summer stem bridge programs 2010

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ISBN: 978-1-4276-4807-5 2010 PAST Foundation


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Table of ContentsBridge Program Overview

Forensics in the Classroom

Engineering and Advanced Materials: Solving Engineering

Problems of the Future

Growing America: Season 2

Entomology: Historical and Current Impacts

Channel Islands: Cultural and Natural Resources

Chesapeake Bay: The Cultural Landscape of New Beginnings

Forensic Sciences, Archaeology, and Anthropology

Slobodna: The New Find

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111315172022


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Following the conclusion of the 2009 Summer Bridge Program schedule, the PAST design team

createditsfirstreviewoftheBridgeProgramconcept.Thereportnotedthattheseprogramswere

originallycalledsummerfieldprograms,butthebrandingwaslaterchangedtothemoreevoca-

tiveBridgeProgramsasthePASTteamsoughttospecifywhattheprogramsactuallyprovided

forstudents.ThesignificantdifferencebetweenPASTprogramsandprogramsattraditionalfield

schools required a new name, and the term bridgeservedasanexcellentmetaphorforhowthese

programshelpstudentsmovefromonelevelofthinkingtothenext.TheBridgePrograms,then,

developedintothreelevelsofprogramming.

Level I Bridge Programsspecificallytarget

students transitioning from traditional learning

environmentstoproblem-basedlearningmethods,andthusneedabridgetoacclimate

themtothenewapproach.Forexample,

Forensics in the ClassroomisaLevelIBridge

Program that introduces students to this new

paradigmofeducationbygivingthemthe

interactivechallengeofsolvingacrimescene,

whichalsoteachesscientificmethodologies

andtheprinciplesofprecise,criticalthinking.

Level II Bridge Programsarecreatedforstudentswhoexcelatappliedlearningbutsometimesstruggleinatraditional,four-wallclassroom.LevelIIalsoprovidesstudentstheexperienceof

workingwiththecommunitytosolverealissues,ratherthanartificiallydevisedmentalexercises.

Level III Bridge Programsprovideadvancedstudents,whoattendSTEMprogramsandhave

participatedinpreviousBridgePrograms,withanopportunitytoassumeleadershiproles.The

programsCave Ecology, Cultural Landscapes,

and Growing AmericaareusedforbothlevelII

andlevelIIIBridgePrograms,simultaneously

helpingstudentsflourishthroughapplied

learning and teaching students the essentialpracticesofleadership.

ThePASTFoundationsdecadeofexperience

planning,scaling,testing,definingrealworld

issues,andmaintainingpartnershipswith

engagingeducatorsenabletheseprogramsto

succeed.PASTbelievesthateachprogramcan

Bridge Program Overview

Engineering and Advanced Materials

Channel Islands


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alwaysbeimproved.Thus,eachBridgeProgramisconstantlyevolvingtobecomeamoredynamic

experience.

Astheyguidethisevolution,thePASTdesignteamconsiderstheBridgeProgramstructureinterms

offourvitalcomponents:real issues, real partners, a trans-disciplinary approach,andapolished

presentation of learningthatfollowsprofessionalscientificprotocol.

Four Vital Components

ThefirstessentialcomponentistoensurethateachprojectisbasedonaReal Issue.Fromthestart

ofeveryproject,thePASTteamstressestothestudents,parents,andteachersthattheprojects

inwhichtheyareinvolvedarecontemporary,realworldissues.Forexample,the2008marine

environmentalstudiesprogram,createdinformationalplacardsaboutdivesitesintheFloridaKeys

NationalMarineSanctuaryfordivechartercaptainstosharewiththe65,000annualsportdivers.

Growing America,introducedin2009,perhapsthemostambitiousBridgeProgram,actuallycontainsseveralprojectsunderitsbroadumbrella.TheGrowing America: Student Farmpartners

STEMhighschoolstudentswithOSUHorticultureandCropSciencestudentstoproducefood

ontheuniversityfarm.Meanwhile,theGrowing America: Farmers Marketisanentrepreneurial

projectforhighschoolstudentswhichactually

bringstheproducefromitssisterprojecttothe

market.

Thesecondessentialcomponentofasuccess-

fulPASTFoundationBridgeProgramishaving

Real Partnerships.Studentsengagewhentheycanworkdirectlywithexpertsinafield.The

CulturalLandscapeprogram,New Beginnings

in the Chesapeake, also in its second

year,originallypartneredwithacultural

resourcemanagementfirm,theJamesRiver

ArchaeologicalInstitute,toexcavateaColonial

AmericanfarmnearWilliamsburg,Virginia.Duringexcavations,aMetrostudentdiscovereda

pieceofEnglishpotterywhichhadneverbeenseeninVirginiabefore,subsequentlyredefining

previouslyheldconceptsofcolonialtrade.WhilethestudentsworkedonthisColonialperiodsite,

theyweretaughtarchaeologicalskillsbyprofessionals.Similarly, Life in Transition (2008 &2009),

acaveecologyprogram,broughtinexpertsfromseveralfieldstoworkalongsidethestudents.A

spelunkerguidedthestudentsinlessonsonhowtosafelyexplorecaves,anentomologisttaught

undergroundusingaflashlighttofindcavecrickets,andabiologistdirectedanenquiryintowater

qualitybyhavingstudentstakeandanalyizesamplesfromacavewatersystem.

