In-school Internships for Students and Teachers in Under-served Schools

Students participate in novel, hands-on inquiry-based lab investigations.
  • Project Description

    This Walter Reed Army Institute of Research (WRAIR) In-school Internship program:

    • Provides an in-classroom, hands-on science education enrichment experience for 9th-10th grade biology students, delivered and facilitated by near-peer mentors (post-baccalaureate STEM majors).
    • Includes novel, inquiry-based, NGSS-aligned investigations and mentoring provided by near-peer mentors via regularly-scheduled visits to the classroom.
      • Goals: to improve student engagement and interest in science education and careers, increase student understanding of scientific concepts, and support local schools and teachers in their efforts to provide quality education in science, technology, engineering, and math (STEM).
    • Builds on foundational work from decades of implementing the summer GEMS program and supporting STEM internship programs at the Institute.

    Essential program elements include:

    • Near-peer mentors: NPMs are post-baccalaureate students recruited from local universities studying science and pursuing careers in STEM. They serve as both teachers and mentors to classroom students, delivering modules and serving as role models for academic and professional success.
    • Hands-on biology modules: Approximately 30 unique investigations have been developed to reflect authentic research and provide students with practical applications. Modules are designed to be novel, hands-on, inquiry-based, and to support the NGSS. Modules can and will be adjusted/tailored to support current curriculum and be most beneficial to teachers and students.
    • Evaluation: Program evaluation is based upon information obtained from participating students, such as pre- and post-program surveys. All evaluation methods are approved by both the WRAIR and school district Institutional Review Boards.

    Benefits to schools and teachers:

    • Students have the opportunity to learn from highly motivated and knowledgeable near-peer mentors who deliver engaging hands-on scientific modules while also providing academic and career mentorship.
    • Teachers receive regular in-classroom support, the opportunity to collaborate with practicing research scientists, access to equipment, as well as hands-on experience and training in the delivery of modules.
    • Participating schools have the opportunity to build connections with scientists and universities in their community, and gain free services for their students.
    • Pilot data from our programs that incorporate novel, hands-on inquiry-based modules taught by near-peer mentors illustrate positive and beneficial STEM learning and attitude changes for high school students, teachers, and near-peer mentors.

    Requirements for participating schools:

    • Minimum of two classrooms of 9th or 10th grade on-level biology students. Ideally, these classrooms are taught by the same teacher.
    • Classroom teacher(s) interested in receiving classroom support. Classroom teacher(s) must be willing to remain in the classroom during the laboratory investigations and participate in collaboration with the WRAIR and near-peer mentors. These collaborative efforts include supporting both the timing and logistics of classroom visits (including alignment to curriculum and current classroom lessons), as well as the associated research efforts.

    A typical enrichment classroom visit consists of the following.

    • NPMs and program staff communicate with classroom teachers in advance to arrange timing and select a hands-on laboratory investigation that appropriately aligns with the curriculum. NPMs may provide teachers with pre-lab questions and/or preparation for students to complete the day before an enrichment class visit (no more than 10 minutes in length, and approved by the teacher in advance). Because laboratory activities are scheduled according to the teacher’s curriculum timeline, the pre-lab questions will not take away from the teacher’s class time—questions only give the teacher a suggested way to introduce a topic that they are already on schedule to introduce.
    • NPMs arrive approximately 15–20 minutes in advance of enrichment class period start to complete set-up in the classroom. All materials (including related content presentation, student procedures, task worksheets, etc.) required to complete the investigation are provided by the enrichment program; teachers are not asked to do any additional prep work or provide any materials for the enrichment class visits.
    • Within a single class period, NPMs lead a brief (10–20 minutes) content introduction and lab investigation overview. Students are divided into small groups (at a ratio of approximately 6 students per NPM), and complete the investigation within those small groups as facilitated by the NPMs. For many of these, student groups give a short presentation or summary of their results to their peers. NPMs conclude the class period with a short debrief and discussion of the investigation and students’ findings.

Project Audience

9th and 10th grade teachers and their students

Subjects Addressed

Biology

Associated SEPA Project(s)