L@=H9KL >GMF<9LAGF

\^^`n n o cmjpbc d iijq\o d ji

h
Y
k
l

^gm
f
\
Y
l
a
g
f
\
^
^
`
n
n

o
c
m
j
pbc d i
i
j
q
\
o
d
j
i
ISBN: 978-1-4276-4807-5
2010 PAST Foundation
Table of Contents
Bridge Program Overview
Forensics in the Classroom
Engineering and Advanced Materials: Solving Engineering
Problems of the Future
Growing America: Season 2
Entomology: Historical and Current Impacts
Channel Islands: Cultural and Natural Resources
Chesapeake Bay: The Cultural Landscape of New Beginnings
Forensic Sciences, Archaeology, and Anthropology
Slobodna: The New Find
1
7
9
11
13
15
17
20
22
.
1
Following the conclusion of the 2009 Summer Bridge Program schedule, the PAST design team
createditsrstreviewoftheBridgeProgramconcept.Thereportnotedthattheseprogramswere
originallycalledsummereldprograms,butthebrandingwaslaterchangedtothemoreevoca-
tiveBridgeProgramsasthePASTteamsoughttospecifywhattheprogramsactuallyprovided
forstudents.ThesignicantdifferencebetweenPASTprogramsandprogramsattraditionaleld
schools required a new name, and the term bridgeservedasanexcellentmetaphorforhowthese
programshelpstudentsmovefromonelevelofthinkingtothenext.TheBridgePrograms,then,
developedintothreelevelsofprogramming.
Level I Bridge Programsspecicallytarget
students transitioning from traditional learning
environmentstoproblem-basedlearning
methods,andthusneedabridgetoacclimate
themtothenewapproach.Forexample,
Forensics in the ClassroomisaLevelIBridge
Program that introduces students to this new
paradigmofeducationbygivingthemthe
interactivechallengeofsolvingacrimescene,
whichalsoteachesscienticmethodologies
andtheprinciplesofprecise,criticalthinking.
Level II Bridge Programsarecreatedforstudentswhoexcelatappliedlearningbutsometimes
struggleinatraditional,four-wallclassroom.LevelIIalsoprovidesstudentstheexperienceof
workingwiththecommunitytosolverealissues,ratherthanarticiallydevisedmentalexercises.
Level III Bridge Programsprovideadvancedstudents,whoattendSTEMprogramsandhave
participatedinpreviousBridgePrograms,withanopportunitytoassumeleadershiproles.The
programsCave Ecology, Cultural Landscapes,
and Growing AmericaareusedforbothlevelII
andlevelIIIBridgePrograms,simultaneously
helpingstudentsourishthroughapplied
learning and teaching students the essential
practicesofleadership.
ThePASTFoundationsdecadeofexperience
planning,scaling,testing,deningrealworld
issues,andmaintainingpartnershipswith
engagingeducatorsenabletheseprogramsto
succeed.PASTbelievesthateachprogramcan
Bridge Program Overview
Engineering and Advanced Materials
Channel Islands
2
alwaysbeimproved.Thus,eachBridgeProgramisconstantlyevolvingtobecomeamoredynamic
experience.
Astheyguidethisevolution,thePASTdesignteamconsiderstheBridgeProgramstructureinterms
offourvitalcomponents:real issues, real partners, a trans-disciplinary approach,andapolished
presentation of learningthatfollowsprofessionalscienticprotocol.
Four Vital Components
TherstessentialcomponentistoensurethateachprojectisbasedonaReal Issue.Fromthestart
ofeveryproject,thePASTteamstressestothestudents,parents,andteachersthattheprojects
inwhichtheyareinvolvedarecontemporary,realworldissues.Forexample,the2008marine
environmentalstudiesprogram,createdinformationalplacardsaboutdivesitesintheFloridaKeys
NationalMarineSanctuaryfordivechartercaptainstosharewiththe65,000annualsportdivers.