UtilizingavarietyofexpertshighlightsthethirdessentialcomponentofaBridgeProgram

structure: Holistic Study.TheprogramsdevelopedatPASTaredesignedtoprovidestudentswith

Growing America


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rewardingeducationalexperiences.Toachievethisgoal,eachprogramistaughtinthecontextof

itssurroundingareaandculture.Theonlywaytoaccomplisharealworldexperienceistoap-

proachtheissuewithaninterdisciplinarymindset.Itisimpossibletounderstandthelifecycleofa

cavebatifyoudonotconsiderthecaveinwhichitlives,thegeologythatdevelopedthecave,the

weatherthatsurroundsit,orthehumansthatmanipulateit.Inthesameway,understandingthe

architectureofRomerequiresaholisticlookatitshistory,politics,physicalspace,engineering,

and society (Rome: Classical to Digital2009).

AllBridgeProgramsuseaholisticapproach,

incorporatingthesciences,humanities,lan-

guagearts,math,anddesignarts.Inshort,no

contentareaisleftout.

ThefinalcomponentofBridgeProgramstruc-

ture is the Presentation of Learning that chron-

icleseachstudentsworkattheculminationoftheproject.Thiscantakemanyformsdepending

onthenatureandlocationoftheprogram.

Thesepresentationsoftenincorporatedigitalmediasuchaspodcasts,iMoviesorPowerPoint

presentationstohighlighteachstudentsuniqueperspectiveandvoice,butwheretechnologyis

scarcesuchaswhencampingessays,poetry,andpublicpresentationsareused.Thestudents

voiceisessentialtothenatureofaPASTBridgeProgramand,indeed,allproblem-basedlearning.

Bridge Program Evolution

Thefourcomponentsoutlinedabovecreateaplatformthatexposesstudentstotheprocessofman-agingunforeseendifficulties.The2009caveecologyprogramisanexcellentexampleofaPAST

BridgeProgramprovidingasuccessfuleducationalandexperientialprojectinthefaceofrapidly

changingenvironmentalfactors.DuetothespreadofWhiteNoseSyndrome,adiseasekillingthe

batpopulationinNorthAmerica,thepubliccavesinKentuckywereclosed.IftheBridgeProgram

wasdesignedanyotherway,thiswouldhavebeendisastrousnews.However,sinceallPAST

BridgeProgramspivotonrealissues,theWhite

NoseSyndromebecamethenewtopicof

study.SinceallPASTBridgeProgramshavereal

partnerships,therewereexpertsfrommany

differentfieldsinterestedinthistopicandwill-

ingtohelp.AsallPASTBridgeProgramsare

holistic,thereweremanygeological,biologi-

cal,andhistoricalaspectsrelatedtothetopic

thatwerestudied.Finally,sinceallPASTBridge

Programsrequirepresentations,theintensityof

studyremainedvigorous.

Channel Islands

Slobodna


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ThePASTteamcontinuallyre-examinesitsprogramstoimprovetheirscalability,sustainability,

andtransferability.Forensics in the Classroom,initsfifthyear,isanexcellentexampleofanever

evolvingprogram.Thisyeartheprogramrequiredretoolingintermsofscale,programtopic,

andtransferability.Generally,BridgeProgramsoperateonthesmall-footprintbig-impacttheory.

However,thisprogramneededtobereinventedinordertoinvolvealargecommunityofstudents.

Fallingbackonthedesignprocessandusingthefourvitalcomponentsdiscussedaboveas

guides, the PAST Bridge Program design team

scaledtheprogramtoaccommodateexpanded

numberswithoutsacrificingthesmallgroup

focus.Theteampivotedstaffpreparation

toaddressalgebraicunderstanding,while

preservingtheoriginalintentandexcitement

ofthepopularprogram.Overthecourseofthe

weeklongFITCprogramrisingseventhgraders

fromacrossColumbus,OhiogainedvaluableAlgebraskillscaughtupintheexcitementof

solvingacrime.

2010

TheBridgeProgramsof2010embracedthefourbuildingblocksReal Issues, Real Partners,

Holistic Study, and Presentations of Learningcontinuingtoflourish.Inaddition,theprograms

of2010explorednewelementsthatfocusedongrowingstudentslifeskills.Whilethe2009

BridgeProgramsevolvedtheacademiccontentoftheprogramsandemphasizedrealprojects

andrealpartners,the2010objectivesaddedtothislistaclosefocusonthesocialandpersonalgrowthofBridgeProgramstudents.Theprogramscontinuedtopushthestudentstoreachtheirfull

academicpotential,aswellasbridgeimportantphysicalandemotionalgrowthissues.

EmergingevidencefromadecadeofprogramssuggeststhatBridgeProgramsworkbestwhen

studentsarechallengedoutsidetheirnormalsecurityandcomfortzones.Thisrequiresmorethan

academicrigor.ThePASTdesignteamisawareoftheimportanceoffocusingbothonacademic

Channel Islands

Entomology


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growaswellaslifeskillsthatenablestudentstomorefullyengageandgrowbeyondbehavior

patternssometimesassociatedwithtraditionaleducationsystems.Byfocusingonbothlifeskills

andacademicknowledgesimultaneouslyintheimmersionprogramswecaneasilyplotstudent

growthoverthecourseofasingleweekbysimplychartingparticipationandengagement.

