Department of Energy's Pre- Freshman Enrichment Program (PREP) originally funded the successful Summer Science Camp program for middle school under represented students in Doylestown, Pennsylvania. In 1993 the National Science Foundation S.E.E.D. participants study took over and awarded funding to the seaside ecosystems on a Delaware Valley College S&A in Doyles- field trip to Island Beach town, Pennsylvania to conduct its four- --a State Park in New Jersey. week residential Summer Science Camp, called the "Summer Environmental Explorations & Discoveries" (S.E.E.D), for aquatic ecology, terrestrial ecology and 60 under represented 7th grade students. man in the environment. The Delaware Valley College built the The Summer Science Camp has "Summer Environmental Explorations & scheduled the mornings for the partici- Discoveries" in strong and close partner- pants to receive innovative instruction in ship with the Philadelphia School District sciences and to be involved in hands-on and the Honey Hollow Environmental activities related to environmental sci- Education Center operated by the ence projects. In the afternoons, partici- Audubon Society of Pennsylvania. The pants improve their information acquisi- Program Director works with a liaison tion and data analysis skills by using the person to arrange visits to the target Delaware College library to collect infor- schools to meet with prospective partici- mation on their science fair research pants and their parents. This allows for projects. They also produce a yearbook recruitment of good students with low which highlights the major Summer Sci- interest levels in math and sciences. ence Camp activities.

Participants improve their data acquisition and analysis skills by using the Delaware College Library to collect information on their science fair research projects.

The program's goal is to improve the Field trips are coordinated to support students' basic math, science knowledge the Summer Science Camp activities and and communication skills. The thematic are the major components of the pro- curriculum focus of the Summer Science gram. A special trip to the Island Beach Camp is on environmental issues, cover- State Park in New Jersey provides oppor- ing four science areas: ecosystems, tunities for the students to study seaside

159 PENN SY LVA N I A,DOYLESTOWN

Participants at the Island Beach Park in New Jersey, studying seaside ecosystem.

Students participate in team building activities.

supplemental counseling and tutoring campers and the staff..." make his pro- services for participants. The "Legacy gram unique and account for its contin- Program" is supported by minority scien- ued success. tists and engineers and focuses on career One parentwrites in her thank-you development of under represented mem- note to Dr. Mertz: "...My son enjoyed bers of the community. This type of pro- the program immensely. I am sure he 41= gram linkage, where financial and will never forget his experiences at human resources are maximized, endors- Delaware Valley.... He would like to be es the advancement of young partici- considered as a junior counselor when pants in education, and allows them to he gets older.... SEED is wonderful!" ecosystems. Fossils are collected in the Pocono Mountains for further analysis. During the academic year follow-up, Summer Science Career information is provided by Camp participants become part of the "Legacy successful scientists and professionals Program", to receive supplemental tutorial services. who are invited to inform the participants about the different career options in math, the sciences, and environmen- achieve their highest academic potential tal fields after graduation from college. and goals. Both of these enrichment pro- Parents are encouraged to partici- grams provide hopeful alternatives to the pate in the Summer Science Camp pro- unfortunate reality of the urban neigh- gram's activities. They also attend the borhoods most participants inhabit. graduation ceremony and presentation Program Director Dr. John C. Mertz of their sons' and daughters' science believes that "...perhaps more than projects exhibited at the Summer Sci- anything else, the close ties between the ence Camp fair event held on the last day of the program. In the academic year follow-up activities, participants of "Summer Envi- ronmental Explorations Et Discoveries" program become part of the "Legacy Program", which provides on-site

160 PENNSYLVANIA PHILADELPHIA

CENTRAL EAST REGION SUMMER SCIENCE CAMP CERSSC) IN PENNSYLVANIA

uring the summers of 1995 and points along the Delaware estuary; 1996, fifty under represented tal- they, then analyzed data collected ented 7th grade middle school along the Delaware River, used spread- 0students have the opportunity to sheets and graphs to interpret water participate in the School District of quality data, generated site maps, and Philadelphia's four-week Summer Sci- ence Camp funded by the National "...Each week we went on trips to test water from rivers, Science Foundation. Participants are lakes, and streams in the Philadelphia area...During our selected from nine target schools in the Central East Region of the travels together we saw how some waterways school district. were clean, and others terribly polluted." The program is designed to encourage these students to see the relevance ended this module by developing and of science in their daily lives, to feel orally presenting a research paper on confident about their skills and knowl- this topic. edge in the fields of science and math- Student Nathan A. Hallreports: ematics, and to develop career aware- "...Each week we went on trips to test ness in science and related fields. water from rivers, lakes, and streams The "Central East Regional Summer in the Philadelphia area...During our Science Camp" attendants take an travels together we saw how some inquiry-based, hands-on approach to waterways were clean, and others ter- complete problem-based sciences ribly polluted." research topics related to the environ- On each field trip students have ment. Activities in five major areas are work assignments that stimulate an offered to the participants during the interest in a variety of career roles, program: 1) Environmental Awareness such as being a researcher, photogra- Research, 2) Laboratory Explorations, 3) pher, cartographer, materials manager, Problem Solving Skills, 4) Computer and reader. and other related Technology Skills, and 5) Field Trips. The focus of the 1995 summer science program was on: "Urban Land Use and Its Impact on Water", a jour- ney into technology and environmental research. Students investigated urban land use along the Delaware River and the water quality of various creeks and 161 PE N N SY LVA N I A,PHILADELPHIA

Participants start to develop their seminars. The National Organization classrooms and sell the American science fair projects during the Sum- for the Professional Advancement of Dream, we tell our children that they mer Science Camp, and continue to Black Chemists and Chemical Engineers are our future, and that science can work with their home school teachers holds workshops for students and their open up a world of possibilities to

"...We stand in front of our classrooms and sell the American Dream, we tell our children that they are our future, and that science can open up a world of possibilities to them...With this National Science Foundation Summer Science Camp Program, we put money where our collective mouths have been...Please, don't pull the plug on this excellent investment! We cannot afford to do so!"

on these research projects during the parents to learn about career opportu- them...With this National Science Foun- academic year follow-up program, in nities in science, mathematics, and dation Summer Science Camp Program, order to enter them in their school dis- engineering. we put money where our collective trict's Regional Science Fairs. This Science and Summer Science Camp mouths have been...Please, don't pull long-term commitment to a science teacher Deborah Bambinosums up the the plug on this excellent investment! research project engages these students overall positive outcomes of the program We cannot afford to do so!" in a continued intensive learning and asks for further funding in her let- process. Other follow-up activities are: ter: "...The program has a pronounced Saturday computer classes and science positive effect on the children. They learn about scientific research methods and basic science skills.... If this program is not sustained, it becomes one more broken promise for children who have already faced too many disap- pointments....We stand in front of our

Summer Science Camp Number of Participants Program Length Grade Levels Activities Delaware Valley College, 60 4 weeks 7 1,2,4,5, 7, Doylestown, Pennsylvania 8,9,10 Philadelphia School District, 100 4 weeks 7 1,2,4,5, 7, Philadelphia, Pennsylvania 8,9,10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

162 M[ QV@ 20 @@ S A N GERMAN

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ith funding from the National tions; and 5) data interpolation and Science Foundation, the polynomial regression. All topics are "Summer Science Camp for discussed using calculators and com- j\Southwestern Puerto Rico" takes puters. place on the San German campus of Topics in the physical sciences mod- Inter American University of Puerto ule are: 1) force and energy in simple Rico in the summer of 1996 to serve machines; 2) electric circuits; 3) mag- 75 mostly under represented 8th and netism and electric machines; 4) electro- 9th grade students from nearby magnetic waves: generation, reception, schools. The program's main goal is to The mathematics and science-related field trips include a encourage and prepare the 75 partici- visit to a mangrove swamp, an excursion into a tropical pants to consider careers in the sciences, engineering, or mathematics, to develop forest, a visit to the radio astronomic observatory in their commitment to study, and provide Arecibo, and a computer factory. them with experiences in research during the course of the program. and applications; 5) chemical properties The Summer Science Camp curricu- of substances and chemical reactions; lum focuses on participatory activities and 6) environmental problems. in: 1) math and computer sciences, 2) Topics in the biological sciences physical sciences, and 3) life science. are: 1) the process of life, observation All students are rotated daily through of an organism; 2) life diversity, obser- these three group activities during the vation of an ecosystem; 3) genetics mornings. In the afternoon, each stu- and the encoding of life in the DNA; 4) dent develops a research project in a life in the sea; and 5) endangered special area of interest. Participants dis- species of Puerto Rico. cover the characteristics of the scientif- The topics emphasize connections ic method, mathematical reasoning, among each other. For example, partic- problem solving, and the usefulness of ipants measure electrical currents and calculators and computers. voltages in a circuit. Based on these In math and computer sciences the sciences activities, they formulate mod- main topics are: 1) measurements, vari- els to explain the observed quantities; ables, parameters, and models in an using mathematics, they then predict electric circuit; 2) linear models, linear and corroborate through experiments equations, and matrix calculations; 3) the behavior of new circuits, finally dis- electronic spreadsheets; 4) functions, cussions of chemical properties are graph, families and function opera- related to electric forces and the

a 85 163 PUERTO RICO,SAN GERMAN

materials for school, as well as research and teaching experience at the university level. The tutors are selected among the best undergraduate students, to be role models and at the same time friends or big brothers/sisters of the participants. The follow-up activities during the 0)0 AL TOGRE academic year focus on assisting students in their science projects and science courses. The participants' home schools are in the neighborhood of the campus, which allows for frequent visits atomic model, and even environmental and motivates inquiry among students; for additional support. problems are related to chemical sub- the participants have to go one step Parents are involved in the Summer stances. Data collection in any of the further into the details in their special Science Camp from the beginning. They areas is analyzed through the statistics research projects. receive information about the program's techniques of regression or interpola- The mathematics and science-relat- goals and activities, are invited to social tion. The Summer Science Camp staff ed field trips include a visit to a man- events, and asked for collaboration in shows very concrete and applied aspects grove swamp, an excursion into a tropi- the follow-up activities. of each mathematics or sciences cal forest, a visit to the radio astronom- research topic, emphasizes connections, ic observatory in Arecibo, to a computer factory, a pharmaceutical factory, and the facilities of the University of Puerto Rico and its advanced research laboratories, with special guests talking about their math and sciences professions and career choices. The Summer Science Camp staff has a broad experience working with precollege students, assisting them in science fair projects, designing educational

r Summer Science Camp Number of Participants Program Length Grade Levels Activities inter American University at 75 5 weeks 8, 9 1, 2, 3, 4, 5, San German, Puerto Rico 6, 7, 8, 9 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

164 TAZ RHODE ISLAND

[fir OF RHODE ISLAND NATIVE AMERICAN SUMMER SCIENCE CAMP

grant from the National Science Mystic Seaport, and local "high tech" ing these follow-up sessions. All former Foundation and the Academy of industries. American Indian scientists participants of the Summer Science Applied Sciences allowed the Uni- from around the country come as guest Camp are tracked throughout their high versity of Rhode Island to offer a speakers to the Summer Science Camp school and college years. three-week commuter Summer Science to share their career experiences with Principal Investigator Dr. William Camp from 1992 to 1995 in collabora- the young participants. All attendants Ohleyunderstands the need for a science tion with the Narragansett Indian Tribe are encouraged to engage in a variety of and mathematics enrichment program for 50 under represented students select- recreational, physical activities as well. geared toward Native American students ed from 7th through 9th grade in Massa- chusetts, Connecticut, and Rhode -Island. "1 tell my students...you can do things differently and The "University of Rhode Island maybe even better than what society has done." Native American Summer Science Camp" has the goal to increase under Parents and siblings are urged to par- only too well. He himself was initially represented middle school students' ticipate in the Summer Science Camp's discouraged from pursuing a science interest in engineering. activities. "...We invited the older siblings career as a young man. His own persever- The program's curriculum centers on in as junior leaders, and we've invited ance allowed him to become one of very Engineering, Mathematics, and the Sci- the parents and younger siblings to con- few Native Americans with a doctorate ences, trying to include Native American sider the camp activities and field trips as degree in engineering. He says in an tribal culture into all activities. The stu- a family outing," saysProgram Director interview with The Boston Sunday Globe dents participate in a variety of projects MarkLinda. The Summer Science Camp in 1993: "...These kids are often auto- in mechanical, electrical, ocean, and civil seeks to ease the parents' traditional dis- matically tracked into lower levels...It engineering: They build radios, fly air- trust for the education system and involve happened to me..." He believes that planes, navigate the Internet, design and them in their children's education. Native Americans can bring a unique launch chemical rockets, sample and test An academic year follow-up pro- view and inspiration to the field of engi- water quality, use computers to design gram is scheduled to take place at the neering: "...A lot of good advances come structures, design Native American University of Rhode Island's campus from people who look at scientific prob- flutes, and build canoes. each Wednesday afternoon for home- lems from a creative perspective...And Other enrichment activities include work assistance, opportunities to "surf" that's what I tell my ...students: You guys weekly field trips to science museums, the Internet, and visits to different Uni- have the ability to solve problems from a for example the Boston Museum of Sci- versity departments. The local chapter of different perspective, and you can do ence, and the American Museum of Nat- the American Indian Science and Engi- things differently and may be even better ural History in New York, visits to places neering Society joins forces with the than what society has done." of scientific and cultural interest like University of Rhode Island for conduct-

Summer Science Camp Number of Participants Program Length Grade Levels Activities University of Rhode Island, 50 3 weeks 7, 8, 9 1, 2, 3, 4, 5, Kingston, Rhode Island 6, 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