Growing America,introducedin2009,perhapsthemostambitiousBridgeProgram,actually
containsseveralprojectsunderitsbroadumbrella.TheGrowing America: Student Farmpartners
STEMhighschoolstudentswithOSUHorticultureandCropSciencestudentstoproducefood
ontheuniversityfarm.Meanwhile,theGrowing America: Farmers Marketisanentrepreneurial
projectforhighschoolstudentswhichactually
bringstheproducefromitssisterprojecttothe
market.
Thesecondessentialcomponentofasuccess-
fulPASTFoundationBridgeProgramishaving
Real Partnerships.Studentsengagewhenthey
canworkdirectlywithexpertsinaeld.The
CulturalLandscapeprogram,New Beginnings
in the Chesapeake, also in its second
year,originallypartneredwithacultural
resourcemanagementrm,theJamesRiver
ArchaeologicalInstitute,toexcavateaColonial
AmericanfarmnearWilliamsburg,Virginia.Duringexcavations,aMetrostudentdiscovereda
pieceofEnglishpotterywhichhadneverbeenseeninVirginiabefore,subsequentlyredening
previouslyheldconceptsofcolonialtrade.WhilethestudentsworkedonthisColonialperiodsite,
theyweretaughtarchaeologicalskillsbyprofessionals.Similarly,Life in Transition (2008 &2009),
acaveecologyprogram,broughtinexpertsfromseveraleldstoworkalongsidethestudents.A
spelunkerguidedthestudentsinlessonsonhowtosafelyexplorecaves,anentomologisttaught
undergroundusingaashlighttondcavecrickets,andabiologistdirectedanenquiryintowater
qualitybyhavingstudentstakeandanalyizesamplesfromacavewatersystem.
UtilizingavarietyofexpertshighlightsthethirdessentialcomponentofaBridgeProgram
structure: Holistic Study.TheprogramsdevelopedatPASTaredesignedtoprovidestudentswith
Growing America
3
rewardingeducationalexperiences.Toachievethisgoal,eachprogramistaughtinthecontextof
itssurroundingareaandculture.Theonlywaytoaccomplisharealworldexperienceistoap-
proachtheissuewithaninterdisciplinarymindset.Itisimpossibletounderstandthelifecycleofa
cavebatifyoudonotconsiderthecaveinwhichitlives,thegeologythatdevelopedthecave,the
weatherthatsurroundsit,orthehumansthatmanipulateit.Inthesameway,understandingthe
architectureofRomerequiresaholisticlookat
itshistory,politics,physicalspace,engineering,
and society (Rome: Classical to Digital2009).
AllBridgeProgramsuseaholisticapproach,
incorporatingthesciences,humanities,lan-
guagearts,math,anddesignarts.Inshort,no
contentareaisleftout.
ThenalcomponentofBridgeProgramstruc-
ture is the Presentation of Learning that chron-
icleseachstudentsworkattheculminationof
theproject.Thiscantakemanyformsdepending
onthenatureandlocationoftheprogram.
Thesepresentationsoftenincorporatedigitalmediasuchaspodcasts,iMoviesorPowerPoint
presentationstohighlighteachstudentsuniqueperspectiveandvoice,butwheretechnologyis
scarcesuchaswhencampingessays,poetry,andpublicpresentationsareused.Thestudents
voiceisessentialtothenatureofaPASTBridgeProgramand,indeed,allproblem-basedlearning.
