John Olson - State of MN Scinece Coordinator
Joel Donna - MN State Dept. of Ed (Get STEM - Web site coordinating all STEM work in MN)
Brief Description: Sets of lab equipment are housed at a central location and mailed / shipped out to schools for use. Teachers are provided a one day workshop on how to use the equipment. All labs focus on human physiology. (Cardiophysiology and Kinesiology).
Liesl Chatman - Science Museum of Minnesota, Schools Program, Scinece House Liesl Chatman <lchatman@smm.org>
Will Durfee - Engineering kits -- talk to him
(Dual Credit Programs)
Tie into State Standards - Nature of Scinece - Engineering - Inquiry
Medtronic, St. Jude Medical, Bakken Museum (Beth Merphy - at Bakken)
3M foundation - St. Paul Schools - Barbara Kaufman
ADC - Bill Linder Scholer
Lori Rusche - SciMathMn
Health Careers at Roosevelt - Mpls
Arlington High School - St. Paul - Mary Jurney, Karen Casper - - BioSmart (BioSMART TOSA-Lead)
Harding High School - St. Paul Schools
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Specifically – I’m interested in a project where lab materials would
be housed at a central location (e.g., SMM’s Science House) and then mailed
out to Minnesota schools. The big change here is the mailing bit — I
know the Science House now provides materials but must be picked-up by the school
district. I would look for grant money to fund the mailing of the equipment.
I’m working with the U of M’s College in the Schools program and
my teachers really like some of my labs here at the U of M. The equipment
I use is expensive, but very good at promoting inquiry. It would make a
great deal of sense to purchase one or two sets of lab equipment and then share
it with high school programs.
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Work with Tony and Deb - Anatomy TEL Grant.
Tony - Interviews - 3000 level students - (some will have lab, others will not have lab)
1. See if students are adept at using AP R program -- (users vs. non-users)
2. Next ask students questions about how the program can be used / improved / strengths/ -- research on the usability AP R
3. Next ask questions to see if the program helps students answer "application" level questions. Move up Bloom's taxonomy.
Anatomy comfort food - photo-recognition. We need to help students and instructors move beyond this ...
Ideas: progressive quizzing - scaffolding -- help instructors learn how to assess students prior knowledge and "push" to the next level of Bloom's taxonomy.
NEXT STEP / NEXT GRANT
Virtual professor to guide students -- "how to think at the next level of Bloom's taxonomy" --
Quizzes at the next level of Bloom's taxonomy
Progressive scaffolding / progressive quizzes
Help instructors and students learn how to use APR / Radiographs to move to the next level of Bloom's taxonomy.
Key terms for next grant: NSF , HAPS, radiographs, virtual professor, ELL,
PsTL 1135 Summer Project
PsTL 1135: Human Anatomy and Physiology - Murray Jensen
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PROPOSED HEALTH SCIENCES EXPLORATION SUMMER PROGRAM
for Minneapolis and St. Paul high school students
Background: Underrepresentation of People of Color in the Health Care Workforce
While the U.S. population is rapidly becoming more diverse, glaring disparities
in the quality of health care abound, especially for racial and ethnic minorities.
One significant factor in these disparities is the reality of a healthcare workforce
that bears little resemblance to the diverse populations it serves. Research
has shown that when patients and health providers share language, values, and
cultural backgrounds, health care improves. According to a 2004 report by the
Sullivan Commission on Diversity in the Healthcare Workforce, colleges and universities
must find new paths to increasing diversity in the healthcare provider pipeline.
Program Overview
The Department of Postsecondary Teaching and Learning (formerly General College)
proposes to increase the number of underrepresented students who can be successful
in college-level health care-related studies by developing an intensive summer
health science course for Minneapolis and St. Paul high school students. Starting
in Summer 2007, rising 12th graders who are interested in pursuing careers in
health care (e.g., medicine, nursing, pharmacy, physical therapy) may experience
a four-credit college-level Human Anatomy and Physiology course (PSTL 1135)
that immerses them in the rigors of postsecondary study in combination with
strong academic support and supplemental services. In addition to traditional
science course activities such as lecture, lab, quizzes and exams, the five-week,
full-day program will also offer ample opportunity for exploration of specific
health careers through field trips to a variety of health-related professional
programs at the University.
To be eligible for the program, students must have completed high school chemistry
with a grade of “B” or better, and be recommended by a high school
chemistry or biology teacher. Recognizing that parents of underrepresented students
may be unfamiliar with the demands of college course work and the process of
college preparation, a parent/student dinner and information session will be
held at the start of the course, where expectations will be communicated and
questions can be answered.
The course will include a focused study of Type 2 diabetes, an emerging health
problem for youth and communities of color. Discussions about nutrition and
exercise physiology will be reinforced with healthy lunches and organized physical
activity periods. Support services and tutoring will be modeled after General
College’s successful Commanding English program, a learning community
comprising students for whom English is not the first language. After the first
year, undergraduate students who are program alumni will serve as teaching assistants.