167 165 SOUTH CAROLINA

SEEKERS SUMMER SCIENCE CAMP

The regional National Science Foun- The program's goals are to increase dation "Alliance for Minority Partic- the number of under represented stu- ipation", the "Center of Excellence dents entering college preparation cur- in Math and Science Education", ricula, their enrollment in high level "Clemson University's Career Workshop", math and science courses, and ulti- "Tools for Enrichment and Advance- mately their participation in science, ment in Math and Science", "Visions for engineering and math careers with the Youth", the "Cooperative Extension Ser- help of a staff of college professors, 4- vice/4-H", the "South Carolina Peak H facilitators, math and science public Institute", the "Houston Center for the school teachers, and graduate students Study of the Black Experience Affecting who act as instructors and mentors at Higher Education", and Clemson Uni- the same time. versity all worked together in a collabo- The curricular disciplinary focus is rative effort to set up the National Sci- on mathematics, particularly statistics, ence Foundation funded four-week as applied to a variety of sciences and residential Summer Science Camp called technical curricula. Physical, earth and "Seekers" in 1995, to serve 7th and life science are studied in the classroom, 8th grade under represented students in hands-on science laboratory activi- from 10 counties in South Carolina. ties, and real world settings. The first three weeks of the curriculum deal with the application of mathematics to electricity, aerospace, and the environment, using a hands-on approach to statistics based on the Quantitative Literacy materials developed by the National Council of Teachers of Mathematics (NCTM). Research activities take place in the classroom, lab, and outdoors. Students learn and develop research skills such as note taking, take readings, and comparing results. One program segment familiarizes students with careers in the fields of mathematics, sciences, and engineering, especially in aerospace, electricity, and the environmental sector. Contact with

A 166 138 CLEMSON, SOUTH CAROLINA

scientists and other professionals in mentorship roles provides opportunities to participate in the applications of mathematics in chemistry, physics, biology, and astronomy.. The middle school students are placed in two 4 -H camp locations during the first three weeks, allowing for ample opportunities to investigate the environment and participate in healthy

"...Over the course of the grant, more than 300 children and their families will be affected by the Summer Science Camp program...One can only imagine the impact these 300 children will have on our nation as they become scientists, engineers, innovators and inventors."

recreational activities. Week one of the in the student communities, facilitated Clemson University President Con- Summer Science Camp takes place at by 4 -H personnel, to engage partici- stantine W. Curriscomments on the Long Leadership 4-H Center located pants in intensive academic reinforce- special impact this program has: near Aiden in South Carolina. The sec- ment activities. "...Over the course of the grant, more ond and third weeks take place at Parents and students are pleased than 300 children and their families will Cooper Leadership 4 -H Center in the with their learning experiences, be affected by the Summer Science beautiful Santee-Cooper recreational improvement of skills in the fields of Camp program...One can only imagine area. During the last week, students math and science, and the increased the impact these 300 children will have live in the Clemson University dorm, interest in science stated after comple- on our nation as they become scientists, where they can enjoy the campus tion of the program. engineers, innovators and inventors." atmosphere and familiarize themselves with its numerous sciences, engineering, and mathematics research laboratory facilities. Program Director Herman G. Green summarizes student benefits from the program: "...For a number of participants, this was a first-ever camp experience.... Many were surprised to The proud learn that science and math can be group of fun, especially when using hands-on "Seekers Summer learning experiences. Participants Science Camp" were made aware of ...career oppor- participants! tunities in science, engineering, and mathematics. They learned to explore the worlds of science and math beyond the classroom." During the academic year follow- up activities "Seekers Clubs" are set up 19 167 SOUTH CAROLINA

SUMMER MATH AND SCIENCE CAMP EIH

Funding from the National Science This Summer Science Camp is con- "...The competitive Foundation in 1995 allows Benedict ducted in conjunction with the on- position of the College at Columbia in South Car- going "Middle School Summer Laborato- olina to establish its first math and ry Science and Mathematics Enrichment United States is in sciences enrichment program for 50 Program" (MSSEP), serving students jeopardy due in under represented 7th and 8th grade entering 5th and 6th grade, which is part to the drop students on campus in a five -week partially funded by the National Science "Summer Math and Science Camp". Foundation and the United States in the number Its goals are: to increase the number Department of Education. of engineering of under represented students entering The curricular disciplinary focus of the "Summer Math and Science Camp" is and science sciences, mathematics, engineering, and technology careers; to motivate these stu- on mathematics, problem solving skills, graduates that dents to remain in school; to help them life and earth sciences, the application of it is producing." understand science and future scientific computer technology, and scientific com- questions; to assist them to become more munication skills. The math and sciences self-reliant in their school work; and to modules provide participants with a head capture the attention and assistance of start for their further academic careers. parents while preparing them to support Computer literacy is a major focus of the their children's education. "Summer Math and Science Camp", enabling students to apply their computer knowledge to their school work. A module on "Scientific Communication" centers on reading and writing skills development with special emphasis on analytical skills and the scientific method. During the Summer Science Camp program, the participants receive instruction in the classroom and engage in science laboratory activities from Monday through Thursday for six hours per day. Fridays are scheduled for field trips, Science is interesting motivational and recreational activities, at Benedict College's guest speakers, and special science pro- "Summer Math and jects. Tutoring services are available for Science Camp"! students lacking self-confidence or comprehension of the subject matter.

168 ?G COLUMBIA, SOUTH CAROLINA

Mentor and student proudly presenting "Sickle Cell Anemia: causes and effect" at the Benedict College Middle School Academy of Science.

Summer Science Camp Program Director Dr. Juanita S. Scottclearly states the need for establishing and SICKLE U. funding "Summer Math and Science ANEMIA Camp" at Benedict College: "...The com- CAUSEANO EFFECT petitive position of the United States is in jeopardy due in part to the drop in the number of engineering and science graduates that it is producing...The rationale for the proposed Summer Sci- ence Camp program is that by providing

"...by providing students with skills-oriented mathematics and laboratory instruction,... they will develop technical and analytical skills that they can use in the sciences as well as other disciplines and life in general..." students with skills-oriented mathematics Parents receive orientation through and laboratory instruction, and opportu- workshops and other activities to assist nities for science research, they will be and support their children's education motivated toward sciences and will and career choices. develop technical and analytical skills Academic year follow-up activities that they can use in the sciences as well are scheduled to continue the enhance- as other disciplines and life in general..." ment of the Summer Science Camp par- Academic and career counseling in ticipants' math and science skills; they the field of math and sciences is provid- are enrolled in the "Benedict College ed by the staff, and further career infor- Middle School Academy of Science", mation is offered by visiting profession- which helps to promote the establish- als from the fields of sciences, math, ment of science clubs at the local mid- computer science, and engineering, and dle schools. Benedict College also con- during field trips to various sites of sci- ducts a Saturday Science Academy on entific interest like the South Carolina campus during the academic year. Department of Health, the Environmen- tal Control Laboratory, South Carolina Electric and Gas, Discovery Fair, and the Congaree Swamp.

171 169 1 SOUTH CAROLINA

SUMMER SCIENCE CAMP UalliWN12.0orsIOU OCDMI

To assist the efforts to achieve the The program curriculum addresses "...The most significant statewide goal of restructuring sci- algebra, physical science and chemistry, achievements in- ence and math education in grades fostering the students' interest and abil- K through 12, the University of ity to succeed in these subjects, and clude the marked South Carolina received funding from preparing them for college and profes- and measurable the National Science Foundation in sional careers in the fields of science, improvement of 1993 to conduct a four-week residential engineering, and mathematics. Summer Science Camp, working closely Program Director Dr. T. Scott Little the participants' together with another National Science says: "...The most significant achieve- algebra and physical Foundation program in South Carolina, ments include the marked and measur- science skills...." the "Alliance For Minority Partici- able improvement of the participants' pation". A total of 44 under represented algebra and physical science skills, and students entering 8th and 9th grade the development of science and math from rural areas attend the Summer Sci- manuals transferable to a rural class- ence Camp. room setting." This National Science Foundation Summer Science Camp attracted the attention of CBS, and it was featured in numerous newspaper articles statewide. The program's outstanding performance was promoted as a highlight on WLTX Channel 19 News, a CBS affiliate, in 1995. The segment included video footage of participants as they completed mentored engineering projects. An outstanding Summer Science Camp student outcome is the fact that participant Devine Johnson was awarded the honor to represent the 1995 Sum- Participant Devine Johnson was awarded the honor to represent the mer Science Camp on a trip to Wash- 1995 summer program at the NSF's Annual Conference on Diversity in the ington, D.C., where he had the unique Scientific and Technological Workforce in Washington, D.C. Together with chance to meet with two South Carolina Principal Investigator Dr. T. Scott Little, the young student had a chance to Senators: the Honorable James Strom meet with the Honorable South Carolina Senator James Strom Thurmond. Thurmond and the Honorable Ernest F. Hollings. The National Science Founda- tion's investment in these precollege programs has an unforgettable impact 170 72 on the young beneficiaries. SOUTH CAROLINA OR A N G E B U R G

SUMMER SCIENCE EXPLORATION CAMP I 00= IMCD11,

Several local newspapers reported on Claflin College's successful "Summer Science Exploration Camp".The President of Claflin College, Dr. Henry N. Tisdale,comments on the outstanding National Science Foundation The "Summer funded 1995 Summer Science Camp by Science Exploration saying: "...Throughout the summer, our Camp" provides campus was abuzz with activity...pro- unique opportunities gram activities that attracted many for hands-on work young students from the local communi- on science projects. ty...We were all made to feel a keen sense of pride as we observed from a distance...This summer has been special indeed...The classroom learning, the social interaction, and the subsequent The "Summer Science Exploration growth that took place at Claflin College Camp" curriculum consists of interactive, ...were not only most beneficial to the multi-disciplinary, hands-on experiences students who participated, they were and demonstrations in the applications also good for us." of sciences and technology. Participants

"...The classroom learning, the social interaction, and the subsequent growth that took place at Claflin College... were not only most beneficial to the students who participated, they were also good for us."

Claflin College's four-week com- are instructed in reading scales, optical muter "Summer Science Exploration equipment, engineering, drawing, com- Camp" serves 51 under represented 7th puter usage, electricity, graphic calcula- through 9th grade students from tors, chemical configurations and analy- Orangeburg and neighboring counties sis, technical writing and presentation with the goal to instill the importance skills. During the "Summer Science of science and technology at an early Exploration Camp", one finds that all age, and to develop and help the stu- instructional activities are proceeded by dents to acquire the problem solving, explorations of relevant sciences applica- critical thinking, and algebraic skills tions in the various fields. Attendants needed for careers in these fields. have a chance to learn and enjoy 173 171 S O U T H C AR OL I N A,ORANGEBURG .

teamwork. The highlights of the Sum- Union Camp, and the local Department mer Science Camp are the field trip of Public Utilities generously support activities, which invite students to work the Summer Science Camp program by side-by-side with professional scientists donating their personnel and supplies to and technicians. interest the "Summer Science Explo- Industries like Holman Cement Com- ration Camp" participants in careers in pany, Holly Hill, Albermarle Corporation, science, engineering, and mathematics.

Project Director Dr. S. N. Ekpenuma states: "Our Summer Science Exploration Camp has been well received by parents, students, and teachers. It is the first application-oriented, comprehensive science and technology commuter-based program that has ever come to Orangeburg and its surrounding communities in the county."

Parents are involved in the program by assisting with Summer Science Camp activities. Academic year follow-up activities are undertaken during weekends, continuing to utilize the strong community support in engaging the students in further sciences and mathematics hands-on learning and career exploration activities in these fields.

Summer Science Camp Number of Participants Program Length Grade Levels Activities Clemson University, 100 4 weeks 7, 8 1, 2, 3, 4, 5, Clemson, South Carolina 6, 7, 9, 10 Benedict College, 50 5 weeks 7, 8 1, 2, 4, 5, 6, Columbia, South Carolina 7, 8, 9 University of South Carolina, 44 4 weeks 8, 9 1, 2, 3, 4, 6, Columbia, South Carolina 7, 8, 9, 10 Claflin College, 51 3 weeks and 7, 8, 9 1, 2, 3, 4, 5 Orangeburg, South Carolina 3 days 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10. 172 174 SOUTH DAKOTA

SCIENTIFIC KNOWLEDGE FOR

IIISIIKAII.LI;ESELRANAIFI2RANAADAITJPIEEILE CAMP IN SOUTH DAKOTA

The President of the South Dakota instruction in advanced-level mathemat- School of Mines and Technology, ics and science, participation in lab and "...For the majority of Richard J. Gowen,states: "...I write field experiences, and applications of students, the program in support of the National Science physics principles to familiar objects Foundation Summer Science Camp pro- such as bicycles to help them under- provided exposure to gram held on the South Dakota School of stand the connections between class- study which is Mines and Technology Campus. With room learning and their own lives. unavailable in their your special support, we have been able The primary disciplinary focus of the to provide opportunities to over 100 curriculum is on physics. Each student schools...Preliminary American Indian students participating in receives a bicycle to conduct numerous test results...show the Summer Science Camp program.... problem solving experiments that dramatic increases in We are privileged to have 5% of our demonstrate physical principles includ- enrollment that are American Indian stu- ing angular momentum and mechanical student achievement dents, and we are working to increase advantage. Other courses include: self- in all their classes." this participation further.... We hope that paced mathematics, communication this project continues to be funded by the and language skills, studies in Lakota National Science Foundation." culture and history, computer usage, With funds from the National Sci- and geology which leads students to ence Foundation, the "Scientific Knowl- explore and understand the geological edge for Indian Learning and Leader- features unique to the Black Hills area ship" (SKILL) program at the Dakota of South Dakota. School of Mines and Technology Participants work on research pro- (SDSM&T) has conducted a four-week jects with a staff of faculty members and residential Summer Math & Science research scientists as instructors and Camp for 48 American Indian students mentors. The SKILL Summer Science selected to participate from nine reservations in South Dakota from 1994 to 1996. These 19 tioys and 29 girls represent 24 schools ranging from rural reservation schools to urban schools. Many ffr Ttio iii., * *kl of these schools do not offer math or .r science instruction beyond the most i o k t) f I 1 11 basic level, and few provide college-level math preparation.