Bridge Program Evolution
Thefourcomponentsoutlinedabovecreateaplatformthatexposesstudentstotheprocessofman-
agingunforeseendifculties.The2009caveecologyprogramisanexcellentexampleofaPAST
BridgeProgramprovidingasuccessfuleducationalandexperientialprojectinthefaceofrapidly
changingenvironmentalfactors.DuetothespreadofWhiteNoseSyndrome,adiseasekillingthe
batpopulationinNorthAmerica,thepubliccavesinKentuckywereclosed.IftheBridgeProgram
wasdesignedanyotherway,thiswouldhavebeendisastrousnews.However,sinceallPAST
BridgeProgramspivotonrealissues,theWhite
NoseSyndromebecamethenewtopicof
study.SinceallPASTBridgeProgramshavereal
partnerships,therewereexpertsfrommany
differenteldsinterestedinthistopicandwill-
ingtohelp.AsallPASTBridgeProgramsare
holistic,thereweremanygeological,biologi-
cal,andhistoricalaspectsrelatedtothetopic
thatwerestudied.Finally,sinceallPASTBridge
Programsrequirepresentations,theintensityof
studyremainedvigorous.
Channel Islands
Slobodna
4
ThePASTteamcontinuallyre-examinesitsprogramstoimprovetheirscalability,sustainability,
andtransferability.Forensics in the Classroom,initsfthyear,isanexcellentexampleofanever
evolvingprogram.Thisyeartheprogramrequiredretoolingintermsofscale,programtopic,
andtransferability.Generally,BridgeProgramsoperateonthesmall-footprintbig-impacttheory.
However,thisprogramneededtobereinventedinordertoinvolvealargecommunityofstudents.
Fallingbackonthedesignprocessandusing
thefourvitalcomponentsdiscussedaboveas
guides, the PAST Bridge Program design team
scaledtheprogramtoaccommodateexpanded
numberswithoutsacricingthesmallgroup
focus.Theteampivotedstaffpreparation
toaddressalgebraicunderstanding,while
preservingtheoriginalintentandexcitement
ofthepopularprogram.Overthecourseofthe
weeklongFITCprogramrisingseventhgraders
fromacrossColumbus,Ohiogainedvaluable
Algebraskillscaughtupintheexcitementof
solvingacrime.
2010
TheBridgeProgramsof2010embracedthefourbuildingblocksReal Issues, Real Partners,
Holistic Study, and Presentations of Learningcontinuingtoourish.Inaddition,theprograms
of2010explorednewelementsthatfocusedongrowingstudentslifeskills.Whilethe2009
BridgeProgramsevolvedtheacademiccontentoftheprogramsandemphasizedrealprojects
andrealpartners,the2010objectivesaddedtothislistaclosefocusonthesocialandpersonal
growthofBridgeProgramstudents.Theprogramscontinuedtopushthestudentstoreachtheirfull
academicpotential,aswellasbridgeimportantphysicalandemotionalgrowthissues.
EmergingevidencefromadecadeofprogramssuggeststhatBridgeProgramsworkbestwhen
studentsarechallengedoutsidetheirnormalsecurityandcomfortzones.Thisrequiresmorethan
academicrigor.ThePASTdesignteamisawareoftheimportanceoffocusingbothonacademic
Channel Islands
Entomology
5
growaswellaslifeskillsthatenablestudentstomorefullyengageandgrowbeyondbehavior
patternssometimesassociatedwithtraditionaleducationsystems.Byfocusingonbothlifeskills
andacademicknowledgesimultaneouslyintheimmersionprogramswecaneasilyplotstudent
growthoverthecourseofasingleweekbysimplychartingparticipationandengagement.
Thisrequirednewanddifferentactivitiesorganizedinconcertwiththeacademicchallenges.It
requiresanarticulationoforganizedfreetimeandexpectations.Bypilotingtheseactivities,we
wereabletoclearlyseethedifferenceinprogramswheretheywereusedandprogramswhere
theywerenot.Thecombinationofsocialactivitiesandacademicactivitiesengagedeventhe
reticentstudents,drawingthemintoparticipation,inquiry,andengagement.
