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I. The Howard Hughes Medical Institute Student and Teacher Internship Program
   (HHMI STP)

A. Introduction

The Howard Hughes Medical Institute (HHMI) supports a local grants program focusing on science education opportunities in the Washington, D.C. metropolitan area, particularly in Montgomery County, Maryland, where HHMI is based. HHMI's largest, local science education grant has been awarded to the Montgomery County Public School (MCPS) Student and Teacher Internship Program (STP) at the National Institutes of Health (NIH).

In 1990, MCPS initiated STP as a pilot project. The project is designed to encourage educational advancement in science and increase opportunities for motivated high school students to perform hands-on scientific research under the direction of experienced mentors. Science teachers are given the opportunity to experience laboratory research and to bring that experience back to their classrooms.

The original program in 1990-91 enabled two high school teachers and nine high school students to work in NIH laboratories and serve as resources to their counterparts in elementary and middle schools. At the end of 1994, STP was opened to all students and teachers in MCPS.

B. Components of the HHMI STP

The teachers currently come for a summer experience and return to their classroom energized with new ideas and the feeling of being accomplished scientific professionals. They are able to speak with firsthand experience about the research procedures implemented in a scientific laboratory. After completing a two-week intensive biomedical technology course, the teachers and students serve as interns in laboratories at the NIH.

During the subsequent fall and spring semesters, students attend school in the mornings and return to the laboratory 20 hours a week. In the fall, teachers conclude the laboratory component, returning to their classrooms with new ideas and activities.

Both student and teacher interns may return for a second summer to the NIH. Returning teachers are supported by a supplementary grant from the HHMI, and returning students often receive support from the institute in which they did their research. Teachers returning for a second summer are asked to write a lesson plan and give a teacher workshop in the following school year. All teacher alumni are invited to return for professional development workshops given by second summer teacher interns.

The program has changed over the years to reduce stress on teachers by having them concentrate on their own research without needing to supervise students. Several components have been added to help students and teachers with the transition in and out of their laboratory experience.

First, many of the teachers and students were not comfortable entering directly into the NIH laboratory where they were not familiar with the scientific terminology or experienced with the instruments needed to do basic research. Therefore, a two-week basic molecular biology course was added to prepare the interns for their experience.

Second, it was discovered that the teachers would not accurately implement the lessons on biotechnology in their classroom without the aid of a master teacher who provided support for their first experience. This master teacher followed the interns into the classroom and began to help them implement the techniques learned in the course.

Thirdly, to ensure that the teachers were prepared to correctly use molecular biology kits loaned from the DNA Center supported by HHMI, several short workshops were instituted on the techniques for use of this equipment for the teachers. This type of experience was just enough to ensure the proper use and handling of the equipment necessary to do the labs that are prescribed with the kits. This support, provided in the beginning of the internship and continuing on via the master teacher, helps guarantee proper implementation of the new technology into the classrooms throughout the county.

II. Contents of the HHMI STP

A. Preparatory Ten-day Basic Molecular Biology Course Overview

The program begins the week after school is dismissed for the summer. The students and teachers work side-by-side in the laboratory basic molecular biology ten-day course. NIH scientists give all of the major lectures and former HHMI teachers lead the laboratory activities. Below is a list of sample topics covered in this short course.

A follow-up assessment for the summer course allows the program administrators to gain insight into the most valuable components of the program and entertain suggestions for improvement. In the past, most teachers and students indicated that they found the hands-on laboratory experience the most rewarding part of the course because it helped them gain confidence in preparing for their internships. The students and teachers also suggested that the lecture time be reduced. Each year topics are removed that are commonly taught in the advanced biology classroom and new topics are added.

Course Sample : Click here to view Handout sent for receipt by participants before the Student and Teacher Internship Starts.

B. Second Summer of Employment

Many of the NIH Institutes generously provide funds to support selected HHMI students for a second summer of employment. This funding allows successful students the opportunity to present their work at conferences or to submit an abstract or paper for publication and bridges the transition to university research opportunities. Each year, ten to twelve students receive a second summer of funding for the purpose of continuing their biomedical research. Former HHMI students from previous years are also invited to apply.

In the second summer of 2000, 90 percent of the students were able to publish their research in professional journals. Publications usually go to press about a year after the students complete their second summer internship.

In 2001, a student intern won first place in his category in the prestigious Intel International Science Fair. In 2002, another intern was a finalist in the same competition.