Thisrequirednewanddifferentactivitiesorganizedinconcertwiththeacademicchallenges.Itrequiresanarticulationoforganizedfreetimeandexpectations.Bypilotingtheseactivities,we

wereabletoclearlyseethedifferenceinprogramswheretheywereusedandprogramswhere

theywerenot.Thecombinationofsocialactivitiesandacademicactivitiesengagedeventhe

reticentstudents,drawingthemintoparticipation,inquiry,andengagement.

The2010programsalsodemonstratedthatthelocationofaprogramisjustasimportantasits

academiccontent.Whilecollegedormsmayhaveconvenientlocationsforacademia,theydonot

necessarilypromotebehavioralgrowth.Behavioralgrowthisstrongestinprogramsthatrelyon

campingorotherlessprivatelivingquarters.Infact,thecampingandsailingprogramsrevealed

equalamountsofgrowthinbehaviorandknowledge,whereastheprogramsthatuseddormssawlessbehavioralgrowththanacademicgrowth.

Fundamental to the success of the 2010 Bridge Programs was the infrastructure in which each

studentandstaffmemberfoundaplacetoexcel.Themoststrikingexampleofthisframeworks

effectivenesswastheperformanceofthestudentleadersofGrowing America.Givendirectrespon-

sibilityoftrainingincomingparticipants,studentleaderstookownershipofboththeStudentFarm

andtheFarmersMarket.Thisenergyspreadtotheparticipantswho,onmarketday,enthusiasti-

callysoldtheirproducetothelocalcommunity.Thedirectorproudlynotedhowshecouldstep

backandletherstudentleadersandmanagersdeveloptheprogram.

ThePASTFoundationin2010hadthepleasureofhosting

twoBattelleSummerFellows,HarryKentandReedCase,

asassistantsfortheBridgePrograms.Theseundergraduate

studentscontributedanenormousamountofpositive

energyandorganizationalsupport.Theycarriedoutdaily

logisticaltasksandprovidedacrucialbridgebetweenthe

Directorsandstudents.Theyaffordedguidanceandlaugh-

ter,helpingcreatethesafeandcomfortablesurroundings

thatmakePASTBridgeProgramsunique.

Forthesecondyear,PASTpartneredwithMontanaState

UniversitysDocumentaryFilmprogram.Joiningthepro-

gramsthisyearfromMontanawasKatieMartell,asecond

yearMastersstudentintheprogram.Katiefollowedthe

programsdocumentingthevoiceofthestudentsandverve

oftheprograms. Forensics in the Classroom


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Using the Bridge Program structure the PAST

Foundationnurturedoverathousandstudents.

Whileeachprogramhasitsownunique

qualitiesandactivities,theyaresimilarin

theirapplicationofthefourvitalcomponents,

eachhavingrealworldrelevance,connectingwithrealpartners,encompassingamultitude

ofdisciplines,aswellasrequiringafinal

presentation.Inaddition,eachprogramhasan

accompanyingpodcast.

Thefollowingdescriptionsofthe2010Bridge

Programsdetailtheparticipantsaswellas

provideanoverviewoftheprojectgoalsandactivities.ThePASTSummerSTEMBridgePrograms

weremadepossiblethroughthegenerosityandpartnershipoftheBattelleMemorialInstitute,

theOhioSTEMLearningNetwork,IKnowICan,andtheTheEducationalCouncil.ParticipatingColumbusschoolsincludedColumbusCitySchools,LindenMcKinleySTEMAcademy,MetroHigh

School,ReynoldsburgHighSchool,andWorthingtonHighSchool.Theprogramsalsowelcomed

studentsfromelsewhereinOhio,NewYork,NorthCarolina,Connecticut,Georgia,Oregon,Iowa,

Indiana,CaliforniaandColorado.

Growing America

Forensic Sciences


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Program Forensics in the Classroom

Bridge Program Level Level I

Dates July 26 - August 13, 2010

Location Columbus, OH

Director Lara McCormick, The Ohio State University,

Department of Anthropology

Program Coordinator Anne Corscadden Knox, PAST Foundation

Staff Katie Martell, Documentary Film Intern,

Montana State University

Students Linden McKinley STEM Academy

Metro High School

Reynoldsburg High School

Worthington High School

Partners I Know I Can

The Ohio State University

Arts Impact Middle School

St. Stephens Community House

Program Objective

Forensics in the Classroom introduces students

toSTEMdisciplines,designprinciples,scientific

methodologies,andproject-basedlearningin

anovelandengagingway.FITCcapitalizesonstudentsnaturaldesiretosolvemysteries,

providinganinterestingandfunframework

inwhichacademicskillscanbehoned.

Partneringwiththeforensicdivisionofthe

OSUDepartmentofAnthropology,students

participateinaweeklongpreparationprogram

thatwilltakeadvantageoftheexpertiseofthe


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policeandotherspecialistsinhelpingdeepenthestudentsunderstandingofspecificforensic

techniquesandthereasonsforusingthem.

Summary

ForensicScienceisaperfectvehicletodeliveralltypesofcontentandskillsets.Thisyearthe

programfocusedonbasicalgebraandscienceskillsalignedwiththeOhioAcademicContent

Standardsforseventhandeighthgrade.In

addition,FITCconsciouslysoughttopromote

specificlearningobjectivesthatrelatetothe

developmentamongyoungteensintheareas

ofcognitiveskills,psychomotorskills,andthe

skillsofbeingaffective.Eachoftheseagendas

wasdeliveredthroughtheexcitingplatformof

solvingacrime.Afteronlyaweek,students

gainedabetterunderstandingandappreciationforscience,thescientificmethod,andscientific

reasoningbyrelatingittosomethingthat

interestedandchallengedthem.Theintrigue

andsuccessofthescientificmethodsthey

learnedinFITChelpedthestudentslosetheir

fearofscienceandmath,historicallyconsideredtoodauntingeventoattempt,muchlessmaster.

