2012 IACAC Annual Conference

Pathways to Summer Learning for College Access and Success

Marya Spont Illinois Institute of Technology

Amanda Parada-Villatoro DePaul University

Christine Grenier Elmhurst College

Jill Levine Right Angle-A Noble Network Program

Mikki Brown Project Exploration

Marya Spont Illinois Institute of Technology

Overview

Pic of summer school

What does summer look like

hellipit can also look likehellip

Why are you here We guess you mayhellip

bull Serve studentsfamilies interested in summer programs

bull Have principals or department heads promoting them

bull Work for a summer program

bull Wish to grow enrollment quality or preparedness of college applicants

bull Believe in the importance of college access

bull Wish to develop partnerships or learn about models

bull Be curious

bull Want to network

Challenges

bull Finding summer learning programs

There is no US News amp World Report

bull Determining the right program

bull Money and other resources

bull Awareness of research advocacy

bull Communication and timing

bull Making the right connections

Today we will

bull Discuss the value (and stakes) of summer learning programs

bull Learn about programs and partnerships bull Amanda Parada-Villatoro DePaul University

bull Christine Grenier Elmhurst College Admissions

bull Jill Levine Right Angle-A Noble Network Program

bull Mikki Brown Project Exploration

bull Consider opportunities for collaboration

Why summer learning

Summer learning programs (vs summer camps)

bull Are intentional about building skills knowledge attitudes and behaviors that promote academic achievement and healthy development

bull Offer organized activities designed to meet a specific need or offer youth the opportunity to achieve a specific goal

bull In areas with high rates of poverty summer learning programs exist to narrow the achievement gap and increase rates of high school graduation college entrance and college completion among low-income and minority youth ndash Summer learning Moving from the periphery to the core (2009 June) The Process

of Education Reform 10(3) Retrieved from wwwecsorgclearinghouse80998099pdf

Marya Spont Illinois Institute of Technology

Overview

Pic of summer school

What does summer look like

hellipit can also look likehellip

Why are you here We guess you mayhellip

bull Serve studentsfamilies interested in summer programs

bull Have principals or department heads promoting them

bull Work for a summer program

bull Wish to grow enrollment quality or preparedness of college applicants

bull Believe in the importance of college access

bull Wish to develop partnerships or learn about models

bull Be curious

bull Want to network

Challenges

bull Finding summer learning programs

There is no US News amp World Report

bull Determining the right program

bull Money and other resources

bull Awareness of research advocacy

bull Communication and timing

bull Making the right connections

Today we will

bull Discuss the value (and stakes) of summer learning programs

bull Learn about programs and partnerships bull Amanda Parada-Villatoro DePaul University

bull Christine Grenier Elmhurst College Admissions

bull Jill Levine Right Angle-A Noble Network Program

bull Mikki Brown Project Exploration

bull Consider opportunities for collaboration

Why summer learning

Summer learning programs (vs summer camps)

bull Are intentional about building skills knowledge attitudes and behaviors that promote academic achievement and healthy development

bull Offer organized activities designed to meet a specific need or offer youth the opportunity to achieve a specific goal

bull In areas with high rates of poverty summer learning programs exist to narrow the achievement gap and increase rates of high school graduation college entrance and college completion among low-income and minority youth ndash Summer learning Moving from the periphery to the core (2009 June) The Process

of Education Reform 10(3) Retrieved from wwwecsorgclearinghouse80998099pdf

Pic of summer school

What does summer look like

hellipit can also look likehellip

Why are you here We guess you mayhellip

bull Serve studentsfamilies interested in summer programs

bull Have principals or department heads promoting them

bull Work for a summer program

bull Wish to grow enrollment quality or preparedness of college applicants

bull Believe in the importance of college access

bull Wish to develop partnerships or learn about models

bull Be curious

bull Want to network

Challenges

bull Finding summer learning programs

There is no US News amp World Report

bull Determining the right program

bull Money and other resources

bull Awareness of research advocacy

bull Communication and timing

bull Making the right connections

Today we will

bull Discuss the value (and stakes) of summer learning programs

bull Learn about programs and partnerships bull Amanda Parada-Villatoro DePaul University

bull Christine Grenier Elmhurst College Admissions

bull Jill Levine Right Angle-A Noble Network Program

bull Mikki Brown Project Exploration

bull Consider opportunities for collaboration

Why summer learning

Summer learning programs (vs summer camps)

bull Are intentional about building skills knowledge attitudes and behaviors that promote academic achievement and healthy development

bull Offer organized activities designed to meet a specific need or offer youth the opportunity to achieve a specific goal

bull In areas with high rates of poverty summer learning programs exist to narrow the achievement gap and increase rates of high school graduation college entrance and college completion among low-income and minority youth ndash Summer learning Moving from the periphery to the core (2009 June) The Process

of Education Reform 10(3) Retrieved from wwwecsorgclearinghouse80998099pdf

hellipit can also look likehellip

Why are you here We guess you mayhellip

bull Serve studentsfamilies interested in summer programs

bull Have principals or department heads promoting them

bull Work for a summer program

bull Wish to grow enrollment quality or preparedness of college applicants

bull Believe in the importance of college access

bull Wish to develop partnerships or learn about models

bull Be curious

bull Want to network

Challenges

bull Finding summer learning programs

There is no US News amp World Report

bull Determining the right program

bull Money and other resources

bull Awareness of research advocacy

bull Communication and timing

bull Making the right connections

Today we will

bull Discuss the value (and stakes) of summer learning programs

bull Learn about programs and partnerships bull Amanda Parada-Villatoro DePaul University

bull Christine Grenier Elmhurst College Admissions

bull Jill Levine Right Angle-A Noble Network Program

bull Mikki Brown Project Exploration

bull Consider opportunities for collaboration

Why summer learning

Summer learning programs (vs summer camps)

bull Are intentional about building skills knowledge attitudes and behaviors that promote academic achievement and healthy development

bull Offer organized activities designed to meet a specific need or offer youth the opportunity to achieve a specific goal

bull In areas with high rates of poverty summer learning programs exist to narrow the achievement gap and increase rates of high school graduation college entrance and college completion among low-income and minority youth ndash Summer learning Moving from the periphery to the core (2009 June) The Process

of Education Reform 10(3) Retrieved from wwwecsorgclearinghouse80998099pdf

Why are you here We guess you mayhellip

bull Serve studentsfamilies interested in summer programs

bull Have principals or department heads promoting them

bull Work for a summer program

bull Wish to grow enrollment quality or preparedness of college applicants

bull Believe in the importance of college access

bull Wish to develop partnerships or learn about models

bull Be curious

bull Want to network

Challenges

bull Finding summer learning programs

There is no US News amp World Report

bull Determining the right program

bull Money and other resources

bull Awareness of research advocacy

bull Communication and timing

bull Making the right connections

Today we will

bull Discuss the value (and stakes) of summer learning programs

bull Learn about programs and partnerships bull Amanda Parada-Villatoro DePaul University

bull Christine Grenier Elmhurst College Admissions

bull Jill Levine Right Angle-A Noble Network Program

bull Mikki Brown Project Exploration

bull Consider opportunities for collaboration

Why summer learning

Summer learning programs (vs summer camps)

bull Are intentional about building skills knowledge attitudes and behaviors that promote academic achievement and healthy development

bull Offer organized activities designed to meet a specific need or offer youth the opportunity to achieve a specific goal

bull In areas with high rates of poverty summer learning programs exist to narrow the achievement gap and increase rates of high school graduation college entrance and college completion among low-income and minority youth ndash Summer learning Moving from the periphery to the core (2009 June) The Process

of Education Reform 10(3) Retrieved from wwwecsorgclearinghouse80998099pdf

Challenges

bull Finding summer learning programs

There is no US News amp World Report

bull Determining the right program

bull Money and other resources

bull Awareness of research advocacy

bull Communication and timing

bull Making the right connections

Today we will

bull Discuss the value (and stakes) of summer learning programs

bull Learn about programs and partnerships bull Amanda Parada-Villatoro DePaul University

bull Christine Grenier Elmhurst College Admissions

bull Jill Levine Right Angle-A Noble Network Program

bull Mikki Brown Project Exploration

bull Consider opportunities for collaboration

Why summer learning

Summer learning programs (vs summer camps)

bull Are intentional about building skills knowledge attitudes and behaviors that promote academic achievement and healthy development

bull Offer organized activities designed to meet a specific need or offer youth the opportunity to achieve a specific goal

bull In areas with high rates of poverty summer learning programs exist to narrow the achievement gap and increase rates of high school graduation college entrance and college completion among low-income and minority youth ndash Summer learning Moving from the periphery to the core (2009 June) The Process

of Education Reform 10(3) Retrieved from wwwecsorgclearinghouse80998099pdf

Today we will

bull Discuss the value (and stakes) of summer learning programs

bull Learn about programs and partnerships bull Amanda Parada-Villatoro DePaul University

bull Christine Grenier Elmhurst College Admissions

bull Jill Levine Right Angle-A Noble Network Program

bull Mikki Brown Project Exploration

bull Consider opportunities for collaboration

Why summer learning

Summer learning programs (vs summer camps)

bull Are intentional about building skills knowledge attitudes and behaviors that promote academic achievement and healthy development

bull Offer organized activities designed to meet a specific need or offer youth the opportunity to achieve a specific goal

bull In areas with high rates of poverty summer learning programs exist to narrow the achievement gap and increase rates of high school graduation college entrance and college completion among low-income and minority youth ndash Summer learning Moving from the periphery to the core (2009 June) The Process

of Education Reform 10(3) Retrieved from wwwecsorgclearinghouse80998099pdf

Why summer learning

Summer learning programs (vs summer camps)

bull Are intentional about building skills knowledge attitudes and behaviors that promote academic achievement and healthy development

bull Offer organized activities designed to meet a specific need or offer youth the opportunity to achieve a specific goal

bull In areas with high rates of poverty summer learning programs exist to narrow the achievement gap and increase rates of high school graduation college entrance and college completion among low-income and minority youth ndash Summer learning Moving from the periphery to the core (2009 June) The Process

of Education Reform 10(3) Retrieved from wwwecsorgclearinghouse80998099pdf

Summer learning programs (vs summer camps)

bull Are intentional about building skills knowledge attitudes and behaviors that promote academic achievement and healthy development

bull Offer organized activities designed to meet a specific need or offer youth the opportunity to achieve a specific goal

bull In areas with high rates of poverty summer learning programs exist to narrow the achievement gap and increase rates of high school graduation college entrance and college completion among low-income and minority youth ndash Summer learning Moving from the periphery to the core (2009 June) The Process

of Education Reform 10(3) Retrieved from wwwecsorgclearinghouse80998099pdf

httpwwwyoutubecomwatchv=Ahhj3wxxkdM

Summer learning loss amp educational attainment

bull ldquosummer sliderdquo discovered in 1906 ndash White W (1906) Reviews before and after

vacation American Education 186-188

bull Most students lose about two months of grade level equivalency in mathematical computation skills over the summer months Low-income students also lose more than two months in reading achievement despite the fact that their middle-class peers make slight gains ndash Cooper H Nye B Charlton K Lindsay J amp

Greathouse S (1996) The effects of summer vacation on achievement test scores A narrative and meta-analytic review Review of Educational Research 66 (3) 227-268

Video from previous slide

wwwyoutubecom watchv=Ahhj3wxxkdM

Graphic above fromVon Drehle D (2010)

The case against summer vacation Time

Magazine August 2 36-42

Data supporting both comes from Alexander

K Entwisle D and Olson L (2007)

Lasting consequences of the summer

learning gap American Sociological

Review 72 (2) 167-180

Summer learning loss amp educational attainment

bull ldquosummer sliderdquo discovered in 1906 ndash White W (1906) Reviews before and after

vacation American Education 186-188

bull Most students lose about two months of grade level equivalency in mathematical computation skills over the summer months Low-income students also lose more than two months in reading achievement despite the fact that their middle-class peers make slight gains ndash Cooper H Nye B Charlton K Lindsay J amp

Greathouse S (1996) The effects of summer vacation on achievement test scores A narrative and meta-analytic review Review of Educational Research 66 (3) 227-268

Video from previous slide

wwwyoutubecom watchv=Ahhj3wxxkdM

Graphic above fromVon Drehle D (2010)

The case against summer vacation Time

Magazine August 2 36-42

Data supporting both comes from Alexander

K Entwisle D and Olson L (2007)

Lasting consequences of the summer

learning gap American Sociological

Review 72 (2) 167-180

Gaps or challenges facing students

bull Real ndash Having appropriate academic preparation access to

necessary resources (eg financial)

bull Experiential ndash Having a sense of their own aptitudeinterests

bull Perceptual ndash Seeing selves in college or a career (stereotype threat)

Impact Summer learning programs can help students

bull Make academic gains and stave off ldquolossrdquo

bull Gain exposure to positive academic role models (peer near-peer facultystaff) and develop a ldquosense of belongingrdquo ndash Johns Hopkins University Center for Talented Youth

(2007 July) What we know about academically talented students A sample of our findings Retrieved from httpctyjhuedu researchdocspub What20We20Knowpdf

bull Become exposed to college life

bull Learn about potential majors and careers

bull Become more competitive in admissions

bull Develop network of potential advocates

Impact Summer learning programs can help students

bull Make academic gains and stave off ldquolossrdquo

bull Gain exposure to positive academic role models (peer near-peer facultystaff) and develop a ldquosense of belongingrdquo ndash Johns Hopkins University Center for Talented Youth

(2007 July) What we know about academically talented students A sample of our findings Retrieved from httpctyjhuedu researchdocspub What20We20Knowpdf

bull Become exposed to college life

bull Learn about potential majors and careers

bull Become more competitive in admissions

bull Develop network of potential advocates

Benefits for high school counselors (Continue) building a college-going culture

Summer learning programs can help students

bull Have a positive college-going-like experience

bull Become acclimated to college environments

bull Gain access to additional academic services and admissions insights

bull Become inspired to aspire

bull Explore majors careers or college(s)

bull ldquocultivat[e] a collegiate identityrdquo ndash Schramm-Possinger M (2008 December) Leveling the Playing

Field of Opportunity in New Jersey The Rutgers Future Scholars Program (RFSP) Retrieved from httpfuturescholarsrutgers eduFutureScholarsImagesRFSP20Leveling20the20Playing20Field20of20Opportunitypdf

bull Become prepared for success

For admissions offices Recruiting and preparing students for success at (your) college

bull Valuable opportunity to get to know support and recruit engaged ldquopre-screenedrdquo students

bull Highlight academic programs facilities outstanding alumni

bull The ultimate ldquolife as a studentrdquo event

bull Get students excited about your school ndash theyrsquoll tell their friends

bull Providing guidance on how to apply ndash before itrsquos too late

bull Help boost enrollment and support enrollment goals

Economic stakes Individual local national global

bull ldquoinvest in youth now or incur high costs laterrdquo bull Schramm-Possinger 2008 p 11

bull ldquothe persistence of these educational achievement gaps imposes on [US] the economic equivalent of a permanent national recessionrdquo (p 6) $23 trillion bull McKinsey amp Company Social Sector Office (2009 April) The economic impact of the achievement

gap in Americarsquos schools (Monograph) Retrieved from httpmckinseyonsocietycom downloadsreportsEducationachievement_gap_reportpdf

Economic stakes Individual local national global

bull ldquoinvest in youth now or incur high costs laterrdquo bull Schramm-Possinger 2008 p 11

bull ldquothe persistence of these educational achievement gaps imposes on [US] the economic equivalent of a permanent national recessionrdquo (p 6) $23 trillion bull McKinsey amp Company Social Sector Office (2009 April) The economic impact of the achievement

gap in Americarsquos schools (Monograph) Retrieved from httpmckinseyonsocietycom downloadsreportsEducationachievement_gap_reportpdf

Growing body of research funding amp recognition

bull In last 100 years 39 empirical studies demonstrated ldquoincontrovertible evidencerdquo of ldquosummer learning lossrdquo particularly for low-income youth now gaining momentum ndash Summer learning Moving from the periphery to the core (2009 June) The

Process of Education Reform 10(3) Retrieved from wwwecsorgclearinghouse80998099pdf

bull Johns Hopkins University Center for Talented Youth

bull National Summer Learning Association

bull RAND Corporation

bull Wallace Foundation

bull Walmart Foundation

bull Presidentsrsquo Higher Education Community Service Honor Roll

bull State commitments (eg Rutgers Future Scholars Program)