The "Scientific Knowledge for Indian The happy group of students at the program site, the South Learning and Leadership" Summer Sci- Dakota School of Mines and Technology. ence Camp provides students with sound R5 173 S O U T H DA K OTA,RAPID CITY

0;ISM&z,

strongly encouraged to participate in the Vice-President of the College in his activities like Family Math, field trips letter of endorsement of this National and the graduation ceremony. Science Foundation funded program: Follow-up activities during the aca- SDS MEtT Vice President, James R. Camp program is closely linked to the demic year include the publication of a Goodman, states: "...the SKILL Summer local student chapter of the American bi-monthly newsletter by SKILL stu- Science Camp program has introduced Indian Science and Engineering Society, dents and staff, Saturday seminars, and students to a curriculum that is not which provides precollege mentors and participants' attendance of the High readily available to them in their school role models to the SKILL program par- Plains Regional Science Fair., districts, including Physics, Computers, ticipants. These mentors encourage Program Director,Dr. Phillip J. Geology and most of all Research and participants to consider careers in sci- Huebner states: "...Post-program tests Project development.... We have ence and mathematics, give them the show an increase in participants' knowl- received numerous compliments from edge of science and math concepts...For educators across the state as to the confidence needed, to enroll in,a main stream university, enhance participarfts' many, theprogram changedtheir se If positive effect the SKILL Summer Science continued scientific interest, and expressed attitudes toward science, and Camp has had on their students.... The encourage them to enter their science opened new doors of career opportuni- majority of the participants return to projects in the SKILL Summer Science ties; for the majority it provided expo- their schools in the fall with an estab- Fair Competition. As a result of the sure to study which is unavailable in lished goal, career aspiration and a Summer Science Camp, the most out- their schools...Preliminary results plan to succeed...We feel that it is standing project from this science fair was presented at the National Confer- ence on Diversity in the Scientific and Vefeceived numerous compliments from educa- Technological Workforce in Washing- ors across the state as to the positive effect the SKILL ton, D.C. by program participant Lee Summer Science Camp has had on their students." GerryWhitewho was awarded first prize' for his project from the 1995 Summer Science Camp. ...show dramatic increases in student extremely important that the National Field trips to various sites of scien- achievement in all their classes." Science Foundation Summer Science tific interest, and evening programs The impact of the highly successful Camp program receive future funding. such as "Project Wild", sponsored by SKILL Summer Science Camp at the The impact that the program has had the Game, Fish and Parks Department, Dakota School of Mines and Technolo- on the students involved will stretch out round off the program. Parents are gy in South Dakota is recognized by well into their futures."

Summer Science Camp Number of Participants Program Length Grade Levels Activities South Dakota School of Mines ft 54 4 weeks 8 1, 2, 3, 4, 5, Technology, Rapid City, South Dakota 6, 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty 1VIentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

174 VIC UNIVERSITY OF TENNESSEE SUMMER SCIENCE CAMP AT MEMPHIS

participants of "The University of represented students academically and students aware of the relevance of sci- Tennessee Memphis Summer Sci- prepare them for careers in higher edu- ence in our lives. A visit to the U.S. ence Camp", funded by the Nation- cation, sciences, and technology. Space and Rocket Center in Huntsville, al Science Foundation, were fea- The mathematics and sciences cur- Alabama, enables the participants to tured on the local news segment "Health riculum focuses on learning algebra explore twenty-first century technology. Watch" as they performed self-paced concepts through the computer-based Workshops and close interaction IBM "Eduquest Algebra Series" software. with scientists, business people and col- AC RI gig Unlike most public school classroom lege faculty provide ample career explo- settings, participants are presented ration opportunities. I, with a series of interactive physical sci- Parents are strongly involved in the ence experiments that focus on learn- program. They attend the orientation ing-by-doing. They have to acquire meeting in order to receive information physical data on ph-levels, humidity, on the Summer Science Camp's goals, activities, and benefits. Additional workshops provide information on how par- All 50 7th grade participants embark on an educational field trip to the ents can support the participants' acad- U.S. Space and Rocket Center in Huntsville, Alabama. emic performance and motivation. Follow-up activities during the acad- computer-based activities in a laboratory temperature, and sound of probes in emic year focus on sharpening students' session, and in the newspaper Memphis hands-on experimental laboratory situa- reading skills, self-development and Commercial Appeal under the headline tions, and then analyze, store, chart, health issues impacting on participants' of "Early Enrichment". plot, and save the information with the and parents' daily lives. These topics are The University of Tennessee at Mem- help of computers. The instructional discussed and presented during the phis' commuter summer sciences and activities of the program are facilitated quarterly "Saturday Colloquium". mathematics enrichment program serves by a staff of middle and high school Eighth grade student Jeshenna 50 under represented 7th grade students teachers, community and business lead- Johnsonis glad she attended the Sum- from the Memphis City and Shelby ers, and undergraduate student mentors. mer Science Camp, because "...The Sum- County schools with the goal of increas- All of them serve as excellent role mod- mer Science Camp at the University of ing their mathematical and scientific els for the young participants during Tennessee, Memphis has enabled me to knowledge and skills. Participants the Summer Science Camp. understand and pass my classes dealing acquire knowledge in algebra and geometry, and learn new science con- "As 1 walk down the halls of Longview Middle School cepts. They are engaged in a series of from day to day, 1 am able to look toward the future..." computer-based activities, interactive physical science experiments; and their awareness of mathematics and science- Field trips to science-related indus- with math and sciences.... As I walk related career options is increased via trial sites, organizations and landmarks down the halls of Longview Middle role models during this four-week pro- provide an outlook into the workplace School from day to day, I am able to gram that seeks to boost these under of successful scientists, and make the look toward the future..." 177 75 SCIENCEOUEST SUMMER SCIENCE CAMP

.1., he four-week residential Summer to view the actual use of robots and Summer Science Camp. Science Camp "Science Quest", provide career information in the fields The academic year follow-up pro- funded by the National Science of sciences and engineering. gram enables the students to continue Foundation, with a programmatic Ultimately, the two major compo- their work on specific science projects focus on life sciences and physical sci- nents, life and physical science are inte- in bi-monthly scheduled study work- ences, has been held at Oak Ridge grated, demonstrating the use of robots shops. In the 1995 academic year pro- Associated Universities from 1993 to in environmental studies. "Science- gram, the curriculum activities focused 1995 for 60 under represented 7th, 8th Quest" also includes a writing compo- on robotics and environmental studies; and 9th grade students selected annual- nent: Each week the students create an exciting visit to the local automotive ly from schools in East Tennessee. "The Science Quest Student Newsletter", and chemical plant connected theory The goal of the program is to gener- covering the week's news on campus. with practice. "Science Quest" home ate and maintain an interest in science Most of the physical and life science school teachers monitor the partici- and mathematics in these under repre- activities are carried out outdoors, uti- pants' science projects' success, orga- sented students, and to encourage them lizing the resources of the Oak Ridge nize the attendance of science fairs and to consider careers in these fields. National Laboratory, Clinch River Envi- the continuation of the "Science Quest The "Science Quest Summer Science ronmental Studies Organization, and Student Newsletter" by using partici- Camp" has two major curriculum com- local and national Parks. pants' computer knowledge and skills. ponents: life science and physical science. The life science module is field- "...Our work with the National Science Foundation on based with emphasis on environmental this initiative has been a rewarding experience for both concerns. Here, students study students and teachers...Hopefully, funding will become water/soil quality and habitat diversity by estimating and measuring insect available to continue this worthwhile effort." populations, vegetation, and geological formations. They also investigate waste The "Science Quest" Summer Science Program Manager Peggy Kingcon- management techniques. The physical Camp staff consists of college and high cludes: "...Our work with the National sciences component focuses on robotics school teachers, practicing scientists, Science Foundation on this initiative has and engineering with students testing a mathematicians and high school stu- been a rewarding experience for both variety of robots. Field trips to science dents who act as role models, too. students and teachers...Hopefully, fund- museums, college campuses, and large Parents and siblings participate ing will become available to continue processing plants allow the participants during the four-week course of the this worthwhile effort."

Summer Science Camp Number of Participants Program Length Grade Levels Activities

University of Tennessee, 50 4 weeks 7 1, 2, 4, 5, 6, Memphis, Tennessee 7, 8, 9, 10 Oak Ridge Associated University, 60 4 weeks 7, 8, 9 1, 2, 4, 5, 6, Oak Ridge, Tennessee 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

176 UOT

grant from the National Science are based on the environmental Foundation from 1992 to 1995 resources available in the individual "The camps were enabled the University of Texas at geographic areas, and the nature and designed to build a interests of the local Summer Science Austin to conduct a Summer Sci- coherent and solid ence Camp for a total of 145 under Camp participants. represented participants at three differ- Students work on sciences research foundation among ent sites in the cities of Austin, Dallas, projects related to these themes, inter- middle school age acting closely with active professionals and Mission in Texas. The three target students for an school districts select participants from the fields of science, engineering, according to scholastic performance in and math, who serve as role models and interest in and math and science, interests in math and mentors, promote the students' confi- understanding of sciences careers, and recommendations dence in their abilities to perform well science and by school teachers. in school, and ultimately encourage "...The camps were designed to them to pursue careers in science, engi- mathematics..." build a coherent and solid foundation neering, or math. among middle school age students for Dr. Galvanvalues the support and an interest in and understanding of sci- funding these successful Summer Sci- ence and mathematics...," explainsPro- ence Camps have received from the gram Director Dr. Robert Galvan.The National Science Foundation: "...Over three academically based programs are a three year period, the University of presented in the context of science Texas at Austin/National Science Foun- related instructional formats with the dation Summer Science Camp experi- purpose of enhancing the students' ence provided approximately 450 stu- academic preparation. The thrust of the dents with a variety of stimulating and curriculum at each of the three program challenging enrichment experiences that sites is for students to obtain under- assisted them in recognizing not only standing of key scientific concepts their potential for succeeding in a Uni- through a variety of hands-on laborato- versity based problem solving endeavor, ry experiences. In addition, the mathe- but also the importance of preparing matics curriculum is integrated to themselves in order to gain access to complement the science lessons higher education." and activities. The curriculum for each of the three Summer Science Camps is embodied in a major science-related theme. The themes at three sites are: Water Ecology, Sports in Science, and Rocketry. These themes 179 177 NI :@N CAMP SMART

iris Incorporated of Metropolitan "Camp SMART" goals are: to cap- "Careers in Technology" Dallas' summer science and math ture and increase participants' interest provides opportunities enrichment program called "Sci- in math and science and technologi- ence, Math and Relevant Tech- to meet successful cal applications of both, to boost nology" or "Camp SMART" was awareness of career opportunities in women in sciences or funded in 1994 and 1995 by a Dallas these fields, to provide role models, to mathematics career area foundation to serve only 14 girls improve participants' academic perfor- in 1994 and 25 in 1995. For 1996 mance, to raise family and community fields. The goal is to the program won funding from the support for the participants to contin- capture and increase National Science Foundation to serve ue their studies in math and science, girls' interest in 45 under represented girls entering and to enroll them annually in the 7th through 9th grade who are mem- "Camp SMART" program. these fields. bers of Girls Incorporated. "Camp SMART" encompasses a The Summer Science Camp cur- broad range of science-related disci- riculum is based on the Operation plines. Each program week includes SMART program. Initiated in 1985 by classes in mathematics, science, tech- the national organization of Girls nology, computer studies, and study Incorporated, Operation SMART (Sci- skills. A daily seminar, "Careers in ence, Math and Relevant Technology) Technology", gives the female stu- supplements the science and math dents chances to meet successful education girls receive in school women pursuing a variety of careers in and encourages them to persist in science fields. Field trips to local busi- these subjects. nesses and organizations like lnfomart, an information marketing center in Dallas, and the Cooper Clinic, a health and fitness research facility in Dallas, offer further career exposure. "Camp SMART" is a four-week program. "The Math Behind The machine" mathematics class includes problem solving activities and practical applications of mathematical concepts including fractions, proportions, girls relationships between fractions and decimals, percentages, basic algebraic concepts, and basic geometry. Arith- inc. metic operations with fractions are 178 180 DALLAS,TEXASI

covered with the participants making their own fraction manipulatives. The construction of a wide variety of graphs includes bar charts, pie charts, and first quadrant co-ordinate graphing. The graphing activities are reinforced in both, the computer and the science class. The science and technology class utilizes one of the Operation SMART Learning to succeed in curricula developed by the national sciences and mathematics organization of Girls Incorporated. at Girls Incorporated's The 1996 Summer Science Camp uses "Camp Smart" in Dallas the "Simple Machines Curriculum" is a challenge! published in 1994. This curriculum introduces the concept of a simple machine and its use within more A basic word processing package is The "Study Skills" class in the complex machines. An early activity covered briefly, with more concentra- morning emphasizes study and orga- includes taking apart a broken tion on a spreadsheet and graphic nizational skills most useful in techni- machine with an opportunity to use design package. The spreadsheet cal fields. Outlining, note taking, and different tools and to closely examine package is used to analyze data goal-setting are covered. Different the inner workings of the machine. reading styles required for reading "Camp Smart" encompasses a broad range of science- mathematics, or science information are discussed. related topics, including mathematics, science, technology, A graduation ceremony for stu- computer studies, and study skills. dents and parents ends the summer program, but "Camp SMART" partici- Basic physics concepts such as accel- collected in science class. Graphs are pants and staff continue to meet eration are examined. Participants also used to emphasize the relation- during the academic year. Further learn measurement techniques, and ship between fractions, decimals, and exposure to career opportunities is graph the rate of speed at which an percentages. The participants learn provided, along with academic coun- object falls. They build a catapult, how to construct interfaces between seling and science related workshops.° work with LEGO's "Dacta Technic" different packages. Finally, the partici- sets, explore wheels, build a winch, pants learn how to approach a new explore gears and how they operate software package: installation, refer- on a bicycle. At the end of this class, encing manuals, following tutorials, the female participants design and and using the new software. build their own inventions from everyday materials. The computer class "Cruising the lntemet" provides the participants with an introduction to the use of different software products in order to develop a portfolio describing their Summer Science Camp experiences.

;tip 179 D A L L A S I

CAMP YOUTH EXPLORING SCIENCE!

