The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) program is a National Science Foundation (NSF) supported initiative and collaboration of multiple institutions and organizations led by Pace University. The NSF project, Innovative Technology Experiences for Students and Teachers (ITEST), had generated a large amount of data through engagement with teachers and students throughout New York City public schools. One purpose of this project is to engage with middle and high school science teachers to assist them in using project-based learning and real-world data collection in their classrooms with their students through harbor restoration initiatives. It was found that Underrepresented Minority (URM) students reported having higher levels of interest in STEM and science than did the non-URM students. While this is a success, it was found that the URM students had lower expectations for success in STEM courses and interest in STEM careers. It was concluded that URM students may need additional support in order to build their confidence and help them to become aware of opportunities in STEM education and careers.

The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) program is a National Science Foundation (NSF) supported initiative and collaboration of multiple institutions and organizations led by Pace University. The NSF project, Innovative Technology Experiences for Students and Teachers (ITEST), had generated a large amount of data through engagement with teachers and students throughout New York City public schools. This article presents the second part to a large data collection study with focus on Underrepresented Minority (URM) student interest in STEM and engagement with teachers to support them in teaching science through experiential learning and lessons that connect science to the real world, particularly through science in the New York Harbor. The first component of the study focused on URM student interest in STEM. This second component of the study focuses on teacher engagement in the program, and what the researchers had learned in the process. Overall, teachers reported very favorable options on the impact of the BOP-CCERS activities as ways to generate student interest in STEM majors and careers. Teacher participants were generally positive about the amount of support and resources they received as members of the project, as well as the oyster-related knowledge and practices they learned to use with their own students in oyster field research. Data from the study provided evidence that the teacher activities were successful and met the project’s goals to provide support and resources for teachers to engage students in oyster restoration research.

The purpose of this study was to investigate the potential impacts of microteaching on experienced teachers participating in the Community Enterprise for Restoration Science (CCERS) Teaching Fellowship at Pace University as part of a National Science Foundation-funded research project on the education model known as the Curriculum and Community Enterprise for Restoration Science (CCERS). The program builds a learning community of teachers in the fellowship program as they participated in monthly workshops in cohorts and continuously interact with each other during the two years of the program. Each teacher in Cohort 1 of the CCERS Fellowship was required to provide a brief lesson that they have used in the classrooms from the CCERS curriculum. Generally, the Teaching Fellows' micro-lessons contained appropriate objectives presented to the class aligned well to the objectives of the CCERS initiative, which focused on harbor restoration learning within a STEM context. By conducting field studies at restoration stations that students set up near their schools, students across all schools learned about the biology, chemistry, ecology and history of the Hudson River. In addition to teaching science content, all teachers incorporated lessons on helping students to develop literacy strategies to build vocabulary. The microteaching modules allowed for teachers to gain insight as to how the curriculum was being implemented into other teachers' classrooms. It permitted for teachers' exposure to the various teaching methods and resources being used to assist underrepresented students and students where English is a second language.

The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor withNew York City Public Schools (BOP-CCERS)(NSF DRL 1440869/PI Lauren Birney) program is a National ScienceFoundation (NSF) supported initiative through collaboration by multiple institutions and organizations led by PaceUniversity. Partners on this initiatitve include Columbia Lamont Doherty, the New York Aquairum, the New YorkHarbor Foundation, the New York Academy of Sciences, the River Project, Good Shepher Services, SmartstartEvaluation and Research, the University Maryland Center for Environmental Science and Fearless Solutions. Inthis study, teachers from one cohort were paired with teachers from a succeeding cohort in order to facilitate amentoring process between the two cohorts. This allows for teacher ambassardors to have a support structurethroughout the program, seek integral feedback, modify teaching techniques, integrate project research and establishlong term partnerships within the project team.

The majority of prostate cancer cases carry a favorable prognosis due to various screening protocols and the progression of surgical/medical techniques. Prostate cancers that metastasize to the skeletal system bear worse five-year survival rates as they are indicative of widespread dissemination. There are very few cases of prostate cancer invading the iliopsoas muscle described in the medical literature. Here, we present the case of a 61-year-old male who was diagnosed with prostate cancer with metastasis to the bones and iliopsoas muscle. Given the advanced presentation of his disease, the patient underwent a prostate biopsy. He was initiated on bicalutamide and transitioned to leuprolide and docetaxel with eventual radiation therapy.