Tuesday, August 30, 2011

YSP and St. Louis Science Center Offer 5th Installment of Family Med School Basics

Back by popular demand, YSP and the St. Louis Science Center have partnered once again to present Family Med School Basics. In its fifth year, Family Med School Basics offers 4 hands-on medical training sessions for children, 5th grade and older and their families. Participants learn about human anatomy and physiology as well as disease through demonstrations provided by the YSP Anatomy teaching team. To coincide with the Body World and the Brain exhibit currently featured at the Science Center our first session focused on the brain and nervous system. YSP volunteers consisting of graduate/medical students, postdocs, and undergraduate students presented demonstrations to a full capacity group on Brain Anatomy, Visual Distortion, Proprioception, and Tactile Sensation. Additional sessions of Family Med School Basics will be held at the Science Center from 1:30-3:30 pm on September 24th (heart and cardiovascular system), October 29th (lungs and respiratory system), and November 19th (digestive system).

Monday, August 29, 2011

Spotlight on the Chemistry Teaching Team


Written by Peggy Ni - YSP Volunteer

I recently sat down with Carl Franz, who is a 4th year Ph.D. student in the Molecular Microbiology Department and head of the Young Scientist Program's Chemistry Teaching Team, to learn more about the kinds of demos he and his fellow volunteers put on and why he dedicates his spare time doing this. In general, the demos can be split into two types. One is metaphorical, in which non-chemical items are used to represent a chemical reaction. For instance, there is a demo, "Toothpick-ase," that teaches the students how enzymes find their substrates. The students' hands are the enzyme, and the toothpicks are the substrate. The enzyme "catalyzes" its substrate when the students use their hands to break the toothpicks. Decreased temperature slows down catalysis, which is symbolized when the students must break the toothpicks in cold water. The second type of demos involves actual chemical reactions, but these experiments utilize common items that can be found around the house. "That way, students can relate to these things, as opposed to having something like sodium dodecyl sulfate," Carl explains. One example Carl says is particularly popular among the students is using hard boiled eggs to tarnish silver, a process that occurs as a result of the sulfur in the eggs which is similar to the atmospheric sulfur that convert silver to a dull, dark color over time. Carl says that the students get really excited by this demo because the results are so visual, allowing them to truly appreciate why, for instance, Grandma polishes the silver every year. Carl has some ideas for future experiments that could possibly be implemented in future outings. One that he's done in the past with a different organization involves collecting french fries from different fast food places and then extracting saturated fat from them. The amount of fat can then be quantitated and compared amongst the various restaurants. This demo goes along perfectly with the other chemistry demos since it is similarly easy for the kids to relate to, as I am sure we all go to fast food places every now and then.

So, why is it so important that there are volunteers willing to be a part of teaching teams like the chemistry one to go on these outings and explain how science works to students? Carl provides some of his reasons that may also resonate with other volunteers. He genuinely likes working with young students and thinks it is a worthwhile goal to perform demos so that students can take away a tidbit of knowledge from them. He admits that he (and, I am sure, most scientists) does hope to convert students into becoming future scientists. But, he believes that it is not the most important thing. Rather, it is crucial to teach students the scientific method and critical thinking skills so that they can intelligently tackle controversial topics such as vaccination, global warming, and evolution. With such a huge divide between people who believe that vaccination is necessary and that global warming and evolution occur versus those who maintain that it is not important or that they do not exist, it's important for these kids – many who will be leaders of the next generation – to sort out what is true and then implement sound science policy. Even if the kids don't have careers directly related to science in their futures, Carl maintains that what the teaching team teaches is still applicable. "You don't have to be a scientist by career to put the scientific method in your life," Carl says. The hard work and efforts of YSP teaching teams play a huge role in allowing students to navigate the media intelligently and think critically about scientific topics as well as other subjects in general, imparting an invaluable life lesson to these students.