FITChasasecondaryimportance.ThisprogramprovidedtwentygraduatestudentsfromTheOhio

StateUniversityDepartmentofAnthropologywithalowstakesentryintotheworldofteaching

K-12.Astheyworkedonthisinvaluableteachingexperience,thegraduatestudentsrealizedthatlecture-basedteaching,whilecomfortableforthelecturer,didnotmakematerialaccessibleto

middleschoolstudents.Thus,theyhadtochangetheir

approach,developingprogramsthathaverealworldap-

plications.FITCprovidesavitalintroductoryexperience

regardingrelevantmaterialsandapplicableteaching

practicesthatbridgethegapbetweentheprofessionalsand

thestudents.

lecture-basedteaching,whilecomfortableforthelecturer,didnotmakematerialaccessibleto

It made me feel that I could do anything no matter as longas I try and work hard.

Tatiana


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Program Engineering and Advanced Materials

Bridge Program Level Level I and II

Dates June 27 - July 3, 2010

Location The Ohio State UniversityAdvanced Material Labs

Columbus, OH

Director Dr. Andy Bruening, Metro High School


Staff Reed Case, Battelle Scholar, University

of Vermont

Harry Kent, Battelle Scholar,

McAllister University

Katie Martell, Documentary Film Intern,



Metro High School


Partners The Ohio State University

Battell Memorial Institute

Ohio STEM Learning Network

Program Objective

Weareadisposablesociety.Wethroweverythingawayasgarbage.Landfillsarereaching

maximumcapacity,yetwecontinuetogeneratemorewaste.Intheearly1970s,archaeologistDr.

WilliamRathjeexaminedlandfillcontenttodeterminewhatAmericanswerethrowingawayand

foundpaperwasthemostabundantcomponentofmodernlandfills.Fortyyearslater,moreplastic

thanpaperisenteringlandfills.ArecentstudyinCaliforniaestimatedthatoveronebillionplastic

bottlesendupinlandfillseachyearthatsmorethanthreemillionbottlesperday.Managing

plasticwasteisaglobalproblem.Aswearedepletingournaturalresourcesandstuffinglandfillsto

capacitywearecreatinganenvironmental,ecological,andeconomicdilemmathatcanonlybe


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solvedthroughengineering.

Toaddresstheissueofincreasedplasticintodayslandfillsandtoexaminesustainablesolutionsto

thisissue,studentsstudiedthewastehabitsofmodernsocietiesthroughGarbologyandmaterials

scienceengineering.Specifically,studentsanalyzedtherolethatpolymersplayinrecycling.

Summary

Initially,thePASTteaminpartnershipwiththeOSUMaterialsSciencelabproposedtolookat

thereuseofplasticbottles,therebyintroducingthestudyofpolymers.Sodapopbottleswere

collectedbutprovedincompatiblewiththe

labscapabilities,sotheteambegancollecting

heavierplasticmilkbottles,butstilldidnotfind

success.Theteamwentbacktothedrawing

boardand,throughaseriesofbrainstorms,

createdaprogramthatmaintainedarealissuefocusinconjunctionwithrecyclingplastics.

Thenewprojectprovidedthestudentswitha

rareopportunity.TheOSUAdvancedMaterials

Labhadjustcreatedanewbiodegradable

materialthatisintheprocessofbeingpatented,

andthusthescientistswereunabletoreadily

identifythematerialforthestudents.Thematerialwassonewthat,althoughthescientistsknewit

isbiodegradable,theyhadnotyetdeterminedhowrecyclableitis.Thus,itbecamethechallenge

ofthestudentstotestit.Demonstratingtheircommitmentasapartner,OSUscientistseagerlyattendedthefinalpresentationtoheartheresultspresentedforthefirsttime.Thisprojectfocused

onsucharealissuethatthestudentsfindingswillremainclassifieduntilthepatentisawarded.

Thecomplexityoftheissuesrelatingtoadvancedmaterialsprovedthegreatestchallengein

developingacourseappropriateforteenagers.Ultimately,thefocusoftheprogramwasonmore

familiartopicssuchaswastemanagement

whileexposingthestudentstothemore

complexsubjectofpolymers.Thestudents

finalpresentationsshowedtheyhadgained

knowledgeofappliedmaterialsandsuccess-fullyrelateditbacktoissuesofplasticsin

ourlandfills.Thiswasavaluablelessonin

designingbridgeprogramstheymustlead

fromtheknownintotheunknowninorderfor

studentstogrowtheirknowledgebase.Free-flowing opinions and variety arealways key components in brainstorming,which is always the beginning of success. Daniel


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Program Growing America

Bridge Program Level Level I, II, and III


Location Waterman FarmsThe Ohio State University

Columbus, OH

Director Kat Deaner, The Ohio State University,

College of Food, Agricultural and

Environmental Sciences


Staff Katie Martell, Documentary Film Intern,



Metro High SchoolReynoldsburg High School


Partners Ohio State University

Metro High School

The Food Alliance

Program Objective

Urbanyouthhavelimitedaccesstoeducational

experienceswithagricultureandequallylimitedaccesstolocallyproducedfood.There

isastrongneedtobridgethegapsinstudents

understandingofthefoodsystembyengag-

ingurbanyouthinagriculturalproduction

activities.Currently,thereisalackofurban

agriculturaleducationprogramsinOhiothat

immersestudentsinfoodproducingactivities.


