Chemistry Solutions

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Last year I penned the editorial, Engaging Students through Chemistry Research, that described the impact that participating in undergraduate research had on my educational and career pathways. To summarize, I would not be a chemistry educator today if it were not for a chance encounter with a professor that resulted in my participation in an undergraduate research project. I also encouraged teachers to help their students engage in summer research programs and consider offering course-based research projects as part of the standard curriculum.

As a follow-up to that message, I want to describe opportunities for teachers to become more involved with research, and related professional activities. These activities are often designed to have a positive impact on the home classroom by helping the teacher build a network of chemistry-based professionals and develop engaging activities for the classroom.

The three programs I describe below afford potential avenues for teachers to engage with research, either peripherally or more directly. Some opportunities require minimal commitment, while others offer potential for significant involvement. The programs are the American Chemical Society’s Project SEED, the National Science Foundation’s Research Experience for Teachers, and, for those in the Pacific Northwest, the Murdock Foundation Partners in Science Program.

Given my extensive background with Project SEED, I will devote much of this editorial to describing it and its benefits, and opportunities for high school teacher involvement. While I don’t have personal experience with the other two programs, my goal is to make readers aware of these worthwhile opportunities.

American Chemical Society Project SEED Program

The American Chemical Society Committee on Project SEED recently approved a five-year strategic plan, which explicitly mentioned two important goals: establishing a better relationship with high school teachers and with AACT. The Project SEED Program has been providing summer research opportunities since 1968. “SEED,” an acronym for Summer Experiences for the Economically Disadvantaged, was started by a small group of individuals in response to the societal turmoil of the late 1960s.

The program specifically targets students from lower-income households, with the goal of helping offset financial burdens by offering paid summer research stipends to high school students and introducing them to the possibility of higher-paying careers in the chemical sciences. Now, 56 years later, the program has involved over 13,500 high school students in hands-on research, including over 350 during the summer of 2024. It has also expanded to offer portable college scholarships to students who choose to pursue a broadly defined chemistry-based degree as part of their undergraduate education.

During my time with Project SEED as a research mentor, site coordinator, and chair of the program’s executive committee, I have listened to many former participants describe the program’s impact on their lives and families. There are numerous examples of students who gained clarity and direction due to a summer of research. Many had a “knack” for math and science, but weren’t sure it was something they could pursue. Other students learned about college and career opportunities about which they hadn’t been aware.

Many stories about Project SEED participants pull at one’s heartstrings. For example, at the Project SEED 50^th anniversary celebration in 2018, I learned of a large refugee family who had insisted that their eldest child participate in Project SEED so they could better afford to buy groceries and pay the bills. That person later graduated from college and became employed in the biotech industry. College hadn’t even been on this person’s radar until he was able to explore through the program. More remarkable, all four of his younger siblings followed in his footsteps, also participating in Project SEED and obtaining college degrees.

Figure 1. Feedback from the 2024 Post-Program assessment (n=251).

At the same event, another speaker described themselves as having been a terrible high school student—even a juvenile delinquent. They credited Project SEED and their SEED research mentor for helping them turn things around and learn the value of a college education. This person went on to not only graduate from college, but to also earn an MD and work as a physician.

Whenever I describe Project SEED and tell stories such as these, the reaction I get is something akin to, “These anecdotal stories are great, but where is the evidence that SEED makes a difference for more than just a few select individuals? Show me the data.”

My response is that for the past few summers, ACS staff administered pre- and post-summer surveys to all of the high school participants. A very preliminary analysis of this summer’s data shows that several indicators of STEM identity and belonging appear to have increased over the summer. Participants are asked to agree or disagree with statements like, “I see myself as a STEM person,” “my family sees me as a STEM person,” “others ask me for help in STEM,” “my STEM teacher sees me as a STEM person,” and “I see myself fitting into a STEM lab environment.” The preliminary results from this survey indicate that many student participants gain an increased awareness of careers available for STEM professionals.

While more analysis is required to ensure the gains are statistically significant, these increases point to the possibility that Project SEED is helping high school students develop an identity and sense of belonging in STEM. For example, 89% of those surveyed strongly agreed or agreed with the statement “Because of Project SEED, I like STEM more” (see Figure 1). This must be considered a programmatic success. Additional analysis of the survey will most certainly tease out other gains as a result of the 8-week summer research program.

Opportunities for high school teacher involvement in Project SEED

Project SEED relies on several different types of adult volunteers. At SEED “sites” across the United States, students are recruited and apply to conduct research on a project at a local university, company, or governmental agency, where they work alongside a volunteer who serves as a research mentor. Each site is organized by a volunteer coordinator who identifies potential research projects and mentors. The coordinator also works with local high schools to raise awareness about the site and recruit high school applicants. The coordinator often facilitates the selection process prior to the start of the summer and, during the summer, organizes professional development activities for the participants.