For six summer weeks a total of 60 and involvement focused on enabling "...All teachers are 6th through 9th grade under repre- under represented students to pursue experienced...in sented students commute to partici- careers in math and science. A few of pate in the "Camp Youth Exploring the supporters of "Camp YES!" include their own respective Science! (YES)", a Summer Science Camp the YMCA of metropolitan Dallas, Exxon, field of expertise,... funded by the National Science Founda- which provides a grant for student and also in enrichment tion in 1993 in conjunction with the internships, the Volunteer Center Dallas, Southwest Museum of Science and Tech- the Black Churches, the Roman Catholic activities with nology: "The Science Place". The program Diocese and the Dallas Independent inner-city youth." uses brochures and videos to recruit the School District, which provides the class- 60 students from 20 different schools. room facilities, labs and curriculum The program curriculum emphasizes materials, the National Space Society, sciences and computer instruction, sci- and the Dallas Rocket Society. entific research, communication skills, "Camp Yes!" offers participants inte- and career opportunities in the field grated, hands-on, and multi-disciplinary of sciences. learning experiences in mathematics, the Six scientific teaching modules are sciences, and computer applications. developed in the Summer Science Camp: Additionally, the curriculum includes oral physics, environmental studies, electrici- and written presentations of project ty, astronomy, biology and mathematics. results, and career information sessions Field trips, hands-on and multi-discipli- by visiting professionals in related tech- nary approaches make up the instruc- nical professions. During the week, stu- tional framework of this program. dents participate in instructional activi- Program Director Lela F. Jackson ties with a focus on problem solving and notes in her reports that: "...All teachers receive a related take-home kit at the are experienced ... in their own respec- end of the week for follow-up at home tive field of expertise,...and also in with family members. enrichment activities with inner -city Each 6th and 7th grade student youth. All staff members are dedicated receives a TI-81 calculator, and each 8th to cultivating the potential talents of grader receives a 11-82 calculator. Stu- these inner-city students, and to provide dents use these calculators in the math them with the skills and background classes to solve complex problems, includ- needed to continue to go on to college ing solving fractions, graphing, expressing and a professional career." scientific notation, and basic algebra. "Camp YES!" is an outstanding "Camp YES!" students participate in example of community collaboration "Project Ocean" which takes them to the

c32 DALLAS,TEXASI

Trinity River to measure salinity, dissolved oxygen and core samples of the river bed, as well as to examine various life species found in the water. Studies include how and why animals live where they do, and field experience activities, students have the discovery of physical and behavioral a much clearer understanding of the adaptions of various species. laws and concepts of physics. An art project takes students back In the computer class, participants measured by the high number of for- to the ocean as they construct murals work in groups of four to create multi- mer, older "Camp YES!" participants and their favorite 3-D animal and media projects. They are introduced to who return to serve as mentors and role plants out of paper mache. Students videotaping, digitizing video, and story models to the younger students. They spend six weeks from 7am to 9am con- boarding, explore the concept of flip also document the program by taking structing an under-water habitat made of Styrofoam. This habitat is displayed 1 All staff members are dedicated to cultivating the during the scheduled open house for potential talents of these inner-city students, and to family and friends. Another Summer Science Camp provide them with the skills and background needed to activity allows participants to explore continue to go on to college and a professional career. amusement park physics while designing and constructing their own amuse- charts, and create simple animation. pictures, which are presented to the ment park rides. Students first take a Throughout the Summer Science families and students during the gradu- behind-the-scences tour of "Six Flags Camp program, students assume the ation evening, along with achievement Amusement Park", where they discover role of engineer, electrician, mathemati- awards and student presentations of how rides operate. Then, working in cian, environmental scientist, biologist, their special math and sciences projects. pairs, the students take the information physicist, astronaut, and multimedia During the academic year, partici- they gained at the amusement park, technician as they rotate through the pants' academic progress is tracked, and and begin to design and construct their interactive learning activities. they are encouraged to keep in close own rides out of LEGOs. No two groups Each Friday is designated field trip contact with the Southwestern Museum observe the same ride. Once the rides day. Students tour "The Science Place" of Sciences Et Technology: "The Science are constructed, students connect the planetarium; they research the stars, Place" by receiving complementary LEGOs to the computer and operate it galaxies, and movement of planets. A memberships to the museum and serv- at three different speeds. After complet- trip to the "World Aquarium" includes ing as volunteers. ing the written, oral, laboratory, and a behind-the-scenes tour, discussions Louise Scott, Principal of the D.C. with the animal trainers and workers at James Learning Center,one of the pro- the facility. gram's collaborators, attests to the pro- An evening graduation ceremony for gram's positive outcomes: "...Through staff, students, and families concludes 'Camp YES!' The Science Place' is the "Camp YES!" Summer Science Camp. improving the students' educational A video show featuring camp activities is potential and inspiring middle and high presented, class projects are displayed, school students, often from under repre- and participants are recognized for their sented ...groups, to enter the fields of performance during the program. science and math." A positive and lasting impact of the Oneparentstates that "...this pro- "Camp YES!" Summer Science Camp is gram has challenged my daughter mentally more than any other school she's been to." And astudentexplains why: YES! students investigate physics "...One of the best things about 'Camp principles in a field study experiment. YES!' is the dedicated teachers."

183 181 G

THE UNIVERSITY OF TEXAS

PAN-AMERICAN UN

The Summer Science Camp at the for the Edinburg Consolidated Indepen- The program provides University of Texas Pan-American is dent School District, Helen M. Jones, its participants with a collaborative effort of the Nation- states that "...The goals of the program al Science Foundation, the Engi- are impressive and evaluations of par- opportunities for neering Department of the University of ents and students indicate that the pro- career exploration by Texas Pan-American, and the Edinburg gram exceeded the expectations for the exposing them to Consolidated Independent School Dis- four-week educational experience." trict. This commuter program enables The Summer Science Camp curricu- successful mathemati- 50 under represented students entering lum focuses on how the disciplines of cians, scientists, and 9th grade to participate in practical, mathematics, chemistry, physics, and engineers from the everyday mathematics and science activ- introduction to computers are applied to ities in 1995. the real world. The math unit focuses on community. The program's goals are: to steer understanding numbers and the signifi- these students towards science, engi- cant role they play in our daily lives. The neering and math-related careers, to chemistry unit places an emphasis on provide them with valuable career infor- investigating chemical principles using mation through the use of teacher-role products people use every day. The models, mentors, and hands-on sciences, physics unit focuses on applying physical mathematics, and engineering activities, principles to the real world using the and to challenge them to take as many fields of solar energy and electronics. mathematics and science courses as pos- The instructional activities are scheduled sible during their high school years. The for the morning. During the afternoon, program also attempts to groom its par- participants engage in research method- ticipants into role models in order to be ology activities, work on student pro- able to reach a larger group of young jects, and receive tutoring. Examples of people.The Gifted/Talented Specialist student projects are: assembly of model robots, model bridge building, and model rocketry. The program provides its participants with opportunities for career exploration by exposing them to successful mathematicians, scientists, and engineers from the community, and informing them of the appropriate high school preparation needed in order to pursue an academic career in science-related fields.

182 EDINBURG, TEXAS I

Educational field trips familiarize students with the applications of scientific concepts in our world, and provide further career exploration. Students visit the U.S. Department of Agriculture Lab- oratories in Weslaco, TX, tour the

"...Some students cried on the last day because the camp was over! Students gained confidence in their abilities to be successful in science and math...students were exposed to knowledge and ways of thinking that would not have been available to them at this time, if it were not for this Summer Science Camp."

Honey Bee Research Laboratory and the math...Students were exposed to in science, engineering and math relat- non-chemical pest control laboratory. knowledge and ways of thinking that ed careers were increased ...There was They visit the University of Texas Pan- would not have been available to them also an increased interest in taking American's Coastal Studies Laboratory at this time, if it were not for your Sum- challenging math and science courses in at South Padre Island to learn about mer Science Camp." high school." marine life in the Gulf of Mexico, and During the academic year follow-up Onecamp participant, Jessica Texas State Technical College's manu- activities, students participate in a sci- Cuellar, was chosen to represent the facturing, chemical, and electronics ence club; their academic success is 1995 Summer Science Camp at the technology laboratories. monitored, they receive additional men- National Conference on Diversity in the The Summer Science Camp staff toring support, and tutoring services Scientific and Technological Workforce includes public school teachers, aided continue throughout the academic year in Washington, D.C. with her sciences by college and high school student at the respective high schools. research project.. assistants. Program Director Nick Kiritsis A graduation ceremony to honor the describes the program's success by cit- participants ends this Summer Science ing participants' post-test results: "...In Camp. Again,Helen M. Jones, general, the participants' interest levels Gifted/Talented Specialist for the Edin- burg Consolidated Independent School District:"...Some students cried on the last day, because the camp was over! Students gained confidence in their abilities to be successful in science and

185 183 HOUS 0

BERNARD HARRIS SUMMER SCIENCE CAMP VIA

The University of Houston named its from Houston Community College, summer program was the active involve- four-week residential Summer Sci- Northeast College, and the University of ment of Dr. Bernard Harris, whom the ence Camp for 60 middle school Houston. The staff members also serve Summer Science Camp was named after, students after the first African- as mentors to the participants, working and who came to talk to the participants. American to walk in space, Dr. Bernard with them in classrooms and labs, and The follow-up activities of the Harris, who is a graduate of the Univer-

sity of Houston. . "...two-thirds of the participants reported receiving The program has been funded by grades of 'A' in their science and math courses..." the National Science Foundation since 1994 and is implemented by the Mar- on field trips to enhance the students' "Bernard Harris Summer Science Camp" guerite Ross Barnett Bridge Program at understanding and knowledge in math are linked with two outstanding precol- the University of Houston. and sciences. lege programs: The Marguerite Ross The Summer Science Camp seeks to "...The program is designed to Barnett Bridge Program and the "Can provide under represented students of introduce the participants to exciting Do Project-Houston." To be enrolled in intermediate academic abilitystudents career options in science and engineer- the Marguerite Ross Barnett Bridge Pro- who, without strong encouragement, ing, through a regimen of classwork, gram participants have to take four would otherwise not enter a university tours of various college campuses and years of math and science classes in with the tools necessary to pursue edu- visits with college students and teach- high school. Hence, the Summer Science cational opportunities. The 60 partici- ers," saysDr. Abe Bryant, Northeast Camp participants have a continuum in pants are selected from 7th, 8th, and College's coordinator of math, science, their math and science education. The 9th grade in 16 Houston area schools. and computer services. "Can Do Project-Houston" is an after- The "Bernard Harris Summer Science Field trips to the NASA-Johnson school tutoring program, providing the Camp" curriculum focuses on three criti- Space Center and the Museum of Natural Summer Science Camp students with cal components: Instruction in problem Sciences enhance students' understand- continued encouragement and academic solving in math, chemistry, writing skills, ing of the field of science and reinforce help during their school years. and computer technology; Research in their career and academic goals. Dr. Jennie Bennett, Principal Inves- plant biology, engineering design, A "Career Day" is scheduled for tigator of the Summer Science Camp, chemistry projects, and papers on super- Summer Science Camp participants. reports excellent results in a post-pro- conductivity; and Career Awareness in Guest speakers from Southwestern Bell gram survey. Some of her points are: the fields of environmental engineering, Telephone, the NASA-Johnson Space "...Approximately two-thirds of the par- medicine, technology, and engineering. Center, and the M. W. Kellog engineering ticipants reported receiving grades of 'A' in their science and math courses during BERNARD HARRIS SUMMER SCIENCE CAMP the regular school year...Students indicated that 'they would try to implement The Summer Science Camp staff firm attend the Summer Science Camp to the study skills', and that the 'math activ- comes from the area public schools and provide information about their profes- ities excited them to learn more math.' collaboratively plans the chemistry, sions and workplaces. The main feature ...Students left with an enhanced under- physics, and math classes with faculty of the "Career Day" module in the 1995 standing of science and mathematics."

184 _ItSE SAN MA R CO

=unding from the National Science made up of porous, permeable lime- "...I taught water chemistry for 90 min- Foundation in 1993 has allowed stone. Springs from the Edwards Aquifer utes every day and these kids worked Southwest Texas State University to feed several rivers and support the habi- hard. We learned a lot about the

_ conduct a residential Summer Sci- tat of endangered species. It is vital to Edwards Aquifer water characteristics ence Camp called "Hands-on Aquatics the agricultural, recreational and indus- and studied a spring-fed river. With Summer Science Camp" serving 50 trial economy of the region. Hatch test kits, I was able to take the under represented students from five The Summer Science Program is kids outdoors and give them hands-on counties in rural central Texas. staffed by local public school teachers, experience running the same tests pro- The program curriculum emphasizes college faculty and students, and practic- fessionals use." the interdisciplinary relationships among biology, chemistry, physics, geology, math- "They were wonderful students! These young people ematics and computer science through were very enthusiastic and involved..." carefully selected field and laboratory experiments and observations focusing on ing scientists. The staff not only facili- TheProgram Directorsums up the the freshwater environment of the nation- tates the hands-on experiments and other experiences with the Summer Science ally acclaimed San Marcos River. instructional activities, like the collection Camp: "...They were wonderful stu- This program is funded in part by and testing of water samples regarding dents.... These young people were very the National Science Foundation and carbonate ions, nitrates, phosphates, oxy- enthusiastic and involvedthey learned facilitated by the Edward Aquifer gen, and ph-levels; it also provides partic- about the aquifer, ground water, water Research and Data Center. ipants with math and sciences career sampling, collecting plant and animal The Edwards Aquifer is the sole counseling workshops in math and sci- specimens from the San Marcos River, source drinking water supply for San ences and role model interaction. and identifying invertebrate species Antonio and the Austin-San Antonio One teacher, Evelyn Barrett, microscopically. We look forward to corridor, a unique carbonate aquifer describes her program work as follows: having another group next summer!"

Summer Science Camp Number of Participants Program Length Grade Levels Activities University of Texas at Austin, 145 4 weeks 8, 9 1, 2, 3, 4, 5, Austin, Texas 7, Girls, Inc. Metropolitan, 24 4 weeks 7, 8, 9 1, 2, 3, 4, 5, Dallas, Texas 7, 8, 9, 10 The Science Place Fair Park, 60 6 weeks 6, 7, 8, 9 1, 2, 4, 6, 7, Dallas, Texas 8, 9, 10 University of Texas Pan American, 49 4 weeks 9 1, 2, 3, 4, 5 Edinburg, Texas 6, 7, 8, 9 University of Houston, 60 4 weeks 7, 8, 9 1, 2, 3, 4, 6, Houston, Texas 7, 8, 9 Southwest Texas State University, 50 4 weeks 7 1, 2, 4, 5, 6, San Marcos, Texas 7, 8 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10. 1 1187 185 Dag

SUMMER SCIENCE CAMP IN MATHEMATICS AND SCIENCE

nternet and World Wide Web have In geometry class, students are intro- "...Fortunately or been introduced at Hampton Univer- duced to the use of the protractor and unfortunately, the sity's four-week National Science the compass. They use geometric models Foundation funded commuter Sum- in hands-on activities; and manipulatives youths are the ones mer Science Camp for approximately 100 such as pattern blocks, attribute blocks, ushering and intro- under represented 7th grade students and the geoboard are utilized in the ducing technology from 1993 to 1995. learning activities. Students compare area The program introduces these stu- to volume and develop formulas through to our older dents to different aspects of science. It research, rather than memorization. Visu- generation...." is also designed to improve their mathe- als, along with cooperative learning play matics skills and provides them with a key role in the geometry module. career options in the field of sciences. Probability classes allow students to The program's mathematics curricu- understand the concept of chance. They lum includes classes in geometry, proba- use the State's lottery information to bility, and statistics, the use of graphic determine the chance of winning first, calculators, an introduction to IBM and second, and third prize. Participants Macintosh computers with challenging investigate what determines the proba- mathematics software, and an introduc- bility of winning. tion to the Internet. These classes are Statistics classes focus on knowing the held three times a week; Wednesdays are mean, median, and mode. Students are used for mathematics and sciences relat- introduced to data collection, analysis, ed field trips; and on Fridays, career and usefulness. They are given the oppor- exploration sessions are held with guest tunity to conduct their own survey and to speakers providing information on display the charted results on campus. careers in mathematics and sciences One parent states: "...Fortunately or fields to the participants. unfortunately, the youths are the ones ushering and introducing technology to our older generation.... Right now, Lawrence knows more about the Infor- mation Highway than anyone in our household, and I am sure he will teach us to 'surf the Net' once we are on line. ...I would also like to express my appreciation for the foresight of the National Science Foundation in funding such a worthwhile project."

