The scientific discovery process comes alive for 70 minority students each year at Uniondale High School in New York where students have won top awards for “in-house” projects. Uniondale High School is in a middle-income school district where over 95% of students are from minority groups. Founded in 2000, the Uniondale High School Research Program has grown to 70 students per year who are engaged in multiyear research projects developed using their own creativity and ingenuity (Cassese 2005; Hildebrand 2003, 2006). Students develop projects from an original idea that interests them, design the methodology, implement it, present results in written and oral form at competitions and conferences, and propose and conduct further studies. The Uniondale program advisor and external mentors guide young investigators in “doing science” by instructing them in techniques, research ethics, and scientific integrity (NAS 1995), and advising students while they prepare research papers and presentations.

New York Secretary of State, Randy A. Daniels (second from right), joined students as an honored guest at the 8th Annual Symposium on the South Shore Estuary at Dowling College. Daniels encouraged students to go to college to continue their studies and to give back to their communities the benefits of their education.

A successful program

The Uniondale High School Research Program is successful because of careful recruitment; research projects that are devised by students; and recognition by the school, community, and outside entities. Student curiosity in, enthusiasm for, and commitment to the process of scientific discovery is paramount in the selection process. These qualities are a prerequisite for development of novel student-created research projects. With expert guidance by the program advisor and mentors, students learn to think like scientists. Throughout the program it is important to maintain enthusiasm for the discovery process, build a sense of community, and let students have fun.

Recruitment

The recruitment process is crucial to building and sustaining a successful research program (Figure 1). Approximately 20 ninth graders are selected each year (see Figure 1 for more details on who recommends them); those who are accepted are expected to continue for the full four years. The program is not limited to or targeted at honors students, but rather is directed at students who are curious and excited by scientific discovery. A key to success is making sure that students and parents know what they are getting into and are dedicated to the requirements. Researchers are aware that doing science requires intense commitment and a work schedule that is often dictated by the experiments rather than by the dinner hour, and parents and students must be made aware of this to avoid conflicts and disillusionment. Individual student/parent/program advisor conferences answer questions and ascertain the commitment of both students and parents.

Research

Research is conducted in-house at the Uniondale High School Research Lab located in a former home economics/child development room. The lab uses standard glassware, equipment, and supplies that are available for all science classes. Uniondale also provides an annual budget for purchases specific to student projects; over a few years this has established a good infrastructure of equipment for a variety of projects. A few advanced students use equipment and facilities at Dowling College, SUNY College at Old Westbury, and other nearby colleges to augment their projects. Some have been invited to conduct their research at prestigious colleges throughout the United States, but the emphasis is on in-house research.

At the beginning of ninth grade, novice researchers use a research manual to guide them (Farmer 1995). Research and mentoring is a multitiered, multifeedback process (Figure 2). Good mentoring has been shown to increase retention of minority students in science (Anderson and Dongbin 2006), and characteristics of good mentors for undergraduates (HHMI 2004) translate well to high school. Some of the older students serve as lab managers to assist younger students with experimental design and purchasing materials.

An important aspect of the program enables students to have the most current feedback on their proposed projects: Find a practicing scientist mentor who works in the forefront of their area of study. The external mentors help the project move forward through phone and e-mail communication and student visits to the scientist’s laboratory. Many students maintain contact with their mentors after high school graduation, and some have continued research in college that is related to their high school project. Judges and reviewers of Uniondale research projects often comment on the thoroughness of the data and statistical analyses, especially for the multiyear projects. This is a direct consequence of the recruitment, orientation, and mentoring process that lays the foundation for a successful research experience.

Uniondale High School students discuss their research with Dr. Kwesi Amoa (Medgar Evers College, CUNY) at the 9th Annual Symposium on the South Shore Estuary at Dowling College. Dowling College Office of Public Relations

Recognition

Public relations is often overlooked, but very important in sustaining the program (Figure 3). Articles in the school paper; press releases to media; presentations at school board meetings; a trophy case; informing governmental agencies and civic organizations of practical applications of the projects that may be of interest to them; and hosting annual research symposia, banquets, and other special events are keys to maintaining enthusiasm and support for the program. The Research Lab displays photos and has several scrapbooks with newspaper articles and memorabilia documenting the program’s successes. This type of recognition fosters a spirit of community, collaboration, and teamwork that makes students feel proud to be part of this special group and inspires them to keep up the great work. Alongside the athletic trophy cases in the main school lobby is a case displaying trophies, awards, medals, plaques, and photos that give the program the recognition and esteem it deserves. When decision makers are aware of great outcomes and successes, they are more likely to spare the program when the budget axe is wielded.