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Inaddition,thereislimitedavailabilityofhighlynutritious,

freshfoodstomanyurbanyouth.Astudyontheaccessto

nutritiousfoodsamonglow-incomepopulationsreported

that58%ofthelow-incomeruralgrouphadaccessto

gardenvegetables,whileonly23%ofthelow-incomeurban

groupreportedaccess.Thislackofaccesstogardenproducecanbedirectlyattributedtotheabsenceofknowledgeon

howtoplan,develop,andmaintainahomegarden.

Summary

GrowingAmericaanditsagriculture-based,STEM-delivered

educationalprogramforurbanyouthpromotesunderstand-

ingofhowfoodisproduced,processed,andmarketed.In

itssecondyear,theSummerProgramcontinuedtoprovide

urbanstudentsinColumbus,Ohiotheopportunitytobedirectlyinvolvedindifferentaspectsofthefoodhandling,

marketing,anddistributing.ThecommunitywelcomedbacktheSaturdaymarketmakingSaturday

morningsintheMetroparkinglotquitebustling.Throughouttheweeklongprogramstudents

participatedinallaspectsoftheprogramfromworkingattheOSUWatermanStudentFarmto

harvestingtheproduceandsellingitattheSaturdayMarket.Interwovenintothehands-onlearning

experiencewereimportantknowledgebuildinglessonfromsoilcompositiontothedevelopment

ofafarmersmarket.

Moreover,theprogramencouragesstudentscaffoldingwhichpromotesaccountabilityandrespon-

sibility.Studentmanagersandleaderstooktheleadinhelpingdesigntheprograminthefallandspringquarterandthenimplementingstudentleadershipduringtheharvestingandfamersmarket

inthesummer.Throughleadingbyexample,thestudentparticipantsembracedallaspectsofthe

program.

I always took my food for granted, never givingany thought to where it came from, how it washarvested, and especially its carbon footprint.But now I know buy local!. Christie


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Program Entomology

Bridge Program Level Level II

Dates June 20 - June 26, 2010

Location The Ohio State UniversityColumbus Entomology Lab

Columbus, OH

Director Dr. Josh Benoit, Yale University


Staff Reed Case, Battelle Scholar, University

of Vermont

Harry Kent, Batelle Scholar, McAlister

University




Metro High School


Great Neck South High School, NY


Yale University

Program Objective

Insectshavehadimmensepoweroverhumanitysincethedawnofcivilization,particularlyin

agriculturaldevelopmentandpublichealth.Entirenationshavebeendestroyedbyfaminecaused

byravenouspests,andempireshavecollapsedasaresultofthediseasestransmittedbythetiny

creatures.Today,manyindustriesaredependantoninsectsfortheirproducts.Inthe1950sand

1960s,expertsbelievedpesticidewouldeliminateinsect-bornediseasesandagriculturalpests

altogether,buttheinsectworldhasprovenitselfresilient.Bedbugs,Africansleepingsickness

carriedbytsetseflies,andmosquito-transmittedmalariastillpersist.Scientificeducationinthe

fieldofentomologymaycontainmanysolutions,andthusthisprogramgivesstudentsachance


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toexplore,inconcreteterms,howinsectsalter

humandevelopmentandprogress.

Summary

Entomologyprovidedstudentswithabasicknowledgeofentomologyandrelatedfields

ofbiology,introducedfielddatacollection,

andhelpedacclimatestudentstoacollege

environment.Usingacombinationoflectures,

experimentsandtripstocollectinsectsand

visitinsectdisplaysatlocalzoos,thestudents

becamefullyimmersedinEntomology.The

qualityofthefinalpresentationswherestudents,afteronlyoneweek,confidentlyexplained

complexexperimentsoninsectphysiologyreflectsthesuccessoftheproblem-basedlearning

approach.

Afterobservingthestudentswanderingattention,thestaffbeganreadjustingthedailyschedules

toincludemorephysicalactivities.Onsomedayswhenstudentsspenttheirentiretimeinthe

fieldcollectinginsectsfewadjustmentswererequired.However,onthedaysinthelabwithmore

lecture,thestafffoundalternatinglowenergyactivitieswithhigh-energyactivitieshelpedkeep

studentsfocused,disciplinedandenthusiastic.Thestudyofbugsseemstonaturallyinterestand

excitestudents.Eveningruelinghotfieldconditionsthestudentsdoggedlycollectedspecimensfor

studybackatthelab.ExamplesofstudentpresentationsoflearningincludedTermitesandMeth-

aneProduction,InsectvsWinter,whathappenstoinsectswhenwintercomes,Insectimmunity

andMitePheromones.

To be a scientist you have to be determined and passionate about what you do. Conditions can be

tough, but if you love what you do then anything is possible.

