Summer Science Research Articles

The Vulcan Mission to Io: Lessons Learned during the 2022 JPL Planetary Science Summer School

A mission to Jupiter's moon Io, the most volcanically active body in the solar system, was suggested as a priority for the New Frontiers program in the 2013 Planetary Science Decadal Survey. We present a New Frontiers–class mission concept, Vulcan, that was designed as an educational exercise through the Jet Propulsion Laboratory’s 2022 Planetary Science Summer School. Vulcan would leverage an instrument suite consisting of wide- and narrow-angle cameras, a thermal infrared spectrometer, two fluxgate magnetometers, and ion and electron electrostatic analyzers to conduct the most thorough investigation of Io to date. Using 78 flybys over a 2 yr primary science mission, Vulcan would characterize the effects of tidal forces on the differentiation state, crustal structure, and volcanism of Io and investigate potential interactions between Io's volcanoes, surface features, and atmosphere. Although Vulcan was developed as an academic exercise, we show that a New Frontiers–class mission to Io could achieve transformative science in both geophysics and plasma physics, unifying typically disparate subfields of planetary science. A dedicated mission to Io, in combination with the Europa Clipper and Jupiter Icy Moons Explorer missions, would address fundamental questions raised by the 2023 Planetary Science Decadal Survey and could complete our understanding of the spectrum of planetary habitability. Lessons learned from Vulcan could be applied to a New Frontiers 5 Io mission concept in the near future.

The Effectiveness of the Predict-Explain-Enact-Observe-Reflect (PEEOR) Instructional Strategy on Conceptual Understanding and Motivation in Motion and Force Topic

The study aimed to assess the effectiveness of the Predict-Explain-Enact-Observe–Reflect (PEEOR) instructional strategy on general science students’ conceptual understanding and motivation in the topic of motion and force. The research employed a pre-test post-test quasi-experimental design. The sample consisted of 107 general science summer, year II students from Woldia College of Teacher Education. Data collection involved a conceptual understanding test (comprising 15 questions) and a post-motivation questionnaire. The KR-20 reliability value for the conceptual understanding test was 0.75. The Cronbach Alpha (α) reliability coefficient for the scale was determined to be 0.84. Descriptive statistics and ANCOVA revealed the following: The PEEOR group (adjusted mean = 6.787) significantly outperformed the traditional group (adjusted mean = 5.134). The POE group (adjusted mean = 6.472) did not differ significantly from either PEEOR or the traditional group. Regarding student motivation: There was a statistically significant difference (p < 0.05) in post-test motivational questionnaire (PMQ) scores among the three groups. The F-statistic for this difference was 4.753. The study recommends that college physics teachers adopt the PEEOR instruction strategy. Additionally, the college and department heads of natural science should promote the potential benefits of this novel strategy among science educators.

NeuroLab 2.0: An Alternative Storyline Design Approach for Translating a Research-Based Summer Experience into an Advanced STEM+M Curriculum Unit that Supports Three-Dimensional Teaching and Learning in the Classroom.

In this case study, we describe an alternative storyline design approach that we adopted to translate an informal, out-of-school summer science experience with a strong emphasis on developmental neuroscience and data literacy into a more inclusive, replicable, and scalable experience for formal high school science instruction. Combining elements of problem- and project-based learning, a storyline is a curriculum model that engages students in the application of investigative science and engineering practices to incrementally build conceptual models that explain an observable (anchoring) phenomenon. Published reports on the storyline design process describe procedures and tools that are well suited to the creation of novel instructional units. However, these design methods are difficult to apply to projects aimed at translating pre-existing science experiences and resources into classroom storyline units. In this descriptive case study, we discuss a series of alternative design procedures that we utilized to achieve this adaptation. Our overarching project goal was to create the resources necessary to engage high school students in the construction of a multidimensional explanatory model for an unusual movement disorder that assimilates converging lines of behavioral, neuroanatomical, neurophysiological, molecular genetic, developmental, and cellular data. The methods described in this case study establish a design template for other biomedical scientists who are interested in adopting a storyline approach to bring aspects of their work or educational projects into science classrooms and into closer alignment with a new vision for science teaching and learning articulated in the National Research Council's A Framework for K-12 Science Education and the Next Generation Science Standards.

