Summary
In an effort to increase science exposure for pre-college (K–12) students and as part
of the science education reform agenda, many biomedical research institutions have
established university–community partnerships. Typically, these science outreach programs
consist of pre-structured, generic exposure for students, with little community engagement.
However, the use of a medium that is accessible to both teachers and scientists, electronic
web-based matchmaking (E-matching) provides an opportunity for tailored outreach utilizing
a community-based participatory approach (CBPA), which involves all stakeholders in
the planning and implementation of the science outreach based on the interests of
teachers/students and scientists. E-matching is a timely and urgent endeavor that
provides a rapid connection for science engagement between teachers/students and experts
in an effort to fill the science outreach gap. National Lab Network (formerly National
Lab Day), an ongoing initiative to increase science equity and literacy, provides
a model for engaging the public in science via an E-matching and hands-on learning
approach. We argue that science outreach should be a dynamic endeavor that changes
according to the needs of a target school. We will describe a case study of a tailored
science outreach activity in which a public school that serves mostly under-represented
minority students from disadvantaged backgrounds were E-matched with a university,
and subsequently became equal partners in the development of the science outreach
plan. In addition, we will show how global science outreach endeavors may utilize
a CBPA, like E-matching, to support a pipeline to science among under-represented
minority students and students from disadvantaged backgrounds. By merging the CBPA
concept with a practical case example, we hope to inform science outreach practices
via the lens of a tailored E-matching approach.
…Someday I want to be a scientist in the medical field and be successful in life.
For that to become a reality I will have to take several steps in life, I know some
of them but not all so I would love for you to become my mentor and guide me through
some of the necessary steps for my dreams to become my life in the future. Like you
I don’t come from the best neighborhood, so not many people around are the best role
models for me to look up to. I’m not really sure which medical field just yet I'm
still trying to decide but I just know that I want to make people feel better and
possibly save lives. I really want to be in the science field because you don’t really
see many Latino or Latina doctors walking around … I want you to know that at my school
they don't give the science classes that I'm suppose to have by this time in my 10th
grade year, this is very disappointing and scares me because I'll be behind everyone
else in my later years. At times I wonder if I had the science classes that other
students are getting if I would be interested in becoming part of the science field
as I am now.
— Message from a student who attends high school in Brooklyn, New York
Introduction
Studies in science education indicate that exposure to science and science in practice
may increase students’ interest in the discipline [1],[2]. Consequently, pre-college
science outreach has grown to become an integral component of creating a generation
of students that are scientifically literate and interested in pursuing science careers
[3],[4]. As reliance on the efforts of pre-college programs has increased, and such
efforts to increase visibility and outreach of these programs have been expanded,
the need to ensure that these programs meet the goals they have intended by targeting
the specific concerns of the school community is more urgent than ever [5]. To address
this need, we suggest that E-matching is a useful tool to ensure mutually beneficial
partnerships between students and scientists. E-matching, a term coined in this paper,
is electronic web-based matching of teachers and their students with science, technology,
engineering, and mathematics (STEM) experts. E-matching can occur based on interest,
need, and/or geography. The E-matching approach focuses on the needs of students both
within and outside of the classroom, has the goal of increasing students' participation
in science, and specifically caters to pre-college science outreach needs. Since science
is a discipline that consists of multiple entry points and various subdisciplines,
E-matching allows students to explore their specific interests by gaining access to
mentors and experts within these specific domains. In addition, it helps harness their
scientific interests by providing biomedical expertise that will be beneficial throughout
their academic careers.
Tailoring Science Outreach: Community-Based Participatory Approach
E-matching embraces the community-based participatory approach (CBPA), which has its
roots in the social sciences, public health, and education [6],[7]. Most recently,
the CBPA has become a major focus of the Clinical Translational Science Award community
engagement initiative [8]. The traditional science outreach programs typically involve
a pre-structured science experience with little input from the teachers and students
in the planning and implementation of the science outreach experience. However, applying
the CBPA to science outreach entails a collaborative approach that engages all partners
and stakeholders equally. In this project, stakeholders include high school science
teachers, scientists, and science outreach administrators. Unlike the traditional
approach, the CBPA acknowledges that each stakeholder has unique needs and contributes
a unique strength to mutually benefit the partnership (see Table 1). The school benefits
from a tailored science outreach experience and the scientists benefit from the stimulation
of sharing research with inquisitive young minds and fulfilling broader impact objectives
often required of grant submissions.