The2010programsalsodemonstratedthatthelocationofaprogramisjustasimportantasits
academiccontent.Whilecollegedormsmayhaveconvenientlocationsforacademia,theydonot
necessarilypromotebehavioralgrowth.Behavioralgrowthisstrongestinprogramsthatrelyon
campingorotherlessprivatelivingquarters.Infact,thecampingandsailingprogramsrevealed
equalamountsofgrowthinbehaviorandknowledge,whereastheprogramsthatuseddormssaw
lessbehavioralgrowththanacademicgrowth.
Fundamental to the success of the 2010 Bridge Programs was the infrastructure in which each
studentandstaffmemberfoundaplacetoexcel.Themoststrikingexampleofthisframeworks
effectivenesswastheperformanceofthestudentleadersofGrowing America.Givendirectrespon-
sibilityoftrainingincomingparticipants,studentleaderstookownershipofboththeStudentFarm
andtheFarmersMarket.Thisenergyspreadtotheparticipantswho,onmarketday,enthusiasti-
callysoldtheirproducetothelocalcommunity.Thedirectorproudlynotedhowshecouldstep
backandletherstudentleadersandmanagersdeveloptheprogram.
ThePASTFoundationin2010hadthepleasureofhosting
twoBattelleSummerFellows,HarryKentandReedCase,
asassistantsfortheBridgePrograms.Theseundergraduate
studentscontributedanenormousamountofpositive
energyandorganizationalsupport.Theycarriedoutdaily
logisticaltasksandprovidedacrucialbridgebetweenthe
Directorsandstudents.Theyaffordedguidanceandlaugh-
ter,helpingcreatethesafeandcomfortablesurroundings
thatmakePASTBridgeProgramsunique.
Forthesecondyear,PASTpartneredwithMontanaState
UniversitysDocumentaryFilmprogram.Joiningthepro-
gramsthisyearfromMontanawasKatieMartell,asecond
yearMastersstudentintheprogram.Katiefollowedthe
programsdocumentingthevoiceofthestudentsandverve
oftheprograms.
Forensics in the Classroom
6
Using the Bridge Program structure the PAST
Foundationnurturedoverathousandstudents.
Whileeachprogramhasitsownunique
qualitiesandactivities,theyaresimilarin
theirapplicationofthefourvitalcomponents,
eachhavingrealworldrelevance,connecting
withrealpartners,encompassingamultitude
ofdisciplines,aswellasrequiringanal
presentation.Inaddition,eachprogramhasan
accompanyingpodcast.
Thefollowingdescriptionsofthe2010Bridge
Programsdetailtheparticipantsaswellas
provideanoverviewoftheprojectgoalsandactivities.ThePASTSummerSTEMBridgePrograms
weremadepossiblethroughthegenerosityandpartnershipoftheBattelleMemorialInstitute,
theOhioSTEMLearningNetwork,IKnowICan,andtheTheEducationalCouncil.Participating
ColumbusschoolsincludedColumbusCitySchools,LindenMcKinleySTEMAcademy,MetroHigh
School,ReynoldsburgHighSchool,andWorthingtonHighSchool.Theprogramsalsowelcomed
studentsfromelsewhereinOhio,NewYork,NorthCarolina,Connecticut,Georgia,Oregon,Iowa,
Indiana,CaliforniaandColorado.
Growing America
Forensic Sciences
7
Program Forensics in the Classroom
Bridge Program Level Level I
Dates July 26 - August 13, 2010
Location Columbus, OH
Director Lara McCormick, The Ohio State University,
Department of Anthropology
Program Coordinator Anne Corscadden Knox, PAST Foundation
Staff Katie Martell, Documentary Film Intern,
Montana State University
Students Linden McKinley STEM Academy
Metro High School
Reynoldsburg High School
Worthington High School
Partners I Know I Can
The Ohio State University
Arts Impact Middle School
St. Stephens Community House
Program Objective
Forensics in the Classroom introduces students
toSTEMdisciplines,designprinciples,scientic
methodologies,andproject-basedlearningin
anovelandengagingway.FITCcapitalizes
onstudentsnaturaldesiretosolvemysteries,
providinganinterestingandfunframework
inwhichacademicskillscanbehoned.