A Chat with Reece Goiffon, YSP's September Volunteer of the Month


Written by Peggy Ni - YSP Volunteer

Peggy Ni: Can you tell us what you do for YSP?Reece Goiffon: My title role is the Anatomy Teaching Team Chair. So primarily the role there is … getting the medical students to volunteer for things [effective since Reece is an MSTP and Anatomy TA].
PN: Just curious, is the Anatomy Teaching Team mostly medical students?
RG: It is by default just because medical students, especially the first years when they're in Anatomy are more interested in honing their skills and they have that more bright-eyed enthusiasm that first year medical students always have. But we don't make any requirements though. I actually encourage a lot of graduate students to join in because most of the stuff we're teaching is basic enough where they've learned it in college biology classes – how does the heart work, understand the heart has two pumps, things like that.
So, going back to what I actually do with that, I kind of coordinate – well, Jen [Mosher] does most of the coordination let's not kid ourselves – but I make sure that the volunteers are doing their jobs smoothly, handle any questions or problems that actually occur on the day of.
PN: And how often do you go out on teaching outings?
RG: It depends on the time of year. The really busy time is coming up soon, late Sept. though Oct. It's generally pretty packed. We have, I would say, on average an event every week or two. But it kind of slows down into the winter break season and then picks up a little bit in the spring. So I would say if you did the whole year average maybe about 1 to 2 events a month. But it's definitely concentrated in certain times of the year. Especially the events we have at the [St. Louis] Science Center. Those are August through November I believe. Every month we have a Saturday excursion called Family Medical School, which is not through any school in particular; it's just a community event for families with kids or sometimes without kids. We get some retired couples who come every once in a while. They're able to come see human organs and experience that in person for the first time in their lives.
PN: Could you talk about what has been your most memorable experience while volunteering?
RG: I would say the first time I did the Family Medical School and saw … this retired couple that came in. They had so many questions, and the husband would come with a little notepad out of his pocket, and he'd say, "I thought of these questions!" and he came every month the whole year, so all four sessions I saw him, and he'd think of questions and come up to me after. And sometimes, he was just overflowing with words. He was so enthusiastic about all these things ("I saw on the news that taking this vitamin will help me live longer, is there anything to that?"). It showed me that enthusiasm for science doesn't fade with age.
PN: Moving on to challenges, have you encountered any while teaching or organizing teams, and could you talk about anything you've learned from your experiences?
RG: Just general organizational challenges that are inherent to any organization, esp. one that is run by people who do other things most of the time. Getting volunteers can be really tough, esp. around key points when the grad and medical students have tests coming up, it's harder. Since the Family Medical School is on the last Saturday of each month, that falls on Halloween weekend every year. So getting that October Saturday is very difficult to get volunteers I need every year. But we do. We never have to cancel. But difficulty with the students is more unique with YSP. A lot of the students that we see, their teacher is trying to get them interested or to foster the interest that exists in a subgroup of the class. A lot of the kids, they don't care, they don't want to be there. So a big challenge with every teaching team event is getting people who think they have better things to do, getting them to get at least anything out of it. Even if it's just "Oh, I didn't know that!" or "Oh, my uncle had a heart problem, that's what a heart looks like when it has heart problems." The solution that I learned is that you have to go there and read your audience, like you’re a comedian or actor on stage. Some of the more diverse classes where they have some kids who are really interested and a lot of kids who just aren't, you have to try to put it in the context they understand and that they care about. And that is tough. That certainly is a great thing to learn through YSP; I've applied that elsewhere too. I teach statistics to people on my floor or in lab, and nobody likes to hear about that. So I've learned how to apply context that people actually care about in order to teach them something they don’t realize is useful yet.
PN: So what about your career plans post graduation? Could you talk a little bit about what your thoughts for that might be?
RG: Since I'm in the MD/PhD Program I have to [decide] to be doing both or emphasize in one or the other. And I think I'm going to do the research/clinician - splitting my time between medicine and research. Which means I'll go into residency, but there are special research residencies where I do my normal residency in medicine or radiology or whatever it is but have extra time allotted to do research –basic research or clinical research. And I want to make sure I'm in a city, an urban environment because I do like to have something outside of just working all the time. YSP is one of those things. I want to be able to do something where I feel like I'm paying back the society that brought me up. A big academic center where I can have a little bit of time to, maybe not run or be in a leadership position, but when I have time, just something there to get me out of the hospital or get me out of the lab.
PN: Regarding volunteering, do you see yourself doing something very similar to what you're doing now with YSP or would you like to branch out and do something different?
RG: I think I'm actually going to stick with science advocacy. Science education and science literacy and science awareness, not just here in St. Louis but everywhere, is falling so dramatically. They have those shocker headline surveys where one out of three people can't tell you how long it takes the earth to go around the sun. It's just depressing. It doesn't take much to get people to do the smallest things to learn something about the world they live in. There's a Science Center in every large city so you can always find something there. YSP is a great example. I hear there are YSP [organizations] happening in other schools from alums that have moved on. So, I'm sure there will always be something I can do. But sticking with science education and science advocacy is my third calling. Medicine, research, and then that. Those are the 3 things that I'll do!