David


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Program Channel Islands

Bridge Program Level Level II

Dates July 6 - July 12, 2010

Location Channel Islands, CA

Director M. J. Harris-Taylor, American Tall Ship

Institute

Abbey Novia, American Tall Ship Institute


Staff Reed Case, Battelle Scholar, University of

Vermont

Harry Kent, Battelle Scholar, McAlister

University


Metro High School

Partners American Tall Ship Institution

Battelle Memorial Institute

Leo & Jaren Lewis, Union Jack

Ohio STEM Learning Network

Program Objective

The Channel Islands are home to immense

kelpforeststhatformafoundationtothe

localmarinefoodchain.Studyingthesekelpforestshelpsustounderstandthebalanceof

oceanlifeaswellastheaffectofoverfishing

andglobalwarmingontheoceanenviron-

ment.Studyingthechangingkelpforestsand

seaurchinpopulationteacheshowhuman

involvementintheChannelIslandshasgreatly

affected the animals in the ocean and on


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theland.TheChannelIslandsalsocontainavarietyofshipwrecksincludingtheGoldRushera

passengersteamerWinfieldScott, and the steam schooner Lotus.Bystudyingtheseshipwrecks,

visitingChumashhabitationsitesonSantaCruzandAnacapaIslands,andbyreadingprimary

sourceaccountsoflifeontheIslands,studentsstudiedtheculturalandnaturallandscapeofthe

ChannelIslands.

Summary

LivingonboardthetallshipThe Bill Of RightsandsailingroundtheChannelIslandswasaremark-

ableadventurefortwentyColumbusstudents.TheChannelIslandsproject,liketheChesapeake

project,tookstudentsfarbeyondtheirnormalexperiences.Itiscertainlythemostambitious

programPASThasdesigned,inwhichlifeskillsandacademicskillsarecloselymeshed.Life

aboardshipisnon-arbitrary,demandscollaboration,andisoftenexhausting.

Addedtothelifeskillexperiencesweretheacademicchallengesofunderstandingtherobust

ecosystemsoftheChannelIslands.HikingaroundthePelicanBaystudentsdonnedwetsuitsand

bravedthecoldpacificwaterstostudythekelpforests,payingparticularattentiontotheecosystem

itsupported.Backatharborthestudentssurveyedtheecosystemthatusedtheharborasahabitat,

collectingsamplesandanalyzingthemundermicroscopes.

Longadventurousdayswerefollowedbycozynightsinthegalleyasthestudentsdrankhotchoco-

late,consumedfreshlybakedcookies,andlistenedtoexcerptsfromTheDiaryofaFishermans

Wife,whichdescribeslifeonAnacapaIslandduringthetimeoftheCaliforniaGoldRush.Thefull

daysconcludedwithrockingtosleepbythegentlewaveshittingagainstthesturdyhullofThe Bill

of Rights.

Thecombinedexperiencesinspiredthestudentstocreativelyrecounttheiradventuresinimagina-

tivefinalpresentations,rangingfromarapabouttheChannelIslandsNationalMarineSanctuary

inthestyleofTheFreshPrince,toahands-onactivityonshipconstruction.Thepresentations

readilyrevealedofthenewlygainedknowledgeabouttheenvironmentandnewlifeskills.

Cool breezes, calm sails with mountains in a distance,Quickly brighten up our path to our destination.The voyage progresses,As we wait to help watch across the ships deck.Awakening to a star-filled sky,Glimmering and shimmering,As if sugar on a wondrous pie.This adventure is surely flying by.

Channel IslandsTeam C


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Program Chesapeake Bay

Bridge Program Level Level II and III

Dates June 13 - June 19, 2010

Location Newport News, VA

Director Anne Corscadden Knox, PAST Foundation


Staff Josh Benoit, Yale University

Harry Kent, Batelle Scholar, McAllister

University




Metro High School


Partners The William and Mary Center

for Archaeological Research

Program Objective

Cultural landscapesareplatformsthatpresentthepastinauniqueway,allowingtheirstudentsto

findattachmentandasenseofplace.In1929,CarlSaurcoinedthetermlandscape morphology

todescribetheprocessinwhichcultureisthe

agent, the natural area is the medium, [and]

theculturallandscapeistheresult.Thesys-

tematicinterpretationofaculturallandscape

isessentialtotheappreciation,understanding,

andthepreservationofourculturalandnaturalheritage.ForAmericans,thereisnosenseof

placegreaterthanthatfoundatJamestown,

thefirstsettlementestablishedinwhatwasto

becometheUnitedStates.ContactwithNative

Americansandcolonizationwerestruggles

commontoallpioneers.Theculturalland-

scapesinJamestownreflecttheirdecisions.


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AsthesecondyearoftheChesapeakeprogram,the2010projectgoalwastocreateaflagship

culturallandscapeprogramthatcouldberecreatedbyothers.Buildinguponthesuccessof2009,

the2010programcontinueditspartnershipwithJamesRiverInstituteandthearchaeological

excavationofaColonialperiodsite.Throughtheserelationships,theexcavationandstudyofthe

culturallandscapeprovideaprojectinwhichmathematicscoexistonatransdisciplinaryplatformwithhistory,geography,languagearts,andbiol-

ogy.Complementingtheirholisticstudyofthe

culturallandscape,thestudentswouldalsobe

developingskillsneededforlifelonglearning,

timemanagement,andresponsibility.

Summary

Duetotheeconomicclimate,archaeologi-

calfundingforprojectsisatanalltimelow.Thus,JamesRiverArchaeologicalinstitutehad

noprojectstosharewiththePASTprogram.

However,throughstrongpartnershipscreated

withotherorganizationsintheChesapeakeareaduringthe2009program,thePASTteamwas

abletoshifttheprogramfocuswhilemaintainingthesameexperiencestrategiesandoutcomes.