This structure provides several volunteer opportunities for high school teachers:

• Encouraging students in your classes to apply is an easy first step toward involvement. In fact, this is almost an essential first step, as 38% of last summer’s applicants applied because a teacher suggested it to them. At my local site, many of the most successful students are those who were encouraged to apply by one of their instructors. So, an easy first step is to consult the Project SEED website to determine if a local SEED site exists—and if one does, encourage your students to apply.
• Volunteer to serve as a coordinator or co-coordinator for a local Project SEED site. One of the nation’s largest and most successful SEED sites actually had a high school teacher as its coordinator. In this capacity, he partnered with local industry to identify research projects and mentors, conduct fundraising, and develop and offer professional development activities. The site coordinator develops relationships with local colleges and universities, chemistry-related companies, and, when appropriate, with government laboratories. If there isn’t an already established SEED site, consider starting one by reaching out to chemistry professors at your local colleges to see if they might be interested. The local ACS section is another essential partner, as they can often help with funding, organizing, and making connections. A successful site coordinator develops a strong network with a wide range of scientists and administrators. I know that I find these relationships valuable for my own career development and satisfaction. Interested teachers can submit proposals through the SEED website beginning in December.
• Volunteer with the ACS Project SEED Executive Committee. The executive committee works alongside ACS staff to assist with short-term operations and long-term planning of the entire Project SEED program. If an AACT member is also a member of the ACS and wants to join the committee on Project SEED, they are encouraged to complete the member preference form when it becomes available in the late spring. Alternatively, the committee will be seeking a representative from AACT to serve as a committee liaison. Finally, “micro-volunteering” opportunities will soon become available, which will allow for involvement in various capacities, but with a smaller time investment for the volunteer. In short, the insight and involvement of high school chemistry teachers will undoubtedly be critical to the improvement of the entire Project SEED program. I encourage you to visit the ACS Project SEED website or reach out to Project SEED staff with any questions about volunteer opportunities.

Opportunities for Paid Summer Research: NSF RET and Murdock Partners in Science

Researchers at my university have welcomed public teachers into their labs for paid summer research through the NSF Research Experiences for Teachers (RET) and the Murdock Foundation’s Partners in Science programs. Both programs have been highly successful and many past participants have found it incredibly rewarding.

For example, Chad Cooper, a high school STEM teacher in Meridian, ID, participated this past summer. He commented that being involved with Partners in Science “...has been a rewarding, inspiring, and life-changing experience!” He also shared that the program “...has provided me with confidence, a love for science, all kinds of skills, community and connections, and some incredible insights into science. Also, teachers can feel as if they aren’t supported, and this program has been a real game changer…I’ve already done a few lesson plans using parts of my research which has been really rewarding and fun!”

The NSF RET program operates via a variety of funding pathways, but the one that is probably most relevant to members of AACT involves a university researcher asking for supplementary funding to an existing research grant, allowing a high school teacher to conduct research alongside others at the university. By participating in the program, the teacher is exposed to cutting-edge research, and often develops teaching and lab modules they can put into practice back at their home high school. For this type of relationship to succeed, I surmise that a high school teacher would first need to approach the university faculty member to express their interest, prior to seeking NSF funding.

In the Pacific Northwest, the Murdock Foundation offers a Partners in Science Program. There are currently five universities that provide opportunities for teachers to partner with university researchers for two summers of research. The Partners in Science program offers several conferences and opportunities for teachers to participate in other professional development opportunities. The program expects that the high school teacher will leave the program with a well-developed activity that they can immediately implement in their existing courses. While the Partners in Science program is limited to the Pacific Northwest, I am confident that a quick search will present other opportunities for teachers throughout the United States.

I invite you to explore the insights and contributions shared by educators like you in this issue of Chemistry Solutions. You’ll find inspiring stories from teachers who have transformed their classrooms through innovative approaches, collaboration, and hands-on experiences. Whether you’re looking for new ideas or motivation to start your own summer research journey, this issue has something for every chemistry educator.

• Read a teacher’s reflection on her experience as an Albert Einstein Fellow, working in Washington, D.C. to impact education policy.
• Learn how a chemistry teacher implements rolling feedback and student-driven practice to address recurring misconceptions, enabling students to revisit and correct misunderstandings throughout the semester.
• Explore one teacher’s journey addressing resource disparities and promoting diversity in chemistry education, offering practical strategies like community partnerships and the recruitment of minority STEM teachers.
• To enhance self-assessment and reflection, read about how a high school chemistry teacher developed an automated feedback system using Google Forms and Sheets, providing students with structured, tiered feedback.

I encourage both you and your students to engage in summer research opportunities. I believe you’ll find that they are a worthwhile endeavor! As a university professor, I know that we are all very busy. My personal experience is that helping others gain skills and expertise through research has been one of the most rewarding aspects of my job, and is well worth my time.



Don Warner
SOCED Representative
2023–2024