Partneringwiththeforensicdivisionofthe
OSUDepartmentofAnthropology,students
participateinaweeklongpreparationprogram
thatwilltakeadvantageoftheexpertiseofthe
8
policeandotherspecialistsinhelpingdeepenthestudentsunderstandingofspecicforensic
techniquesandthereasonsforusingthem.
Summary
ForensicScienceisaperfectvehicletodeliveralltypesofcontentandskillsets.Thisyearthe
programfocusedonbasicalgebraandscienceskillsalignedwiththeOhioAcademicContent
Standardsforseventhandeighthgrade.In
addition,FITCconsciouslysoughttopromote
speciclearningobjectivesthatrelatetothe
developmentamongyoungteensintheareas
ofcognitiveskills,psychomotorskills,andthe
skillsofbeingaffective.Eachoftheseagendas
wasdeliveredthroughtheexcitingplatformof
solvingacrime.Afteronlyaweek,students
gainedabetterunderstandingandappreciation
forscience,thescienticmethod,andscientic
reasoningbyrelatingittosomethingthat
interestedandchallengedthem.Theintrigue
andsuccessofthescienticmethodsthey
learnedinFITChelpedthestudentslosetheir
fearofscienceandmath,historicallyconsideredtoodauntingeventoattempt,muchlessmaster.
FITChasasecondaryimportance.ThisprogramprovidedtwentygraduatestudentsfromTheOhio
StateUniversityDepartmentofAnthropologywithalowstakesentryintotheworldofteaching
K-12.Astheyworkedonthisinvaluableteachingexperience,thegraduatestudentsrealizedthat
lecture-basedteaching,whilecomfortableforthelecturer,didnotmakematerialaccessibleto
middleschoolstudents.Thus,theyhadtochangetheir
approach,developingprogramsthathaverealworldap-
plications.FITCprovidesavitalintroductoryexperience
regardingrelevantmaterialsandapplicableteaching
practicesthatbridgethegapbetweentheprofessionalsand
thestudents.
lecture-basedteaching,whilecomfortableforthelecturer,didnotmakematerialaccessibleto
It made me feel that I could do anything no matter as long
as I try and work hard.
Tatiana
9
Program Engineering and Advanced Materials
Bridge Program Level Level I and II
Dates June 27 - July 3, 2010
Location The Ohio State University
Advanced Material Labs
Columbus, OH
Director Dr. Andy Bruening, Metro High School
Program Coordinator Anne Corscadden Knox, PAST Foundation
Staff Reed Case, Battelle Scholar, University
of Vermont
Harry Kent, Battelle Scholar,
McAllister University
Katie Martell, Documentary Film Intern,
Montana State University
Students Linden McKinley STEM Academy
Metro High School
Worthington High School
Partners The Ohio State University
Battell Memorial Institute
Ohio STEM Learning Network
Program Objective
Weareadisposablesociety.Wethroweverythingawayasgarbage.Landllsarereaching
maximumcapacity,yetwecontinuetogeneratemorewaste.Intheearly1970s,archaeologistDr.
WilliamRathjeexaminedlandllcontenttodeterminewhatAmericanswerethrowingawayand
foundpaperwasthemostabundantcomponentofmodernlandlls.Fortyyearslater,moreplastic
thanpaperisenteringlandlls.ArecentstudyinCaliforniaestimatedthatoveronebillionplastic
bottlesendupinlandllseachyearthatsmorethanthreemillionbottlesperday.Managing
plasticwasteisaglobalproblem.Aswearedepletingournaturalresourcesandstufnglandllsto
capacitywearecreatinganenvironmental,ecological,andeconomicdilemmathatcanonlybe
10
solvedthroughengineering.
