STEEP

1. STEEP Student and Teacher Education Enhancement Program

2. Purpose • Develop a comprehensive program for students, teachers, Mayo physicians, scientists, and staff to address the opportunity gap

3. Purpose: • Provide students who may not be considering medical careers, the opportunity to become familiar with them. • Show students the skills they will need for these careers. • Highlight resources available to them in their school and community

4. Purpose con’t • Expose teachers to the opportunities available in these same fields and enhance their ability to advise and counsel their students. • Promote positive relationships between Mayo staff, high school teachers, students and the community.

5. Initial Program Goals • Develop a Pilot Program that: • Introduces students and teachers from Century High School to Mayo Clinic, Mayo Clinic resources and careers. • Introduces teachers and students to new technology, research methods and resources through a 4-week interactive program.

6. Initial Program Goals, cont. • Launch the Pilot Program during the summer of 2008 • Evaluate the Pilot Program and develop additional program components • Obtain support to implement the full program in 2009

7. 2008 Pilot Program Components • Establish a Century High School – Mayo Clinic partnership • Selection of 9 students by Century Teachers and Principal. • Selection of 4 teachers by Century Principal.

8. 2008 Pilot Program Components • Mayo Clinic provides educational and research opportunities during July 21 - August 15, 2008 • Year long academic support.

9. Week 1 • Professional Development • Patient centered care • Mayo Clinic history • Communication – presentation skills • Case scenarios on workforce situations • People skills in the workplace • Professeionalism (dress and attitude) • Networking opportunities

10. Week 2 • Allied Health Careers • Cytogenetics (FISH and Chromosomes • Melecular Biology • Hands on opportunities to run DNA gels • Hematology • Microbiology • Research Laboratories

11. Week 3 • Research and Mayo Medical Labs • Respiratory Therapy • Emergency Rooms and Procedure • Physical Therapy and Athletic Training • Simulation Laboratory • Opportunity to experience “simulated” emergency scenarios

12. Week 4 • Resources • Define opportunities for continued growth • Allied Health Career options • Computer use in a professional organization • (blogs and face-book)

13. Future Program Components • Coordination with Career Awareness Programs • Science Symposia • Two hour weekday evening programs • Six hour Saturday program • Selected Topics • Teacher enrichment • CME equivalent • Four to six a year • Summer Research Opportunities • Teachers and students work 4-8 weeks in a research lab • SRP, summer research program

14. Future Program Components • Exploring Post • Students gain practical experience in science and medical careers • Engage in activities that emphasize life skills, citizenship, character • Education and Leadership • Teacher In-service Training • Twice a year workshops for teachers • Student Tours • Custom tours of Mayo Clinic and Mayo Clinic labs

15. Future Program Components • Science Outreach Program • Teachers and students utilize some of the educational resources available at Mayo Clinic • Distance Learning Initiative: Two-way video into the classroom • Student mentoring program • Research Assistance Program: Information gathering service for teachers • Funding • HHMI, NSF, NIH

16. Compared to 2008 • In 2008, students worked for 4 weeks while in 2009, students worked for 6 weeks • Students were paid for time from 9:00 – 3:00 in 2008 9:00 – 12:00 in 2009 • Teachers were paid in 2008 but volunteered in 2009.

17. Itinerary • August 3 – 5 • Introduction / Professionalism • Molecular Biology Laboratories • Other Labs – Clinical and Research • August 10-12 • Cell Biology Laboratory and Analysis • Respiratory Therapy • Simulation Center

18. Target Students • Freshmen and Sophomores preferably (occasional juniors). • Students show an aptitude for college but have not yet chosen Honors or AP courses. • Students are usually the first in their family to consider college. • Students have no direct contact with professional organizations such as Mayo and no obvious opportunity to explore them. • Students should represent all groups of students in need of this experience

19. Things we would like to add • 1. Begin with a week at High School in order to lay some of the groundwork for the science and math needed to understand some of the procedures seen at Mayo Clinic. • 2. Prepare for proper dress code – grant money? • 3. Return the program to it’s original length and time. • 4. Honorarium for “volunteer” teachers. • 5. Expansion to Mayo and JM students.

20. During the Year • Students will continue to meet with volunteer teachers through the year in order to support them as they decide to take Honors/AP level courses. • Maintain the relationships and mentorships that were built during the summer experience in order to support these students as they move toward their educational and career goals.

21. STEEP 2010 • We have connected with teachers and students involved in an ESL summer school program. This allows us to prepare students prior to the experience of STEEP. It also will allow for additional follow up and for involvement of all three high schools in Rochester.

22. Student preparation • Day 1 – Anatomy • Day 2 – Biochemistry • Day 3 – Nutrition • Day 4 – Disease • Day 5 – Genetics and biotechnology • Day 6 – Continue biotechnology and tour University of Minnesota Rochester college programs

23. Followed By • 3 week program in August as has been done in past years – planned for July 26 – August 12 • Students will meet for 4 days each week (12 days total) from 9:00 AM until 2:00 PM • Follow-up with students in ESL and biology classes during the 2010-11 school year and maintain connections and relationships

24. Why was STEEP such a wonderful experience? • Students were exposed to professional careers. • Students were exposed to professional behavior and protocol. • Students formed relationships with both Mayo professionals and teaching staff. • Students received both guidance and encouragement in educational choices and requirements for college and other career paths. • Students were given confidence and support in science and math class at higher levels than they were currently taking.