10.1371/journal.pbio.1001026.t001
Table 1
Traditional approach versus CBPA through science outreach E-matching.
Traditional
CBPA
Universitya has pre-structured outreach that may be formulated in consultation with
members of the university.
Outreach is tailored and formulated in collaboration with representatives of the K–12
school to ensure that the needs of the student population are met. The university
and the K–12 school are equal partners in the development of the science outreach
plan.The K–12 school approaches the university with a science outreach need, or the
university can approach the K–12 school with a science outreach proposal that can
be tailored to the K–12 school's needs.
Impacts of science outreach are shared with members of the university.
Impacts of science outreach are shared with both members of the university and representatives
of the K–12 school as part of collaborative partnership.
Sometimes relationship with the K–12 school ends after the outreach, especially if
it is of short duration.
Relationship with the K–12 school continues.
Debriefing often occurs with members of the university.
Debriefing often occurs with the K–12 school and university as part of the collaborative
endeavor.
Evaluation is done by the university on the K–12 school and shared with members of
the institution.
Evaluation is done by the university in collaboration with the K–12 school. The results
are shared with both the K–12 school and members of the university.
Less time is required to set up the program.
More time is required to set up program as a result of tailored approach.
a
Note: For the purposes of this paper, university is used as the collaborating organization.
However, the collaborating organization can extend beyond the university.
This CBPA begins by assessing the primary interest of the school. E-matching allows
a school to advertise its needs so that outside institutions that can provide resources
may contact the schools and subsequently tailor an agenda to fulfill those needs.
This approach has many components that are designed to lead to more successful science
outreach outcomes, as it (1) empowers the teacher with tools and resources to shape
the science exposure needs of his or her students; (2) puts the needs of the school
first; and (3) facilitates a dynamic endeavor since each relationship is tailored
to the needs of the school and the resources of the scientist. Table 1 describes the
process of tailoring science outreach endeavors utilizing a CBPA via E-matching and
compares it to the traditional approach to science outreach.
E-Matching with National Lab Network
The National Lab Network (NLN) initiative, formerly National Lab Day, is a worthwhile
model for outreach initiatives that employs an E-learning approach. Recognizing a
critical need to increase science equity and literacy, and employing a CBPA, NLN was
created in 2009 as a national call to action. NLN tailors its outreach to the needs
of the target student population via an E-matching service that links K–12 teachers
with STEM professionals, organizations, and resources. However, NLN is more than just
a day; it is an ongoing effort to increase the number of K–12 schools receiving outreach
in the STEM disciplines.
The E-matching process occurs on the NLN website (http://www.nationallabnetwork.org)
that links projects proposed by teachers with scientists and their resources, thereby
building local communities of support. Scientists and teachers are matched on a variety
of parameters including subject matter, geographic location, grade level, interests,
need, and other factors (Figure 1). This model allows for teachers to connect with
STEM experts who can tailor an outreach based on the specific needs of teachers and
students. In addition to this linking process, all projects and registered users on
the NLN website are accessible beyond suggested matches. This process serves as a
model that allows for a CBPA that complements a traditional one. Figure 2 shows archived
ads from teachers on the NLN website.
10.1371/journal.pbio.1001026.g001
Figure 1
National Lab Network E-matching diagram.
10.1371/journal.pbio.1001026.g002
Figure 2
Ads from National Lab Network site.