Future professional opportunities

Programs approaches

amp partnerships

Amanda Parada-Villatoro DePaul University

College Connect Supporting college access

through a university based summer program

What is College Connect bull College Connect is a FREE intensive 5-week

summer enrichment program Cultural exploration

Career awareness

Academic immersion

College seminars

bull Past courses included Religions in Chicago

Borders Immigration and identity

Mission (Im)Possible Ethnography through photography

Chicago Stories Great works by Chicago authors

Social Injustice in Literature and Culture

bull College seminars include Money Management

Study Abroad Opportunities

Career Matching

Scholarships and Financial Aid Major Exploration College Writing Seminars

Recruitment and selection

To apply students must submit the following documents by March 30th

ndash Completed application form

ndash Official Transcripts

ndash Letter of recommendation from high school counselor or teacher

ndash Upon acceptance students must attend a mandatory orientation

Eligibility Requirements We consider the following criteria

bull Students must be rising juniors or seniors

bull Grade point average

bull Evidence of college preparatory work

bull Attendance rate

bull Fit with target population

Students from a high school within Chicago city limits are eligible to apply

Outcomes

bull Nearly $1 million in scholarship offers to date

bull Seniors accepted to over 30 colleges and universities across the country

bull Over 60 acceptance rate to DePaul University

Based off 2011 senior class

Why we do it

bull Honor institutional mission

bull Even the playing field

bull Increase representation of disadvantaged students in college

bull Establish pipelines to the university

How we do it Partnerships

bull Partner with CPS and Big Shoulders - IB AVID GEAR UP

bull Leverage network - Faculty

- University staff departments

- High school personnel

bull Social media - Support through admission process

- Data collection

Opportunities and challenges

bull Opportunities - Provide enrichment for ldquooverlookedrdquo students schools

- Forge relationships with school staff and faculty

- Partner with orgs and schools to combine college access goals

bull Challenges - Reaching African-American and Latino males

- Communicating ldquofitrdquo students effectively

Elmhurst College Summer Academy in Math and Science

July 22-August 4

Christine Grenier Elmhurst College Admissions

About the Program

bull 2-week residential content-based program at a liberal arts college

bull Rising Seniors

bull Must have successfully completed

bull At least Biology Chemistry Algebra Geometry

bull 24 Spaces

bull Affordable - $200 for non-credit option or $500 for credit option (MTH 110 3 credit hours)

Week 1 Mon Tues Wed Thurs Fri Sat Sun

800 Team Mtg

Team Mtg

Team Mtg

Team Mtg

Team Mtg

Extra Sleep

Extra Sleep

900 Math 1 Math 2 Chem Com Sci Math 1 BBRMR Team Mtg

1030 Math 1 Com Sci Bio Math 1 Bio BBRMR Family HouseKp

1200 Lunch Lunch Lunch Lunch Lunch Lunch Lunch

100 Bio Math Res

Math 1 LIBIT Tech

Chem Recreation

Family Free

200 Bio Math ACT

Math 1 LIBIT Tech

Chem Recreation

Family Free

300 Break Dinner

Break Dinner

Break Dinner

Break Dinner

Break Dinner

Recreation

Team Bldg

600 Team Bldg

Physics Math ACT

Science ACT

Guest Speaker

Recreation

Team Bldg

700 Psych Physics Science ACT

Team Bldg

Guest Speaker

Guest Speaker

Team Bldg

830 ACT Practice

Home work

Home work

Home Work

Movies Movies Home work

Immediate benefits

bull ACT Test Preparation

bull Students get on the radar of Elmhurstrsquos admission counselors

bull Elmhurst faculty can submit recommendations for admission based on MSA experience

bull Students attend college search informational session regarding ldquofinding the right fitrdquo as well as a session on the FAFSA basics

Long-term benefits

bull Transition to College

ndash Students meet faculty and staff at Elmhurst College early helping to ease the transition to college life

bull ldquoProfessorsrdquo less scary

bull Know who to ask and where to get information

ndash Students have a roommate experience before going to college

Advertising and recruitment

bull Typically do not advertise but have in the past

bull All information is found online at wwwelmhurstedusummeracademy

bull Program has attracted a naturally diverse set of students ethnically geographically and academically

bull Work closely with CBOs and guidance counselors each year

Amanda Parada-Villatoro DePaul University

College Connect Supporting college access

through a university based summer program

What is College Connect bull College Connect is a FREE intensive 5-week

summer enrichment program Cultural exploration

Career awareness

Academic immersion

College seminars

bull Past courses included Religions in Chicago

Borders Immigration and identity

Mission (Im)Possible Ethnography through photography

Chicago Stories Great works by Chicago authors

Social Injustice in Literature and Culture

bull College seminars include Money Management

Study Abroad Opportunities

Career Matching

Scholarships and Financial Aid Major Exploration College Writing Seminars

Recruitment and selection

To apply students must submit the following documents by March 30th

ndash Completed application form

ndash Official Transcripts

ndash Letter of recommendation from high school counselor or teacher

ndash Upon acceptance students must attend a mandatory orientation

Eligibility Requirements We consider the following criteria

bull Students must be rising juniors or seniors

bull Grade point average

bull Evidence of college preparatory work

bull Attendance rate

bull Fit with target population

Students from a high school within Chicago city limits are eligible to apply

Outcomes

bull Nearly $1 million in scholarship offers to date

bull Seniors accepted to over 30 colleges and universities across the country

bull Over 60 acceptance rate to DePaul University

Based off 2011 senior class

Why we do it

bull Honor institutional mission

bull Even the playing field

bull Increase representation of disadvantaged students in college

bull Establish pipelines to the university

How we do it Partnerships

bull Partner with CPS and Big Shoulders - IB AVID GEAR UP

bull Leverage network - Faculty

- University staff departments

- High school personnel

bull Social media - Support through admission process

- Data collection

Opportunities and challenges

bull Opportunities - Provide enrichment for ldquooverlookedrdquo students schools

- Forge relationships with school staff and faculty

- Partner with orgs and schools to combine college access goals

bull Challenges - Reaching African-American and Latino males

- Communicating ldquofitrdquo students effectively

Elmhurst College Summer Academy in Math and Science

July 22-August 4

Christine Grenier Elmhurst College Admissions

About the Program

bull 2-week residential content-based program at a liberal arts college

bull Rising Seniors

bull Must have successfully completed

bull At least Biology Chemistry Algebra Geometry

bull 24 Spaces

bull Affordable - $200 for non-credit option or $500 for credit option (MTH 110 3 credit hours)

Week 1 Mon Tues Wed Thurs Fri Sat Sun

800 Team Mtg

Team Mtg

Team Mtg

Team Mtg

Team Mtg

Extra Sleep

Extra Sleep

900 Math 1 Math 2 Chem Com Sci Math 1 BBRMR Team Mtg

1030 Math 1 Com Sci Bio Math 1 Bio BBRMR Family HouseKp

1200 Lunch Lunch Lunch Lunch Lunch Lunch Lunch

100 Bio Math Res

Math 1 LIBIT Tech

Chem Recreation

Family Free

200 Bio Math ACT

Math 1 LIBIT Tech

Chem Recreation

Family Free

300 Break Dinner

Break Dinner

Break Dinner

Break Dinner

Break Dinner

Recreation

Team Bldg

600 Team Bldg

Physics Math ACT

Science ACT

Guest Speaker

Recreation

Team Bldg

700 Psych Physics Science ACT

Team Bldg

Guest Speaker

Guest Speaker

Team Bldg

830 ACT Practice

Home work

Home work

Home Work

Movies Movies Home work

Immediate benefits

bull ACT Test Preparation

bull Students get on the radar of Elmhurstrsquos admission counselors

bull Elmhurst faculty can submit recommendations for admission based on MSA experience

bull Students attend college search informational session regarding ldquofinding the right fitrdquo as well as a session on the FAFSA basics

Long-term benefits

bull Transition to College

ndash Students meet faculty and staff at Elmhurst College early helping to ease the transition to college life

bull ldquoProfessorsrdquo less scary

bull Know who to ask and where to get information

ndash Students have a roommate experience before going to college

Advertising and recruitment

bull Typically do not advertise but have in the past

bull All information is found online at wwwelmhurstedusummeracademy

bull Program has attracted a naturally diverse set of students ethnically geographically and academically

bull Work closely with CBOs and guidance counselors each year

What is College Connect bull College Connect is a FREE intensive 5-week

summer enrichment program Cultural exploration

Career awareness

Academic immersion

College seminars

bull Past courses included Religions in Chicago

Borders Immigration and identity

Mission (Im)Possible Ethnography through photography

Chicago Stories Great works by Chicago authors

Social Injustice in Literature and Culture

bull College seminars include Money Management

Study Abroad Opportunities

Career Matching

Scholarships and Financial Aid Major Exploration College Writing Seminars

Recruitment and selection

To apply students must submit the following documents by March 30th

ndash Completed application form

ndash Official Transcripts

ndash Letter of recommendation from high school counselor or teacher

ndash Upon acceptance students must attend a mandatory orientation

Eligibility Requirements We consider the following criteria

bull Students must be rising juniors or seniors

bull Grade point average

bull Evidence of college preparatory work

bull Attendance rate

bull Fit with target population

Students from a high school within Chicago city limits are eligible to apply

Outcomes

bull Nearly $1 million in scholarship offers to date

bull Seniors accepted to over 30 colleges and universities across the country

bull Over 60 acceptance rate to DePaul University

Based off 2011 senior class

Why we do it

bull Honor institutional mission

bull Even the playing field

bull Increase representation of disadvantaged students in college

bull Establish pipelines to the university

How we do it Partnerships

bull Partner with CPS and Big Shoulders - IB AVID GEAR UP

bull Leverage network - Faculty

- University staff departments

- High school personnel

bull Social media - Support through admission process

- Data collection

Opportunities and challenges

bull Opportunities - Provide enrichment for ldquooverlookedrdquo students schools

- Forge relationships with school staff and faculty

- Partner with orgs and schools to combine college access goals

bull Challenges - Reaching African-American and Latino males

- Communicating ldquofitrdquo students effectively

Elmhurst College Summer Academy in Math and Science

July 22-August 4

Christine Grenier Elmhurst College Admissions

About the Program

bull 2-week residential content-based program at a liberal arts college

bull Rising Seniors

bull Must have successfully completed

bull At least Biology Chemistry Algebra Geometry

bull 24 Spaces

bull Affordable - $200 for non-credit option or $500 for credit option (MTH 110 3 credit hours)

Week 1 Mon Tues Wed Thurs Fri Sat Sun

800 Team Mtg

Team Mtg

Team Mtg

Team Mtg

Team Mtg

Extra Sleep

Extra Sleep

900 Math 1 Math 2 Chem Com Sci Math 1 BBRMR Team Mtg

1030 Math 1 Com Sci Bio Math 1 Bio BBRMR Family HouseKp

1200 Lunch Lunch Lunch Lunch Lunch Lunch Lunch

100 Bio Math Res

Math 1 LIBIT Tech

Chem Recreation

Family Free

200 Bio Math ACT

Math 1 LIBIT Tech

Chem Recreation

Family Free

300 Break Dinner

Break Dinner

Break Dinner

Break Dinner

Break Dinner

Recreation

Team Bldg

600 Team Bldg

Physics Math ACT

Science ACT

Guest Speaker

Recreation

Team Bldg

700 Psych Physics Science ACT

Team Bldg

Guest Speaker

Guest Speaker

Team Bldg

830 ACT Practice

Home work

Home work

Home Work

Movies Movies Home work

Immediate benefits

bull ACT Test Preparation

bull Students get on the radar of Elmhurstrsquos admission counselors

bull Elmhurst faculty can submit recommendations for admission based on MSA experience

bull Students attend college search informational session regarding ldquofinding the right fitrdquo as well as a session on the FAFSA basics

Long-term benefits

bull Transition to College

ndash Students meet faculty and staff at Elmhurst College early helping to ease the transition to college life

bull ldquoProfessorsrdquo less scary

bull Know who to ask and where to get information

ndash Students have a roommate experience before going to college

Advertising and recruitment

bull Typically do not advertise but have in the past

bull All information is found online at wwwelmhurstedusummeracademy

bull Program has attracted a naturally diverse set of students ethnically geographically and academically

bull Work closely with CBOs and guidance counselors each year

Recruitment and selection

To apply students must submit the following documents by March 30th

ndash Completed application form

ndash Official Transcripts

ndash Letter of recommendation from high school counselor or teacher

ndash Upon acceptance students must attend a mandatory orientation

Eligibility Requirements We consider the following criteria

bull Students must be rising juniors or seniors

bull Grade point average

bull Evidence of college preparatory work

bull Attendance rate

bull Fit with target population

Students from a high school within Chicago city limits are eligible to apply

Outcomes

bull Nearly $1 million in scholarship offers to date

bull Seniors accepted to over 30 colleges and universities across the country

bull Over 60 acceptance rate to DePaul University

Based off 2011 senior class

Why we do it

bull Honor institutional mission

bull Even the playing field

bull Increase representation of disadvantaged students in college

bull Establish pipelines to the university

How we do it Partnerships

bull Partner with CPS and Big Shoulders - IB AVID GEAR UP

bull Leverage network - Faculty

- University staff departments

- High school personnel

bull Social media - Support through admission process

- Data collection

Opportunities and challenges

bull Opportunities - Provide enrichment for ldquooverlookedrdquo students schools

- Forge relationships with school staff and faculty

- Partner with orgs and schools to combine college access goals

bull Challenges - Reaching African-American and Latino males

- Communicating ldquofitrdquo students effectively

Elmhurst College Summer Academy in Math and Science

July 22-August 4

Christine Grenier Elmhurst College Admissions

About the Program

bull 2-week residential content-based program at a liberal arts college

bull Rising Seniors

bull Must have successfully completed

bull At least Biology Chemistry Algebra Geometry

bull 24 Spaces

bull Affordable - $200 for non-credit option or $500 for credit option (MTH 110 3 credit hours)

Week 1 Mon Tues Wed Thurs Fri Sat Sun

800 Team Mtg

Team Mtg

Team Mtg

Team Mtg

Team Mtg

Extra Sleep

Extra Sleep

900 Math 1 Math 2 Chem Com Sci Math 1 BBRMR Team Mtg

1030 Math 1 Com Sci Bio Math 1 Bio BBRMR Family HouseKp

1200 Lunch Lunch Lunch Lunch Lunch Lunch Lunch

100 Bio Math Res

Math 1 LIBIT Tech

Chem Recreation

Family Free

200 Bio Math ACT

Math 1 LIBIT Tech

Chem Recreation

Family Free

300 Break Dinner

Break Dinner

Break Dinner

Break Dinner

Break Dinner

Recreation

Team Bldg

600 Team Bldg

Physics Math ACT

Science ACT

Guest Speaker

Recreation

Team Bldg

700 Psych Physics Science ACT

Team Bldg

Guest Speaker

Guest Speaker

Team Bldg

830 ACT Practice

Home work

Home work

Home Work

Movies Movies Home work

Immediate benefits

bull ACT Test Preparation

bull Students get on the radar of Elmhurstrsquos admission counselors

bull Elmhurst faculty can submit recommendations for admission based on MSA experience

bull Students attend college search informational session regarding ldquofinding the right fitrdquo as well as a session on the FAFSA basics

Long-term benefits

bull Transition to College

ndash Students meet faculty and staff at Elmhurst College early helping to ease the transition to college life

bull ldquoProfessorsrdquo less scary

bull Know who to ask and where to get information

ndash Students have a roommate experience before going to college

Advertising and recruitment

bull Typically do not advertise but have in the past

bull All information is found online at wwwelmhurstedusummeracademy

bull Program has attracted a naturally diverse set of students ethnically geographically and academically

bull Work closely with CBOs and guidance counselors each year

Outcomes

bull Nearly $1 million in scholarship offers to date

bull Seniors accepted to over 30 colleges and universities across the country

bull Over 60 acceptance rate to DePaul University

Based off 2011 senior class

Why we do it

bull Honor institutional mission

bull Even the playing field

bull Increase representation of disadvantaged students in college

bull Establish pipelines to the university

How we do it Partnerships

bull Partner with CPS and Big Shoulders - IB AVID GEAR UP

bull Leverage network - Faculty

- University staff departments

- High school personnel

bull Social media - Support through admission process

- Data collection

Opportunities and challenges

bull Opportunities - Provide enrichment for ldquooverlookedrdquo students schools