Friday, August 26, 2011

September 22nd - Informational Meeting on The Young Scientist Program


The Young Scientist Program invites Students, Post Docs, Technicians, and PIs along with past and current volunteers to an informational lunch and activity fair on Thursday, September 22nd at 12pm in Holden Auditorium, FLTC. Please RSVP if you can to Jennifer Mosher at 362-4841 or by email at mosherj@wusm.wustl.edu. If you are not able to RSVP, still come anyway!

The Young Scientist Program is designed to attract high school students from disadvantaged backgrounds into scientific careers through activities emphasizing hands-on research and individualized contact between young people and active scientists. In addition, it targets St. Louis City Public High School teachers with resources that facilitate inquiry-based learning in the classroom. Each year the program reaches hundreds of high school students and teachers in the St. Louis City Public Schools. The program components work in concert with one another to foster high school students' and teachers' interest in science.

The components are:
>Teaching Teams – Volunteers visit St. Louis City High Schools and present units in Anatomy, Chemistry, Ecology, Evolution, Forensics, Genetics, Genomics, Microbiology, Neuroscience, and Physics.

>Summer Focus – 8 week summer internship for high school juniors. Volunteers serve as program organizers, mentors, and tutors.

>Teacher and Researcher Partnership– 8 week summer internship for high school science teachers. Volunteers serve as program organizers and mentors.

>Lab Equipment/Supply Recycling Program – This program recycles used equipment and computers into the local city schools.

>Other programming includes: Family Med Program, Nano Medical School, Women in Science Day, and Family Science Experience.

If you are interested in The Young Scientist Program, but will not be able to attend, please let us know and someone will contact you about your interest.

Jennifer Mosher
Young Scientist Program Coordinator
Washington University School of Medicine
Box 8213, 4566 Scott Avenue
St. Louis, MO 63110
Phone: 314-362-4841
Fax: 314-362-8359
Email: mosherj@wusm.wustl.edu