Cell Death & Certainty

I’m Diya Mukherjee, a high school senior based in San Jose, CA with an interest in computational biology and public health. The summer of 2023 marked a turning point for me that is familiar to any science student: my first wet lab experience. I was given the incredible opportunity to participate in the Summer Science Research Program (SSRP) at Rockefeller University in New York, NY, working with research mentors from the Fuchs Lab of Mammalian Cell Biology and Development on a project about the role of inflammation in skin cancer. Cell Death & Certainty depicts an incident from my third week of the program, in which many of my cell samples began to mysteriously die overnight. I deliberately wrote the story with a melodramatic tone, because I think that science so often feels that way.

Astrobiology eXploration at Enceladus (AXE): A New Frontiers Mission Concept Study

The Saturnian moon Enceladus presents a unique opportunity to sample the contents of a subsurface liquid water ocean in situ via the continuous plume formed over its south polar terrain using a multi-flyby mission architecture. Previous analyses of the plume’s composition by Cassini revealed an energy-rich system laden with salts and organic compounds, representing an environment containing most of the ingredients for life as we know it. Following in the footsteps of the Cassini-Huygens mission, we present Astrobiology eXploration at Enceladus (AXE), a New Frontiers class Enceladus mission concept study carried out during the 2021 NASA Planetary Science Summer School program at the Jet Propulsion Laboratory, California Institute of Technology. We demonstrate that a scientifically compelling geophysical and life-detection mission to Enceladus can be carried out within the constraints of a New Frontiers-5 cost cap using a modest instrument suite, requiring only a narrow angle, high-resolution telescopic imager, a mass spectrometer, and a high-gain antenna for radio communications and gravity science measurements. Using a multi-flyby mission architecture, AXE would evaluate the habitability and potential for life at Enceladus through a synergistic combination of in situ chemical analysis measurements aimed at directly detecting the presence of molecular biosignatures, along with geophysical and geomorphological investigations to contextualize chemical biosignatures and further evaluate the habitability of Enceladus over geologic time.

Teaching health justice and reimagining narratives of place through community‐driven science practices

AbstractThis study explores how a biology teacher from a summer science program engaged high school students of color in a three‐week science unit exploring community health at the intersection of history, race, place, and power. The goal of this study is to better understand what community‐driven science looks like in a science classroom when a health equity unit is guided by a biology teacher who engages the socio‐historical, political, and relational aspects of community structure and agency. Using student and instructor interviews, program observations, and student artifacts, I examine how the instructor's positioning as a Black woman scientist shaped her goals and vision and the instructional and pedagogical resources made available during the unit. In addition, I explore how engaging in community‐driven science practices during the unit such as critical inquiry and data analysis supported students' sense making about community health and the possibilities they imagined for their communities. Findings illuminate how engaging community health at the intersection of history, race, place, and power shaped engagement in community‐driven science practices and supported student sense making in ways that surfaced challenges, tensions, and opportunities for disrupting and reimagining community narratives. Further, finding highlight the importance of an instructor's lived experiences and pedagogical vision in supporting emergent forms of student agency and place remaking, and generating possibilities for community healing and hope.

Abstract 62: Stroke Busters High School Stroke Education Initiative

Background: It is estimated that 91% of stroke risk can be attributed to modifiable risk factors; however, on a population level, these risk factors are not well controlled. One recent response to reducing the burden of stroke has been to improve childhood knowledge about stroke. The purpose of our initiative was to educate high school students about stroke and careers in neuroscience. Methods: Thirteen students in Yale University Pathways to Science Summer Scholars participated in a 5-day program called Stroke Busters. Summer Scholars is a free summer science day program for rising 10th- 12th grade students. The demographic breakdown is 32% Asian, 30.1% Black, 20.4% Latinx, 15.5% White, and 1.9% Middle Eastern. Stroke Busters is a program within Pathways that includes an interactive stroke lecture, mock stroke code simulation, interactive mechanical thrombectomy demonstration, and a workshop where students created their own stroke learning materials. Students completed an 8 question pre and post-test that assessed stroke knowledge. Results: Between 7/11-7/15/22 thirteen students participated in Stroke Busters . The average test scores increased from 38% to 73%. Prior to the program, eight students (62%) listed that a stroke occurred in the brain and four students (31%) correctly identified the acronym “FAST”; 100% of students got these items correct in the post-test. The score for identifying 4/4 stroke symptoms improved from 56% to 92%. Twelve students provided feedback; the overall satisfaction rating for the program was 4.44/5. Students commented on the stroke simulation as the most enjoyable part of the program. Conclusion: In this high school stroke educational program students improved their knowledge about stroke significantly. This is the first stroke education program to our knowledge that focuses on high school students using a multi-day curriculum led by a diverse group of healthcare professionals.

