1. Student and Teacher Education Enhancement Program
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 :00 – 12:00 in 2009
Teachers were paid in 2008 but volunteered in 2009.

17. Itinerary August 3 – 5 August 10-12 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 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.