186 HAMPTON, VIRGINIA

The staff includes college professors, high and middle school teachers, and college students serving as teaching assistants and role models for the participants.

The graduation ceremony is not only an example of the the program's success in positively impacting the participants' academic skills and interests in mathematics and computer sciences; it also proves how the camp fosters close personal relationships among participants, staff, and parents, along with boosting the students' self-esteem.

Parents are highly involved and It was the second year that support was for its supportive role in this achieve- invited to participate in Summer Sci- received from the "Continuous Electron ment. Well over 500 individuals ence Camp's activities and field trips, Beam Accelerator Facility" (CEBAF), an involved in this program for three years for example, to the Virginia Air and outside organization....Programs like benefited and grew in their education, their careers, their community, and Space Museum, the Richmond Science the Summer Science Camp are not built and Technology Museum, and other overnight but must develop and their worth..." sites of scientific interest. grow.... I would like to thank the The graduation ceremony at the end National Science Foundation for the of the Summer Science Camp is not opportunity it provided to the communi- only an example of the the program's ty of Hampton University, and CEBAF success in positively impacting the participants' academic skills and interests in mathematics and computer sciences; it also proves how the camp fosters close personal relationships among participants, staff, and parents, along with boosting the students' self-esteem. A variety of follow-up activities, such as students' presentations of newly acquired math and sciences skills, are carried on into the classroom during the school year. Program Director Dr. Ann E. Tra- A group of 7th grade students actively hanovsky-Orletskysums up her three- engaged in a discussion concerning the year involvement with the Summer Sci- Internet and World Wide Web. ence Camp at Hampton University: "...This (1995) was the final year funded by the National Science Foundation.

187 AFRICAN-AMERICAN MALE IN MATH AND SCIENCE ACADEMY P L

PP HROME: Cooperating Hampton strong skills in algebra; 2) Science, with Communication Roads Organizations for Minorities emphasis on physical sciences and the skills are taught In Engineering", a collaborative research process; 3) Written and Oral partnership in southeastern Vir- Communication Skills; and 4) Technolo- through instruction, ginia, operates a National Science Foun- gy, with an emphasis on the use of research reports, dation funded commuter Summer Sci- graphic calculators and computer appli- and presentations, ence Camp in 1996 called "The cations. The main teaching strategy African-American Male in Math and Sci- reflects the experiential learning cycle: all built around the ence Academy" (AAMMSA) for 67 problem solving and critical thinking scientific research under represented 7th and 8th grade skills. Students are involved in challeng- process. male students from four urban school ing daily mathematics activities and districts in Hampton Roads. The pro- drills to solidify knowledge for algebra. gram is held at three sites: Hampton Biweekly hands-on lab sessions are University, Norfolk State University, and scheduled for the participants with pro- Old Dominion University. fessors from the host universities. Com- The goal of the program is to iden- munication skills are taught through tify, nurture, and assist these partici- instruction, research reports, and pre- pants to pursue careers in engineering, sentations built around the scientific science, and mathematics-related fields. research process. The Summer Science Camp attempts to To ground the curriculum in addi- stimulate more positive attitudes and tional real life applications, students career awareness in these fields, encour- take several field trips to local and aging students to complete high school, regional learning sites: the Baltimore preparing them for advanced-level sci- Aquarium and Science Museum, ence and math courses, and improving Siemens Automotive, and others. their scientific and communication skills. During the academic year, students The "African-American Male Math receive extensive academic enrichment and Science Academy" curriculum is and support through high school via developed around four areas: 1) Mathe- the very effective network of school- matics, with emphasis on building based CHROME clubs, and other educational follow-up programs.

Norfolk State University is one of three program The "African-American Male in sites for the "African-American Male in Math Math and Science Academy" is an inte- and Science Academy," a Summer Science gral part of a broad and remarkably 1011011 STATE UNIVERSITY Camp organized by "Chrome: Cooperating effective regional initiative which has Hampton Roads Organizations been promoting under represented stu- for Minorities in Engineering." dents' participation in science, math, and engineering for eleven years!

188 NORFOLK STATE UNIVERSITY SUMMER SCIENCE CAMP

Ihe National Science Foundation pants' confidence and ability in mathe- participants are involved in activities awarded funding to Norfolk State matics and sciences to consider careers focusing on density, chemical reaction, University for setting up a Summer in these fields as real possibilities. and weighing, aided by laboratory Science Camp program in the sum- This Summer Science Camp's curricu- experiments and calculator analysis. The mer of 1996, serving 50 under repre- lum integrates sciences, mathematics, mathematics module uses a MESA series sented 7th grade students selected from and technology, and is modeled around developed to allow students to explore sixteen schools throughout the Tidewa- the theme "Career ModelsMathemat- the mathematics and science of selected ter and Peninsula areas of Virginia to ics, Science and Technology". All learn- careers. Participants learn, for example, participate in a four-week commuter ing activities occur in an exciting envi- to measure earthquakes and movements, math and science enrichment and ronment helping students to develop and to classify fingerprints. The mathe- enhancement program at Norfolk State mathematics, science, and writing skills matics component centers on pre-alge- University. via laboratory projects supported by cal- bra topics like ratio, proportion, binary The "Norfolk State University Sum- culator and computer technology. The and decimal number systems, estimation mer Science Camp's" has eight objec- attendants conduct general biology and logarithmic scales, and many others. tives: 1) to expose the participating mid- chemistry investigations, and use mathe- Each Friday is Technology Day. The dle school students to mathematics and science applications in a mathematical The Camp provides an opportunity to impact students modeling, project-oriented environment; very early in the education process, to show them the 2) to give instruction in the use of benefits of a science career and to convince them of graphing calculators and personal computers; 3) to provide hands-on laborato- their capability to excel in mathematics and science. ry activities in Biology, Chemistry, and Mathematics; 4) to afford students the matical models to analyze the generated technology module introduces the par- opportunity to interact with practicing data. They discover new reasoning ticipants to the use of the T1-82 calcula- mathematicians and scientists through processes, solve questions in cooperative tor and the personal computer. The cal- various lectures and demonstrations; groups, and are encouraged to make culator activities focus on number 5) to provide field trips to local science- connections between the classroom and crunching and pattern recognition, pro- related museums and attractions for the real world of mathematics and sci- gramming, and data analysis. Computer observation of mathematics and science ences. Each student works on an indi- laboratory activities include learning the in action; 6) to provide opportunities for vidual science research project to be pre- basic skills of word processing, spread- career exploration through participation sented at the end of the Summer sheets, desktop publishing, and research in the program "Realizing the Dream: Science Camp program. on the 'Internet. The "Career Explo- Career Planning for the 21st Century"; The sciences module encompasses ration" module, called "Realizing the 7) to lend assistance to students biology and chemistry. In biology, stu- Dream: Career Planning for the 21st throughout the academic year in the dents investigate bacteria, their growth, Century", involves the attendants in review of courses and/or activities impact and destruction, and embark on activities like: "Development of Self- appropriate for mathematics and sci- a computer search on the 'Internet Concept through Steps to Your Goal," ences careers; and 8) to increase partici- regarding this subject. In chemistry, the "You and the World of Occupations,"

189 VIRGINIA,NORFOLK

and "Career Research via the Computer". and sciences enrichment activities. about math and science. It has also Guest speakers from various fields of Parents are encouraged to attend the enhanced my knowledge of teaching sciences and mathematics come to the college planning sessions along with strategies ..." Two weeks into the first "Norfolk State University Summer sci- their children. 1996 Summer Science Camp program ence Camp" to share information about Dr. Philip McNeil, Chairman of students are excited and grateful for their careers and work with the young Norfolk State University's Mathematics having the opportunity to participate. students. Department believes that "...the Dominiquestates: "...On Technology Day we went on the Internet, wrote on One parent writes: "...The Science Camp has been an WordPerfect and worked on calculators. excellent learning experience for my child.... It is a I think Technology is the best day of the week."Parent Robin Patrickwrites: wonderful way to increase socialization skills through "...The Science Camp has been an cooperative learning and group projects...." excellent learning experience for my child. The camp exposed my child to A variety of field trips are scheduled Summer Science Camp provides an leading scientists in a university setting; for the students; they visit the Planetar- opportunity ...to impact students very provided hands-on teaching and rein- ium at Norfolk State University, the Vir- early in the education process, to show forcement of concepts taught during the ginia Marine Science Museum, the Vir- them the benefits of a science career school year. It is also a wonderful way ginia Air and Space Museum, and and to convince them of their capability to increase socialization skills through "Nauticus". to excel in mathematics and science." cooperative learning and group pro- Academic year follow-up activities Graduate student assistantscomment jects. I have been impressed with the center on high school and college pre- on the benefits of the Summer Science outstanding work of the camp staff and paration via tutorials and mathematics Camp for the participants and them- am hopeful that Norfolk State University selves.Carla Toomer, a senior in math- continues with this needed camp." ematics/education at Norfolk State Universitystates: "...The program has enhanced the students' knowledge

Summer Science Camp Number of Participants Program Length Grade Levels Activities Hampton University, 100 4 weeks 7, 1, 2, 4, 6, 8, Hampton, Virginia 9, 10 Old Dominion University, 67 4 weeks 7, 8 1, 2, 3, 4, 5, Norfolk, Virginia 7, 9 Norfolk State University, 50 4 weeks 7 1, 2, 3, 4, 5, Norfolk, Virginia 6, 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental involvement: 10.

190 WASHINGTON

THE BIOSPHERE OF TOMORROW @ 22

PP he Biosphere of Tomorrow" 1995 Summer Science Camp has been featured several times in local newspapers for its outstanding success in servicing the Seattle community. The four-week commuter program was funded by the National Science Foundation with support from the Seattle Central Community College, the Greater Seattle Chamber of Commerce, and the Break- fast Club, a Seattle organization of Outdoor environmental classes allow students to gather data prominent black business and profes- on trees and plants. sional men, in conjunction with Seattle area businesses, Boeing Co., Washington Mutual Savings Bank, US West Commu- "The Biosphere of Tomorrow" Sum- nications, and the Bon Marche. mer Science Camp curriculum requires The "Biosphere of Tomorrow" Sum- participants to be split in three groups mer Science Camp program serves 75 and rotated through three academic under represented middle school stu- components: I) biology/chemistry, dents recruited from the Seattle area II) mathematics/computers, and 111) envi- with the assistance of counselors, teach- ronmental education. Classes in each of

Environmental courses are taught mostly at outdoor locations. The students visit the Woodland Park Zoo to study insects, plants, and trees. At the Discovery Park, they learn more about animals.

en, community organizations, case these components are conducted three workers, churches, and parents. The 75 days each week on the Seattle Central "Biosphere" students in the 1995 Sum- Community College campus. mer Science Camp program represented Mathematics and computer introduc- six different cultural groups. tion are taught on Monday mornings; in Program Director Teresa Tipton the afternoon, students have to work on states the program's goal: to motivate measurement problems, for example, try- underachieving students at an early age ing to figure out what the average Bios- to pursue science, math, and technology phere student looks like. Results have (\----1 studies as they continue in school. to be recorded on a spreadsheet. In V

17CM, 191 WASHINGTON,SEATTLE

It was a special event when 1995 Summer Science Camp participant AWN Gaynell Walkerand her mother were awarded the honor to travel to the National Conference on Diversity in the Scientific and Technological Workforce An intense mathematics session conducted during "Seattle Central Community College's Summer Science Camp." in Washington, D.C., to display her Sum- mer Science Camp project as a representation of "The Biosphere of Tomorrow" Summer Science Camp program. Participants are provided with addi- combination with these instructional The program's staff includes faculty tional academic support and career mathematical tasks, students learn how members and college students who counseling during the academic year to use e-mail. major in science as teaching assistants. follow-up program. Biology and chemistry instructional Members from the community work as Seattle Central Community College activities focus on learning to build mentors with the participants during President Charles Mitchellsays: "...For rocket cars. An educational field trip to the summer science program. some, there's a fear that they can't com- the Burke Museum and to the University "The Biosphere of Tomorrow" pro- pete in math or science...We wanted to of Washington Nursery allows the gram requires that each student secures show them that these are user-friendly attendants to receive information on the volunteer support of at least one subjects. We want them to feel high different types of plants, and to gain adult, preferably a family member, for self-esteem." hands-on science experience, like for example dissecting a cow eye. "...For some, there's a fear that they can't compete in Environmental classes are mostly math or science..."We wanted to show them that these taught at outdoor locations. The students visit the Woodland Park Zoo and are user-friendly subjects. We want them to feel Carkeek Park to study insects, plants high self-esteem." and trees. At the Discovery Park, they learn more about animals. Each trip two hours of the Summer Science Camp encourages them to consider careers in program. These adults have the option biotechnology, environmental sciences, to chaperone on a field trip, to assist in engineering, and related fields. the office or in a class. The four week program culminates with a festive graduation ceremony attended by faculty, participants, friends, and family, where students display their science research projects.