Toaddresstheissueofincreasedplasticintodayslandllsandtoexaminesustainablesolutionsto
thisissue,studentsstudiedthewastehabitsofmodernsocietiesthroughGarbologyandmaterials
scienceengineering.Specically,studentsanalyzedtherolethatpolymersplayinrecycling.
Summary
Initially,thePASTteaminpartnershipwiththeOSUMaterialsSciencelabproposedtolookat
thereuseofplasticbottles,therebyintroducingthestudyofpolymers.Sodapopbottleswere
collectedbutprovedincompatiblewiththe
labscapabilities,sotheteambegancollecting
heavierplasticmilkbottles,butstilldidnotnd
success.Theteamwentbacktothedrawing
boardand,throughaseriesofbrainstorms,
createdaprogramthatmaintainedarealissue
focusinconjunctionwithrecyclingplastics.
Thenewprojectprovidedthestudentswitha
rareopportunity.TheOSUAdvancedMaterials
Labhadjustcreatedanewbiodegradable
materialthatisintheprocessofbeingpatented,
andthusthescientistswereunabletoreadily
identifythematerialforthestudents.Thematerialwassonewthat,althoughthescientistsknewit
isbiodegradable,theyhadnotyetdeterminedhowrecyclableitis.Thus,itbecamethechallenge
ofthestudentstotestit.Demonstratingtheircommitmentasapartner,OSUscientistseagerly
attendedthenalpresentationtoheartheresultspresentedforthersttime.Thisprojectfocused
onsucharealissuethatthestudentsndingswillremainclassieduntilthepatentisawarded.
Thecomplexityoftheissuesrelatingtoadvancedmaterialsprovedthegreatestchallengein
developingacourseappropriateforteenagers.Ultimately,thefocusoftheprogramwasonmore
familiartopicssuchaswastemanagement
whileexposingthestudentstothemore
complexsubjectofpolymers.Thestudents
nalpresentationsshowedtheyhadgained
knowledgeofappliedmaterialsandsuccess-
fullyrelateditbacktoissuesofplasticsin
ourlandlls.Thiswasavaluablelessonin
designingbridgeprogramstheymustlead
fromtheknownintotheunknowninorderfor
studentstogrowtheirknowledgebase.
Free-owing opinions and variety are
always key components in brainstorming,
which is always the beginning of success.
Daniel
11
Program Growing America
Bridge Program Level Level I, II, and III
Dates July 26 - August 14, 2010
Location Waterman Farms
The Ohio State University
Columbus, OH
Director Kat Deaner, The Ohio State University,
College of Food, Agricultural and
Environmental Sciences
Program Coordinator Anne Corscadden Knox, PAST Foundation
Staff Katie Martell, Documentary Film Intern,
Montana State University
Students Linden McKinley STEM Academy
Metro High School
Reynoldsburg High School
Worthington High School
Partners Ohio State University
Metro High School
The Food Alliance
Program Objective
Urbanyouthhavelimitedaccesstoeducational
experienceswithagricultureandequally
limitedaccesstolocallyproducedfood.There
isastrongneedtobridgethegapsinstudents
understandingofthefoodsystembyengag-
ingurbanyouthinagriculturalproduction
activities.Currently,thereisalackofurban
agriculturaleducationprogramsinOhiothat
immersestudentsinfoodproducingactivities.
12
Inaddition,thereislimitedavailabilityofhighlynutritious,
freshfoodstomanyurbanyouth.Astudyontheaccessto
nutritiousfoodsamonglow-incomepopulationsreported
that58%ofthelow-incomeruralgrouphadaccessto
gardenvegetables,whileonly23%ofthelow-incomeurban
groupreportedaccess.Thislackofaccesstogardenproduce
canbedirectlyattributedtotheabsenceofknowledgeon
howtoplan,develop,andmaintainahomegarden.