Websites have been used as a powerful tool for organizations to provide science outreach
to the public by providing online educational resources [9], promoting hands-on learning
[10] and virtual learning [11], and building a community of scientists [12]. The NLN
model also complements existing efforts to create an online partnership between scientists
and the public. Most of the web-based resources complement each other by fulfilling
different science outreach needs. Two examples of such efforts are Ask a Biologist
(http://www.askabiologist.asu.edu) [13] and MySciNet (http://community.sciencecareers.org/myscinet).
Ask a Biologist is a forum sponsored by Arizona State University where students can
ask scientists questions about biology. This site also includes virtual experiments.
MySciNet allows scientists and students to discuss their general scientific interests
and science careers. NLN enhances existing science web community efforts like these
by directly linking students and teachers with experts who can provide both an E-learning
experience and in-person, hands-on experiences within the classroom or at a collaborating
institution. This hands-on learning provides additional options for teachers and students
to receive authentic scientific training in the real world.
Employing the web for scientist–teacher–student matching has several advantages. First,
the web platform provides a variety of resources that traditional matching services
cannot deliver. Scientists who represent institutions can choose student projects
or schools that they want to work with. E-matching also empowers the teacher/student
to communicate their science interests through a platform that enables them to solicit
and access resources and subsequently collaborate with one or more STEM experts. Second,
the website provides personalization. Each teacher and scientist on the site has a
personal dashboard and regular personal email updates that are customized to their
goals and attributes. Third, teachers can either complement or fill a gap in their
existing science curriculum with real world experiences from STEM experts. Fourth,
the website allows for community engagement via rapid connections between the K–12
school and the STEM professional. Finally, using the web provides data for measurement
and assessment that can inform science outreach program practices (Figure 1).
Collaboration: An E-Matching Case Study
Through the E-matching platform provided by NLN, Rockefeller University collaborated
with a New York City public high school in the Bronx. This Bronx high school's student
body was largely made up of students who are of under-represented minority and from
socioeconomically disadvantaged backgrounds. A teacher (L.E.) submitted a profile
on the NLN website that indicated three major objectives: (1) An exposure to racially/ethnically
and gender diverse scientists, (2) exposure to diverse career options in the sciences,
and (3) an opportunity to see “real-life science” at work as a complement to the existing
science curriculum.
The Rockefeller University Community Engagement Specialist accessed the NLN site and
chose the school based on the following broader Rockefeller University National Lab
Network objectives: (1) To provide science outreach to schools serving predominantly
under-represented minority and/or disadvantaged students, (2) to tailor each outreach
according to the specific needs of the school; (3) to serve as an information pipeline
to inform students of research opportunities at The Rockefeller University and other
institutions, (4) to connect students with mentors, (5) to expose students to diverse
scientists/trainees with an emphasis on under-represented minority scientists/trainees,
(6) to emphasize the importance of science and science literacy regardless of a student's
career trajectory. After discussions with the stakeholders, a tailored agenda was
formulated addressing the K–12 school areas of interest (Table 2).
10.1371/journal.pbio.1001026.t002
Table 2
Science outreach needs and tailored agenda for National Lab Day.
School Needs
National Lab Day Agenda
Participants
Need for exposure to racially and ethnically diverse scientists
Mentoring advice; diverse science training and careers panel consisting of racial/ethnic
and gender diverse scientists/scientists in training
PhD, MD/PhD, and MD students
Exposure to diverse career options in the sciences
Mentoring advice, science training and careers panel, mentoring and mingling session,
campus/lab tours, interactive science demonstration, and science research presentation
Science outreach staff, research scientists, and various members of the health professional
and research team
Seeing “real-life science” at work
Science research presentation, interactive science demonstration, lab tours
Science outreach staff; health professional and research team; PhD, MD/PhD, and MD
students
In initiating the collaboration through a CBPA, both the K–12 school and the institution
were bringing unique strengths to the endeavor. This approach also met the needs of
all stakeholders in the partnership.