DISTANCE EDUCATION METHODS: VIDEO ANALYSIS IN TEACHING PHYSICS

Formation of the skills of conducting an experiment and analyzing its results during laboratory work in natural science has always been an important didactic problem, which has significantly increased in the conditions of distance and mixed learning. The study of approaches to the effective use of software for the analysis of video recordings of observations of real physical processes and phenomena is one of the tasks of instrumental digital didactics. The affordable and regularly updated software Tracker: Video Analysis and Modeling Tool is a popular didactic tool for the analysis of physical quantities based on the processing of static and dynamic images followed by comparison with the corresponding mathematical model. The rules for creating educational videos suitable for analysis in a digital environment are summarized. On the examples of laboratory classes on many topics of physics (mechanics, hydrodynamics, molecular and atomic physics, and optics) and astronomy, the general features of creating video recordings, laboratory works, and problem tasks based on video analysis are shown. The STEM laboratory of the Junior Academy of Sciences of Ukraine has created numerous reference videos about physical experiments and the rules for their use; a collection of video tasks was also created; innovative methods of educational physical experiments were developed. The methods of video analysis were tested during distance and mixed education in the conditions of threats, also in formal and informal education formats, such as the summer science school for students and the All-Ukrainian natural science online tournament "Open Natural Science Demonstration". Instrumental digital didactics is a component of training courses for teachers and is regularly discussed at seminars and conferences on science education. The stemua.science source of the "MANU" NC is popular among Internet users.

Virtual Summer Institutes as a Method of Rural Science Teacher Development

Key Policy documents call for science teacher preparation programs to provide teacher candidates with approximations to authentic teaching experiences that occur in realistic contexts. Providing such opportunities for teacher candidates located in communities that are rural and geographically far from university settings is especially difficult. Stakeholders also point to the importance of positive coaching and mentoring relationships as key factors impacting the growth of teacher candidates. In this paper we discuss the positive potential of virtual science-related summer institutes as a vehicle to (a) provide authentic science teaching experiences for teacher candidates, and (b) promote the development of positive coaching and mentoring relationships. We also share features of a summer science institute developed as a launch to our teacher residency preparation program that incorporated teacher candidates, school-based teacher educators, and university-based supervisors to maximize the potential positive impacts. Data included quantitative and qualitative post-institute survey data from teacher candidates, school-based teacher educators, and university-based supervisors. Findings revealed that residents’ perception of their content knowledge development, pedagogical knowledge development, and overall effectiveness of the summer institute were high; additionally, school-based teacher educators and university-based supervisors indicated positive perceptions of the institute, noting their knowledge of coaching increased, helpful resources were provided, and institute structures promoted the development of positive coaching relationships. These results provide tentative evidence to support the continued use of virtual science summer institutes as a viable option for supporting both preservice and in-service teacher development.

VALENTInE: A Concept for a New Frontiers–Class Long-duration In Situ Balloon-based Aerobot Mission to Venus

Described here is a concept for a variable-altitude aerobot mission to Venus developed as part of the 2020 NASA Planetary Science Summer School in collaboration with NASA Jet Propulsion Laboratory. The Venus Air and Land Expedition: a Novel Trailblazer for in situ Exploration (VALENTInE) is a long-duration New Frontiers–class mission to Venus in alignment with the goals recommended by the 2013 Planetary Science Decadal Survey. VALENTInE would have five science objectives: (1) determine the driving force of atmospheric superrotation, (2) determine the source of D/H and noble gas inventory, (3) determine the properties that govern how light is reflected within the lower cloud later, (4) determine whether the tesserae are felsic, and (5) determine whether there is evidence of a recent dynamo preserved in the rock record. The proposed mission concept has a total duration of 15 Earth days and would float at an altitude of 55 km, along with five dips to a lower altitude of 45 km to study Venus’s lower atmosphere. The instrument payload allows for measurements of the atmosphere, surface, and interior of Venus and includes six instruments: an atmospheric weather suite, a mass spectrometer, a multispectral imager, a near-infrared spectrometer, light detection and ranging, and a magnetometer. Principle challenges included a limitation caused by battery lifetime and low technology readiness levels for aerobots that can survive the harsh conditions of Venus’s atmosphere. This preliminary mission was designed to fit within an assumed New Frontiers 5 (based on inflated New Frontiers 4) cost cap.