Friday, August 12, 2011

YSP Summer Focus Symposium and Banquet





Written by Peggy Ni - YSP Volunteer

On August 5th, 2011 YSP held its annual symposium and banquet for its Summer Focus participants. Wasn't it just yesterday that the students were learning the tricks of the trade at the Research Bootcamp, which aimed to build up good lab techniques? Now, after a mere 8 weeks, participants have successfully given talks about the research they conducted this summer in front of a large crowd – an experience that can still be intimidating and terrifying to many of us who have done this numerous times. Members of the audience had nothing but praise for the speakers. Tom Woolsey, YSP Faculty Advisor, was impressed that so many students knew the important questions their research was addressing and didn't get caught up in the scientific jargon. Beth Tuck, as co-instructor for the Summer Focus Writing Course, would be an expert on the students' performance and progress, and she remarked that the students exhibited considerable poise for their talks. What must have contributed to the students' success were the daily practices during the week leading up to the symposium. Many involved with Summer Focus agree with this and say the presentations were significantly cut during these practices in order to be within the 5 minute limit. Clearly, the YSP volunteers who attend the practice talks armed with timers and beepers must be commended! In addition to the symposium, another important component of the Summer Focus program the students must complete is the paper detailing their research. The Writing Course as well as the YSP volunteers who tutor the students throughout the summer have definitely done a great job teaching the students how to write a scientific paper as well as fundamental skills such as organization. In fact, the parents of Henry Chappell, one of the Summer Focus students, were the ones who noticed and praised the course's structure as instrumental in encouraging organization and finishing segments of the paper well in advance of the final deadline. Now that the Summer Focus program is over, what's next for the students? Visiting and applying to colleges were on the minds of some, as these topics dominated conversations overheard during the banquet. Parents, students, and YSP volunteers discussed the merits of including the research papers in the college application as well as which college representatives left a positive impression during college information sessions YSP organized. Whatever the future plans of the students are, everyone was pretty confident that they would strive to stay in touch with each other. From the camaraderie they exhibited during the symposium and banquet, it is clear they've developed a special bond from their experience this summer.

Friday, August 5, 2011

Symposium and Awards Ceremony for The Young Scientist Program

August 5, 2011
Presentations - 5:30 p.m.
Connor Auditorium, Farrell Learning and Teaching Center
Dinner and Awards Ceremony - 7:30 p.m.
Kenton King Center, Bernard Becker Medical Library

Tuesday, August 2, 2011

Getting to know Jen Lynch – YSP's August Volunteer of the Month

Written by Peggy Ni - YSP Volunteer

Peggy Ni: How long have you been volunteering with the Young Scientist Program?

Jen Lynch: I have been volunteering with YSP since I entered DBBS in 2005.

PN: Why did you get involved with YSP in the first place?

JL: I initially became involved in YSP as a way to do outreach to the St Louis community. I've participated in several science outreach programs from high school through college and this was a great way to do even more and in a more formalized and advanced way. It was also an opportunity to inspire new scientists, giving them opportunities that I participated in as a high school student.

PN: Could you describe some of the YSP activities you have participated in or spearheaded?

JL: I became involved in YSP my first year by creating and leading the forensics teaching team. I was in charge of that team for 3 years. I have participated in Summer Focus, starting by teaching the boot camp for two years and then as a tutor and a mentor. I have been co-coordinator of the lab recycling efforts and chaired the 20th Anniversary Celebration. I think that was my final gift to YSP and a great way to end my years of volunteering.

PN: What has been your most memorable experience with YSP so far?

JL: I love interacting with the students we reach. Teaching team outings have always brightened my day. The students we teach get this look of excitement on their faces half way through the demos and by the end have an insatiable thirst to explore science. It's very rewarding!

PN: I understand that you've been involved with the YSP-MIDSCI partnership. Could you tell us how this got started as well as what this partnership is planning to accomplish?

JL: This is a brand new and exciting new partnership! We were approached by Graziella Mendonsa, a former student and post doc at Wash U, who now works for MIDSCI. As a local company, MIDSCI wanted to give back to the community and Grazie suggested partnering with YSP. Initially, we're using this partnership to provide supplies to our teachers and programs (teaching teams, teaching kits). We're hoping that MIDSCI will increase their support of YSP in the future. We're discussing many opportunities, including how to give our Summer Focus students the opportunity to get supplies for their schools/classes and maybe sponsorship of some of our activities or students in the future.

PN: Finally, do you have ideas on what you'd like to do after graduating and, when it comes to volunteering, whether you'd like to continue doing similar things as YSP or if you'd like to pursue something different?

JL: I am looking into ways that I can combine my Immunology focus with science outreach. I plan on getting a Masters of Public Health or Policy degree and pursuing a career in global health. My goal is to translate science research for non-scientists so the public can make better informed decisions on their personal health. In a way, it's taking YSP's goals to a global level.