US: Advanced Research Courses

WCS’ ADVANCED RESEARCH COURSES UPPER SCHOOL

A CONVERSATION WITH JOANNA KERBY AND MARICAR HARRIS

How does Advanced Research build on previous coursework in biology or chemistry? How does it breakaway, too, from traditional coursework?

JK // Freshman Biology and AP Biology are broad courses, meant to help students survey the whole field of biology. Advanced Biology Research (ABR) directly builds on topics and vocabulary learned in those courses and applies them to the discipline of microbiology. Students apply what they’ve learned about cells, genetics, and human health to a group of organisms which are underrepresented in the lower level biology courses – bacteria. Larger emphasis is placed on laboratory skills, technical reading of primary literature, as well as presentation and public speaking. Learning is largely project-based, with no worksheets, and there is an emphasis on skills and application. The course is student-centered, with many opportunities for students to pursue their specific interests. The curriculum is flexible - no two years’ activities are exactly the same because student interests vary. MH // To participate in Advanced Chemistry Research (ACR), a student must have successfully completed both Chemistry 1 & AP Chemistry. ACR is a very independent, student-motivated/led class. From reading scholarly journals and interpreting data to developing a way to obtain a sample to analyze, the topics covered in the first two years of chemistry are expected to be foundational knowledge. In ACR, we use what students know to approach a real life topic/question. It is unlike any other class in the chemistry series because of the open-endedness; there is no set curriculum although there is a culminating project at the end of the year as students present at the University of Kansas’ School of Medicine Research Forum. Students have the opportunity to choose a problem/question, brainstorm, research, propose an analysis scenario, and then simply do it. In previous years, there has been a lot of troubleshooting and “non-success” (I don’t like the word failure) - and this too has offered a learning opportunity. Unlike in other classes, in this one - you might try something and it might not work... so that means you have to try again!

What do you see students gain through your courses?

JK // Students gain widely applicable microbiological laboratory skills, such as bacterial culture methods, gram staining, oil immersion microscopy, and disc diffusion assays. They experience reading and presenting primary literature on topics such as the origins of life, pathogenicity, and antibiotic resistance. They also gain comradeship with like-minded peers. By this point in their academic careers, these students (mostly seniors) have taken several science courses together and are now pursuing similar colleges, degrees, and careers. The support and encouragement they offer one another is fantastic.

MH // Discipline, motivation, awareness, confidence! This is a class that brings together everything I have tried to teach in the lower two chemistry classes. Sure, they learn chemistry - but what I hope they find is more of a life experience that makes them better. They learn to read through scientific (technical) articles and decipher what’s being told. They learn to research a specific topic or idea, and their results are what fuel the next step of the process - so they are held accountable, which motivates and keeps them focused. They present their findings, practicing public speaking skills, presentation techniques, and thinking on their feet. The questions asked during these presentations are impromptu, not a list of predesigned questions, so students have to “know their stuff.” Also, students have exposure to instrumental chemistry, learning to use a gas chromatograph to analyze the samples collected.

What are some projects students have worked on/completed in your class?

JK // Last year (our first year), the class randomly sampled, cultured, and quantified bacteria from the school garden, statistically comparing different zones. A subgroup of students enrolled in AP Statistics performed the data analysis and presented the project for that class as well. This year’s class wanted to work with kids, so they held an activity day for our kindergartners, with several stations set up to teach them about life and cells. They will perform their research in the spring. MH // This year’s students are continuing the project from last year: investigating JUUL pod contents and the effects of JUULing on adolescents. Other groups have studied omega-3 content in salmon and shrimp as well as the health benefits of having omega-3s in one’s diet.

How do you feel the Advanced Research options help students prepare for future coursework and expand their understanding of biology and chemistry?

JK // Taking an advanced course like ABR tells colleges that a student has a passion for that field and is willing to commit the time and effort to excel. Having more than one course with the same teacher builds rapport, making for very personalized letters of recommendation laced with anecdotes. It also helps students gain an appreciation for research and the work required to advance science.

MH // Students in ACR have an opportunity that most other high school students do not have, unless they choose to attend a summer institute at a university. To have both a scientific reading component and a hands-on lab experience (with instrumentation), to present findings at an academic forum, and to develop independent research work skills, these are all ways that students have “tools in their toolbox” that many of their college counterparts will not yet have developed.

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