Long-term Outcome Expected
Increase the number of students from under-represented groups who matriculate
and graduate from the University of Minnesota in health care fields.
Funding Needed
Salaries for program coordinator, teaching assistants, and supplemental instructors;
student tuition; transportation; healthy lunches.
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PsTL 1135 Summer Project
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Sept. 28, 2006 - from the Careers Center
Why
create this type of program?
In the last five years significant attention has been focused on the lack of
diversity of the health workforce and the unique challenges surrounding that
issue Ð including low graduation rates and low college attendance rates of people
from communities of color. This need combined with an ever-growing shortage
of health professionals overall reinforces the need for a comprehensive academic
pathway program that will successfully address these complex challenges. The
timing for this type of programming is advantageous with changes that have taken
place in the University, including launching a significant K-12 initiative and
building towards our goal as one of the top three public research UniversityÕs
in the country.
What will the program accomplish?
The Health Careers Center has shaped the concept of a program called The Competitive
Edge for Health Careers (TCE). TCE would be a comprehensive academic
pathway program designed to increase the diversity of the future health workforce
in Minnesota. The TCE Program would be a collaborative effort among
many individuals, schools and programs in the University of Minnesota and
the surrounding community. TCE would offer high school students
from communities of color in the Twin Cities urban center a unique opportunity
to gain the knowledge, tools and experience they need to achieve a competitive
edge as they navigate a pathway towards a careers in health care or public
health. At this time, the Health Careers Center which is in the Office
of Education of the Academic Health Center at the University of Minnesota,
would take the lead in coordinating and building a program of this nature.
What are the program goals?
Three goals identified for the TCE program include: (a) increase the number
of high school students from communities of color who, while still in high
school, successfully complete a college-level anatomy and physiology
course; (b) increase the number of students from communities underrepresented
in the health field who apply to and are accepted to the University
of Minnesota, and (c) increase the number of students from communities of
color underrepresented in the health field who matriculate and graduate from
the University of Minnesota in health professions.
How might the TCE program work?
Initially, TCE would be designed for high school students from communities
of color in the Twin Cities urban centers who have:
Those selected would enter the TCE program and earn four college credits for
completion of a Human Anatomy and Physiology course at no financial cost to
them. The course would be taught by a tenured faculty member from
the University of Minnesota. The Health Careers Center has received a
commitment from a faculty member with over 15 years experience working with
students from communities of color. The five-week human anatomy and physiology
course would provide full day course development that immerses students in
the rigors of postsecondary education at the same time providing them academic
and social support. Accompanying the course would be four hours each
week of hands-on career exploration activities that are fun and relevant, allowing
the students to begin a real exploration into health careers. Exploration
activities would integrate the theory from the anatomy and physiology course
and show the practical use of these important concepts in various health professions.
This model of theory and practice would be designed to support studentÕs academic
success
After completing the human anatomy and physiology course, students would receive
a range of support from the TCE program and partners. That support would
be designed to keep students on the pathway to advanced education in the health
professions. Using best-practices identified in the literature, those
activities, provided collaboratively between the University and the studentÕs
communityÕs, would aim to keep these students focused on academic and career
success.
How would students be chosen initially?
Students would be selected through an application process. Four schools
have been identified for participation during the first year Ð two Minneapolis
and two St. Paul schools that meet an underserved community criteria.
How would we involve the community?
In addition to offering a strong academic focus, staff from the TCE program
would work closely with each high school and community that students come
from to connect them to a wide range of service-learning opportunities
(e.g. volunteer, paid positions, mentoring, job shadowing etc.) as they explore
their interest in a health career.
Who else needs to be involved in this program?
The TCE program needs to build a long-term, collaborative commitment between
the University of Minnesota and the urban centers of Minneapolis and St.
Paul. Within the University, the Office of Education including the
Health Careers Center (HCC) and Urban Initiatives, the Office of Equity and
Diversity , the Office of Academic Affairs, and the Department of Post Secondary
Teaching and Learning (PSTL), College of Education and Human Development,
would need to commit to this comprehensive effort. The TCE program is envisioned
as a five-year cohort style program, additional partnerships would be developed
over time to bring the support services, resources and educational opportunities
to complement the academic experience students have through TCE.
How would we overcome expected challenges?
The economic and educational barriers faced by the target audience for the
TCE program will present both tremendous challenges and significant opportunities. This
program needs to be designed using many of the best practices that have been
identified in college access and retention literature, including access to
information about college and career opportunities, academic enrichment that
enhances college preparedness, parental, family or significant adult involvement,
personal enrichment and social integration, mentoring, and financial aid
and scholarship assistance. The implementation of these best practices would
enable the TCE program to directly address the challenges and capitalize
on the resulting opportunities.
How would the program be financed?
This programÕs success will be dependent upon a collaborative funding model
both internal and external to the University of Minnesota. Partners
within the University will need to contribute equitably to assure that external
funders see an institutional commitment to the effort. External funders
will be called on to provide additional community support for an effort that
will benefit the entire state.