K–12 Teacher's Perspective (L.E. – Ecology and Chemistry high school teacher): Science
Outreach to Urban Youth via E-Matching
The chances of my urban high school students interacting with science professionals
increased dramatically with E-matching. The ability to propose a project on the internet,
which entailed the interaction of science professionals with urban youth, allowed
for the publication of the needs of my chemistry and ecology class. In addition, the
logistics of physical location, grade level appropriateness and diversity which were
apparent within the proposal allowed for feasible responses. Communication is a key
component in education and the ability to electronically connect with professionals
actively engaged within the content area of study has important ramifications.
Students must work in a rich, responsive environment and have contact with knowledgeable
people in the community if they are to learn important critical thinking skills [14].
Several institutions responded to my proposal, and engaged my students in ways that
allowed for collaborations both within and outside the school setting [Table 2]. As
part of the outreach within the school setting, students targeted in my proposal listened
to a presentation and interacted with a chemist from a translational research laboratory.
As part of the out of school experience, students visited a biomedical research university
(The Rockefeller University). Via personal testimonial, research presentation, science
content demonstrations, interactive panel discussions, campus tours and meet and greet
with a variety of researchers, students and professionals, students experienced the
possibilities, activities and interactions which occur within a science educational
research organization. Their knowledge base of the opportunities inherent within the
scientific field and the connections between their understanding that what is learned
in the classroom as an initiation to higher education settings and real world application,
broadened immensely.
The benefits and opportunities which resulted from the relationships formed during
this E-matching process (including acceptance of four students to the longer duration
summer program) enhanced the awareness of my Bronx high school students to the scientific
community. These connections were made possible due to the establishment of a venue
in which partnerships could be initiated electronically. The fact that there were
individual STEM professionals and their respective scientific organizations whom were
willing and able to connect with urban youth and offer these students a window into
the STEM community was made possible through the E-matching initiative. As the teacher
I also received stimulation from these opportunities to connect with scientific and
educational professionals engaged in the process of academic and medical research.
Such interactions will serve to enhance the educational experiences of the students,
teachers and the scientific community.
Preliminary Benefits
Outreach via E-matching has shown several benefits. It has served as an information
pipeline for under-represented minority and disadvantaged students, enabling them
to consider science careers as a viable option. As a result of the E-matching exposure,
19% (7) of the 36 student participants who previously had no exposure to science or
real-world scientists went on to apply to The Rockefeller University Summer Neuroscience
Program, and 57% (4) were accepted. Through establishment of an E-mentoring network
the relationship has continued with the students who are interested in further discussions
about science careers; this electronic mentoring network consists of Rockefeller University
scientists, health professionals, staff, and research team members who have made their
electronic contacts available for students to receive further guidance. Lastly, under
the auspices of NLN, this collaborative effort has allowed for both institutional
buy-in via funding for the initiative and community buy-in via navigating administrative
logistics for a successful academic–community partnership. As a result of the community-based
participatory E-matching approach, both the research institution and lay community
had an equal investment in the outcome, because they are stakeholders at the beginning
and are actively involved in formulating the agenda. This buy-in helps to encourage
long-term sustainability of the outreach.
Conclusion
Utilizing E-matching and a CBPA to tailor science outreach allows for highly specific,
targeted, and collaborative coordination of science outreach endeavors to meet the
needs of all stakeholders. Reflecting back on the high school student's statement
at the beginning of this manuscript about inequities in science access, E-matching
can address some of the science exposure disparities seen in many urban classroom
settings. This approach may also serve as a pipeline to increase diversity in the
STEM fields. We don't deny that for some science outreach programs a traditional,
pre-structured outreach may work better. Perhaps a hybrid approach to science outreach
utilizing both the traditional and tailored approaches would best meet the science
outreach needs of our youth.
Considering internet access limitations in some communities, it is important to note
that the tailored approach is not limited to E-matching but can also be done by connecting
with under-resourced schools through other communications media to collaboratively
plan a science outreach program. Both the institution and the school must be proactive
in following up on the logistics for a successful collaboration. The CBPA tailored
science outreach approach via the E-matching model may increase students' enthusiasm
for science, serve as a pipeline for student participation in more science programs,
and potentially increase student entry into STEM careers.