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In this paper, we describe the outcomes of the first year of an intensive, urban ecology focused, summer program for urban high school youth. Students in our program conduct scientific investigations of their urban ecosystems while exploring potential career options in science and technology fields. In conducting their investigations, the students used geographic information systems (GIS) coupled with computer modeling tools and visualization software to explore the ecological services provided by their urban forest canopy and the impact of urban noise upon birdsong. The goal of the program was to improve students' self-efficacy toward science and their sense of environmental stewardship. To that end, we conducted pre-post surveys of students on their beliefs regarding their (1) science self-efficacy, (2) science interest, (3) environmental stewardship and (4) career knowledge and career awareness. In this paper, we focus our discussion on the first three outcomes and found that participation in our program significantly improved students' science self-efficacy and environmental stewardship. We found that by engaging students in locally, focused, in-depth and targeted environmental science investigations, students could develop the confidence to investigate and solve local problems that increased their confidence in their ability to do and study science.

BackgroundThe revolution in DNA sequencing technology continues unabated, and is affecting all aspects of the biological and medical sciences. The training and recruitment of the next generation of researchers who are able to use and exploit the new technology is severely lacking and potentially negatively influencing research and development efforts to advance genome biology. Here we present a cross-disciplinary course that provides undergraduate students with practical experience in running a next generation sequencing instrument through to the analysis and annotation of the generated DNA sequences.ResultsMany labs across world are installing next generation sequencing technology and we show that the undergraduate students produce quality sequence data and were excited to participate in cutting edge research. The students conducted the work flow from DNA extraction, library preparation, running the sequencing instrument, to the extraction and analysis of the data. They sequenced microbes, metagenomes, and a marine mammal, the Californian sea lion, Zalophus californianus. The students met sequencing quality controls, had no detectable contamination in the targeted DNA sequences, provided publication quality data, and became part of an international collaboration to investigate carcinomas in carnivores.ConclusionsStudents learned important skills for their future education and career opportunities, and a perceived increase in students’ ability to conduct independent scientific research was measured. DNA sequencing is rapidly expanding in the life sciences. Teaching undergraduates to use the latest technology to sequence genomic DNA ensures they are ready to meet the challenges of the genomic era and allows them to participate in annotating the tree of life.

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