Report on the Malawi Data Science Bootcamp 2021

This report presents and briefly discusses the first Data Science Summer school in Malawi, Africa, which was named Malawi Data Science Bootcamp 2021 (MWData 2021). This event took place at Mzuzu University, Lilongwe ODeL Center in Lilongwe, Malawi, on October 25 - 29, 2021.

Bone Metabolism During Strict Head-Down Tilt Bed Rest and CO2 Exposure

ObjectivesCarbon dioxide (CO2) levels on board the International Space Station reach 10× those of outdoor terrestrial levels. We report here studies assessing whether increased levels of ambient CO2 contribute to elevated bone resorption characteristically observed with bed rest as an analog for skeletal unloading during spaceflight.MethodsData are reported from two ground-based studies which included 12 male and 7 female subjects placed in a strict −6° head-down tilt (HDT) position for 30 days at 0.5% ambient CO2 or 60 days with nominal environment (0.04% CO2). Subjects were neither afforded a pillow nor allowed to use an elbow while eating to increase headward fluid pressure. Bone mineral density (BMD) and bone mineral content (BMC) were measured with dual-energy X-ray absorptiometry. Blood and urine were collected before and during HDT for analysis.ResultsThere was no change in BMD or BMC. Excretion of collagen crosslinks increased during HDT (p < 0.001) with no additive effect of CO2. Serum and urine mineral concentrations were not affected by CO2. Serum PTH and 1,25-deoxyhydroxyvitamin D were both reduced during bed rest (p < 0.0001), likely secondary to calcium efflux from bone, but with no additive effect of CO2 exposure. These changes reinforce the impact of decreased mechanical loading on bone and mineral homeostasis and the efficacy of the strict HDT model.ConclusionsExposure to 0.5% CO2 for 30 days did not exacerbate bone resorption during strict HDT bed rest. Future research on bone metabolism at varied CO2 levels is needed to clarify a risk ceiling for bone resorption, especially as missions progress beyond low-Earth orbit.Funding SourcesThe data reported here were from the NASA Human Research Program Standard Measures Cross-Cutting Project. Funding was provided by the NASA Human Research Program's Human Health Countermeasures Element. ERM was funded through a NASA Summer Science Institute Fellowship.

Magnetic to the Core – communicating palaeomagnetism with hands-on activities

Abstract. Palaeomagnetism is a relatively unknown part of Earth sciences that is not well integrated into the school curriculum in the UK. Throughout recent years, there has been a decline in the number of Earth science students in the UK. In 2018 and 2019, we developed outreach activities and resources to introduce the scientifically engaged general public to palaeomagnetism and raise awareness of how geomagnetism affects society today, thus putting palaeomagnetism, and Earth sciences, in the spotlight. We tested our ideas at local events that were visited mostly by families with small children, with tens to hundreds of participants. Our project culminated in the Magnetic to the Core stand at the Royal Society Summer Science Exhibition in 2019, which is visited by members of the general public, students and teachers, scientists, policymakers and the media. At this event, we communicated the fundamentals of palaeomagnetism through hands-on activities and presented our recent research advances in a fun and family- friendly way. To test the impact of our exhibit on knowledge of palaeomagnetism and Earth's magnetic field on visitors, we designed an interactive quiz and collected results from 382 participants over 8 d. The results show a significant increase in median quiz score of 22.2 % between those who had not yet visited the stand and those who had visited for more than 10 min. The results from school-aged respondents alone show a larger increase in the median score of 33.5 % between those who had not yet visited and those who had spent more than 10 min at the stand. These findings demonstrate that this outreach event was successful in impacting visitors' learning. We hope our Magnetic to the Core project can serve as an inspiration for other Earth science laboratories looking to engage a wide audience and measure the success and impact of their outreach activities.