III. Report Requirement for STP

Each student is required to write a comprehensive scientific research report and present a summary of their work at a dinner symposium attended by about 150 scientists, as well as family members, school administrators, and political officials. This symposium is held at the HHMI Conference Center each spring.

The student report is written to prepare students for their presentations at the Dinner Symposium. This paper targets the mixed audience that typically attends these symposiums. It also gives the coordinator an understanding of the depth of understanding each student achieves in his or her research topic.

A. Contents

The research report is a document that clearly and precisely communicates an individual's research experience in the laboratory. The objective is to focus the intern's thoughts on the scientific process of original biomedical research. The major components of the report are as follows:

1. The introduction should acquaint the reader with a scientific problem that has been investigated and include implications and/or applications to the larger field of the biomedical sciences.
   
   
2. The design and research methods should be clearly explained, including materials and scientific protocols used for data collection.
   
   
3. The data should be fully and effectively organized and substantiate all interpretations and conclusions contained in the report.
   
   
4. The discussion or interpretation of the data should demonstrate exactly how the data resolves (or fails to resolve) the problem that has been investigated.

B. Outline

1. Title Page
   
   
2. Table of Contents
   
   
3. List of Tables and Figures
   
   
4. Acknowledgments
   
   
5. Introduction
         Problem and its settings
         Sub-problems
         Hypothesis
         Delimitations
         Definitions of terms
         Abbreviations defined
         Assumptions
         Need for the study
         Organization of the remainder of the study
   
   
6. Review of the Related Literature
         Theoretical concepts
         Historical background
         Findings related to problem
   
   
7. Methods and Materials
         General protocols
         Data collection procedure
         Treatment of data
   
   
8. Results
         Test of the hypothesis
         Reliability and validity
         Summary of results
   
   
9. Summary, Conclusions and Recommendations
         Summary of findings
         Conclusions supported by data
         Recommendations for future investigation
   
   
10. References

IV. Tracking of STP Participants

The tracking of STP participants begun in 1996 and 1998 via a student survey. A self-reporting Website has been developed to track students' advancement in their chosen career paths. A pilot survey in 1999 showed that 70 percent of those responding indicated that participation in the Student Internship Program (STP) positively influenced their decision to pursue a career in the biomedical sciences. According to the results, the program provided mentoring and guidance, reinforced interest in science careers, better prepared students for college, and gave them first-hand experience with science careers. Of those surveyed, 87 percent stated that the STP positively influenced their decision to major in biology or biochemistry or to continue work in medical research.

Sample online survey:
www.mcps.k12.md.us/departments/intern/survey/student/sample.html

V. Requirements for Participants

A. Students

This year-long educational experience is open to MCPS juniors and seniors (grades 11 and 12) and is managed by the Department of Academic Programs and coordinated by the Office of Science Education (OSE) at NIH. The student internship is a demanding and extremely rewarding experience that is offered to approximately 20 MCPS juniors and/or seniors who best meet the following criteria:

1. Maintain a grade point average of 3.0 or higher
   
   
2. Demonstrate significant interest in a career in biomedical research
   
   
3. Have completed Algebra Two, Biology, and Chemistry, or are taking Algebra Two and Chemistry concurrently
   
   
4. Have an excellent attendance record
   
   
5. Reach their 16th birthday on or before July 1 of the year of the internship
   
   
6. Are U.S. Citizens or hold a valid Green Card

Each high school may submit applications from four students. If more than four students from a single high school wish to apply, the school principal reserves final discretion as to which students will be invited to apply. Application worksheets are obtained from each high school's science-resource teacher, and applications are completed online. Completed applications must be submitted prior to the deadline date indicated on the application worksheet.

Students receive five honors academic credits after completion of the STP program. One credit is given for the summer portion of the program. An honorarium of $1,600 is paid in two installments for the summer portion of the program. During the first two weeks, students learn basic molecular techniques in a classroom course and the next six weeks are spent working full time in an NIH lab. Two academic honors credits are allotted for each of the two semesters during the school year. To receive credit, students must complete a research paper and give a scientific lecture at the HHMI Dinner Symposium held in May.

Visit:
www.mcps.k12.md.us/departments/intern/stp/students.html

B. Teachers

This educational opportunity is also open to middle and high school science teachers. The program begins the Monday after the last day of school. It includes a two-week course in basic molecular biology techniques and then a six-week laboratory experience at NIH. This program is intended for science teachers who:

1. Have completed a college-level course in chemistry
   
   
2. Have a basic understanding of molecular biology
   
   
3. Wish to learn how modern biomedical research is conducted
   
   
4. Want to spend a summer in an intellectually challenging research

To apply, first-time teacher interns must submit an online application including the items listed below:

1. A personal statement detailing the ways this internship will enhance their teaching ability, contribute to their professional development, and define their commitment to share their research experience with other teachers.
   