192 WASHINGTON

SCIENCE SPLASH! SUMMER SCIENCE CAMP

From 1993 to 1995 the National Science Foundation has enabled "...This society does not, unfortunately, treat all of its over 150 under represented girls people equally. It takes brains, heart, and courage to to participate in a four-week resi- make it..."Splash" offers young...women not only skills dential and commuter "Science in science, but also nurtures self-esteem, friendship Splash!" Summer Science Camp before and during their 8th grade year. The and the confidence to think for oneself." program selects students who are able and motivated, but who might lose Heritage College, located on the interest in science and mathematics Yakima Indian Reservation in Toppen- without special attention. ish, and Seattle University, located in The program's goals are: to expose downtown Seattle, jointly conduct this its participants to the excitement of highly interactive program focusing the the process of science, engineering and curriculum on the physics of water and mathematics, to inform them about a water quality issues. The KCM Water- wide variety of math and sciences shed Management Group provides career options, to encourage them to professional mentorship, technical pursue rigorous math and science assistance, transportation, and equip- training in high school, and to begin ment for the program. considering options for scientific edu- During the first three weeks, activi- cation at the university level. ties are conducted concurrently on the two campuses. Topics include: fluid flows, waves, water quality and quanti- ty. Working in small groups, participants undertake hands-on activities and experiments, supplemented by field trips. Attendants use word processing and spreadsheets to record their results, and are introduced to the World Wide Web. During the fourth week, the students join forces at a residential lakeside science camp, where they con-

A "Science Splash!" Summer Science Camp participant receives hands-on experiences in monitoring water quality.

193 WA SHINGTON,SEATTLE

critical to expanding the horizon of promising young ...women. I can not think of another local program that pro- 1994 "Science Splash!" participant Felicia Colon-Barnes receives the Precollege Research Award at the NSF's Third Annual Conference on vides ...the opportunity to do scientific Diversity in the Scientific and Technological Workforce in Washington, D.C. work with exemplary university faculty.... Many of these young students will emulate the positive role models provid- duct lake monitoring activities. Here, project, the timeline they will follow, ed by 'Science Splash!'. I applaud the they are introduced to the use of graph- and what supplies they will need; they outstanding mentoring service you are ic calculators and sketch pads. also write mid-project and final providing...!" This Summer Science Camp has reports.The project results are present- The program received the Gordie generated considerable interest in the ed to peers, parents and staff at the Hamilton Award from the American press and on local television. Partici- final "Science Celebration." Camping Association in recognition of pants presented their projects on "Eye University of Washington History its creative approach to science learning. on Science", a local TV program on sci- Professor Dr. Erasmo Gamboa ,who is In 1994, 8th graderFelicia Colon- ence, and two groups of students were also the parent of a "Science Splash!" Barneswas presented with a Precollege featured on public television. Thehost participant, stresses the program's bene- Research Award at the Third Annual of "Eye on Science", Belinda Chin,says fits for his daughter: "...Coming at the Conference on Diversity in the Scientific about "Science Splash!": "...As a first time when she was ready to transition and Technological Workforce in Wash- generation Asian American woman, I to high school, the 'Science Splash!' ington, D.C. for her aerodynamics pro- can attest that this society does not, program challenged and motivated ject. Felicia's team was assisted by Boe- unfortunately, treat all of its people Andrea to learn about scientific ing personnel. She was able to discuss equally. It takes brains, heart and research techniques, analysis and pre her work with other students in the courage to make it.... 'Splash' offers sentation of outcomes...the importance' National Science Foundation funded young ...women not only skills in sci- of making a sincere commitment to a interactive video broadcast 'Project ence, but also nurtures self-esteem, long-term research project...From PRO1V1M1SE' in 1995. friendship, and the confidence to think another perspective, your program is Project Director Sister Kathleen for one's self. I hope that this excellent Sullivanconcludes on the success of the program has a long prosperous life so "Science Splash!" Summer Science Camp that many generations of young women by writing: "...When the program evalu- ...can continue to be inspired by it." ator asked the students which of the During the academic year the stu- goals of 'Splash!' were most important dents form teams to work on a science to them, they ranked increasing science project with the help of a professional knowledge first, being exposed to the mentor and a Seattle University stu- culture and methods of science second, dent. The students are required to and developing the ability to describe write a contract which describes their scientific finding came third."

194 R96 WASHINGTON

TECHNOLOGY SUMMER SCIENCE CAMP

The University of Washington in design, creating a temperature and Seattle has conducted a four-week light probe, and other hands-on sci- residential "Technology Summer ences projects by the students. Forest Camp" funded by the National Wetlands Environment focuses on six Science Foundation from 1993 to days of forestry field work at the Pack 1995 for 25 under represented 8th Forest Research Station. Marine Envi- grade students. ronment centers around a trip to the The program's goal is to provide a Wolf Hollow Rehabilitation Center, an positive environment for learning, and oyster farm, and whale watching to create projects and activities relevant to current social and environmental "...Much of our staff is comprised of past Camp issues. Students are introduced to participants...we are providing opportunities beyond the career opportunities in the fields of science, engineering and mathematics, Camp itself ...ln many ways we ...provide our participants and the program reinforces their with real opportunities for future success." creativity in the process of scientific discovery. Long-term goals of the pro- all excellent opportunities to explore ject are: to increase the number of marine sciences. Global Environment under represented students in sciences, focuses on an introduction to telecom- to generate scholars in the field of sci- munications, a virtual reality lab, paper ence, engineering and mathematics, recycling, and a visit to the Medicinal and to join efforts in the educational Herbal Garden. The students' ratings of reform underway at the University of classroom activities show as the highest Washington's School of Engineering in rated activity by both male and female bringing together young students and students "telecommunications". Stu- teachers that have historically been dents consider "designing and testing excluded from science and engineering. the self-powered vehicles" as the most The disciplinary focus of this Sum- challenging activity. mer Science Camp's curriculum is envi- A special feature of this "Technolo- ronmental and technological. It intro- gy Summer Camp" is the collaboration duces math and sciences as they relate and teamwork of University staff, high to engineering. The curriculum activi- school teachers, industrial representa- ties are planned around four thematic tives, graduate and undergraduate stu- units: Urban, Marine, Global and For - dents from the University of Washing- est/Wetlands Environments. ton Education and Engineering Urban Environment includes: mak- Departments, and previous summer ing a battery, self-contained vehicle program participants who now attend

195 WA SH I NGTON,SEATTLE

Parents attend the "Technology "1 enjoyed just about everything,...the overall experience, Summer Science Camp" orientation and the information 1 received about technology. The activities and "Camp BBQ", where they Summer Science Camp helps me with my school work." are provided with information on educational opportunities in sciences and math for their children. high school; all of them teach, mentor, faculty and students from the University During the academic year follow-up and serve as role models for the 25 of Washington, the Boeing Company, program the multidisciplinary and col- summer program participants! and other industrial organizations, pro- laborative teamwork effort continues to Project Coordinator Robin Adams viding career information, and opportu- provide unique learning experiences. describes the program's staff and its nities to speak to the Summer Science One participantwrites: "...I enjoyed impact: "...much of our staff is com- Camp participants. just about everything; ...the overall prised of past Camp participants...we Field trips to the Pack Forest experience, and the information I are providing opportunities beyond the Research Station (Mt. Rainier/Mt. St. received about technology. The Summer Camp itself ...In many ways we ...pro- Helens) and the Northwest Center for Science Camp helps me with my vide our participants with real opportu- Environmental Education (Friday Har- school work." nities for future success." bor, San Juan Islands) add excitement The "Technology Summer Science and joy! Camp" holds a career exploration Engi- The Summer Science Camp has neering and Science Fair with the help strong community partnerships. The of members of scientific national orga- Boeing company sponsors "Project nizations for the advancement of under Compute", hiring high school partici- represented people like the American pants as supportive staff for the Indian Science and Engineering Society, "Technology Summer Science Camp". MESA teachers become involved in assisting with the participants' science research projects.

Summer Science Camp Number of Participants Program Length Grade Levels Activities Seattle Central Community College, 75 2 weeks 6, 7, 8 1, 3, 5, 6, 8, Seattle, Washington 9, 10 Seattle University, 50 4 weeks 8 1, 2, 3, 4, 5, Seattle, Washington 6, 7, 8, 9, 10 University of Washington, 25 4 weeks 8 1, 2, 3, 4, 5, Seattle, Washington 6, 7, 8, 9, 10 Program Activities: Academic Enrichment: 1; Academic Skills 'Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

196 7, KESHENA/NEOPIT METEKUKUKIAH PEMAENAKUAQ "KEEPERS OF THE FOREST SUMMER SCIENCE CAMP IN WISCONSIN

lihe National Science Foundation is providing students with direct experi- funding a six-week 1996 Summer ence in forest management practices Science Camp on the Menominee and principles here on the Menominee Reservation for 7th through 9th Reservation, this National Science Foun- grade Native American students called: dation Summer Science Camp will "Metekukukiah Pemaenakuaq" or demonstrate to students the relevance "Keepers of the Forest." This program of science to their lives and the success proposes an experiential field-based of the Tribe." approach and many unique opportunities for the Menominee youth partici- "By providing students with direct experience in forest pants to learn mathematics and science management practices and principles here on the in the context of forestry. Native Ameri- Menominee Reservation, this NSF Summer Science Camp can culture and traditions related to forest management are a major focus in will demonstrate to students the relevance of science to this Summer Science Camp curriculum. their lives and the success of the Tribe." Students learn in mentorship situations about the annual allowable Staff from the College of the amount of timber harvested and the Menominee Nation and the University of measurements used to calculate it; they Wisconsin at Stevens Point work closely measure trees for their research projects, together to heighten the students' and learn how to use forestry tools and awareness of educational opportunities methods that have made the Menomi- in sciences and math, and the academic nee forests world-famous. All of these preparation necessary for those careers. outdoor field activities are taught by Community support is strong. forestry professionals and Native Ameri- Follow-up activities during the acad- can community elders. emic year are designed to provide Menominee Tribal Enterprises Pres- hands-on experiences in forestry work- ident Lawrence Waukaustates that shops, and further career exploration "...the Menominee have an internation- opportunities. Students school atten- al reputation for quality forest manage- dance, course selection, and academic ment.... The education of our youth performance are monitored. begins the perpetuation of our unique philosophy, and the National Science Foundation Summer Science Camp will be a direct hands-on demonstration of our commitment.... In spite of a forest- based economy that has been operating for over 100 years, there is a lack of college educated tribal members. By FINE HARDWOODS - PINE - HEMLOCK 1 99 197 f-; *%,5:15, YOUNG ENGINEERING AND SCIENCE SCHOLARS [4ESS] W5 \_g

fiunique curriculum blending engi- Program, and the General Electric Foun- "During the Summer neering, sciences and mathematics dation, allowing 52 under represented Science Camp, students activities allows participants of 7th and 8th grade students from Mil- Marquette University's Summer Sci- waukee area public schools to attend are encouraged to ence Camp, the "Young Engineering this engineering and science enrichment practice higher order and Science Scholars" (YESS), to Summer Science Camp program from thinking skills and to engage in innovative engineering prob- 1993 to 1996. lem-solving activities: Students build The "YESS" program's goals are: to participate as part of a small solar powered boats and race increase student understanding of the production team. Both them, and construct small computer- importance of the sciences, mathematics, of these skills translate controlled machines to engage in a and communication skills in their daily contest of lifting objects. These chal- living, to strengthen their commitment into classroom success!" lenging engineering projects developed to remain in school, to encourage them by the Summer Science Camp partici- to continue the study of science and pants with the assistance of the staff math, to become familiarized with the caught the attention of the local TV career opportunities in math and science, channel news in the "Young Engineer- and to provide the academic preparation ing and Science Scholars" Summer Sci- necessary for success in high school. ence Camp's third year, 1995, and the The "Young Engineering and Science local Milwaukee Journal Sentinel pub- Scholars" (YESS) staff consists of engi- lished a feature article on the "YESS" neering faculty from Marquette Universi- Summer Science Camp's success for the ty, middle school teachers, and under- general community as well. graduate students; all working together The National Science Foundation to familiarize students with the career sponsors this four-week commuter Sum- exploration process and academic prepa- mer Science Camp in collaboration with ration in math and sciences. Marquette University's College Depart- Laboratory notebook, creativity ses- ment of Electrical and Computer Engi- sions, research presentations, Internet neering, its Educational Opportunity introduction, engineering ethics discussions, individual research projects, greenhouse project, the robotic arm project, and recreational activities form part of the curriculum offered to students during the four program weeks. "The Wonderful MARQUETTE World of Robotics" teaching unit UNIVERSITY involves participants in exploring robotics

198 MILWAUKEE, WISCONSIN I

through hands-on discoveries and demonstrations in civil, mechanical, electrical and computer engineering. Evaluations of participants' skills and acquisition of science and math concepts indicate, for example, that students understood the importance of keeping a laboratory notebook and the value of note taking skills in order to successfully instruction in science, engineering, and master their science projects. math in the "Saturday Science Collo- Field trips to local industries help to quia". Students enroll in Science Clubs reinforce the program activities and con- in their respective home schools, and nect them with the real world practice. receive assistance with their research Students tour the automated manufac- projects in order to enter them in the turing division at Allen-Bradley indus- Marquette University Science Fair. family feels is something that our young tries, the General Motors Truck Plant in Program Director Dr. Susan C. children need. Without this type of pro- Janesville, Wisconsin, and the "Discovery Schneidersums up the program's suc- gram, she and other young students World Museum of Science and Technol- cess: "...The YESS student retention rate ...would not get the opportunities to be ogy" in Milwaukee, Wisconsin. at the Summer Science Camp has been involved and excited in science. These A 'Parents Day' allows participants 100%...during the academic year Satur- kids need early intervention if we want to proudly share their accomplishments. day follow-up activities has been 84%." them to consider any type of science Milwaukee middle school science The mother of Myrna Schimenz field in the future. If they are not teacher Erin K. Walshattests to the agrees: "...the Summer Science hooked early, we will lose some of our program's success: "...I would like to Camp...is one program that my entire greatest potential." express my support for Marquette Uni- versity's Summer Science Camp 'YESS'. It is a valuable experience for students, motivating them to perform better in school and stimulating a continuous interest in science. During the Summer Science Camp, they are encouraged to practice higher order thinking skills and to participate as part of a production Summer Science team. Both of these skills translate into Camp "YESS" classroom success!" participants at Follow-up activities during the acad- Marquette University. emic year continue on Saturdays in "Olin Engineering" at Marquette Uni- versity for further experimentation and

Summer Science Camp Number of Participants Program Length Grade Levels Activities College of the Menominee Nation, 50 6 weeks 7,8,9 1,2,3,4, 5, Keshena /Neopit, Wisconsin 7,8,9 Marquette University, 52 4 weeks 6,7,8 1,2,3,4, 6, Milwaukee, Wisconsin 8,9,10 Program Activities: Academic Enrichment: 1; Academic Skills Improvement: 2; Academic Counseling: 3; Career Counseling: 4; Faculty Mentoring: 5; Student Mentoring: 6; Research: 7; Field Trips: 8; Follow-up Activities: 9; Parental Involvement: 10.