Summer Science Academy in Chemistry as a Gateway to STEM for Matriculating First-Generation and Other Underrepresented Students

We report a program for a summer science academy in chemistry, a section of the Chicago Academic Achievement Program (CAAP) at the University of Chicago, as a gateway to STEM for incoming first-generation students and other underrepresented student groups. Our program emphasized diversity in classrooms, students’ psychological safety and a sense of belonging to STEM, increased knowledge base, and overall college readiness. On the basis of feedback from participating students, the reported summer science academy in chemistry successfully prepared and motivated the CAAP scholars toward a STEM career direction.

Science Summer Camp for High School Girls

Science Summer Camp for High School Girls

Virtual Vanderbilt Summer Science Academy highlighted the opportunity to impact early STEMM students career knowledge through narrative.

Due to COVID-19 precautions, the Vanderbilt University summer biomedical undergraduate research program, the Vanderbilt Summer Science Academy (VSSA), rapidly transitioned from offering an in-person training program to a virtual seminar format. Our program typically supports undergraduate development through research and/or clinical experience, meeting with individuals pursuing postgraduate training, and providing career development advice. Evidence supports the idea that summer programs transform undergraduates by clarifying their interest in research and encouraging those who haven’t previously considered graduate studies. We were interested in exploring whether a virtual, synchronous program would increase participants’ scientific identity and clarify postgraduate career planning. Rather than create a virtual research exposure, our 5-week "Virtual VSSA" program aimed to simulate the casual connections that would naturally be made with post-undergraduate trainees during a traditional summer program. In seminars, presenters discussed 1) their academic journey, explaining their motivations, goals, and reasons for pursuing a career in science as well as 2) a professional story that illustrated their training. Seminars included Vanderbilt University and Medical School faculty, M.D., MD/Ph.D., as well as Ph.D. students from diverse scientific and personal backgrounds. In addition, weekly informational sessions provided an overview of the nature of each degree program along with admissions advice. Through pre-and post-program surveys, we found that students who registered for this experience already strongly identified with the STEMM community (Science, Technology, Engineering, Mathematics, and Medicine). However, participation in the Virtual VSSA increased their sense of belonging. We also uncovered a gap in participants’ understanding of postgraduate pathways prior to participation and found that our program significantly increased their self-reported understanding of postgraduate programs. It also increased their understanding of why someone would pursue a Ph.D. or Ph.D./MD versus M.D. These changes did not uniformly impact participants’ planned career paths. Overall, by providing personal, tangible stories of M.D., MD/Ph.D., and Ph.D. training, the Virtual VSSA program offered seminars that positively impacted students’ sense of belonging with and connection to the STEMM disciplines.

Datawhys Phase 1: Problem Solving to Facilitate Data Science &amp; STEM Learning Among Summer Interns

This design case details a data science summer learning experience designed by University of Memphis faculty for HBCU students (NSF #: 1918751) with recruiting assistance provided by LeMoyne-Owen College. The summer learning experience included elements of didactic and collaborative problem-solving during the first five weeks of the internship, followed by a three-week, team-based, problem-solving project using real-world data. While the course was originally designed as a face-to-face learning experience, the impact of COVID-19 necessitated a shift toward online digital spaces. The design case details the opportunities and challenges of STEM online learning and especially underscores the limitations of (a) existing data science technologies for instruction, (b) the shift toward instructional design of materials that supported more self-directed learning, and (c) collaborative problem-solving. Implications for design and practice are also considered.

Summer Research Internships Prepare High School Students for 21st Century Biomedical Careers

STEM internships for both high school and college students provide early opportunities for students to discover careers of interest and career paths they may not otherwise experience. For over 25 years, the University of Alabama at Birmingham’s (UAB) Center for Community OutReach Development (CORD) has provided rising high school seniors with opportunities to conduct research in federally-funded laboratories under the mentorship of UAB faculty. This paper evaluates CORD’s High School Summer Science Institute III Program (SSI III) and its impact on participants’ STEM career trajectories. Outcomes were tracked for SSI III participants over an eight-year period, and former interns’ perceptions of the program reported. Over 99% of surveyed interns (N=102) chose a STEM undergraduate major, and 97% of the former interns reported they were pursuing STEM careers. Nearly all interns indicated their SSI-III experience was very positive and influenced their career decision. Over half of the interns matriculated into an undergraduate STEM major at UAB, providing the university with return as more excellent students for their investment in the program. These results highlight the importance of high school student involvement in STEM internships as a pathway that leads towards STEM careers.