- Forge relationships with school staff and faculty

- Partner with orgs and schools to combine college access goals

bull Challenges - Reaching African-American and Latino males

- Communicating ldquofitrdquo students effectively

Elmhurst College Summer Academy in Math and Science

July 22-August 4

Christine Grenier Elmhurst College Admissions

About the Program

bull 2-week residential content-based program at a liberal arts college

bull Rising Seniors

bull Must have successfully completed

bull At least Biology Chemistry Algebra Geometry

bull 24 Spaces

bull Affordable - $200 for non-credit option or $500 for credit option (MTH 110 3 credit hours)

Week 1 Mon Tues Wed Thurs Fri Sat Sun

800 Team Mtg

Team Mtg

Team Mtg

Team Mtg

Team Mtg

Extra Sleep

Extra Sleep

900 Math 1 Math 2 Chem Com Sci Math 1 BBRMR Team Mtg

1030 Math 1 Com Sci Bio Math 1 Bio BBRMR Family HouseKp

1200 Lunch Lunch Lunch Lunch Lunch Lunch Lunch

100 Bio Math Res

Math 1 LIBIT Tech

Chem Recreation

Family Free

200 Bio Math ACT

Math 1 LIBIT Tech

Chem Recreation

Family Free

300 Break Dinner

Break Dinner

Break Dinner

Break Dinner

Break Dinner

Recreation

Team Bldg

600 Team Bldg

Physics Math ACT

Science ACT

Guest Speaker

Recreation

Team Bldg

700 Psych Physics Science ACT

Team Bldg

Guest Speaker

Guest Speaker

Team Bldg

830 ACT Practice

Home work

Home work

Home Work

Movies Movies Home work

Immediate benefits

bull ACT Test Preparation

bull Students get on the radar of Elmhurstrsquos admission counselors

bull Elmhurst faculty can submit recommendations for admission based on MSA experience

bull Students attend college search informational session regarding ldquofinding the right fitrdquo as well as a session on the FAFSA basics

Long-term benefits

bull Transition to College

ndash Students meet faculty and staff at Elmhurst College early helping to ease the transition to college life

bull ldquoProfessorsrdquo less scary

bull Know who to ask and where to get information

ndash Students have a roommate experience before going to college

Advertising and recruitment

bull Typically do not advertise but have in the past

bull All information is found online at wwwelmhurstedusummeracademy

bull Program has attracted a naturally diverse set of students ethnically geographically and academically

bull Work closely with CBOs and guidance counselors each year

Why we do it

bull Honor institutional mission

bull Even the playing field

bull Increase representation of disadvantaged students in college

bull Establish pipelines to the university

How we do it Partnerships

bull Partner with CPS and Big Shoulders - IB AVID GEAR UP

bull Leverage network - Faculty

- University staff departments

- High school personnel

bull Social media - Support through admission process

- Data collection

Opportunities and challenges

bull Opportunities - Provide enrichment for ldquooverlookedrdquo students schools

- Forge relationships with school staff and faculty

- Partner with orgs and schools to combine college access goals

bull Challenges - Reaching African-American and Latino males

- Communicating ldquofitrdquo students effectively

Elmhurst College Summer Academy in Math and Science

July 22-August 4

Christine Grenier Elmhurst College Admissions

About the Program

bull 2-week residential content-based program at a liberal arts college

bull Rising Seniors

bull Must have successfully completed

bull At least Biology Chemistry Algebra Geometry

bull 24 Spaces

bull Affordable - $200 for non-credit option or $500 for credit option (MTH 110 3 credit hours)

Week 1 Mon Tues Wed Thurs Fri Sat Sun

800 Team Mtg

Team Mtg

Team Mtg

Team Mtg

Team Mtg

Extra Sleep

Extra Sleep

900 Math 1 Math 2 Chem Com Sci Math 1 BBRMR Team Mtg

1030 Math 1 Com Sci Bio Math 1 Bio BBRMR Family HouseKp

1200 Lunch Lunch Lunch Lunch Lunch Lunch Lunch

100 Bio Math Res

Math 1 LIBIT Tech

Chem Recreation

Family Free

200 Bio Math ACT

Math 1 LIBIT Tech

Chem Recreation

Family Free

300 Break Dinner

Break Dinner

Break Dinner

Break Dinner

Break Dinner

Recreation

Team Bldg

600 Team Bldg

Physics Math ACT

Science ACT

Guest Speaker

Recreation

Team Bldg

700 Psych Physics Science ACT

Team Bldg

Guest Speaker

Guest Speaker

Team Bldg

830 ACT Practice

Home work

Home work

Home Work

Movies Movies Home work

Immediate benefits

bull ACT Test Preparation

bull Students get on the radar of Elmhurstrsquos admission counselors

bull Elmhurst faculty can submit recommendations for admission based on MSA experience

bull Students attend college search informational session regarding ldquofinding the right fitrdquo as well as a session on the FAFSA basics

Long-term benefits

bull Transition to College

ndash Students meet faculty and staff at Elmhurst College early helping to ease the transition to college life

bull ldquoProfessorsrdquo less scary

bull Know who to ask and where to get information

ndash Students have a roommate experience before going to college

Advertising and recruitment

bull Typically do not advertise but have in the past

bull All information is found online at wwwelmhurstedusummeracademy

bull Program has attracted a naturally diverse set of students ethnically geographically and academically

bull Work closely with CBOs and guidance counselors each year

How we do it Partnerships

bull Partner with CPS and Big Shoulders - IB AVID GEAR UP

bull Leverage network - Faculty

- University staff departments

- High school personnel

bull Social media - Support through admission process

- Data collection

Opportunities and challenges

bull Opportunities - Provide enrichment for ldquooverlookedrdquo students schools

- Forge relationships with school staff and faculty

- Partner with orgs and schools to combine college access goals

bull Challenges - Reaching African-American and Latino males

- Communicating ldquofitrdquo students effectively

Elmhurst College Summer Academy in Math and Science

July 22-August 4

Christine Grenier Elmhurst College Admissions

About the Program

bull 2-week residential content-based program at a liberal arts college

bull Rising Seniors

bull Must have successfully completed

bull At least Biology Chemistry Algebra Geometry

bull 24 Spaces

bull Affordable - $200 for non-credit option or $500 for credit option (MTH 110 3 credit hours)

Week 1 Mon Tues Wed Thurs Fri Sat Sun

800 Team Mtg

Team Mtg

Team Mtg

Team Mtg

Team Mtg

Extra Sleep

Extra Sleep

900 Math 1 Math 2 Chem Com Sci Math 1 BBRMR Team Mtg

1030 Math 1 Com Sci Bio Math 1 Bio BBRMR Family HouseKp

1200 Lunch Lunch Lunch Lunch Lunch Lunch Lunch

100 Bio Math Res

Math 1 LIBIT Tech

Chem Recreation

Family Free

200 Bio Math ACT

Math 1 LIBIT Tech

Chem Recreation

Family Free

300 Break Dinner

Break Dinner

Break Dinner

Break Dinner

Break Dinner

Recreation

Team Bldg

600 Team Bldg

Physics Math ACT

Science ACT

Guest Speaker

Recreation

Team Bldg

700 Psych Physics Science ACT

Team Bldg

Guest Speaker

Guest Speaker

Team Bldg

830 ACT Practice

Home work

Home work

Home Work

Movies Movies Home work

Immediate benefits

bull ACT Test Preparation

bull Students get on the radar of Elmhurstrsquos admission counselors

bull Elmhurst faculty can submit recommendations for admission based on MSA experience

bull Students attend college search informational session regarding ldquofinding the right fitrdquo as well as a session on the FAFSA basics

Long-term benefits

bull Transition to College

ndash Students meet faculty and staff at Elmhurst College early helping to ease the transition to college life

bull ldquoProfessorsrdquo less scary

bull Know who to ask and where to get information

ndash Students have a roommate experience before going to college

Advertising and recruitment

bull Typically do not advertise but have in the past

bull All information is found online at wwwelmhurstedusummeracademy

bull Program has attracted a naturally diverse set of students ethnically geographically and academically

bull Work closely with CBOs and guidance counselors each year

Opportunities and challenges

bull Opportunities - Provide enrichment for ldquooverlookedrdquo students schools

- Forge relationships with school staff and faculty

- Partner with orgs and schools to combine college access goals

bull Challenges - Reaching African-American and Latino males

- Communicating ldquofitrdquo students effectively

Elmhurst College Summer Academy in Math and Science

July 22-August 4

Christine Grenier Elmhurst College Admissions

About the Program

bull 2-week residential content-based program at a liberal arts college

bull Rising Seniors

bull Must have successfully completed

bull At least Biology Chemistry Algebra Geometry

bull 24 Spaces

bull Affordable - $200 for non-credit option or $500 for credit option (MTH 110 3 credit hours)

Week 1 Mon Tues Wed Thurs Fri Sat Sun

800 Team Mtg

Team Mtg

Team Mtg

Team Mtg

Team Mtg

Extra Sleep

Extra Sleep

900 Math 1 Math 2 Chem Com Sci Math 1 BBRMR Team Mtg

1030 Math 1 Com Sci Bio Math 1 Bio BBRMR Family HouseKp

1200 Lunch Lunch Lunch Lunch Lunch Lunch Lunch

100 Bio Math Res

Math 1 LIBIT Tech

Chem Recreation

Family Free

200 Bio Math ACT

Math 1 LIBIT Tech

Chem Recreation

Family Free

300 Break Dinner

Break Dinner

Break Dinner

Break Dinner

Break Dinner

Recreation

Team Bldg

600 Team Bldg

Physics Math ACT

Science ACT

Guest Speaker

Recreation

Team Bldg

700 Psych Physics Science ACT

Team Bldg

Guest Speaker

Guest Speaker

Team Bldg

830 ACT Practice

Home work

Home work

Home Work

Movies Movies Home work

Immediate benefits

bull ACT Test Preparation

bull Students get on the radar of Elmhurstrsquos admission counselors

bull Elmhurst faculty can submit recommendations for admission based on MSA experience

bull Students attend college search informational session regarding ldquofinding the right fitrdquo as well as a session on the FAFSA basics

Long-term benefits

bull Transition to College

ndash Students meet faculty and staff at Elmhurst College early helping to ease the transition to college life

bull ldquoProfessorsrdquo less scary

bull Know who to ask and where to get information

ndash Students have a roommate experience before going to college

Advertising and recruitment

bull Typically do not advertise but have in the past

bull All information is found online at wwwelmhurstedusummeracademy

bull Program has attracted a naturally diverse set of students ethnically geographically and academically

bull Work closely with CBOs and guidance counselors each year

Elmhurst College Summer Academy in Math and Science

July 22-August 4

Christine Grenier Elmhurst College Admissions

About the Program

bull 2-week residential content-based program at a liberal arts college

bull Rising Seniors

bull Must have successfully completed

bull At least Biology Chemistry Algebra Geometry

bull 24 Spaces

bull Affordable - $200 for non-credit option or $500 for credit option (MTH 110 3 credit hours)

Week 1 Mon Tues Wed Thurs Fri Sat Sun

800 Team Mtg

Team Mtg

Team Mtg

Team Mtg

Team Mtg

Extra Sleep

Extra Sleep

900 Math 1 Math 2 Chem Com Sci Math 1 BBRMR Team Mtg

1030 Math 1 Com Sci Bio Math 1 Bio BBRMR Family HouseKp

1200 Lunch Lunch Lunch Lunch Lunch Lunch Lunch

100 Bio Math Res

Math 1 LIBIT Tech

Chem Recreation

Family Free

200 Bio Math ACT

Math 1 LIBIT Tech

Chem Recreation

Family Free

300 Break Dinner

Break Dinner

Break Dinner

Break Dinner

Break Dinner

Recreation

Team Bldg

600 Team Bldg

Physics Math ACT

Science ACT

Guest Speaker

Recreation

Team Bldg

700 Psych Physics Science ACT

Team Bldg

Guest Speaker

Guest Speaker

Team Bldg

830 ACT Practice

Home work

Home work

Home Work

Movies Movies Home work

Immediate benefits

bull ACT Test Preparation

bull Students get on the radar of Elmhurstrsquos admission counselors

bull Elmhurst faculty can submit recommendations for admission based on MSA experience

bull Students attend college search informational session regarding ldquofinding the right fitrdquo as well as a session on the FAFSA basics

Long-term benefits

bull Transition to College

ndash Students meet faculty and staff at Elmhurst College early helping to ease the transition to college life

bull ldquoProfessorsrdquo less scary

bull Know who to ask and where to get information

ndash Students have a roommate experience before going to college

Advertising and recruitment

bull Typically do not advertise but have in the past

bull All information is found online at wwwelmhurstedusummeracademy

bull Program has attracted a naturally diverse set of students ethnically geographically and academically

bull Work closely with CBOs and guidance counselors each year

About the Program

bull 2-week residential content-based program at a liberal arts college

bull Rising Seniors

bull Must have successfully completed

bull At least Biology Chemistry Algebra Geometry

bull 24 Spaces

bull Affordable - $200 for non-credit option or $500 for credit option (MTH 110 3 credit hours)

Week 1 Mon Tues Wed Thurs Fri Sat Sun

800 Team Mtg

Team Mtg

Team Mtg

Team Mtg

Team Mtg

Extra Sleep

Extra Sleep

900 Math 1 Math 2 Chem Com Sci Math 1 BBRMR Team Mtg

1030 Math 1 Com Sci Bio Math 1 Bio BBRMR Family HouseKp

1200 Lunch Lunch Lunch Lunch Lunch Lunch Lunch

100 Bio Math Res

Math 1 LIBIT Tech

Chem Recreation

Family Free

200 Bio Math ACT

Math 1 LIBIT Tech

Chem Recreation

Family Free

300 Break Dinner

Break Dinner

Break Dinner

Break Dinner

Break Dinner

Recreation

Team Bldg

600 Team Bldg

Physics Math ACT

Science ACT

Guest Speaker

Recreation

Team Bldg

700 Psych Physics Science ACT

Team Bldg

Guest Speaker

Guest Speaker

Team Bldg

830 ACT Practice

Home work

Home work

Home Work

Movies Movies Home work

Immediate benefits

bull ACT Test Preparation

bull Students get on the radar of Elmhurstrsquos admission counselors

bull Elmhurst faculty can submit recommendations for admission based on MSA experience

bull Students attend college search informational session regarding ldquofinding the right fitrdquo as well as a session on the FAFSA basics

Long-term benefits

bull Transition to College

ndash Students meet faculty and staff at Elmhurst College early helping to ease the transition to college life

bull ldquoProfessorsrdquo less scary

bull Know who to ask and where to get information

ndash Students have a roommate experience before going to college

Advertising and recruitment

bull Typically do not advertise but have in the past

bull All information is found online at wwwelmhurstedusummeracademy

bull Program has attracted a naturally diverse set of students ethnically geographically and academically

bull Work closely with CBOs and guidance counselors each year

Week 1 Mon Tues Wed Thurs Fri Sat Sun

800 Team Mtg

Team Mtg

Team Mtg

Team Mtg

Team Mtg

Extra Sleep

Extra Sleep

900 Math 1 Math 2 Chem Com Sci Math 1 BBRMR Team Mtg

1030 Math 1 Com Sci Bio Math 1 Bio BBRMR Family HouseKp

1200 Lunch Lunch Lunch Lunch Lunch Lunch Lunch

100 Bio Math Res

Math 1 LIBIT Tech

Chem Recreation

Family Free

200 Bio Math ACT

Math 1 LIBIT Tech

Chem Recreation

Family Free

300 Break Dinner

Break Dinner

Break Dinner

Break Dinner

Break Dinner

Recreation

Team Bldg

600 Team Bldg

Physics Math ACT

Science ACT

Guest Speaker

Recreation

Team Bldg

700 Psych Physics Science ACT

Team Bldg

Guest Speaker

Guest Speaker

Team Bldg

830 ACT Practice

Home work

Home work

Home Work

Movies Movies Home work

Immediate benefits

bull ACT Test Preparation

bull Students get on the radar of Elmhurstrsquos admission counselors

bull Elmhurst faculty can submit recommendations for admission based on MSA experience

bull Students attend college search informational session regarding ldquofinding the right fitrdquo as well as a session on the FAFSA basics