Summary
GrowingAmericaanditsagriculture-based,STEM-delivered
educationalprogramforurbanyouthpromotesunderstand-
ingofhowfoodisproduced,processed,andmarketed.In
itssecondyear,theSummerProgramcontinuedtoprovide
urbanstudentsinColumbus,Ohiotheopportunitytobe
directlyinvolvedindifferentaspectsofthefoodhandling,
marketing,anddistributing.ThecommunitywelcomedbacktheSaturdaymarketmakingSaturday
morningsintheMetroparkinglotquitebustling.Throughouttheweeklongprogramstudents
participatedinallaspectsoftheprogramfromworkingattheOSUWatermanStudentFarmto
harvestingtheproduceandsellingitattheSaturdayMarket.Interwovenintothehands-onlearning
experiencewereimportantknowledgebuildinglessonfromsoilcompositiontothedevelopment
ofafarmersmarket.
Moreover,theprogramencouragesstudentscaffoldingwhichpromotesaccountabilityandrespon-
sibility.Studentmanagersandleaderstooktheleadinhelpingdesigntheprograminthefalland
springquarterandthenimplementingstudentleadershipduringtheharvestingandfamersmarket
inthesummer.Throughleadingbyexample,thestudentparticipantsembracedallaspectsofthe
program.
I always took my food for granted, never giving
any thought to where it came from, how it was
harvested, and especially its carbon footprint.
But now I know buy local!.
Christie
13
Program Entomology
Bridge Program Level Level II
Dates June 20 - June 26, 2010
Location The Ohio State University
Columbus Entomology Lab
Columbus, OH
Director Dr. Josh Benoit, Yale University
Program Coordinator Anne Corscadden Knox, PAST Foundation
Staff Reed Case, Battelle Scholar, University
of Vermont
Harry Kent, Batelle Scholar, McAlister
University
Katie Martell, Documentary Film Intern,
Montana State University
Students Linden McKinley STEM Academy
Metro High School
Reynoldsburg High School
Great Neck South High School, NY
Partners The Ohio State University
Yale University
Program Objective
Insectshavehadimmensepoweroverhumanitysincethedawnofcivilization,particularlyin
agriculturaldevelopmentandpublichealth.Entirenationshavebeendestroyedbyfaminecaused
byravenouspests,andempireshavecollapsedasaresultofthediseasestransmittedbythetiny
creatures.Today,manyindustriesaredependantoninsectsfortheirproducts.Inthe1950sand
1960s,expertsbelievedpesticidewouldeliminateinsect-bornediseasesandagriculturalpests
altogether,buttheinsectworldhasprovenitselfresilient.Bedbugs,Africansleepingsickness
carriedbytsetseies,andmosquito-transmittedmalariastillpersist.Scienticeducationinthe
eldofentomologymaycontainmanysolutions,andthusthisprogramgivesstudentsachance
14
toexplore,inconcreteterms,howinsectsalter
humandevelopmentandprogress.
Summary
Entomologyprovidedstudentswithabasic
knowledgeofentomologyandrelatedelds
ofbiology,introducedelddatacollection,
andhelpedacclimatestudentstoacollege
environment.Usingacombinationoflectures,
experimentsandtripstocollectinsectsand
visitinsectdisplaysatlocalzoos,thestudents
becamefullyimmersedinEntomology.The
qualityofthenalpresentationswherestudents,afteronlyoneweek,condentlyexplained
complexexperimentsoninsectphysiologyreectsthesuccessoftheproblem-basedlearning
approach.
Afterobservingthestudentswanderingattention,thestaffbeganreadjustingthedailyschedules
toincludemorephysicalactivities.Onsomedayswhenstudentsspenttheirentiretimeinthe
eldcollectinginsectsfewadjustmentswererequired.However,onthedaysinthelabwithmore
lecture,thestafffoundalternatinglowenergyactivitieswithhigh-energyactivitieshelpedkeep
studentsfocused,disciplinedandenthusiastic.Thestudyofbugsseemstonaturallyinterestand
excitestudents.Eveningruelinghoteldconditionsthestudentsdoggedlycollectedspecimensfor
studybackatthelab.ExamplesofstudentpresentationsoflearningincludedTermitesandMeth-
aneProduction,InsectvsWinter,whathappenstoinsectswhenwintercomes,Insectimmunity
andMitePheromones.