Effects of a 2-Week Remote Learning Program on Empathy and Clinical and Communication Skills in Premedical Students: Mixed Methods Evaluation Study.

BackgroundExpressing empathy builds trust with patients, increases patient satisfaction, and is associated with better health outcomes. Research shows that expressing empathy to patients improves patient adherence to medications and decreases patient anxiety and the number of malpractice lawsuits. However, there is a dearth of research on teaching empathy to premedical students. The Clinical Science, Technology, and Medicine Summer Internship of Stanford Medicine (also called the Stanford Anesthesia Summer Institute) is a 2-week collaborative medical internship for high school and undergraduate students to inspire learners to be compassionate health care providers. The summer 2020 program was adapted to accomplish these objectives in a fully remote environment because of the COVID-19 global pandemic.ObjectiveThis study aims to measure the change in empathy and competencies of participants in clinical and communication skills before and after program participation.MethodsA total of 41 participants completed only the core track of this program, and 39 participants completed the core + research track of this program. Participants in both tracks received instructions in selected clinical skills and interacted directly with patients to improve their interviewing skills. Research track participants received additional instructions in research methodology. All participants completed web-based pre- and postsurveys containing Knowledge and Skills Assessment (KSA) questions. Participant empathy was assessed using the validated Consultation and Relational Empathy measure. A subset of participants completed optional focus groups to discuss empathy. The pre- and post-KSA and Consultation and Relational Empathy measure scores were compared using paired 2-tailed t tests and a linear regression model. Open-ended focus group answers were then analyzed thematically.ResultsParticipants in both tracks demonstrated significant improvement in empathy after the 2-week remote learning course (P=.007 in core track; P<.001 in research track). These results remained significant when controlling for gender and age. A lower pretest score was associated with a greater change in empathy. Participants in both tracks demonstrated significant improvement in KSA questions related to surgical skills (P<.001 in core track; P<.001 in research track), epinephrine pen use (P<.001 in core track; P<.001 in research track), x-ray image interpretation (P<.001 in core track; P<.001 in research track), and synthesizing information to solve problems (P<.001 in core track; P=.05 in research track). The core track participants also showed significant improvements in health communication skills (P=.001). Qualitative analysis yielded 3 themes: empathy as action, empathy as a mindset, and empathy in designing health care systems.ConclusionsSummer internships that introduce high school and undergraduate students to the field of health care through hands-on interaction and patient involvement may be an effective way to develop measurable empathy skills when combined with clinical skills training and mentorship. Notably, increases in empathy were observed in a program administered via a remote learning environment.

The Community of Bilingual English-Spanish Speakers Exploring Issues in Science and Health: Experiences During the COVID-19 Pandemic.

Language diversity is increasing in the United States. This growth has implications for language preference, cost, quality, and client outcomes in health services settings. However, language diversity among medical and allied health professionals is lacking. Education pipeline programs are a mechanism to prepare bi- and multi-lingual diverse students to enter health careers. The Community of Bilingual English-Spanish Speakers Exploring Issues in Science and Health (CBESS) is one such program. Through peer mentorship from Leadership Trainees (LT), and a multicomponent 17-month education curriculum, CBESS was designed to increase interest in STEM careers among English-Spanish bilingual high school youth. In 2020, the COVID-19 pandemic interrupted high school students’ education and forced programs to innovate. CBESS was no exception. The most significant modifications were to a) expectations of SRs for a successful Summer Virtual Research Program (SVRP), b) LT roles, and c) scope and delivery of summer science content. A preliminary evaluation was conducted from data collected through pre-post surveys, process data, and focus groups. Among the outcomes were a significant increase in science knowledge among SVRP youth participants as well as no significant differences between cohort 1 and 2 suggesting that changes did not impede program goals. LTs highlighted skills needed and role of mentors. Adaptations were successful and will continue with the 2021 cohort.