1 4A 199 COMMUNICATING WITH "CAMP TALH,; F4.1 El 71 NI 196g1.1.. INC F &;-4r , NEWSL

In 1993, a team of Summer Science Camp principal investigators formed a collaborative editorial board to conceive a newsletter, "CAMP TALK", focusing on the program activities and outcomes achieved in each Summer Science Camp program.

.Q> ta..ohol The CAMP TALK newsletter served to: Science Camps for underpriviledged students.

Increase public awareness of the Summer Give positive tone of students' academic perfor-

Science Camps' goals, activities and results. mance, with a strong commitment in the fields of

Provide "Know How" to launch successful sciences and mathematics.

Summer Science Camps for under represented Exhibit the strong commitment of the Summer

middle school students. Science Camps' staff in assisting the students to

Create linkages to parents, remain in school and succeed in mathematics, sci-

Val I II. 2 Inc schools and communities. ences, and communication skills.

Demonstrate successful Advocate the effects of individuals who are con-

1.11=a,,_ allocation of fund- vinced about how to break ranks with traditional heo. tag. N.V.0 ing into the much ways of operating knowledge in mathematics and

needed Summer the sciences for students.

"CAMP TALK" EDITORIAL BOARD Dr. Laila Denoya Dr. Iris DeLoach Johnson Dr. Cynthia D. Park Department of Education Teacher Education Department Upward Bound/Talent Search State University of New York Miami University at Oxford San Diego State University College at Fredonia Oxford, OH 45056 San Diego, CA 92182 Fredonia,. NY 14063 Dr. Gretchen Kalonji Dr. T. Scott Little Dr. Beverly Hunter Daniel Department of Materials Science College of Science Et Discovering the Powers of and Engineering Mathematics Mathematics, Science, and University of Washington University of South Carolina Engineering, Inc. Seattle, WA 98195 Columbia, SC 29208 West Hartford, CT 06119

200 "With recent decisions to adapt a new standard for college admissions in the state of Texas, it becomes more and more urgent to find ways to compensate disadvantaged children in the math and sciences fields before they enter high school. The effect of new regulations opposing affirmative admissions and the common admissions decision together will penalize children who have had poorer teaching in less well endowed schools from competing successfully for college entrance. The only way to battle these new barriers is to make the children competitive; and the only way to do this is by way of additional schooling (summer or Saturday sessions), upgrading teachers and teaching, and equalizing school finance. The "Summer Science Camp Program" implements the first of these three strategies, and should certainly enjoy continued funding. Since advanced sciences and math courses are electives in high school, children who have been well served by programs like the "Summer Science Camps" can and should be enrolling in intermediate and advanced algebra/trig, pre-calculus, calculus, chemistry, and physics."

. Dr. Sheila Tobias, Long term Research and Writing Associate on "Neglected Issues in Sciences Education" for the Research Corporation of the Foundation for the Advancement 'of Sciences, Visiting Lecture in Education at the Claremont School of Education in California

203 NATIONAL SCIENCE FOUNDATION ALABAMA, SSC 1994 ARKANSAS, SSC 1994 DR. NEAL LANE Michael J. Froning Marian Douglas Director ASGA Math/Science Dept. Dept. of Chemistry 4201 Wilson Boulevard Alabama School of Fine Arts University of Arkansas Arlington, Virginia 22230 Birmingham, Alabama 35203 Little Rock, Arkansas 72204-1099 Phone: (205) 328-3143 Phone: (501) 569-8826 DR. JOSEPH BORDOGNA Fax: (205) 328-0337 Fax: (501) 569-8338 Acting Deputy Director Office of the Director ALABAMA, SSC 1992 CALIFORNIA, SSC 1993 4201 Wilson Boulevard Jerry R. Shipman Blas Guerrero Arlington, Virginia 22230 Alabama AEtM University College of Engineering Dept. of Mathematics Center for Underrepresented DR. LUTHER S. WILLIAMS Normal, Alabama 35762 Engineering Students Assistant Director Phone: (205) 851-5316 MESA Directorate for Education and Fax: (205) 851-5931 University of California - Berkeley Human Resources Berkeley, California 94720 4201 Wilson Boulevard ALABAMA, SSC 1995 Phone: (510) 642-2041 Arlington, Virginia 22230 Arthur L. Bacon Fax: (510) 643-5600 Talladega College DR. WANDA WARD Talladega, Alabama 35160 CALIFORNIA, SSC 1995 Staff Associate Phone: (205) 362-5152 Al Jackson/Gail Hildebrand Directorate for Education and Fax: (205) 362-1090 Recreation Et Parks Management Human Resources California State University at Chico Office of the Assistant Director ALASKA, SSC 1993 Chico, CA 95929-0870 4201 Wilson Boulevard Edna Lamebull Phone: (916) 893-4809 Arlington, Virginia 22230 Anchorage School District Fax: (916) 898-6804 DR. ROOSEVELT CALBERT Indian Education Program Division Director P. 0. Box 196614 CALIFORNIA, SSC 1992 Division of Human Resource Anchorage, Alaska 99519-6614 Eunice Krinsky/Haldon L. Anderson Development Phone: (907) 333-9561 Dept. of Mathematics 4201 Wilson Boulevard Fax: (907) 269-2311 California State University Arlington, Virginia 22230 at Dominguez Hills ALASKA, SSC 1992 Carson, CA 90747 DR. BETTY RUTH JONES (University of Alaska atFairbanks) Phone: (310) 516-3378 Senior Program Director Paul J. Polechla, Jr. Precollege Programs Museum of Southwestern Biology CALIFORNIA, SSC 1993 Division of Human Resource Div. of Mammals B. Samuel Tannenbaum/ Development University of New Mexico Linda Dell'Osso 4201 Wilson Boulevard Albuquerque, NM 87131-1091 Harvey Mudd College MESA Arlington, VA 22230 301 E. 12th Street ALASKA, SSC 1995 Claremont, California 91711-5990 DR. COSTELLO L. BROWN Annie Calkins Phone: (909) 621-8240 Associate Dean of Graduate Research CurriculumaEvaluation Fax: (909) 621-8360 California State University at Juneau School District Los Angeles Juneau, Alaska 99801 CALIFORNIA, SSC 1994 515 State University Drive Phone: (907) 463-1700 Elden K. Shaw/Juanita Muniz Torres Administrative Building Fax: (907) 463-1712 California State University at Fresno Los Angeles, CA 90032 Fresno, CA 93740-0094 ARKANSAS, SSC 1995 Phone: (209) 278-2500 Luke K. Elliott Fax: (209) 278-2976 Meadowcreek Science Institute 0 Fox, Arkansas 72051 rn Phone: (501) 363-4500 Fax: (501) 363-4578

1 204 202 CALIFORNIA, SSC 1994 CALIFORNIA, SSC 1993 CALIFORNIA, SSC 1995 Charlie Harper Debra Polak Tama la Brown Dept. of Physics East Bay Consortium of Education University of California California State University at Hayward Oakland, CA 94606 Santa Cruz, CA 95064 Hayward, CA 94542 Phone: (510) 836-8367 Phone: (408) 459-5007 Phone: (510) 885-3401 Fax: (510) 836-8601 Fax: (408) 459-3070 Fax: (510) 885-4803 e-mail: [email protected] CALIFORNIA, SSC 1994 CALIFORNIA, SSC 1995 James Harold COLORADO, SSC 1994 Luis P. Villarreal Engineering/Computer Science Cathy Abeita Biological Sciences Program MESA American Indian Sciencea University of California at Irvine California State University at Sacramento Engineering Society Irvine, CA 92717-1450 Sacramento, CA 95825 1630 30th St., Suite 301 Phone: (714) 824-6499 Phone: (916) 923-0844 Boulder, Colorado 80301-1014 Fax: (714) 824-3048 Fax: (916) 923-1206 Phone: (303) 939-0023 Fax: (303) 939-8150 CALIFORNIA, SSC 1994 CALIFORNIA, SSC 1992 Dean Gilbert Teresa E. Pagaling COLORADO, SSC 1995 Office of Curriculum Et Instructional California State University at Sacramento Jim Giulianelli Resources Sacramento, CA 95819-2605 Chemistry Department Long Beach Unified School District Phone Et Fax: (805) 686-1416 Regis University Long Beach, CA 90807 Denver, Colorado 80221-1099 Phone: (310) 997-8000 CALIFORNIA, SSC 1993 Phone: (303) 458-4046 Fax: (310) 426-8448 Cynthia .Park Fax: (303) 458-4921 San Diego State University CALIFORNIA, SSC 1995 Upward Bound Program CONNECTICUT, SSC 1995 Linda Robertson 5178 College Avenue Carol Kasper Center for Underrepresented San Diego, California 92182-1104 Schooner, inc. Engineering Students, School of Phone: (619) 594-8626 New Haven, Connecticut 06519 Engineering Et Applied Science Fax: (619) 594-8915 Phone: (203) 865-1737 University of California at Fax: (203) 624-8816 Los Angeles CALIFORNIA, SSC 1992 Los Angeles, CA 90024-1600 James C. Kelley/Julia Wong CONNECTICUT, SSC 1992 & 1996 Phone: (310) 206-6493 School of Science Beverly Hunter Daniel/ Fax: (310) 825-3908 San Francisco State University Glenn A. Cassis San Francisco, California 94132 Discovering the Powers of Math- CALIFORNIA, SSC 1994 Phone: (415) 338-7090 ematics, Science, and Engineering Jewel P. Cobb Fax: (415) 338-2493 West Hartford, Connecticut 06119 The ACCESS Center Phone: (860) 769-5281 California State University at CALIFORNIA, SSC 1994 Fax: (203) 523-1614 Los Angeles (Stanislaus County Office of Education) Los Angeles, CA 90032 Reyes Quezada DELAWARE, SSC 1995 Phone: (213) 343-5173 Dept. of Education Gustav Ofosu Fax: (213) 343-6418 University of Redlands Biology Dept. Redlands, CA 92373-0999 Delaware State University CALIFORNIA, SSC 1995 Phone: (909) 335-4010 Dover, Delaware 19901 Mary R. Blanding Fax: (909) 335-5204 Phone: (302) 739-5102 Dept. of Academic Affairs Fax: (302) 739-3567 Drew University of Medicine Et CALIFORNIA, SSC 1992 Science Carolyn R. Mahoney/ DISTRICT OF COLUMBIA, SSC 1992 Los Angeles, CA 90059 Maureen Dupont Winston R. Coleman Phone: (213) 563-4926 College of Arts Et Sciences College of Professional Studies Fax: (213) 563-1953 California State University at San Marcos ScienceaEngineering Center San Marcos, California 92096 University of the District of Columbia Phone: (619) 750-4122 Washington, DC 20008 Fax: (619) 750-4030 Phone: (202) 274-6285/87 205 Fax: (202) 274-5000 203 FLORIDA, SSC 1995 ILLINOIS, SSC 1994 MASSACHUSETTS, SSC 1995 Curtis Jefferson Lynn Goodnight Aldo Crugnola/Janice Bryant Math Dept. NorthwesternUniversity College of Engineering Santa Fe Community College Evanston, Illinois 60208 University of Massachusetts at Lowell Gainesville, Florida 32606 Phone: (847) 491-3026 Lowell, Massachusetts 01854 Phone: (352) 395-5000 Fax: (847) 467-1057 Phone: (508) 934-2575 Fax: 1352) 395-5581 Fax: (508) 934-3007 INDIANA, SSC 1992 & 1996 FLORIDA, SSC 1993 Edward S. Pierson MASSACHUSETTS, SSC 1994 Judy B. Chen/Alberto Ramirez Dept. of Engineering Robert Wallace Dept. of Education Purdue University-Calumet Dept. of Natural Sciences Miami Museum of Science, Inc. Hammond, Indiana 46323-2094 Bentley College Miami, Florida 33129 Phone: (219) 989-2472 Waltham, Massachusetts 02154-4705 Phone: (305) 854-4247, ext.257/254 Fax: (219) 989-2898 Phone: (617) 891-2937 Fax: (305) 285-5801 Fax: (617) 891-3410 INDIANA, SSC 1993 FLORIDA, SSC 1995 Regina Todd-Hicks MICHIGAN, SSC 1993 Edwin McClintock Purdue University Arthur Haman, University of Detroit Specializations/College of Education West Lafayette, Indiana 47907 Mercy College/Kenneth Hill/ Florida International University Phone: (317) 494-1760 Kate Callas Miami, Florida 33199 Fax: (317) 494-1736 Detroit Area Pre-College Engineering Phone: (305) 348-2087 Program Fax: (305) 348-2086 KENTUCKY, SSC 1993 Detroit, Michigan 48202 Howard K. Hardin Phone: (313) 881-7611 GEORGIA, SSC 1994 Jefferson County Public Schools Fax: (313) 831-5633 Carolyn Keys Dept. of Education Assessment Dept. of Middle/Secondary Education VanHoose Education center MICHIGAN, SSC 1993 Et Instructional Technology 3332 Newburg Rd. Irvin E. Vance Georgia State University Louisville, Kentucky 40218 Math Dept./Black Child and Family Inst. Atlanta, Georgia 30303-3083 Phone: (502) 485-3551 Michigan State University Phone: (404) 651-2700 Fax: (502) 485-3821 East Lansing, Michigan 48824-1027 Fax: (404) 651-2546 Phone: (517) 353-4693 MARYLAND, SSC 1993 Fax: (517) 432-1562 GEORGIA, SSC 1992 & 1996 Sylvia James Melvin R. Webb National Aquarium in Baltimore MICHIGAN, SSC 1995 Dept. of Biology Education Et Interpretation Joanne Caniglia Clark Atlanta University Baltimore, Maryland 21202-3194 Mathematics Dept. Atlanta, Georgia 30314 Phone: (410) 576-3800 Eastern Michigan University Phone: (404) 880-8000 Fax: (410) 576-8238 Ypsilanti, Michigan 48197 Fax: (404) 880-6843 Phone: (313) 487-3448 MASSACHUSETTS, SSC 1994 Fax: (313) 481-0650 GEORGIA, SSC 1993 Joyce Newhouse Army Lester, Ill Mass PEP, inc. MINNESOTA, SSC 1992 Dept. of Biology Boston, Massachusetts 02115 Bruce Munson Kennesaw State College Phone: (617) 427-7227 Dept. of Education Marietta, Georgia 30144 Fax: (617) 442-3982 University of Minnesota at Duluth Phone: (770) 423-6164 Duluth, Minnesota 55812-2496 Fax: (770) 423-6625 MASSACHUSETTS, SSC 1993 Phone: (218) 726-6324 Meg Watson/Michael Fields, French Fax: (218) 726-7073 ILLINOIS, SSC 1992 & 1996 River Education Center, Inc. Dale F. Reed Dorchester, Massachusetts 02125 MINNESOTA, SSC 1994 Dept. of Math Phone: (617) 287-2183 Kit Wilhite Loyola University Chicago Fax: (617) 635-8750 Education Division Chicago, Illinois 60626 Science Museum of Minnesota Phone: (312) 413-9478 St. Paul, Minnesota 55101 Fax: (312) 508-3514 Phone: (612) 221-9488 Fax: (612) 221-4777