The2010programpartneredwithWilliamandMaryCenterforArchaeologicalResearch(WMCAR)

andtheMarinersMuseum,involvingthestudentsinthesurveyofhistoricplaceseligiblefor

nominationstotheNationalRegisterofHistoricPlaces.Atimeconsumingendeavor,theeventual

inclusionontheNationalRegisteriscriticallyimportanttofundingandsustainabilityofhistoric

sites,thustherealissueoffindingvolunteerstohelpsurvey.Thisarchaeologicaldocumentation

gavethestudentsadauntingbutmanageablechallenge.

TheJamesRiverareaisastratifiedculturallandscapewitharchaeologicalremainsfromvirtually

everytimeperiodofhumanoccupationinVirginia.Thesiteschosenreflectedthediversecultural

andhistoricalsignificanceoftheareaandepitomizetheevolutionoftheculturallandscapeofthe

JamesRivervalley.Thefirstsitevisitedwas

Fort Pocahontas where students witnessed

thesequenceofoccupationatthesite,how

thelandscapechangedfromearlycolonial

throughtheCivilWarfortification.Thiswas

followedbyavisittoWestoverChurchand

Charles City Courthouse, here the students

couldseethescaleandsettingsofthesekey,

typicalfeaturesofthecolonialtidewater

landscape.AnothersitewasWestonManor,

whichhasarealworldapplicationofhistori-

cal/archaeological research of which was used


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toreconstructapastlandscape.Herethestudentsembarkedonamappingexercise,comparing

historicmaps,archaeologicalsiteplans,andthelocationsoftheoutbuildingsrelativetothemain

houseandtheriverbank.

ThebuildingsurveyneededbyWMCARwasagreatactivitythatengagedandinspiredthestudents

collectingsomuchinformationbymid-week,thatanimpromptusetofmini-presentations,mod-eledonthepopularTVshowSurvivor,wasneededtohelpstudentssortandsynthesizedata.This

wassuchasuccessthatseveralofthesubsequent2010summerprogramintegrateditintotheir

schedule.

Buildingonthe2009Chesapeakepilot,thestaffthisyearincludedanumbersofnewactivities

focusedonlifeskills,ice-breakers,andengagement.Theoverwhelmingsuccessoftheadditions

transitionedtootherprogramsandwillbeusedthroughoutfutureprograms.

When Iron Meets Iron

An iron ship patrolling the seaConfederates versus the UnionThe battle of the centuryVirginia versus the MonitorOn the sidelines sat the restThe obsolete wooden fleetAs those titans clashedGuns fired and readyFour hours they foughtFor hours they stoodTill battled and bloodiedAnd it ends with a drawTheir ways they did goAnd thus did endBut those on both sidesShall forever rememberWhen iron met ironAnd up went the sirenOf the end of the woodAnd the birth of the iron

Amy & Michael


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Program OSU Forensics

Bridge Program Level Collegiate Field School

Dates June 21 - July 9, 2010

Location The Ohio State UniversityWaterman Farms

Columbus, OH

Director Dr. Sam Stout, The Ohio State University,

Department of Anthropology

Program Coordinator Anne Corscadden Knox

Staff Jules Angel, Co-Director, The Ohio State

University, Department of Anthropology

Dr. Carol Parks, Columbus School for Girls

OSU Anthropology Graduate Students

Students The Ohio State University


Program Objective

TheOhioStateUniversityForensicsprogramprovidesan

intensive,three-weekshortcourseintheforensicsciences

toundergraduatestudents.Modulesincludecrimescene

investigation/management,videography,photography,tool-

markanalysis,ballistics,DNA,fingerprints,traceevidence,

osteology,anthropology,archaeology,pathology,entomol-ogy,criminalpsychology,thelegalsystem,andcourtroom

testimony.Expertsineachoftheaforementionedmodules

areinvitedtospeaktothestudentsandleadhandsonexer-

cises.Eachmoduleisusedtohelpthestudentsbuildacase

forthemockcrimeastheyinvestigateandprocessbothan

indoorandoutdoorcrimescene,interprettheevidence,


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andtestifyabouttheirfindingsasanexpert

incourt.Bytheendoftheprogram,students

areabletodistinguishbetweenrealforensic

scienceandpseudo-forensicscience,whether

itisinthemediaorinfictionalaccounts.

Studentsareabletonetworkwithforensicexpertsandinvestigatecareerpathsprevi-

ouslyunknowntothem.Overall,theprogram

improvesteamwork,problemsolving,public

speaking,math,andwritingskills.

Summary

Thiscoursechallengesstudentsatthehighestlevelofun-

derstandingandanalysisexposingthemdailytocutting

edgescienceinrelatedforensicfields.Fromcadaverdogsto

ballistics,fromtraceandspatteranalysistothefinalpresen-

tationandcross-examinationofevidenceinacourtoflaw,

studentsexperiencetherealsideofforensicscience.

Inaddition,theforensiccollegiatefieldschoolplaysan

importantroleinprogramdevelopmentatPAST.Thecutting

edgenatureofalevelIIIprogramhelpsthePASTteamassessinformationbeingtaughtinthescaffoldedprogramssuchas

FITC,keepingtheinformationforthelevelIprogramfresh

andrelevant.