Long-term benefits

bull Transition to College

ndash Students meet faculty and staff at Elmhurst College early helping to ease the transition to college life

bull ldquoProfessorsrdquo less scary

bull Know who to ask and where to get information

ndash Students have a roommate experience before going to college

Advertising and recruitment

bull Typically do not advertise but have in the past

bull All information is found online at wwwelmhurstedusummeracademy

bull Program has attracted a naturally diverse set of students ethnically geographically and academically

bull Work closely with CBOs and guidance counselors each year

Immediate benefits

bull ACT Test Preparation

bull Students get on the radar of Elmhurstrsquos admission counselors

bull Elmhurst faculty can submit recommendations for admission based on MSA experience

bull Students attend college search informational session regarding ldquofinding the right fitrdquo as well as a session on the FAFSA basics

Long-term benefits

bull Transition to College

ndash Students meet faculty and staff at Elmhurst College early helping to ease the transition to college life

bull ldquoProfessorsrdquo less scary

bull Know who to ask and where to get information

ndash Students have a roommate experience before going to college

Advertising and recruitment

bull Typically do not advertise but have in the past

bull All information is found online at wwwelmhurstedusummeracademy

bull Program has attracted a naturally diverse set of students ethnically geographically and academically

bull Work closely with CBOs and guidance counselors each year

Long-term benefits

bull Transition to College

ndash Students meet faculty and staff at Elmhurst College early helping to ease the transition to college life

bull ldquoProfessorsrdquo less scary

bull Know who to ask and where to get information

ndash Students have a roommate experience before going to college

Advertising and recruitment

bull Typically do not advertise but have in the past

bull All information is found online at wwwelmhurstedusummeracademy

bull Program has attracted a naturally diverse set of students ethnically geographically and academically

bull Work closely with CBOs and guidance counselors each year

Advertising and recruitment

bull Typically do not advertise but have in the past

bull All information is found online at wwwelmhurstedusummeracademy

bull Program has attracted a naturally diverse set of students ethnically geographically and academically

bull Work closely with CBOs and guidance counselors each year

Future considerations

bull Funding

bull Program Mission

ndash Recruitment and service

ndash Enrichment and service

Connecting high school students to college summer programs

Right Angle a program of

Noble Network of Charter Schools

IACAC

May 2 2012

Page 2

College Focus

About Right Angle bull Mission to create awareness of provide funding for and support

Noble sophomores to participate in Summer of a Lifetime

university sponsored academic enrichment programs

bull Works with students at a crossroads in their high school careers

and gives them a life changing college experience

bull We believe access to college programs early in a studentrsquos life

makes the difference and significantly increases their chances of

going to and graduating from a four-year university bull College is now real for them

bull Builds confidence that they can ldquodo itrdquo and succeed

bull Inspires academic focus and improvement

bull Expands desire for and understanding of college

options

bull Experiences spreads to classmates and families

Page 3

Noble Overview

bull 10 campuses

bull 6500 students

bull 1400 Noble Alumni

Noble Class of 2011

bull 98 college enrollment

bull 78 first generation of their families to attend college

Chicagorsquos Top Performing

Charter High School

Noble is the largest and highest performing non-selective

high school in Chicago

450 450

1300

3600

5200

173

184 186

195

203

167

173 170 173 172

15

16

17

18

19

20

21

0

1000

2000

3000

4000

5000

6000

2003 2005 2007 2010 2011

Noble Enrollment Noble ACT Scores CPS ACT Scores

Page 4

bull In 1996 13 students participated in Summer of a Lifetime

bull To date Right Angle has sponsored 1137 students bull 997 have completed their programs

bull 85 have gone on to attend four-year colleges and

approximately 10 to two-year colleges

bull Summer 2011 bull 290 students participated

bull 56 different colleges and universities

bull 20 states and District of Columbia

This year over 500 students will

Participate in Summer of a Lifetime

at more than 60 different colleges and universities

Right Angle Impact

Page 5

Our Model bull Centralized coordination

ndash Funding

ndash Regular communications calls email newsletters PD days

ndash Negotiate university partnerships on behalf of entire network

bull Work through 10 campus coordinators

ndash Select participants

ndash Identify student interests Academic focus (STEM journalism etc)

program duration locationdistance from home

ndash Match individuals to programs - keeping in mind larger budget

bull Network Managed Partnerships

bull Share database of more than 100 other programs

bull Ongoing search for additional opportunities

ndash Assist with application and enrollment processes

ndash Prepare and support students and families in advance of and

during summer

Page 6

University

Partnerships bull Many institutions seek our students and want trusted partner

to help reach them

bull Both parties benefit from centralized processes for

applications enrollment payment and travel

bull Variety of customized arrangements specific to each university

bull Long standing network relationships eg AZ Summer

Discovery

ndash Discounted pricing

ndash Guaranteed spots for our students

bull Newer network partnerships

ndash Often begin because of a connection eg Colgate

ndash Individual student participation then build on positive experiences

bull Individual Campus Counselor relationships

Page 7

Strong

Partnerships bull Meet Right Angle Goals

ndash Understand and support our students

ndash All around quality programs (student amp coordinator surveys)

ndash Duration focus and experiences

ndash Costbenefit and administrative processes etc

bull University feedback about Right Angle

ndash High quality of students

ndash Appreciate centralized streamlined processes

ndash Improve as needed

bull Ongoing relationship management

ndash Customized terms per each university

ndash Expand upon for future as appropriate or discontinue

ndash Goal to better leverage for college admissions

Page 8

2011 Summer of a Lifetime Colleges and Universities

American University

Barnard College

Bradley University

Brown University

Colgate University

Columbia College

Concordia University

Cornell University

Davidson College

DePaul University

Dominican University

Eastern Illinois University

Georgetown University

George Washington University

Gettysburg College

Illinois Institute of Technology

John Marshal Law School

Indiana University

Indiana University Pennsylvania

Kendall College

Loyola University

Marquette University

Michigan State University

Michigan Technological University

Milwaukee School of Engineering

Northeastern University

Northern Illinois University

North Texas University

Northwestern University

Penn State University

Princeton University

Purdue University

Roosevelt University

Santa Clara University

School of the Art Institute Chicago

Spelman College

St Maryrsquos College

Stanford University

Syracuse University

University of Arizona

U of C ndash Los Angeles

U of C ndash San Diego

U of C ndash Santa Barbara

University of Chicago

University of Colorado

University of Illinois- Urbana

University of Iowa

University of Maryland

University of Michigan

University of North Carolina

University of Notre Dame

University of Pennsylvania

University of Virginia

University of Wisconsin

US Military Academy West Point

Wright State

Project Exploration

Our Youth-Science Model Our Impact

and Our Plans for the Future

About Project Exploration

Project Exploration is a nonprofit science education

organization whose mission is to ensure that communities

traditionally overlooked by science mdash particularly minority

youth and girls mdash have access to personalized

experiences with science and scientists

Founded in 1999 by paleontologist Paul Sereno and

educator Gabrielle Lyon Project Exploration offers long-

term relationship-based programs distinguished by a

student-centered highly personalized approach

Who We Serve

bull Chicago Public School students ages 12 to 18 particularly girls and students of color who have limited access to practicing scientists mentors and after-school science programming

bull Nearly 85 of Project Exploration students come from low-income families

bull 54 are African American 41 are Latino

bull Project Exploration students attend chronically under-resourced Chicago Public Schools with graduation rates just above 50 well below the national average

bull A majority of our students become the first in their families to attend college

Equity

bull We seek to serve students who are under-represented in science

bull We recruit students for whom Project Exploration can help light the fire and help them identify and develop their own identity interests and talents not those who have already been labeled ldquohigh achieverrdquo

Authenticity

bull Science content is taught primarily by scientists and tied to active questions and research

Students at the Center

bull Students are known as individuals by what they like and what they are curious about as well as what they can do in science

bull Students co-create curriculum

bull Activities and materials are designed in ways that help make science accessible for all students particularly students who may not be academically successful

A Strong Culture of Shared Practices

bull Students engage in meaningful work with a culminating often public component

bull Students journal and write about their experiences reflections and questions

bull Anchor activities shared across programs help establish the organizationrsquos program culture

Our Core Values and Design Principles

Our Youth-Science Model

We actively recruit

students who are

interested in learning

more not those who

are already the highest

performers

Authentic

inquiry-based

learning

experiences

Curious

open-

minded

students

+ +

Long-term

relationships

side by side

with scientists

=

We are grounded in a

highly-personalized

approach with students

building long-term

relationships with

scientists each other

and PE staff

Rigorous interest-based

authentic fieldwork and

community experiences

build science knowledge

critical thinking and

problem-solving and leadership skills

Shared community of practice

among students and scientists

We involve students in ldquoa group of people who share a concern or a passion for

something they do and learn how to do it better as they interact regularlyrdquo

Wenger (2006) as cited in Project Exploration 10-Year Retrospective Evaluation

Motivated

engaged

supported young

people who are

developing their

skills and planning

for their futures

6 D

iscover

The Youth-Science Pathways Key Elements

Local and regional

mini-expeditions

framed around a unifying

project problem or set

of questions ndash a quest to

test a central hypothesis

Introduction and initial

exposure to community of

practice in after school

programs

Immersive field

experiences as

culmination of problem-

based mini-expeditions

Internships and

apprenticeships with

expert practitioners

Explo

re

Purs

ue

Scientists use career map to demystify the process of pursuing this

career

Visits to local regional and national college campuses tours of

relevant credentialing programs and industry workspaces

Mentoring coaching discussion tools and support networks

for financial aid and college application process

Writing journaling and illustration as a means to represent concepts

Multi-media and use of technology to engage in community of

practice and inquiry

Building a sense of self-efficacy developing leadership

skills problem-solving

Voice and choice in program content and participation in a community of

practice

Collaboration and teamwork with peers and adults from different

cultures and backgrounds

Personalized long-term relationships with scientists and PE staff

Authentic STEM

Experiences Combined withhellip

Youth development

College and career planning support

Contextualized academic skill-building

041012

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Connecting high school students to college summer programs

Right Angle a program of

Noble Network of Charter Schools

IACAC

May 2 2012

Page 2

College Focus

About Right Angle bull Mission to create awareness of provide funding for and support

Noble sophomores to participate in Summer of a Lifetime

university sponsored academic enrichment programs

bull Works with students at a crossroads in their high school careers

and gives them a life changing college experience

bull We believe access to college programs early in a studentrsquos life

makes the difference and significantly increases their chances of

going to and graduating from a four-year university bull College is now real for them

bull Builds confidence that they can ldquodo itrdquo and succeed

bull Inspires academic focus and improvement

bull Expands desire for and understanding of college

options

bull Experiences spreads to classmates and families

Page 3

Noble Overview

bull 10 campuses

bull 6500 students

bull 1400 Noble Alumni

Noble Class of 2011

bull 98 college enrollment

bull 78 first generation of their families to attend college

Chicagorsquos Top Performing

Charter High School

Noble is the largest and highest performing non-selective

high school in Chicago

450 450

1300

3600

5200

173

184 186

195

203

167

173 170 173 172

15

16

17

18

19

20

21

0

1000

2000

3000

4000

5000

6000

2003 2005 2007 2010 2011

Noble Enrollment Noble ACT Scores CPS ACT Scores

Page 4

bull In 1996 13 students participated in Summer of a Lifetime

bull To date Right Angle has sponsored 1137 students bull 997 have completed their programs

bull 85 have gone on to attend four-year colleges and

approximately 10 to two-year colleges

bull Summer 2011 bull 290 students participated

bull 56 different colleges and universities

bull 20 states and District of Columbia

This year over 500 students will

Participate in Summer of a Lifetime

at more than 60 different colleges and universities

Right Angle Impact

Page 5

Our Model bull Centralized coordination

ndash Funding

ndash Regular communications calls email newsletters PD days

ndash Negotiate university partnerships on behalf of entire network

bull Work through 10 campus coordinators

ndash Select participants

ndash Identify student interests Academic focus (STEM journalism etc)

program duration locationdistance from home

ndash Match individuals to programs - keeping in mind larger budget

bull Network Managed Partnerships

bull Share database of more than 100 other programs

bull Ongoing search for additional opportunities

ndash Assist with application and enrollment processes

ndash Prepare and support students and families in advance of and

during summer

Page 6

University

Partnerships bull Many institutions seek our students and want trusted partner

to help reach them

bull Both parties benefit from centralized processes for

applications enrollment payment and travel

bull Variety of customized arrangements specific to each university

bull Long standing network relationships eg AZ Summer

Discovery

ndash Discounted pricing

ndash Guaranteed spots for our students

bull Newer network partnerships

ndash Often begin because of a connection eg Colgate

ndash Individual student participation then build on positive experiences

bull Individual Campus Counselor relationships

Page 7

Strong

Partnerships bull Meet Right Angle Goals

ndash Understand and support our students

ndash All around quality programs (student amp coordinator surveys)

ndash Duration focus and experiences

ndash Costbenefit and administrative processes etc

bull University feedback about Right Angle

ndash High quality of students

ndash Appreciate centralized streamlined processes

ndash Improve as needed

bull Ongoing relationship management

ndash Customized terms per each university

ndash Expand upon for future as appropriate or discontinue

ndash Goal to better leverage for college admissions

Page 8

2011 Summer of a Lifetime Colleges and Universities

American University

Barnard College

Bradley University

Brown University

Colgate University

Columbia College

Concordia University

Cornell University

Davidson College

DePaul University

Dominican University

Eastern Illinois University

Georgetown University

George Washington University

Gettysburg College

Illinois Institute of Technology

John Marshal Law School

Indiana University

Indiana University Pennsylvania

Kendall College

Loyola University

Marquette University

Michigan State University

Michigan Technological University

Milwaukee School of Engineering

Northeastern University

Northern Illinois University

North Texas University

Northwestern University

Penn State University

Princeton University

Purdue University

Roosevelt University

Santa Clara University

School of the Art Institute Chicago

Spelman College

St Maryrsquos College

Stanford University

Syracuse University

University of Arizona

U of C ndash Los Angeles

U of C ndash San Diego

U of C ndash Santa Barbara

University of Chicago

University of Colorado

University of Illinois- Urbana

University of Iowa

University of Maryland

University of Michigan

University of North Carolina

University of Notre Dame

University of Pennsylvania

University of Virginia

University of Wisconsin

US Military Academy West Point

Wright State

Project Exploration

Our Youth-Science Model Our Impact

and Our Plans for the Future

About Project Exploration

Project Exploration is a nonprofit science education

organization whose mission is to ensure that communities

traditionally overlooked by science mdash particularly minority

youth and girls mdash have access to personalized

experiences with science and scientists

Founded in 1999 by paleontologist Paul Sereno and

educator Gabrielle Lyon Project Exploration offers long-

term relationship-based programs distinguished by a

student-centered highly personalized approach

Who We Serve

bull Chicago Public School students ages 12 to 18 particularly girls and students of color who have limited access to practicing scientists mentors and after-school science programming

bull Nearly 85 of Project Exploration students come from low-income families

bull 54 are African American 41 are Latino

bull Project Exploration students attend chronically under-resourced Chicago Public Schools with graduation rates just above 50 well below the national average

bull A majority of our students become the first in their families to attend college

Equity

bull We seek to serve students who are under-represented in science

bull We recruit students for whom Project Exploration can help light the fire and help them identify and develop their own identity interests and talents not those who have already been labeled ldquohigh achieverrdquo

Authenticity

bull Science content is taught primarily by scientists and tied to active questions and research

Students at the Center

bull Students are known as individuals by what they like and what they are curious about as well as what they can do in science

bull Students co-create curriculum

bull Activities and materials are designed in ways that help make science accessible for all students particularly students who may not be academically successful

A Strong Culture of Shared Practices

bull Students engage in meaningful work with a culminating often public component

bull Students journal and write about their experiences reflections and questions

bull Anchor activities shared across programs help establish the organizationrsquos program culture