204 206 DIRECTORY

MISSISSIPPI, SSC 1992 & 1996 NEW JERSEY, SSC 1993 NEW YORK, SSC 1992 William L. White Louis A. lozzi Awilda Orta Jackson State University Rutgers University Et Cook College Division of Planning Research School of Science Et Technology Center for Environmental and Ctr. for Pre-College Initiatives Jackson, Mississippi 39217 Agricultural Education Eugenio Maria de Hostos Community Phone: (601) 972-2153 New Brunswick, New Jersey College Fax: (601) 968-2058 08903-0231 Bronx, New York 10451 Phone: (908) 932-9164/7786 Phone: (718) 518-4444 MISSISSIPPI, SSC 1995 Fax: (908) 932-1519 Fax: (718) 518-4246 William J. Sumrall Dept. of Curriculum Et Instruction NEW JERSEY, SSC 1993 NEW YORK, SSC 1995 Mississippi State University Ophelia Gona Nancy Sosnow Mississippi State, Mississippi 39762 Dept. of Anatomy Education Dept. Phone: (601) 325-3747 UMDNJ New Jersey Medical School Bronx Zoo/Wildlife Conservation Park Fax: (601) 325-8784 Newark, New Jersey 07103-2714 Bronx, New York 10460-1099 Phone: (201) 982-5245 Phone: (718) 220-5114 MISSOURI, SSC 1995 Fax: (201) 982-7489 Fax: (718) 733-4460 Fare lla Shaka Physics Et Astronomy Dept. NEW JERSEY, SSC 1992 NEW YORK, SSC 1992 & 1996 Southwest Missouri State University Howard S. Kimmel Lai la Denoya Springfield, Missouri 65804 Precollege Programs Dept. of Education Phone: (417) 836-5131 University Heights SUNY at Fredonia Fax: (417) 836-6934 New Jersey Institute of Technology Fredonia, New York 14063 Newark, New Jersey 07102-1982 Phone: (716) 673-3521 MISSOURI, SSC 1994 Phone: (201) 596-3550/3679 Fax: (716) 673-3234 Lloyd Richardson Fax: (201) 642-1847 School of Education NEW YORK, SSC 1994 Center for Excellence in Urban NEW MEXICO, SSC 1993 Jack Schlein Education Susan McGuire Dept. of Natural Sciences University of Missouri at St. Louis New Mexico Museum of Natural CUNY York College St. Louis, MO 63121-4499 History Et Science Jamaica, New York 11451 Phone: (314) 516-6558 Public. Programs/Education Phone: 718) 262-2716 Fax: (314) 516-5859 Albuquerque, New Mexico 87104 Fax: (718) 262-2652 Phone: (505) 841-2845 NEBRASKA, SSC 1994 Fax: (505) 841-8866 NEW YORK, SSC 1994 Jimmi H. Smith, Ill Annette Saturnelli Office of Multi-Cultural Affairs NEW YORK, SSC 1995 Newburgh Enlarged City School Administration Winston Smith/Edward Millman District University of Nebraska at Lincoln Curriculum Et Instruction Dept. Newburgh, New York 12550 Lincoln, Nebraska 68588-0498 Community School District #23 Phone: (914) 563-7462 Phone: (402) 472-2027 Brooklyn, New York 11233 Fax: (914) 563-7493 Fax: (402) 472-9338 Phone: (718) 270-8663 Fax: (718) 270-8666 NEW YORK, SCC 1993 NEW JERSEY, SSC 1994 Lily E. Christ Lambert B. Jackson NEW YORK, SSC 1992 John Jay College of Criminal Justice EOF Program Michael A. Johnson/Dennis Brown The City University of New York Rutgers University Science Skills Center, Inc. New York, New York 10019 Camden, New Jersey 08102 Brooklyn, New York 11238 Phone: (212) 237-8926 Phone: (609) 225-6107 Phone: (718) 636-6213 Fax: (212) 237-8777 Fax: (609) 225-6139 Fax: (718) 636-9685 NEW YORK, SSC 1993 Maureen A. Hornung Liberty Partnership Program Bank Street College New York, New York 10025 Phone: (212) 875-4506 207 Fax: (212) 875-4547 205 NEW YORK, SSC 1994 NORTH CAROLINA, SSC 1992 & 1996 PENNSYLVANIA, SSC 1993 Berkowitz/Posamentier Henry A. Collins John C. Mertz Secondary Education Science/Biology Dept. Dept. of Biology CUNY Research Fdn. Bennett College Delaware Valley College New York, New York 10031 Greensboro, North Carolina 27420 Doylestown, Pennsylvania 18901-2607 Phone: (212) 650-5471 Phone: (910) 273-4431 Phone: (215) 345-1500 Fax: (212) 650-6970 Fax: (910) 273-8693 Fax: (215) 345-5277

NEW YORK, SSC 1992 & 1996 NORTH CAROLINA, SSC 1994 PENNSYLVANIA, SSC 1994 Henry Teoh Allan Goldfarb Lynnette Smith Dept. of Chemistry Et Physics Dept. of Exercise Et-Sport Science Office of Curriculum Support, SUNY College at Old Westbury University of North Carolina Philadelphia School District Old Westbury, New York 11568 Greensboro, North Carolina 27412-5001 Philadelphia, Pennsylvania 19103 Phone: (516) 876-2706 Phone: (910) 334-5308 Phone: 215) 299-7797 Fax: (516) 876-2758 Fax: (910) 334-3238 Fax: (215) 299-7795

NEW YORK, SSC 1994 NORTH CAROLINA, SSC 1993 PUERTO RICO, SSC 1995 Denise D. White Joseph Kishton Alvaro LeCompte Office of Native American Affairs Psychology Dept. Math/Physical Science Dept. SUNY Potsdam University of North Carolina Inter American University Potsdam, New York 13676 Wilmington, North Carolina San German, Puerto Rico 00638 Phone: (315) 267-2584 28403-3297 Phone: (809) 264-1912, ext. 7427 Fax: (315) 267-2342 Phone: (910) 395-3370 Fax: (809) 892-6350 Fax: (910) 395-3863 NEW YORK, SSC 1992 RHODE ISLAND, SSC 1992 Robert Ellson NORTH CAROLINA, SSC 1995 William J. Oh ley Dept. of Mechanical Engineering Shirley Turnage Dept. of Electrical Engineering Rochester Institute of Technology Administration University of Rhode Island P. 0. Box 9887 Roanoke River Valley Consortium Kingston, Rhode Island 02881 Rochester, New York 14623-5604 Windsor, North Carolina 27983 Phone: (401) 874-2505/ext. 2506 Phone: (716) 475-2162 Phone: (919) 794-3173 Fax: (401) 874-2186 Fax: (716) 475-7710 Fax: (919) 794-9727 SOUTH CAROLINA, SSC 1994 NEW YORK, SSC 1992 OHIO, SSC 1993 Herman Green Thomas T. Liao/Edith Steinfeld Iris DeLoach Johnson/Anita The Houston Center for the Study Dept. of Technology Et Society Roychoudhury /G. Nathan Carnes of Black Experience Affecting SUNY at Stony Brook Teacher Education Dept. Higher Education Stony Brook, New York 11794-2250 Miami University at Oxford Clemson University Phone: (516) 632-8761/8716 Oxford, Ohio 45056 Clemson, South Carolina 29634-5185 Fax: (516) 632-7809 Phone: (513) 529-6437 Phone: (804) 656-0313 Fax: (513) 529-4931 Fax: (803) 656-0314 NEW YORK, SSC 1993 Mark Smith OHIO, SSC 1993 SOUTH CAROLINA, SSC 1995 Rensselaer Polytechnic Inst. Helen C. Cooks Juanita S. Scott Office of Minority Student Affairs Toledo Excel Et PREP/TECH Biology Et Physical Science Troy, New York 12180-3590 University of Toledo Benedict College Phone: (518) 276-6272 Toledo, Ohio 43606-3390 Columbia, South Carolina 29204 Fax: (518) 276-4034 Phone: (419) 530-3895 Phone: (803) 253-5230/5265 Fax: (419) 530-3902 Fax: (803) 253-5336 NORTH CAROLINA, SSC 1994 Benjamin Dias OKLAHOMA, SSC 1993 SOUTH CAROLINA, SSC 1993 Chemistry/Physics Dept. Alan R. Harker/Kim Burnham Timothy S. Little Johnson C. Smith University Botany/Microbiology Dept. College of Science Et Mathematics Charlotte, North Carolina 28216 Oklahoma State University University of South Carolina Phone: (704) 378-1054 Stillwater Oklahoma 74078 Columbia, South Carolina 29208 Fax: (704) 378-1213 Phone: (405) 744-6243 Phone: (803) 777-0313 Fax: (405) 744-6790 Fax: (803) 777-0314

206 208 DIRECT R

SOUTH CAROLINA, SSC 1994 TEXAS, SSC 1993 WASHINGTON, SSC 1994 Sylvester N. Ekpenuma Lela F. Jackson Herb Bryce Claflin College The Science Place in Fair Park Dept. of Science Et Math Orangeburg, South Carolina 29115 Southwest Museum of Science Seattle Central Community College Phone: (803) 535-5254 and Technology Seattle, Washington 98122 Fax: (803) 531-2860 Dallas, Texas 75315-1469 Phone: (206) 587-6921 Phone: (214) 428-5555 Fax: (206) 344-4390 SOUTH DAKOTA, SSC 1993 Fax: (214) 428-2033 Phillip Huebner WASHINGTON, SSC 1992 Scientific Knowledge for TEXAS, SSC 1994 Robin Adams/Gretchen Kalonji Indian Learning Et Leadership Robert Houston Dept. of Materials Science Et (Skill) Program Dept. Texas Center for University Engineering South Dakota School of Mines School Partnerships University of Washington and Technology University of Houston Seattle, Washington 98195 Rapid City, South Dakota Houston, Texas 77204-5874 Phone: (206) 543-2600 57701-3995 Phone: (713) 743-5021 Fax: (206) 685-3100 Phone: (605) 394-1828 Fax: (713) 743-4989 Fax: (605) 394-6131 WISCONSIN, SSC 1995 TEXAS, SSC 1993 Jerilyn Grignon TENNESSEE, SSC 1994 Glenn Long ley Administration Leroy Moore/Ida Mosby Southwest Texas State College of the Menominee Nation Office of Health Career Programs University/Edwards Aquifer Keshena, Wisconsin 54135 University of Tennessee ResearchaData Center Phone: (715) 799-5606 Memphis, Tennessee 38163 San Marcos, Texas 78666-4616 Fax: (715) 799-1326 Phone: (901) 448-6840 Phone: (512) 245-2329 Fax: (901) 448-72555 Fax: (512) 245-2669 WISCONSIN, SSC 1992 & 1996 Susan Schneider/Christine J. Faltz TENNESSEE, SSC 1992 VIRGINIA, SSC 1992 Marquette University Peggy King (Hampton University) Dept. of Electrical and Computer Science/Engineering Education Div. Ann Trahanovsky- Orletsky Engineering Oak Ridge Ass. Universities Math. Dept.Western Illinois University Milwaukee, Wisconsin 53201-1881 Oak Ridge, Tennessee 37831-0117 Macomb, Illinois 61455 Phone: (414) 288-7178 Phone: (615) 576-6220 Phone: (309) 298-1383 Fax: (414) 288-5579 Fax: (615) 576-0202 VIRGINIA, SSC 1995 TEXAS, SSC 1994 Katura Carey-Harvey (University of Texas Pan American) CHROME Nick Kiritsis Old Dominion University Austin, Texas 78731-3074 Norfolk, Virginia 23501-1394 Phone Et Fax: (512) 343-0393 Phone: (804) 683-6032 Fax: (804) 683-6031 TEXAS, SSC 1992 Robert R. Galvan VIRGINIA, SSC 1995 Office of the Vice President for Willie Mae Beamon AdministrationaPublic Affairs Math Dept. University of Texas at Austin Norfolk State University Austin, Texas 78713-7578 Norfolk, Virginia 23504 Phone: (512) 475-6064 Phone: (804) 683-8820 Fax: (512) 471-8569 Fax: (804) 683-8427

TEXAS, SSC 1995 WASHINGTON, SSC 1992 Julia Redden Kathleen Sullivan Girls Inc. of Metropolitan Dallas Dept. of Mathematics Dallas, Texas 75235 Seattle University Phone: (214) 654-4530 Seattle, Washington 98122-4460 Fax: (214) 350-8115 Phone: (206) 296-5930 Fax: (206) 296-2179

207 "...We were able to learn how to work with other people, who have different ideas and backgrounds, which is essential to be able to work in tomorrow's world. Today, most children spend their time watching television, not envisioning or even thinking as they sit and do nothing but breathe. Children of today 'must learn hands-on skills and be able to use those skills to make tomorrow a better place to live for everyone. We are tomorrow's leaders, and if we are ill-prepared, then the world may fall apart at our fingertips."

Paul Biehl, Participant at Harvey Mudd College in California Summer Science Camp

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