The main thing I learned is that there is always more than one way to solve a problem. We constantly hadto rethink our assumptions about the evidence and try another approach, which made coming to solutions thatmuch more rewarding. Lauren


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Program Objective

Gaininghands-onexperienceinunderwaterarchaeologyisoftendifficult.Whilevariousinstitu-

tionssporadicallyofferfieldschools,theseschoolsrarelyprovidetruefieldexperience,despite

howsimilarlybotharemarketed.Therefore,forthepasttenyears,PASThasofferedanannual

fieldschoolthatguidesadultstudentsthroughtheinvestigationprocess,frommaterialculture

andsurveyingtechniquestofieldreportwriting.EachyearPASTpartnerswithotheragenciesand

institutionstostudyaspecificsubmergedculturalresourceinanefforttoprovidetraining,increase

knowledge,andimprovesitestewardship.Thescheduleandprocessremainthesame,although

thesitesandpartnersmaychange.

Program Slobodna

Bridge Program Level Collegiate and Adult Field School


Location Florida Keys National Marine SanctuaryKey Largo, FL

Director Dr. Sheli Smith, PAST Foundation


Staff Rob Church, C&C Technologies

Patrick Enlow, ADMAT Archaeological

Services

Reed Case, Battelle Scholar, University of

Vermont

Students Twelve College and Adult Students

Partners NOAA

National Marine Sanctuaries

Florida State Bureau of

Archaeological Research

Quiescence Dive Charter


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Beginningin2005,thePASTunderwaterarchaeologicalfieldschoolinitiatedadetailedstudyof

theshipwreckSlobodna.ThePolishsailingship,headedfortheBalticcarryingcottonoutofNew

Orleans,ranagroundonMolassesReefin1887.Today,thewreckageisscatteredacrossthereef

withconcentratedsectionsinatleastthreedistinctlocations.In2005and2006,studentsmapped

theWinchHoleandtheMastSite,wheretheshipinitiallygroundedandwheretheforemast

andbowultimatelycametorest.In2008,thehighschoolbridgeprogramstudentsinadvertentlysnorkeledoverathirdpocketofdebris,discoveringmoreof

thewrecksite.Thispastsummerthecollegiateunderwater

archaeologicalfieldschoolteambeganamulti-yearproject

ofmappingandassessingthenewestlocusofshipwreck

debris,dubbedtheMainmastSite.

Summary

FollowingthePASTfieldschoolprocess,studentsbeganthetwoweekexperiencebyexamining

andrecordingartifactsbelongingtotheKeyWestMaritimeMuseum.Eighty-fivepreviouslyun-re-cordedolivejarneckandmouthfragments,fromeithertheAtocha or Santa Margaritawrecksites,

werecarefullydocumentedandenteredintoasearchabledatabase.Olivejars,theubiquitous

containerofthecolonialperiod,canilluminateagreatdealabouteconomics,tradesystems,

aestheticsandfunction.Thestudentspouredovertheartifacts,learningaboutmaterialculture

whileatthesametimehelpingprovidevaluabledataforfutureresearch.Theirworkculminated

inatriptotheKeyWestMuseumwheretheypresentedaprintversionofdatabasetothemuseum

staffandgotabehindthescenestouroftheconservationlabsandthearchives.

Whilebuildingtheirmaterialcultureknowl-

edgetheteamslowlybuilttheirskillinunder-watermappingtechniques.Thefourteamsof

three were assigned to different sectors of the

wrecksiteandentrustedwithmappingtagged

artifacts.Daily,theteamcreatedalargebase

mapofthesite,aswellasdetaileddrawingsof

eachartifact.Bythecloseofthesecondweek

offieldschool,theteamshadsuccessfully

positionedmajorobjectsonthesitemapand

establishedaseriesofdatumpointsaround

thesitewherefragmentsofthemainmastrest.Onthefinaleveningoftheproject,theteampresentedNOAAsFloridaKeysNationalMarine

Sanctuaryliaisonrepresentative,BrendaAltmeier,withareportchroniclingtheirwork,methodolo-

gies,findings,andrecommendationsforfurthersiteresearch.

Initstenthyear,theunderwaterarchaeologicalfieldprogramisanexcellentavenueforhands-on

experienceinalow-riskenvironment.Theprogramisalsoamodelexampleofstrongpartnerships

thatpromotegoodresourcemanagementinconcertwithrigorouseducation.

Spending two hours in the beautiful

Molasses reef, measuring out artifacts

that are over a century old, while in the

company of gorgeous and sometimes

territorial fish is the best way to start a

day.

Sonya, student


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Inthisbook,thePASTFoundationproudlypresentsits2010SummerSTEMBridgePrograms.HundredsofstudentsfromthroughouttheUnitedStatesbenefitedfromtheseoutstandingprograms,workingononeofeightprojectsoverthecourseoftwomonths.Thisreportdetailstheobjectives,outcomes,andfuturegoalsofeachprogram,frominceptiontocompletion.

Chesapeake Bay: The Cultural Landscape of New Beginnings

Entomology: Historical and Current Impacts

Forensic Sciences, Archaeology, and Anthropology

Engineering and Advanced Materials: Solving Engineering Problems of the Future

Channel Islands: Cultural and Natural Resources

Slobodna: The New Find

Forensics in the Classroom

Growing America: Season 2

ThePASTFoundationwarmlythanksitsinvaluablepartnersfortheirdedicationandsupport,without

whichnoneoftheseprogramswouldbepossible.

June 13 - June 19

June 20 - June 26

June 21 - July 9

June 27 - July 3

July 6 - July 12

July 25 - Aug. 6

July 26 - Aug. 13

July 26 - Aug. 14

ST. STEPHENS

COMMUNITY HOUSE

summer stem bridge programs 2010

Documents