Our Core Values and Design Principles

Our Youth-Science Model

We actively recruit

students who are

interested in learning

more not those who

are already the highest

performers

Authentic

inquiry-based

learning

experiences

Curious

open-

minded

students

+ +

Long-term

relationships

side by side

with scientists

=

We are grounded in a

highly-personalized

approach with students

building long-term

relationships with

scientists each other

and PE staff

Rigorous interest-based

authentic fieldwork and

community experiences

build science knowledge

critical thinking and

problem-solving and leadership skills

Shared community of practice

among students and scientists

We involve students in ldquoa group of people who share a concern or a passion for

something they do and learn how to do it better as they interact regularlyrdquo

Wenger (2006) as cited in Project Exploration 10-Year Retrospective Evaluation

Motivated

engaged

supported young

people who are

developing their

skills and planning

for their futures

6 D

iscover

The Youth-Science Pathways Key Elements

Local and regional

mini-expeditions

framed around a unifying

project problem or set

of questions ndash a quest to

test a central hypothesis

Introduction and initial

exposure to community of

practice in after school

programs

Immersive field

experiences as

culmination of problem-

based mini-expeditions

Internships and

apprenticeships with

expert practitioners

Explo

re

Purs

ue

Scientists use career map to demystify the process of pursuing this

career

Visits to local regional and national college campuses tours of

relevant credentialing programs and industry workspaces

Mentoring coaching discussion tools and support networks

for financial aid and college application process

Writing journaling and illustration as a means to represent concepts

Multi-media and use of technology to engage in community of

practice and inquiry

Building a sense of self-efficacy developing leadership

skills problem-solving

Voice and choice in program content and participation in a community of

practice

Collaboration and teamwork with peers and adults from different

cultures and backgrounds

Personalized long-term relationships with scientists and PE staff

Authentic STEM

Experiences Combined withhellip

Youth development

College and career planning support

Contextualized academic skill-building

041012

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Page 2

College Focus

About Right Angle bull Mission to create awareness of provide funding for and support

Noble sophomores to participate in Summer of a Lifetime

university sponsored academic enrichment programs

bull Works with students at a crossroads in their high school careers

and gives them a life changing college experience

bull We believe access to college programs early in a studentrsquos life

makes the difference and significantly increases their chances of

going to and graduating from a four-year university bull College is now real for them

bull Builds confidence that they can ldquodo itrdquo and succeed

bull Inspires academic focus and improvement

bull Expands desire for and understanding of college

options

bull Experiences spreads to classmates and families

Page 3

Noble Overview

bull 10 campuses

bull 6500 students

bull 1400 Noble Alumni

Noble Class of 2011

bull 98 college enrollment

bull 78 first generation of their families to attend college

Chicagorsquos Top Performing

Charter High School

Noble is the largest and highest performing non-selective

high school in Chicago

450 450

1300

3600

5200

173

184 186

195

203

167

173 170 173 172

15

16

17

18

19

20

21

0

1000

2000

3000

4000

5000

6000

2003 2005 2007 2010 2011

Noble Enrollment Noble ACT Scores CPS ACT Scores

Page 4

bull In 1996 13 students participated in Summer of a Lifetime

bull To date Right Angle has sponsored 1137 students bull 997 have completed their programs

bull 85 have gone on to attend four-year colleges and

approximately 10 to two-year colleges

bull Summer 2011 bull 290 students participated

bull 56 different colleges and universities

bull 20 states and District of Columbia

This year over 500 students will

Participate in Summer of a Lifetime

at more than 60 different colleges and universities

Right Angle Impact

Page 5

Our Model bull Centralized coordination

ndash Funding

ndash Regular communications calls email newsletters PD days

ndash Negotiate university partnerships on behalf of entire network

bull Work through 10 campus coordinators

ndash Select participants

ndash Identify student interests Academic focus (STEM journalism etc)

program duration locationdistance from home

ndash Match individuals to programs - keeping in mind larger budget

bull Network Managed Partnerships

bull Share database of more than 100 other programs

bull Ongoing search for additional opportunities

ndash Assist with application and enrollment processes

ndash Prepare and support students and families in advance of and

during summer

Page 6

University

Partnerships bull Many institutions seek our students and want trusted partner

to help reach them

bull Both parties benefit from centralized processes for

applications enrollment payment and travel

bull Variety of customized arrangements specific to each university

bull Long standing network relationships eg AZ Summer

Discovery

ndash Discounted pricing

ndash Guaranteed spots for our students

bull Newer network partnerships

ndash Often begin because of a connection eg Colgate

ndash Individual student participation then build on positive experiences

bull Individual Campus Counselor relationships

Page 7

Strong

Partnerships bull Meet Right Angle Goals

ndash Understand and support our students

ndash All around quality programs (student amp coordinator surveys)

ndash Duration focus and experiences

ndash Costbenefit and administrative processes etc

bull University feedback about Right Angle

ndash High quality of students

ndash Appreciate centralized streamlined processes

ndash Improve as needed

bull Ongoing relationship management

ndash Customized terms per each university

ndash Expand upon for future as appropriate or discontinue

ndash Goal to better leverage for college admissions

Page 8

2011 Summer of a Lifetime Colleges and Universities

American University

Barnard College

Bradley University

Brown University

Colgate University

Columbia College

Concordia University

Cornell University

Davidson College

DePaul University

Dominican University

Eastern Illinois University

Georgetown University

George Washington University

Gettysburg College

Illinois Institute of Technology

John Marshal Law School

Indiana University

Indiana University Pennsylvania

Kendall College

Loyola University

Marquette University

Michigan State University

Michigan Technological University

Milwaukee School of Engineering

Northeastern University

Northern Illinois University

North Texas University

Northwestern University

Penn State University

Princeton University

Purdue University

Roosevelt University

Santa Clara University

School of the Art Institute Chicago

Spelman College

St Maryrsquos College

Stanford University

Syracuse University

University of Arizona

U of C ndash Los Angeles

U of C ndash San Diego

U of C ndash Santa Barbara

University of Chicago

University of Colorado

University of Illinois- Urbana

University of Iowa

University of Maryland

University of Michigan

University of North Carolina

University of Notre Dame

University of Pennsylvania

University of Virginia

University of Wisconsin

US Military Academy West Point

Wright State

Project Exploration

Our Youth-Science Model Our Impact

and Our Plans for the Future

About Project Exploration

Project Exploration is a nonprofit science education

organization whose mission is to ensure that communities

traditionally overlooked by science mdash particularly minority

youth and girls mdash have access to personalized

experiences with science and scientists

Founded in 1999 by paleontologist Paul Sereno and

educator Gabrielle Lyon Project Exploration offers long-

term relationship-based programs distinguished by a

student-centered highly personalized approach

Who We Serve

bull Chicago Public School students ages 12 to 18 particularly girls and students of color who have limited access to practicing scientists mentors and after-school science programming

bull Nearly 85 of Project Exploration students come from low-income families

bull 54 are African American 41 are Latino

bull Project Exploration students attend chronically under-resourced Chicago Public Schools with graduation rates just above 50 well below the national average

bull A majority of our students become the first in their families to attend college

Equity

bull We seek to serve students who are under-represented in science

bull We recruit students for whom Project Exploration can help light the fire and help them identify and develop their own identity interests and talents not those who have already been labeled ldquohigh achieverrdquo

Authenticity

bull Science content is taught primarily by scientists and tied to active questions and research

Students at the Center

bull Students are known as individuals by what they like and what they are curious about as well as what they can do in science

bull Students co-create curriculum

bull Activities and materials are designed in ways that help make science accessible for all students particularly students who may not be academically successful

A Strong Culture of Shared Practices

bull Students engage in meaningful work with a culminating often public component

bull Students journal and write about their experiences reflections and questions

bull Anchor activities shared across programs help establish the organizationrsquos program culture

Our Core Values and Design Principles

Our Youth-Science Model

We actively recruit

students who are

interested in learning

more not those who

are already the highest

performers

Authentic

inquiry-based

learning

experiences

Curious

open-

minded

students

+ +

Long-term

relationships

side by side

with scientists

=

We are grounded in a

highly-personalized

approach with students

building long-term

relationships with

scientists each other

and PE staff

Rigorous interest-based

authentic fieldwork and

community experiences

build science knowledge

critical thinking and

problem-solving and leadership skills

Shared community of practice

among students and scientists

We involve students in ldquoa group of people who share a concern or a passion for

something they do and learn how to do it better as they interact regularlyrdquo

Wenger (2006) as cited in Project Exploration 10-Year Retrospective Evaluation

Motivated

engaged

supported young

people who are

developing their

skills and planning

for their futures

6 D

iscover

The Youth-Science Pathways Key Elements

Local and regional

mini-expeditions

framed around a unifying

project problem or set

of questions ndash a quest to

test a central hypothesis

Introduction and initial

exposure to community of

practice in after school

programs

Immersive field

experiences as

culmination of problem-

based mini-expeditions

Internships and

apprenticeships with

expert practitioners

Explo

re

Purs

ue

Scientists use career map to demystify the process of pursuing this

career

Visits to local regional and national college campuses tours of

relevant credentialing programs and industry workspaces

Mentoring coaching discussion tools and support networks

for financial aid and college application process

Writing journaling and illustration as a means to represent concepts

Multi-media and use of technology to engage in community of

practice and inquiry

Building a sense of self-efficacy developing leadership

skills problem-solving

Voice and choice in program content and participation in a community of

practice

Collaboration and teamwork with peers and adults from different

cultures and backgrounds

Personalized long-term relationships with scientists and PE staff

Authentic STEM

Experiences Combined withhellip

Youth development

College and career planning support

Contextualized academic skill-building

041012

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Page 3

Noble Overview

bull 10 campuses

bull 6500 students

bull 1400 Noble Alumni

Noble Class of 2011

bull 98 college enrollment

bull 78 first generation of their families to attend college

Chicagorsquos Top Performing

Charter High School

Noble is the largest and highest performing non-selective

high school in Chicago

450 450

1300

3600

5200

173

184 186

195

203

167

173 170 173 172

15

16

17

18

19

20

21

0

1000

2000

3000

4000

5000

6000

2003 2005 2007 2010 2011

Noble Enrollment Noble ACT Scores CPS ACT Scores

Page 4

bull In 1996 13 students participated in Summer of a Lifetime

bull To date Right Angle has sponsored 1137 students bull 997 have completed their programs

bull 85 have gone on to attend four-year colleges and

approximately 10 to two-year colleges

bull Summer 2011 bull 290 students participated

bull 56 different colleges and universities

bull 20 states and District of Columbia

This year over 500 students will

Participate in Summer of a Lifetime

at more than 60 different colleges and universities

Right Angle Impact

Page 5

Our Model bull Centralized coordination

ndash Funding

ndash Regular communications calls email newsletters PD days

ndash Negotiate university partnerships on behalf of entire network

bull Work through 10 campus coordinators

ndash Select participants

ndash Identify student interests Academic focus (STEM journalism etc)

program duration locationdistance from home

ndash Match individuals to programs - keeping in mind larger budget

bull Network Managed Partnerships

bull Share database of more than 100 other programs

bull Ongoing search for additional opportunities

ndash Assist with application and enrollment processes

ndash Prepare and support students and families in advance of and

during summer

Page 6

University

Partnerships bull Many institutions seek our students and want trusted partner

to help reach them

bull Both parties benefit from centralized processes for

applications enrollment payment and travel

bull Variety of customized arrangements specific to each university

bull Long standing network relationships eg AZ Summer

Discovery

ndash Discounted pricing

ndash Guaranteed spots for our students

bull Newer network partnerships

ndash Often begin because of a connection eg Colgate

ndash Individual student participation then build on positive experiences

bull Individual Campus Counselor relationships

Page 7

Strong

Partnerships bull Meet Right Angle Goals

ndash Understand and support our students

ndash All around quality programs (student amp coordinator surveys)

ndash Duration focus and experiences

ndash Costbenefit and administrative processes etc

bull University feedback about Right Angle

ndash High quality of students

ndash Appreciate centralized streamlined processes

ndash Improve as needed

bull Ongoing relationship management

ndash Customized terms per each university

ndash Expand upon for future as appropriate or discontinue

ndash Goal to better leverage for college admissions

Page 8

2011 Summer of a Lifetime Colleges and Universities

American University

Barnard College

Bradley University

Brown University

Colgate University

Columbia College

Concordia University

Cornell University

Davidson College

DePaul University

Dominican University

Eastern Illinois University

Georgetown University

George Washington University

Gettysburg College

Illinois Institute of Technology

John Marshal Law School

Indiana University

Indiana University Pennsylvania

Kendall College

Loyola University

Marquette University

Michigan State University

Michigan Technological University

Milwaukee School of Engineering

Northeastern University

Northern Illinois University

North Texas University

Northwestern University

Penn State University

Princeton University

Purdue University

Roosevelt University

Santa Clara University

School of the Art Institute Chicago

Spelman College

St Maryrsquos College

Stanford University

Syracuse University

University of Arizona

U of C ndash Los Angeles

U of C ndash San Diego

U of C ndash Santa Barbara

University of Chicago

University of Colorado

University of Illinois- Urbana

University of Iowa

University of Maryland

University of Michigan

University of North Carolina

University of Notre Dame

University of Pennsylvania

University of Virginia

University of Wisconsin

US Military Academy West Point

Wright State

Project Exploration

Our Youth-Science Model Our Impact

and Our Plans for the Future

About Project Exploration

Project Exploration is a nonprofit science education

organization whose mission is to ensure that communities

traditionally overlooked by science mdash particularly minority

youth and girls mdash have access to personalized

experiences with science and scientists

Founded in 1999 by paleontologist Paul Sereno and

educator Gabrielle Lyon Project Exploration offers long-

term relationship-based programs distinguished by a

student-centered highly personalized approach

Who We Serve

bull Chicago Public School students ages 12 to 18 particularly girls and students of color who have limited access to practicing scientists mentors and after-school science programming

bull Nearly 85 of Project Exploration students come from low-income families

bull 54 are African American 41 are Latino

bull Project Exploration students attend chronically under-resourced Chicago Public Schools with graduation rates just above 50 well below the national average

bull A majority of our students become the first in their families to attend college

Equity

bull We seek to serve students who are under-represented in science

bull We recruit students for whom Project Exploration can help light the fire and help them identify and develop their own identity interests and talents not those who have already been labeled ldquohigh achieverrdquo

Authenticity

bull Science content is taught primarily by scientists and tied to active questions and research

Students at the Center

bull Students are known as individuals by what they like and what they are curious about as well as what they can do in science

bull Students co-create curriculum

bull Activities and materials are designed in ways that help make science accessible for all students particularly students who may not be academically successful

A Strong Culture of Shared Practices

bull Students engage in meaningful work with a culminating often public component

bull Students journal and write about their experiences reflections and questions

bull Anchor activities shared across programs help establish the organizationrsquos program culture