Presenting their work

At the Dowling College Annual Symposium On the South Shore Estuary, the research poster session provides an opportunity for students to present their work to and interact with scientists who not only judge their posters, but are permitted to give students feedback on their projects and make suggestions for further study. All Uniondale students present their environmental science projects at the symposium. “On the South Shore Estuary,” refers to Dowling’s location on the estuary and the fact that the invited scientists give presentations about the estuary. Students have often commented that this is a valuable interaction that they do not experience at most competitions. Other aspects that students find helpful is the review and commentary by mathematics professors regarding their statistics and data presentation, and the workshops and scientific presentations by practicing scientists from government, academia, and industry. This model emulates the collegial atmosphere in which scientists regularly present their work, and high school researchers benefit greatly from such interactions. In some cases, students have continued their projects with scientists they met at the symposium.

Several areas of research have been particularly popular with Uniondale students (Figure 4, p. 32), and this allows specialized equipment purchased for a project in one year to be used by others in subsequent years. Students tend to pursue projects that have practical applications (Wilkinson 2003; Zaikowski et al. 2003), and some results can be or have been successfully implemented in the community, such as reduction of storm water runoff contaminants; heavy metal remediation with plant hyper accumulators; wetland restoration; improved fertilizers; and the South Shore Estuary Watch.

Benefits to the next generation and society

The research experience makes a profound difference in the lives of all who participate. About 95% of participating students go on to college to study science, and those who do not study science gain important life skills that serve them well in all walks of life. As they plan, carry out, analyze, and present their experiments, they learn critical-thinking, writing, oral, reading, mathematical, analytical, and problem-solving skills. Students benefit directly by winning monetary awards and other prizes at competitions, gaining admission to top colleges, earning college scholarships, and presenting their work at national scientific meetings. They gain confidence in themselves and discover their potential as their work is recognized by professionals. The incredible feeling of accomplishment and success inspires students to continue and reach new heights. Earning awards such as Best in the World at ISEF, the Stockholm Jr. Water Prize, the Glenn T. Seaborg Award, NAACP Regional Competition Gold Medal/National Finalist, and being INTEL finalists and semifinalists has helped Uniondale minority students get scholarships to top colleges and entrance to highly selective programs that may have otherwise been out of reach. The investment in good research programs can produce monetary and other outcomes for students and society now and in the future.

A student presents his research “Controlling Phosphate Eutrophication: A Novel Method to Reclaiming Estuarine Waters” at the 9th Annual Symposium on the South Shore Estuary at Dowling College. Dowling College Office of Public Relations

Although the most important key to success is a dedicated teacher (preferably a full-time program advisor), any teacher can replicate this program by guiding students in developing projects that use standard materials and equipment available in the school. [Editor’s note: Click here for tips on how to gain funding for a project like this.] Aquaria tanks, microscopes, a plant growing chamber, and inexpensive spectrometers and probes, for example, have been the heart of several multiyear projects at Uniondale. Probeware sensors are a practical alternative to more costly investments, and probeware measurements correlate well with parallel data collected with more expensive instruments for fluorescence, spectroscopy, pH, dissolved oxygen, colorimetry, light intensity, conductivity, and temperature. Teachers will be most effective if they take refresher courses in research methods and instrumental analysis and focus initially on related projects in their area(s) of expertise. Such project-oriented research is perhaps the best model of scientific inquiry as it enables students to collaboratively explore complementary aspects of an area of investigation, much as practicing scientists do.

Lori Zaikowski (zaikowsL@dowling.edu) is an associate professor of chemistry and natural sciences and chemistry department chair in the Division of Natural Sciences and Mathematics at Dowling College in Oakdale, New York; Paul Lichtman (plichtman@uniondaleschools.org) is Science Research Program Advisor at Uniondale High School in Uniondale, New York; Duncan Quarless (quarlessd@oldwestbury.edu) is associate professor of chemistry in the Department of Chemistry and Physics at SUNY College at Old Westbury in Old Westbury, New York.

Acknowledgments

The authors would like to thank Uniondale Central School District Administration for having the foresight and vision to establish and sustain a research program in these days when budgets are under intense scrutiny and pressure. Thanks also to Dowling College who provided Lori Zaikowski with Release Time for Professional Development to mentor student research projects and prepare this article. This material is based on work supported by the National Science Foundation under Grant No. 03-35799 awarded to Dowling College.

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