   
2. A summary of courses completed in biology and chemistry, with dates completed and grades earned.
   
   
3. A recommendation from their principal.

Returning teacher interns spend seven weeks in NIH laboratories continuing their research. The remaining week is spent developing an instructional unit to be piloted during the next academic year. Teacher interns are required to give workshops to their colleagues based on this unit. The stipend for the eight weeks is $800.00 per week.

Visit:
www.mcps.k12.md.us/departments/intern/stp/teachers.html

C. Previous Teacher Participants

Previous teacher interns must submit an online application including the items listed below:

1. A one-page description of an instructional unit they would like to develop by returning to a laboratory at NIH. The extended laboratory unit will last a week or more and the student will produce an introduction, questions for exploration, and discussion of results, background material, and an examination.
   
   
2. A statement of the method to be used to train other teachers to use the unit with their students.
   
   
3. A completed application endorsed by the teacher's principal.

Several former teacher interns are now teaching the summer molecular biology course for the program workshops for teachers throughout the academic year. This program greatly enhances the professional development of secondary school science teachers in the Montgomery County Public School system.

This program serves as a model for similar ones that bring together organizations supportive of the development of aspiring students interested in careers in the sciences. Students gain the opportunity to see the day-to-day activities of a professional laboratory and work side-by-side with outstanding scientists serving as role models. If the students decide that laboratory work is not for them, then that is also a valuable lesson. Many, however, will be inspired and gain the confidence to pursue the courses needed for their desired careers in the sciences.

Visit:
www.mcps.k12.md.us/departments/intern/teacher/

VI. Continuing Education Units in Lieu of Payment for Teacher Participants

Some teachers would prefer to earn Continuing Education Units rather than be paid for the two weeks of training. This course would provide them with four Continuing Education Units. Teachers are required to do outside readings, have 60 hours of classroom contact, and take a content related test at the end of the course. The coordinator must apply for the credit for continuing professional development from the state teachers' accreditation before the course is offered. The teacher then completes the course without pay and applies for the credit. Below is a sample of the application requesting course credit.

Sample File for Request for MSDE Certification Credit : Click here

VII. Research Experience in a Modern Scientific Laboratory

Students in this part of the program develop skills and scientific understanding that can be applied to new situations. The problem solving techniques they acquire allow them to formulate and revise scientific explanations using logic and empirical evidence. They also improve their ability to communicate research results effectively in both written and oral form and formulate accurate and logical conclusions supported by research data.

The internship program includes not only the research experience in the laboratory under the mentorship of experienced science researchers but also classroom participation that helps them to prepare scientific papers and lectures. For most students, this is the first time they are challenged to meet the professional and academic standards of the scientific workplace. The interns are often working at the level of many graduate students in confronting the biology, chemistry, and technology needed to perform research needed to answer complex biomedical questions. The interns meet as a class twice a month with the program coordinator to discuss their research.

Two texts are used as background for these discussions:

•  How to Write and Publish a Scientific Paper, 5th Edition, by Robert A. Day
•  Dazzle 'em with Style: The Art of Oral Scientific Presentations, by Robert R. H. Anholt

The program syllabus below shows the schedule and pace of the program. The students are given two weeks to complete each part of their research paper. When the major part of the paper is complete they begin to give practice talks to their peers and scientist advisors.

When the first round of talks is complete, students are assigned to a scientist advisor for one-on-one meetings to discuss scientific methods, data collection and analysis, interpretation, and presentation of results. The pairing of an advisor with a student should be based on the advisor's expertise and ability to advise the student. Advisors are most often chosen because they no longer have research duties and may be working as grant administrators. We have found that scientist advisors who have worked at the university level as professors are well suited to this task. They not only know the specific content needed to check the accuracy of the student slides but they also understand students as a whole. The students are responsible for scheduling appointments with their advisors, normally about once a month from December to May.

The students are given an opportunity to give at least three practice talks and are encouraged to give more talks at their schools. After the initial talk the students prepare audiovisual materials and at each subsequent session the students are reviewed by a small group of fellow students who will eventually be their co-presenters at the dinner symposium. These peers critique first and then the scientist/advisor and coordinator make comments, which are both positive reviews and suggestions for improvement.

VIII. HHMI Calendar during the Year