Our Core Values and Design Principles

Our Youth-Science Model

We actively recruit

students who are

interested in learning

more not those who

are already the highest

performers

Authentic

inquiry-based

learning

experiences

Curious

open-

minded

students

+ +

Long-term

relationships

side by side

with scientists

=

We are grounded in a

highly-personalized

approach with students

building long-term

relationships with

scientists each other

and PE staff

Rigorous interest-based

authentic fieldwork and

community experiences

build science knowledge

critical thinking and

problem-solving and leadership skills

Shared community of practice

among students and scientists

We involve students in ldquoa group of people who share a concern or a passion for

something they do and learn how to do it better as they interact regularlyrdquo

Wenger (2006) as cited in Project Exploration 10-Year Retrospective Evaluation

Motivated

engaged

supported young

people who are

developing their

skills and planning

for their futures

6 D

iscover

The Youth-Science Pathways Key Elements

Local and regional

mini-expeditions

framed around a unifying

project problem or set

of questions ndash a quest to

test a central hypothesis

Introduction and initial

exposure to community of

practice in after school

programs

Immersive field

experiences as

culmination of problem-

based mini-expeditions

Internships and

apprenticeships with

expert practitioners

Explo

re

Purs

ue

Scientists use career map to demystify the process of pursuing this

career

Visits to local regional and national college campuses tours of

relevant credentialing programs and industry workspaces

Mentoring coaching discussion tools and support networks

for financial aid and college application process

Writing journaling and illustration as a means to represent concepts

Multi-media and use of technology to engage in community of

practice and inquiry

Building a sense of self-efficacy developing leadership

skills problem-solving

Voice and choice in program content and participation in a community of

practice

Collaboration and teamwork with peers and adults from different

cultures and backgrounds

Personalized long-term relationships with scientists and PE staff

Authentic STEM

Experiences Combined withhellip

Youth development

College and career planning support

Contextualized academic skill-building

041012

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Page 4

bull In 1996 13 students participated in Summer of a Lifetime

bull To date Right Angle has sponsored 1137 students bull 997 have completed their programs

bull 85 have gone on to attend four-year colleges and

approximately 10 to two-year colleges

bull Summer 2011 bull 290 students participated

bull 56 different colleges and universities

bull 20 states and District of Columbia

This year over 500 students will

Participate in Summer of a Lifetime

at more than 60 different colleges and universities

Right Angle Impact

Page 5

Our Model bull Centralized coordination

ndash Funding

ndash Regular communications calls email newsletters PD days

ndash Negotiate university partnerships on behalf of entire network

bull Work through 10 campus coordinators

ndash Select participants

ndash Identify student interests Academic focus (STEM journalism etc)

program duration locationdistance from home

ndash Match individuals to programs - keeping in mind larger budget

bull Network Managed Partnerships

bull Share database of more than 100 other programs

bull Ongoing search for additional opportunities

ndash Assist with application and enrollment processes

ndash Prepare and support students and families in advance of and

during summer

Page 6

University

Partnerships bull Many institutions seek our students and want trusted partner

to help reach them

bull Both parties benefit from centralized processes for

applications enrollment payment and travel

bull Variety of customized arrangements specific to each university

bull Long standing network relationships eg AZ Summer

Discovery

ndash Discounted pricing

ndash Guaranteed spots for our students

bull Newer network partnerships

ndash Often begin because of a connection eg Colgate

ndash Individual student participation then build on positive experiences

bull Individual Campus Counselor relationships

Page 7

Strong

Partnerships bull Meet Right Angle Goals

ndash Understand and support our students

ndash All around quality programs (student amp coordinator surveys)

ndash Duration focus and experiences

ndash Costbenefit and administrative processes etc

bull University feedback about Right Angle

ndash High quality of students

ndash Appreciate centralized streamlined processes

ndash Improve as needed

bull Ongoing relationship management

ndash Customized terms per each university

ndash Expand upon for future as appropriate or discontinue

ndash Goal to better leverage for college admissions

Page 8

2011 Summer of a Lifetime Colleges and Universities

American University

Barnard College

Bradley University

Brown University

Colgate University

Columbia College

Concordia University

Cornell University

Davidson College

DePaul University

Dominican University

Eastern Illinois University

Georgetown University

George Washington University

Gettysburg College

Illinois Institute of Technology

John Marshal Law School

Indiana University

Indiana University Pennsylvania

Kendall College

Loyola University

Marquette University

Michigan State University

Michigan Technological University

Milwaukee School of Engineering

Northeastern University

Northern Illinois University

North Texas University

Northwestern University

Penn State University

Princeton University

Purdue University

Roosevelt University

Santa Clara University

School of the Art Institute Chicago

Spelman College

St Maryrsquos College

Stanford University

Syracuse University

University of Arizona

U of C ndash Los Angeles

U of C ndash San Diego

U of C ndash Santa Barbara

University of Chicago

University of Colorado

University of Illinois- Urbana

University of Iowa

University of Maryland

University of Michigan

University of North Carolina

University of Notre Dame

University of Pennsylvania

University of Virginia

University of Wisconsin

US Military Academy West Point

Wright State

Project Exploration

Our Youth-Science Model Our Impact

and Our Plans for the Future

About Project Exploration

Project Exploration is a nonprofit science education

organization whose mission is to ensure that communities

traditionally overlooked by science mdash particularly minority

youth and girls mdash have access to personalized

experiences with science and scientists

Founded in 1999 by paleontologist Paul Sereno and

educator Gabrielle Lyon Project Exploration offers long-

term relationship-based programs distinguished by a

student-centered highly personalized approach

Who We Serve

bull Chicago Public School students ages 12 to 18 particularly girls and students of color who have limited access to practicing scientists mentors and after-school science programming

bull Nearly 85 of Project Exploration students come from low-income families

bull 54 are African American 41 are Latino

bull Project Exploration students attend chronically under-resourced Chicago Public Schools with graduation rates just above 50 well below the national average

bull A majority of our students become the first in their families to attend college

Equity

bull We seek to serve students who are under-represented in science

bull We recruit students for whom Project Exploration can help light the fire and help them identify and develop their own identity interests and talents not those who have already been labeled ldquohigh achieverrdquo

Authenticity

bull Science content is taught primarily by scientists and tied to active questions and research

Students at the Center

bull Students are known as individuals by what they like and what they are curious about as well as what they can do in science

bull Students co-create curriculum

bull Activities and materials are designed in ways that help make science accessible for all students particularly students who may not be academically successful

A Strong Culture of Shared Practices

bull Students engage in meaningful work with a culminating often public component

bull Students journal and write about their experiences reflections and questions

bull Anchor activities shared across programs help establish the organizationrsquos program culture

Our Core Values and Design Principles

Our Youth-Science Model

We actively recruit

students who are

interested in learning

more not those who

are already the highest

performers

Authentic

inquiry-based

learning

experiences

Curious

open-

minded

students

+ +

Long-term

relationships

side by side

with scientists

=

We are grounded in a

highly-personalized

approach with students

building long-term

relationships with

scientists each other

and PE staff

Rigorous interest-based

authentic fieldwork and

community experiences

build science knowledge

critical thinking and

problem-solving and leadership skills

Shared community of practice

among students and scientists

We involve students in ldquoa group of people who share a concern or a passion for

something they do and learn how to do it better as they interact regularlyrdquo

Wenger (2006) as cited in Project Exploration 10-Year Retrospective Evaluation

Motivated

engaged

supported young

people who are

developing their

skills and planning

for their futures

6 D

iscover

The Youth-Science Pathways Key Elements

Local and regional

mini-expeditions

framed around a unifying

project problem or set

of questions ndash a quest to

test a central hypothesis

Introduction and initial

exposure to community of

practice in after school

programs

Immersive field

experiences as

culmination of problem-

based mini-expeditions

Internships and

apprenticeships with

expert practitioners

Explo

re

Purs

ue

Scientists use career map to demystify the process of pursuing this

career

Visits to local regional and national college campuses tours of

relevant credentialing programs and industry workspaces

Mentoring coaching discussion tools and support networks

for financial aid and college application process

Writing journaling and illustration as a means to represent concepts

Multi-media and use of technology to engage in community of

practice and inquiry

Building a sense of self-efficacy developing leadership

skills problem-solving

Voice and choice in program content and participation in a community of

practice

Collaboration and teamwork with peers and adults from different

cultures and backgrounds

Personalized long-term relationships with scientists and PE staff

Authentic STEM

Experiences Combined withhellip

Youth development

College and career planning support

Contextualized academic skill-building

041012

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Page 5

Our Model bull Centralized coordination

ndash Funding

ndash Regular communications calls email newsletters PD days

ndash Negotiate university partnerships on behalf of entire network

bull Work through 10 campus coordinators

ndash Select participants

ndash Identify student interests Academic focus (STEM journalism etc)

program duration locationdistance from home

ndash Match individuals to programs - keeping in mind larger budget

bull Network Managed Partnerships

bull Share database of more than 100 other programs

bull Ongoing search for additional opportunities

ndash Assist with application and enrollment processes

ndash Prepare and support students and families in advance of and

during summer

Page 6

University

Partnerships bull Many institutions seek our students and want trusted partner

to help reach them

bull Both parties benefit from centralized processes for

applications enrollment payment and travel

bull Variety of customized arrangements specific to each university

bull Long standing network relationships eg AZ Summer

Discovery

ndash Discounted pricing

ndash Guaranteed spots for our students

bull Newer network partnerships

ndash Often begin because of a connection eg Colgate

ndash Individual student participation then build on positive experiences

bull Individual Campus Counselor relationships

Page 7

Strong

Partnerships bull Meet Right Angle Goals

ndash Understand and support our students

ndash All around quality programs (student amp coordinator surveys)

ndash Duration focus and experiences

ndash Costbenefit and administrative processes etc

bull University feedback about Right Angle

ndash High quality of students

ndash Appreciate centralized streamlined processes

ndash Improve as needed

bull Ongoing relationship management

ndash Customized terms per each university

ndash Expand upon for future as appropriate or discontinue

ndash Goal to better leverage for college admissions

Page 8

2011 Summer of a Lifetime Colleges and Universities

American University

Barnard College

Bradley University

Brown University

Colgate University

Columbia College

Concordia University

Cornell University

Davidson College

DePaul University

Dominican University

Eastern Illinois University

Georgetown University

George Washington University

Gettysburg College

Illinois Institute of Technology

John Marshal Law School

Indiana University

Indiana University Pennsylvania

Kendall College

Loyola University

Marquette University

Michigan State University

Michigan Technological University

Milwaukee School of Engineering

Northeastern University

Northern Illinois University

North Texas University

Northwestern University

Penn State University

Princeton University

Purdue University

Roosevelt University

Santa Clara University

School of the Art Institute Chicago

Spelman College

St Maryrsquos College

Stanford University

Syracuse University

University of Arizona

U of C ndash Los Angeles

U of C ndash San Diego

U of C ndash Santa Barbara

University of Chicago

University of Colorado

University of Illinois- Urbana

University of Iowa

University of Maryland

University of Michigan

University of North Carolina

University of Notre Dame

University of Pennsylvania

University of Virginia

University of Wisconsin

US Military Academy West Point

Wright State

Project Exploration

Our Youth-Science Model Our Impact

and Our Plans for the Future

About Project Exploration

Project Exploration is a nonprofit science education

organization whose mission is to ensure that communities

traditionally overlooked by science mdash particularly minority

youth and girls mdash have access to personalized

experiences with science and scientists

Founded in 1999 by paleontologist Paul Sereno and

educator Gabrielle Lyon Project Exploration offers long-

term relationship-based programs distinguished by a

student-centered highly personalized approach

Who We Serve

bull Chicago Public School students ages 12 to 18 particularly girls and students of color who have limited access to practicing scientists mentors and after-school science programming

bull Nearly 85 of Project Exploration students come from low-income families

bull 54 are African American 41 are Latino

bull Project Exploration students attend chronically under-resourced Chicago Public Schools with graduation rates just above 50 well below the national average

bull A majority of our students become the first in their families to attend college

Equity

bull We seek to serve students who are under-represented in science

bull We recruit students for whom Project Exploration can help light the fire and help them identify and develop their own identity interests and talents not those who have already been labeled ldquohigh achieverrdquo

Authenticity

bull Science content is taught primarily by scientists and tied to active questions and research

Students at the Center

bull Students are known as individuals by what they like and what they are curious about as well as what they can do in science

bull Students co-create curriculum

bull Activities and materials are designed in ways that help make science accessible for all students particularly students who may not be academically successful

A Strong Culture of Shared Practices

bull Students engage in meaningful work with a culminating often public component

bull Students journal and write about their experiences reflections and questions

bull Anchor activities shared across programs help establish the organizationrsquos program culture

Our Core Values and Design Principles

Our Youth-Science Model

We actively recruit

students who are

interested in learning

more not those who

are already the highest

performers

Authentic

inquiry-based

learning

experiences

Curious

open-

minded

students

+ +

Long-term

relationships

side by side

with scientists

=

We are grounded in a

highly-personalized

approach with students

building long-term

relationships with

scientists each other

and PE staff

Rigorous interest-based

authentic fieldwork and

community experiences

build science knowledge

critical thinking and

problem-solving and leadership skills

Shared community of practice

among students and scientists

We involve students in ldquoa group of people who share a concern or a passion for

something they do and learn how to do it better as they interact regularlyrdquo

Wenger (2006) as cited in Project Exploration 10-Year Retrospective Evaluation

Motivated

engaged

supported young

people who are

developing their

skills and planning

for their futures

6 D

iscover

The Youth-Science Pathways Key Elements

Local and regional

mini-expeditions

framed around a unifying

project problem or set

of questions ndash a quest to

test a central hypothesis

Introduction and initial

exposure to community of

practice in after school

programs

Immersive field

experiences as

culmination of problem-

based mini-expeditions

Internships and

apprenticeships with

expert practitioners

Explo

re

Purs

ue

Scientists use career map to demystify the process of pursuing this

career

Visits to local regional and national college campuses tours of

relevant credentialing programs and industry workspaces

Mentoring coaching discussion tools and support networks

for financial aid and college application process

Writing journaling and illustration as a means to represent concepts

Multi-media and use of technology to engage in community of

practice and inquiry

Building a sense of self-efficacy developing leadership

skills problem-solving

Voice and choice in program content and participation in a community of

practice

Collaboration and teamwork with peers and adults from different

cultures and backgrounds

Personalized long-term relationships with scientists and PE staff

Authentic STEM

Experiences Combined withhellip

Youth development

College and career planning support

Contextualized academic skill-building

041012

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Page 6

University

Partnerships bull Many institutions seek our students and want trusted partner

to help reach them

bull Both parties benefit from centralized processes for

applications enrollment payment and travel

bull Variety of customized arrangements specific to each university

bull Long standing network relationships eg AZ Summer

Discovery

ndash Discounted pricing

ndash Guaranteed spots for our students

bull Newer network partnerships

ndash Often begin because of a connection eg Colgate

ndash Individual student participation then build on positive experiences

bull Individual Campus Counselor relationships

Page 7

Strong

Partnerships bull Meet Right Angle Goals

ndash Understand and support our students

ndash All around quality programs (student amp coordinator surveys)

ndash Duration focus and experiences

ndash Costbenefit and administrative processes etc

bull University feedback about Right Angle

ndash High quality of students

ndash Appreciate centralized streamlined processes

ndash Improve as needed

bull Ongoing relationship management

ndash Customized terms per each university

ndash Expand upon for future as appropriate or discontinue

ndash Goal to better leverage for college admissions

Page 8

2011 Summer of a Lifetime Colleges and Universities

American University

Barnard College

Bradley University

Brown University

Colgate University

Columbia College

Concordia University

Cornell University

Davidson College

DePaul University

Dominican University

Eastern Illinois University

Georgetown University

George Washington University

Gettysburg College

Illinois Institute of Technology

John Marshal Law School

Indiana University

Indiana University Pennsylvania

Kendall College

Loyola University

Marquette University

Michigan State University

Michigan Technological University

Milwaukee School of Engineering

Northeastern University

Northern Illinois University

North Texas University

Northwestern University

Penn State University

Princeton University

Purdue University

Roosevelt University

Santa Clara University

School of the Art Institute Chicago

Spelman College

St Maryrsquos College

Stanford University

Syracuse University

University of Arizona

U of C ndash Los Angeles

U of C ndash San Diego

U of C ndash Santa Barbara

University of Chicago

University of Colorado

University of Illinois- Urbana

University of Iowa

University of Maryland

University of Michigan

University of North Carolina

University of Notre Dame

University of Pennsylvania

University of Virginia

University of Wisconsin

US Military Academy West Point

Wright State

Project Exploration

Our Youth-Science Model Our Impact

and Our Plans for the Future

About Project Exploration

Project Exploration is a nonprofit science education

organization whose mission is to ensure that communities

traditionally overlooked by science mdash particularly minority

youth and girls mdash have access to personalized

experiences with science and scientists

Founded in 1999 by paleontologist Paul Sereno and

educator Gabrielle Lyon Project Exploration offers long-

term relationship-based programs distinguished by a

student-centered highly personalized approach

Who We Serve

bull Chicago Public School students ages 12 to 18 particularly girls and students of color who have limited access to practicing scientists mentors and after-school science programming

bull Nearly 85 of Project Exploration students come from low-income families

bull 54 are African American 41 are Latino

bull Project Exploration students attend chronically under-resourced Chicago Public Schools with graduation rates just above 50 well below the national average

bull A majority of our students become the first in their families to attend college

Equity

bull We seek to serve students who are under-represented in science

bull We recruit students for whom Project Exploration can help light the fire and help them identify and develop their own identity interests and talents not those who have already been labeled ldquohigh achieverrdquo

Authenticity

bull Science content is taught primarily by scientists and tied to active questions and research

Students at the Center

bull Students are known as individuals by what they like and what they are curious about as well as what they can do in science

bull Students co-create curriculum

bull Activities and materials are designed in ways that help make science accessible for all students particularly students who may not be academically successful

A Strong Culture of Shared Practices

bull Students engage in meaningful work with a culminating often public component

bull Students journal and write about their experiences reflections and questions

bull Anchor activities shared across programs help establish the organizationrsquos program culture

Our Core Values and Design Principles

Our Youth-Science Model

We actively recruit

students who are

interested in learning

more not those who

are already the highest

performers

Authentic

inquiry-based

learning

experiences

Curious

open-

minded

students

+ +

Long-term

relationships

side by side

with scientists

=

We are grounded in a

highly-personalized

approach with students

building long-term

relationships with

scientists each other

and PE staff

Rigorous interest-based

authentic fieldwork and

community experiences

build science knowledge

critical thinking and

problem-solving and leadership skills

Shared community of practice

among students and scientists

We involve students in ldquoa group of people who share a concern or a passion for

something they do and learn how to do it better as they interact regularlyrdquo

Wenger (2006) as cited in Project Exploration 10-Year Retrospective Evaluation

Motivated

engaged

supported young

people who are

developing their

skills and planning

for their futures

6 D

iscover

The Youth-Science Pathways Key Elements

Local and regional

mini-expeditions

framed around a unifying

project problem or set

of questions ndash a quest to

test a central hypothesis

Introduction and initial

exposure to community of

practice in after school

programs

Immersive field

experiences as

culmination of problem-

based mini-expeditions

Internships and

apprenticeships with

expert practitioners

Explo

re

Purs

ue

Scientists use career map to demystify the process of pursuing this

career

Visits to local regional and national college campuses tours of

relevant credentialing programs and industry workspaces

Mentoring coaching discussion tools and support networks

for financial aid and college application process

Writing journaling and illustration as a means to represent concepts

Multi-media and use of technology to engage in community of

practice and inquiry

Building a sense of self-efficacy developing leadership

skills problem-solving

Voice and choice in program content and participation in a community of

practice

Collaboration and teamwork with peers and adults from different

cultures and backgrounds

Personalized long-term relationships with scientists and PE staff

Authentic STEM

Experiences Combined withhellip

Youth development

College and career planning support

Contextualized academic skill-building

041012

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Page 7

Strong

Partnerships bull Meet Right Angle Goals

ndash Understand and support our students

ndash All around quality programs (student amp coordinator surveys)

ndash Duration focus and experiences

ndash Costbenefit and administrative processes etc

bull University feedback about Right Angle

ndash High quality of students

ndash Appreciate centralized streamlined processes

ndash Improve as needed

bull Ongoing relationship management

ndash Customized terms per each university

ndash Expand upon for future as appropriate or discontinue

ndash Goal to better leverage for college admissions

Page 8

2011 Summer of a Lifetime Colleges and Universities

American University

Barnard College

Bradley University

Brown University

Colgate University

Columbia College

Concordia University

Cornell University

Davidson College

DePaul University

Dominican University

Eastern Illinois University

Georgetown University

George Washington University

Gettysburg College

Illinois Institute of Technology

John Marshal Law School

Indiana University

Indiana University Pennsylvania

Kendall College

Loyola University

Marquette University

Michigan State University

Michigan Technological University

Milwaukee School of Engineering

Northeastern University

Northern Illinois University

North Texas University

Northwestern University

Penn State University

Princeton University

Purdue University

Roosevelt University

Santa Clara University

School of the Art Institute Chicago

Spelman College

St Maryrsquos College

Stanford University

Syracuse University

University of Arizona

U of C ndash Los Angeles

U of C ndash San Diego

U of C ndash Santa Barbara

University of Chicago

University of Colorado

University of Illinois- Urbana

University of Iowa

University of Maryland

University of Michigan

University of North Carolina

University of Notre Dame

University of Pennsylvania

University of Virginia

University of Wisconsin

US Military Academy West Point

Wright State

Project Exploration

Our Youth-Science Model Our Impact

and Our Plans for the Future

About Project Exploration

Project Exploration is a nonprofit science education

organization whose mission is to ensure that communities

traditionally overlooked by science mdash particularly minority

youth and girls mdash have access to personalized

experiences with science and scientists

Founded in 1999 by paleontologist Paul Sereno and

educator Gabrielle Lyon Project Exploration offers long-

term relationship-based programs distinguished by a

student-centered highly personalized approach

Who We Serve

bull Chicago Public School students ages 12 to 18 particularly girls and students of color who have limited access to practicing scientists mentors and after-school science programming

bull Nearly 85 of Project Exploration students come from low-income families

bull 54 are African American 41 are Latino

bull Project Exploration students attend chronically under-resourced Chicago Public Schools with graduation rates just above 50 well below the national average

bull A majority of our students become the first in their families to attend college

Equity

bull We seek to serve students who are under-represented in science

bull We recruit students for whom Project Exploration can help light the fire and help them identify and develop their own identity interests and talents not those who have already been labeled ldquohigh achieverrdquo

Authenticity

bull Science content is taught primarily by scientists and tied to active questions and research

Students at the Center

bull Students are known as individuals by what they like and what they are curious about as well as what they can do in science

bull Students co-create curriculum

bull Activities and materials are designed in ways that help make science accessible for all students particularly students who may not be academically successful

A Strong Culture of Shared Practices

bull Students engage in meaningful work with a culminating often public component

bull Students journal and write about their experiences reflections and questions

bull Anchor activities shared across programs help establish the organizationrsquos program culture

Our Core Values and Design Principles

Our Youth-Science Model

We actively recruit

students who are

interested in learning

more not those who

are already the highest

performers

Authentic

inquiry-based

learning

experiences

Curious

open-

minded

students

+ +

Long-term

relationships

side by side

with scientists

=

We are grounded in a

highly-personalized

approach with students

building long-term

relationships with

scientists each other

and PE staff

Rigorous interest-based

authentic fieldwork and

community experiences

build science knowledge

critical thinking and

problem-solving and leadership skills

Shared community of practice

among students and scientists

We involve students in ldquoa group of people who share a concern or a passion for

something they do and learn how to do it better as they interact regularlyrdquo

Wenger (2006) as cited in Project Exploration 10-Year Retrospective Evaluation

Motivated

engaged

supported young

people who are

developing their

skills and planning

for their futures

6 D

iscover

The Youth-Science Pathways Key Elements

Local and regional

mini-expeditions

framed around a unifying

project problem or set

of questions ndash a quest to

test a central hypothesis

Introduction and initial

exposure to community of

practice in after school

programs

Immersive field

experiences as

culmination of problem-

based mini-expeditions

Internships and

apprenticeships with

expert practitioners

Explo

re

Purs

ue

Scientists use career map to demystify the process of pursuing this

career

Visits to local regional and national college campuses tours of

relevant credentialing programs and industry workspaces

Mentoring coaching discussion tools and support networks

for financial aid and college application process

Writing journaling and illustration as a means to represent concepts

Multi-media and use of technology to engage in community of

practice and inquiry

Building a sense of self-efficacy developing leadership

skills problem-solving

Voice and choice in program content and participation in a community of

practice

Collaboration and teamwork with peers and adults from different

cultures and backgrounds

Personalized long-term relationships with scientists and PE staff

Authentic STEM

Experiences Combined withhellip

Youth development

College and career planning support

Contextualized academic skill-building

041012

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Page 8

2011 Summer of a Lifetime Colleges and Universities

American University

Barnard College

Bradley University

Brown University

Colgate University

Columbia College

Concordia University

Cornell University

Davidson College

DePaul University

Dominican University

Eastern Illinois University

Georgetown University

George Washington University

Gettysburg College

Illinois Institute of Technology

John Marshal Law School

Indiana University

Indiana University Pennsylvania

Kendall College

Loyola University

Marquette University

Michigan State University

Michigan Technological University

Milwaukee School of Engineering

Northeastern University

Northern Illinois University

North Texas University

Northwestern University

Penn State University

Princeton University

Purdue University

Roosevelt University

Santa Clara University

School of the Art Institute Chicago

Spelman College

St Maryrsquos College

Stanford University

Syracuse University

University of Arizona

U of C ndash Los Angeles

U of C ndash San Diego

U of C ndash Santa Barbara

University of Chicago

University of Colorado

University of Illinois- Urbana

University of Iowa

University of Maryland

University of Michigan

University of North Carolina

University of Notre Dame

University of Pennsylvania

University of Virginia

University of Wisconsin

US Military Academy West Point

Wright State

Project Exploration

Our Youth-Science Model Our Impact

and Our Plans for the Future

About Project Exploration

Project Exploration is a nonprofit science education

organization whose mission is to ensure that communities

traditionally overlooked by science mdash particularly minority

youth and girls mdash have access to personalized

experiences with science and scientists

Founded in 1999 by paleontologist Paul Sereno and

educator Gabrielle Lyon Project Exploration offers long-

term relationship-based programs distinguished by a

student-centered highly personalized approach

Who We Serve

bull Chicago Public School students ages 12 to 18 particularly girls and students of color who have limited access to practicing scientists mentors and after-school science programming

bull Nearly 85 of Project Exploration students come from low-income families

bull 54 are African American 41 are Latino

bull Project Exploration students attend chronically under-resourced Chicago Public Schools with graduation rates just above 50 well below the national average

bull A majority of our students become the first in their families to attend college

Equity

bull We seek to serve students who are under-represented in science

bull We recruit students for whom Project Exploration can help light the fire and help them identify and develop their own identity interests and talents not those who have already been labeled ldquohigh achieverrdquo

Authenticity

bull Science content is taught primarily by scientists and tied to active questions and research

Students at the Center

bull Students are known as individuals by what they like and what they are curious about as well as what they can do in science

bull Students co-create curriculum

bull Activities and materials are designed in ways that help make science accessible for all students particularly students who may not be academically successful

A Strong Culture of Shared Practices

bull Students engage in meaningful work with a culminating often public component

bull Students journal and write about their experiences reflections and questions

bull Anchor activities shared across programs help establish the organizationrsquos program culture

Our Core Values and Design Principles

Our Youth-Science Model

We actively recruit

students who are

interested in learning

more not those who

are already the highest

performers

Authentic

inquiry-based

learning

experiences

Curious

open-

minded

students

+ +

Long-term

relationships

side by side

with scientists

=

We are grounded in a

highly-personalized

approach with students

building long-term

relationships with

scientists each other

and PE staff

Rigorous interest-based

authentic fieldwork and

community experiences

build science knowledge

critical thinking and

problem-solving and leadership skills

Shared community of practice

among students and scientists

We involve students in ldquoa group of people who share a concern or a passion for

something they do and learn how to do it better as they interact regularlyrdquo

Wenger (2006) as cited in Project Exploration 10-Year Retrospective Evaluation

Motivated

engaged

supported young

people who are

developing their

skills and planning

for their futures

6 D

iscover

The Youth-Science Pathways Key Elements

Local and regional

mini-expeditions

framed around a unifying

project problem or set

of questions ndash a quest to

test a central hypothesis

Introduction and initial

exposure to community of

practice in after school

programs

Immersive field

experiences as

culmination of problem-

based mini-expeditions

Internships and

apprenticeships with

expert practitioners

Explo

re

Purs

ue

Scientists use career map to demystify the process of pursuing this

career

Visits to local regional and national college campuses tours of

relevant credentialing programs and industry workspaces

Mentoring coaching discussion tools and support networks

for financial aid and college application process

Writing journaling and illustration as a means to represent concepts

Multi-media and use of technology to engage in community of

practice and inquiry

Building a sense of self-efficacy developing leadership

skills problem-solving

Voice and choice in program content and participation in a community of

practice

Collaboration and teamwork with peers and adults from different

cultures and backgrounds

Personalized long-term relationships with scientists and PE staff

Authentic STEM

Experiences Combined withhellip

Youth development

College and career planning support

Contextualized academic skill-building

041012

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Project Exploration

Our Youth-Science Model Our Impact

and Our Plans for the Future

About Project Exploration

Project Exploration is a nonprofit science education

organization whose mission is to ensure that communities

traditionally overlooked by science mdash particularly minority

youth and girls mdash have access to personalized

experiences with science and scientists

Founded in 1999 by paleontologist Paul Sereno and

educator Gabrielle Lyon Project Exploration offers long-

term relationship-based programs distinguished by a

student-centered highly personalized approach

Who We Serve

bull Chicago Public School students ages 12 to 18 particularly girls and students of color who have limited access to practicing scientists mentors and after-school science programming

bull Nearly 85 of Project Exploration students come from low-income families

bull 54 are African American 41 are Latino

bull Project Exploration students attend chronically under-resourced Chicago Public Schools with graduation rates just above 50 well below the national average

bull A majority of our students become the first in their families to attend college

Equity

bull We seek to serve students who are under-represented in science

bull We recruit students for whom Project Exploration can help light the fire and help them identify and develop their own identity interests and talents not those who have already been labeled ldquohigh achieverrdquo

Authenticity

bull Science content is taught primarily by scientists and tied to active questions and research

Students at the Center

bull Students are known as individuals by what they like and what they are curious about as well as what they can do in science

bull Students co-create curriculum

bull Activities and materials are designed in ways that help make science accessible for all students particularly students who may not be academically successful

A Strong Culture of Shared Practices

bull Students engage in meaningful work with a culminating often public component

bull Students journal and write about their experiences reflections and questions

bull Anchor activities shared across programs help establish the organizationrsquos program culture

Our Core Values and Design Principles

Our Youth-Science Model

We actively recruit

students who are

interested in learning

more not those who

are already the highest

performers

Authentic

inquiry-based

learning

experiences

Curious

open-

minded

students

+ +

Long-term

relationships

side by side

with scientists

=

We are grounded in a

highly-personalized

approach with students

building long-term

relationships with

scientists each other

and PE staff

Rigorous interest-based

authentic fieldwork and

community experiences

build science knowledge

critical thinking and

problem-solving and leadership skills

Shared community of practice

among students and scientists

We involve students in ldquoa group of people who share a concern or a passion for

something they do and learn how to do it better as they interact regularlyrdquo

Wenger (2006) as cited in Project Exploration 10-Year Retrospective Evaluation

Motivated

engaged

supported young

people who are

developing their

skills and planning

for their futures

6 D

iscover

The Youth-Science Pathways Key Elements

Local and regional

mini-expeditions

framed around a unifying

project problem or set

of questions ndash a quest to

test a central hypothesis

Introduction and initial

exposure to community of

practice in after school

programs

Immersive field

experiences as

culmination of problem-

based mini-expeditions

Internships and

apprenticeships with

expert practitioners

Explo

re

Purs

ue

Scientists use career map to demystify the process of pursuing this

career

Visits to local regional and national college campuses tours of

relevant credentialing programs and industry workspaces

Mentoring coaching discussion tools and support networks

for financial aid and college application process

Writing journaling and illustration as a means to represent concepts

Multi-media and use of technology to engage in community of

practice and inquiry

Building a sense of self-efficacy developing leadership

skills problem-solving

Voice and choice in program content and participation in a community of

practice

Collaboration and teamwork with peers and adults from different

cultures and backgrounds

Personalized long-term relationships with scientists and PE staff

Authentic STEM

Experiences Combined withhellip

Youth development

College and career planning support

Contextualized academic skill-building

041012

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

About Project Exploration

Project Exploration is a nonprofit science education

organization whose mission is to ensure that communities

traditionally overlooked by science mdash particularly minority

youth and girls mdash have access to personalized

experiences with science and scientists

Founded in 1999 by paleontologist Paul Sereno and

educator Gabrielle Lyon Project Exploration offers long-

term relationship-based programs distinguished by a

student-centered highly personalized approach

Who We Serve

bull Chicago Public School students ages 12 to 18 particularly girls and students of color who have limited access to practicing scientists mentors and after-school science programming

bull Nearly 85 of Project Exploration students come from low-income families

bull 54 are African American 41 are Latino

bull Project Exploration students attend chronically under-resourced Chicago Public Schools with graduation rates just above 50 well below the national average

bull A majority of our students become the first in their families to attend college

Equity

bull We seek to serve students who are under-represented in science

bull We recruit students for whom Project Exploration can help light the fire and help them identify and develop their own identity interests and talents not those who have already been labeled ldquohigh achieverrdquo

Authenticity

bull Science content is taught primarily by scientists and tied to active questions and research

Students at the Center

bull Students are known as individuals by what they like and what they are curious about as well as what they can do in science

bull Students co-create curriculum

bull Activities and materials are designed in ways that help make science accessible for all students particularly students who may not be academically successful

A Strong Culture of Shared Practices

bull Students engage in meaningful work with a culminating often public component

bull Students journal and write about their experiences reflections and questions

bull Anchor activities shared across programs help establish the organizationrsquos program culture

Our Core Values and Design Principles

Our Youth-Science Model

We actively recruit

students who are

interested in learning

more not those who

are already the highest

performers

Authentic

inquiry-based

learning

experiences

Curious

open-

minded

students

+ +

Long-term

relationships

side by side

with scientists

=

We are grounded in a

highly-personalized

approach with students

building long-term

relationships with

scientists each other

and PE staff

Rigorous interest-based

authentic fieldwork and

community experiences

build science knowledge

critical thinking and

problem-solving and leadership skills

Shared community of practice

among students and scientists

We involve students in ldquoa group of people who share a concern or a passion for

something they do and learn how to do it better as they interact regularlyrdquo

Wenger (2006) as cited in Project Exploration 10-Year Retrospective Evaluation

Motivated

engaged

supported young

people who are

developing their

skills and planning

for their futures

6 D

iscover

The Youth-Science Pathways Key Elements

Local and regional

mini-expeditions

framed around a unifying

project problem or set

of questions ndash a quest to

test a central hypothesis

Introduction and initial

exposure to community of

practice in after school

programs

Immersive field

experiences as

culmination of problem-

based mini-expeditions

Internships and

apprenticeships with

expert practitioners

Explo

re

Purs

ue

Scientists use career map to demystify the process of pursuing this

career

Visits to local regional and national college campuses tours of

relevant credentialing programs and industry workspaces

Mentoring coaching discussion tools and support networks

for financial aid and college application process

Writing journaling and illustration as a means to represent concepts

Multi-media and use of technology to engage in community of

practice and inquiry

Building a sense of self-efficacy developing leadership

skills problem-solving

Voice and choice in program content and participation in a community of

practice

Collaboration and teamwork with peers and adults from different

cultures and backgrounds

Personalized long-term relationships with scientists and PE staff

Authentic STEM

Experiences Combined withhellip

Youth development

College and career planning support

Contextualized academic skill-building

041012

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Who We Serve

bull Chicago Public School students ages 12 to 18 particularly girls and students of color who have limited access to practicing scientists mentors and after-school science programming

bull Nearly 85 of Project Exploration students come from low-income families

bull 54 are African American 41 are Latino

bull Project Exploration students attend chronically under-resourced Chicago Public Schools with graduation rates just above 50 well below the national average

bull A majority of our students become the first in their families to attend college

Equity

bull We seek to serve students who are under-represented in science

bull We recruit students for whom Project Exploration can help light the fire and help them identify and develop their own identity interests and talents not those who have already been labeled ldquohigh achieverrdquo

Authenticity

bull Science content is taught primarily by scientists and tied to active questions and research

Students at the Center

bull Students are known as individuals by what they like and what they are curious about as well as what they can do in science

bull Students co-create curriculum

bull Activities and materials are designed in ways that help make science accessible for all students particularly students who may not be academically successful

A Strong Culture of Shared Practices

bull Students engage in meaningful work with a culminating often public component

bull Students journal and write about their experiences reflections and questions

bull Anchor activities shared across programs help establish the organizationrsquos program culture

Our Core Values and Design Principles

Our Youth-Science Model

We actively recruit

students who are

interested in learning

more not those who

are already the highest

performers

Authentic

inquiry-based

learning

experiences

Curious

open-

minded

students

+ +

Long-term

relationships

side by side

with scientists

=

We are grounded in a

highly-personalized

approach with students

building long-term

relationships with

scientists each other

and PE staff

Rigorous interest-based

authentic fieldwork and

community experiences

build science knowledge

critical thinking and

problem-solving and leadership skills

Shared community of practice

among students and scientists

We involve students in ldquoa group of people who share a concern or a passion for

something they do and learn how to do it better as they interact regularlyrdquo

Wenger (2006) as cited in Project Exploration 10-Year Retrospective Evaluation

Motivated

engaged

supported young

people who are

developing their

skills and planning

for their futures

6 D

iscover

The Youth-Science Pathways Key Elements

Local and regional

mini-expeditions

framed around a unifying

project problem or set

of questions ndash a quest to

test a central hypothesis

Introduction and initial

exposure to community of

practice in after school

programs

Immersive field

experiences as

culmination of problem-

based mini-expeditions

Internships and

apprenticeships with

expert practitioners

Explo

re

Purs

ue

Scientists use career map to demystify the process of pursuing this

career

Visits to local regional and national college campuses tours of

relevant credentialing programs and industry workspaces

Mentoring coaching discussion tools and support networks

for financial aid and college application process

Writing journaling and illustration as a means to represent concepts

Multi-media and use of technology to engage in community of

practice and inquiry

Building a sense of self-efficacy developing leadership

skills problem-solving

Voice and choice in program content and participation in a community of

practice

Collaboration and teamwork with peers and adults from different

cultures and backgrounds

Personalized long-term relationships with scientists and PE staff

Authentic STEM

Experiences Combined withhellip

Youth development

College and career planning support

Contextualized academic skill-building

041012

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Equity

bull We seek to serve students who are under-represented in science

bull We recruit students for whom Project Exploration can help light the fire and help them identify and develop their own identity interests and talents not those who have already been labeled ldquohigh achieverrdquo

Authenticity

bull Science content is taught primarily by scientists and tied to active questions and research

Students at the Center

bull Students are known as individuals by what they like and what they are curious about as well as what they can do in science

bull Students co-create curriculum

bull Activities and materials are designed in ways that help make science accessible for all students particularly students who may not be academically successful

A Strong Culture of Shared Practices

bull Students engage in meaningful work with a culminating often public component

bull Students journal and write about their experiences reflections and questions

bull Anchor activities shared across programs help establish the organizationrsquos program culture

Our Core Values and Design Principles

Our Youth-Science Model

We actively recruit

students who are

interested in learning

more not those who

are already the highest

performers

Authentic

inquiry-based

learning

experiences

Curious

open-

minded

students

+ +

Long-term

relationships

side by side

with scientists

=

We are grounded in a

highly-personalized

approach with students

building long-term

relationships with

scientists each other

and PE staff

Rigorous interest-based

authentic fieldwork and

community experiences

build science knowledge

critical thinking and

problem-solving and leadership skills

Shared community of practice

among students and scientists

We involve students in ldquoa group of people who share a concern or a passion for

something they do and learn how to do it better as they interact regularlyrdquo

Wenger (2006) as cited in Project Exploration 10-Year Retrospective Evaluation

Motivated

engaged

supported young

people who are

developing their

skills and planning

for their futures

6 D

iscover

The Youth-Science Pathways Key Elements

Local and regional

mini-expeditions

framed around a unifying

project problem or set

of questions ndash a quest to

test a central hypothesis

Introduction and initial

exposure to community of

practice in after school

programs

Immersive field

experiences as

culmination of problem-

based mini-expeditions

Internships and

apprenticeships with

expert practitioners

Explo

re

Purs

ue

Scientists use career map to demystify the process of pursuing this

career

Visits to local regional and national college campuses tours of

relevant credentialing programs and industry workspaces

Mentoring coaching discussion tools and support networks

for financial aid and college application process

Writing journaling and illustration as a means to represent concepts

Multi-media and use of technology to engage in community of

practice and inquiry

Building a sense of self-efficacy developing leadership

skills problem-solving

Voice and choice in program content and participation in a community of

practice

Collaboration and teamwork with peers and adults from different

cultures and backgrounds

Personalized long-term relationships with scientists and PE staff

Authentic STEM

Experiences Combined withhellip

Youth development

College and career planning support

Contextualized academic skill-building

041012

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Our Youth-Science Model

We actively recruit

students who are

interested in learning

more not those who

are already the highest

performers

Authentic

inquiry-based

learning

experiences

Curious

open-

minded

students

+ +

Long-term

relationships

side by side

with scientists

=

We are grounded in a

highly-personalized

approach with students

building long-term

relationships with

scientists each other

and PE staff

Rigorous interest-based

authentic fieldwork and

community experiences

build science knowledge

critical thinking and

problem-solving and leadership skills

Shared community of practice

among students and scientists

We involve students in ldquoa group of people who share a concern or a passion for

something they do and learn how to do it better as they interact regularlyrdquo

Wenger (2006) as cited in Project Exploration 10-Year Retrospective Evaluation

Motivated

engaged

supported young

people who are

developing their

skills and planning

for their futures

6 D

iscover

The Youth-Science Pathways Key Elements

Local and regional

mini-expeditions

framed around a unifying

project problem or set

of questions ndash a quest to

test a central hypothesis

Introduction and initial

exposure to community of

practice in after school

programs

Immersive field

experiences as

culmination of problem-

based mini-expeditions

Internships and

apprenticeships with

expert practitioners

Explo

re

Purs

ue

Scientists use career map to demystify the process of pursuing this

career

Visits to local regional and national college campuses tours of

relevant credentialing programs and industry workspaces

Mentoring coaching discussion tools and support networks

for financial aid and college application process

Writing journaling and illustration as a means to represent concepts

Multi-media and use of technology to engage in community of

practice and inquiry

Building a sense of self-efficacy developing leadership

skills problem-solving

Voice and choice in program content and participation in a community of

practice

Collaboration and teamwork with peers and adults from different

cultures and backgrounds

Personalized long-term relationships with scientists and PE staff

Authentic STEM

Experiences Combined withhellip

Youth development

College and career planning support

Contextualized academic skill-building

041012

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

6 D

iscover

The Youth-Science Pathways Key Elements

Local and regional

mini-expeditions

framed around a unifying

project problem or set

of questions ndash a quest to

test a central hypothesis

Introduction and initial

exposure to community of

practice in after school

programs

Immersive field

experiences as

culmination of problem-

based mini-expeditions

Internships and

apprenticeships with

expert practitioners

Explo

re

Purs

ue

Scientists use career map to demystify the process of pursuing this

career

Visits to local regional and national college campuses tours of

relevant credentialing programs and industry workspaces

Mentoring coaching discussion tools and support networks

for financial aid and college application process

Writing journaling and illustration as a means to represent concepts

Multi-media and use of technology to engage in community of

practice and inquiry

Building a sense of self-efficacy developing leadership

skills problem-solving

Voice and choice in program content and participation in a community of

practice

Collaboration and teamwork with peers and adults from different

cultures and backgrounds

Personalized long-term relationships with scientists and PE staff

Authentic STEM

Experiences Combined withhellip

Youth development

College and career planning support

Contextualized academic skill-building

041012

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

What makes our summer programs unique

bull Transformative ldquofirst-timerdquo experiences for students

bull Authentic and immersive educational fieldwork experiences incorporating research and project-based learning

bull Extended duration spanning up to three weeks including out-of-state and regional travel

bull Competency development and experience specific to particular scientific discipline

bull No cost to students for depth of experience travel equipment although higher program cost per experience

bull Field activities encourage students to see science beyond a ldquosubjectrdquo in school

bull 2011 Excellence in Summer Learning Award for quality STEM summer learning

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Dantawn JP rsquo04

Dantawn studied science in college and is now pursuing his masters in

environmental engineering from Villanova University Citing his personal

experience and time with Project Exploration as a major influence on his

commitment to inspiring youth like himself Dantawn has created mentoring

programs in his high school and college

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Constance AGE 10

Always a curious mind Constance has explored various

options in science through Project Exploration and is now

pursuing a Pre-Med degree at Pennsylvania State

University

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Andres JP rsquo03

After finding his true passion during expeditions into the field as a Project

Exploration student Andres went on to study Geology for his Bachelorrsquos and

is currently pursuing his Masters in Montana

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Our Impact to Date

Project Explorationrsquos 10-year retrospective study of the 1000 students who have participated in our programs found

ndash 95 of our students 18 years and older have graduated or are on track to graduate high school

ndash 88 of our students were introduced to new STEM careers through our programs

ndash 60 of students pursuing higher education majored or are majoring in STEM-related fields

ndash 32 of those surveyed held science-related employment

ndash 91 agreed or strongly agreed that Project Exploration had increased their self-confidence

ndash 89 felt better about their futures because of their experiences

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Resources takeaways

amp discussion

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Connecting to summer programs

bull University websites (httpsummeredu)

bull National Summer Learning Association

bull Institute for Broadening Participationrsquos Program Search

bull SummerCampscom (a broad range)

bull Project Explorationrsquos Discover Your Summer resource

donrsquot just use them ndash add your program to them

Connecting to each other Opportunities for collaboration

bull Host summer program fairs open houses or special visit days for teachers and counselors

bull Talk to students families and counselors about summer programs when you talk about college

bull Support summer programs taking place at other colleges by supporting their college-focused programming

bull Invite programs to present to PTSAscouncils

bull Attend ldquoout-of-school-timerdquo (OST) conferences

bull Expand the network by contributing to and spreading the word about existing resources

Your greatest resource ndash each other

Making outcomes visible What matters most to your institution

bull Are participating students making desired academic or attitudinal gains Are they faring better in college admissions Are summer programs making key differences

bull Are summer programs these studentsrsquo ldquofirst touchrdquo with your college Are students attending summer programs at your college being admitted Are their high schools ultimately yielding more applicants Admits Enrolled students

Are high schools colleges and other programs working with you how yoursquod like them to

What data resources or partnerships do YOU need

Discussion Your thoughts ideas resources

Contact us Marya Spont Program Director Illinois Institute of Technology (IIT)

Boeing Scholars Academy spontiitedu 3125675193

Jill Levine Executive Director Right Angle-A Noble Network Program jlevinenoblenetworkorg 7732786895 x1581 3123481880

Christine Grenier Associate Director of Admission Elmhurst College cgrenierelmhurstedu 6306173071

Amanda Parada-Villatoro Assistant Director of Community Outreach Center for Access and Attainment DePaul University aparadadepauledu 7733258347

Mikki Brown Manager of Youth Development Project Exploration mbrownprojectexplorationorg 7738347623 7738347614

Making outcomes visible What matters most to your institution

bull Are participating students making desired academic or attitudinal gains Are they faring better in college admissions Are summer programs making key differences

bull Are summer programs these studentsrsquo ldquofirst touchrdquo with your college Are students attending summer programs at your college being admitted Are their high schools ultimately yielding more applicants Admits Enrolled students

Are high schools colleges and other programs working with you how yoursquod like them to

What data resources or partnerships do YOU need

Discussion Your thoughts ideas resources

Contact us Marya Spont Program Director Illinois Institute of Technology (IIT)

Boeing Scholars Academy spontiitedu 3125675193

Jill Levine Executive Director Right Angle-A Noble Network Program jlevinenoblenetworkorg 7732786895 x1581 3123481880

Christine Grenier Associate Director of Admission Elmhurst College cgrenierelmhurstedu 6306173071

Amanda Parada-Villatoro Assistant Director of Community Outreach Center for Access and Attainment DePaul University aparadadepauledu 7733258347

Mikki Brown Manager of Youth Development Project Exploration mbrownprojectexplorationorg 7738347623 7738347614

Discussion Your thoughts ideas resources

Contact us Marya Spont Program Director Illinois Institute of Technology (IIT)

Boeing Scholars Academy spontiitedu 3125675193

Jill Levine Executive Director Right Angle-A Noble Network Program jlevinenoblenetworkorg 7732786895 x1581 3123481880

Christine Grenier Associate Director of Admission Elmhurst College cgrenierelmhurstedu 6306173071

Amanda Parada-Villatoro Assistant Director of Community Outreach Center for Access and Attainment DePaul University aparadadepauledu 7733258347

Mikki Brown Manager of Youth Development Project Exploration mbrownprojectexplorationorg 7738347623 7738347614

Contact us Marya Spont Program Director Illinois Institute of Technology (IIT)

Boeing Scholars Academy spontiitedu 3125675193

Jill Levine Executive Director Right Angle-A Noble Network Program jlevinenoblenetworkorg 7732786895 x1581 3123481880

Christine Grenier Associate Director of Admission Elmhurst College cgrenierelmhurstedu 6306173071

Amanda Parada-Villatoro Assistant Director of Community Outreach Center for Access and Attainment DePaul University aparadadepauledu 7733258347

Mikki Brown Manager of Youth Development Project Exploration mbrownprojectexplorationorg 7738347623 7738347614