To be a scientist you have to be determined and passionate about what you do. Conditions can be
tough, but if you love what you do then anything is possible.
David
15
Program Channel Islands
Bridge Program Level Level II
Dates July 6 - July 12, 2010
Location Channel Islands, CA
Director M. J. Harris-Taylor, American Tall Ship
Institute
Abbey Novia, American Tall Ship Institute
Program Coordinator Anne Corscadden Knox, PAST Foundation
Staff Reed Case, Battelle Scholar, University of
Vermont
Harry Kent, Battelle Scholar, McAlister
University
Students Linden McKinley STEM Academy
Metro High School
Partners American Tall Ship Institution
Battelle Memorial Institute
Leo & Jaren Lewis, Union Jack
Ohio STEM Learning Network
Program Objective
The Channel Islands are home to immense
kelpforeststhatformafoundationtothe
localmarinefoodchain.Studyingthesekelp
forestshelpsustounderstandthebalanceof
oceanlifeaswellastheaffectofovershing
andglobalwarmingontheoceanenviron-
ment.Studyingthechangingkelpforestsand
seaurchinpopulationteacheshowhuman
involvementintheChannelIslandshasgreatly
affected the animals in the ocean and on
16
theland.TheChannelIslandsalsocontainavarietyofshipwrecksincludingtheGoldRushera
passengersteamerWineldScott, and the steam schooner Lotus.Bystudyingtheseshipwrecks,
visitingChumashhabitationsitesonSantaCruzandAnacapaIslands,andbyreadingprimary
sourceaccountsoflifeontheIslands,studentsstudiedtheculturalandnaturallandscapeofthe
ChannelIslands.
Summary
LivingonboardthetallshipThe Bill Of RightsandsailingroundtheChannelIslandswasaremark-
ableadventurefortwentyColumbusstudents.TheChannelIslandsproject,liketheChesapeake
project,tookstudentsfarbeyondtheirnormalexperiences.Itiscertainlythemostambitious
programPASThasdesigned,inwhichlifeskillsandacademicskillsarecloselymeshed.Life
aboardshipisnon-arbitrary,demandscollaboration,andisoftenexhausting.
Addedtothelifeskillexperiencesweretheacademicchallengesofunderstandingtherobust
ecosystemsoftheChannelIslands.HikingaroundthePelicanBaystudentsdonnedwetsuitsand
bravedthecoldpacicwaterstostudythekelpforests,payingparticularattentiontotheecosystem
itsupported.Backatharborthestudentssurveyedtheecosystemthatusedtheharborasahabitat,
collectingsamplesandanalyzingthemundermicroscopes.
Longadventurousdayswerefollowedbycozynightsinthegalleyasthestudentsdrankhotchoco-
late,consumedfreshlybakedcookies,andlistenedtoexcerptsfromTheDiaryofaFishermans
Wife,whichdescribeslifeonAnacapaIslandduringthetimeoftheCaliforniaGoldRush.Thefull
daysconcludedwithrockingtosleepbythegentlewaveshittingagainstthesturdyhullofThe Bill
of Rights.
Thecombinedexperiencesinspiredthestudentstocreativelyrecounttheiradventuresinimagina-
tivenalpresentations,rangingfromarapabouttheChannelIslandsNationalMarineSanctuary
inthestyleofTheFreshPrince,toahands-onactivityonshipconstruction.Thepresentations
readilyrevealedofthenewlygainedknowledgeabouttheenvironmentandnewlifeskills.
Cool breezes, calm sails with mountains in a distance,
Quickly brighten up our path to our destination.
The voyage progresses,
As we wait to help watch across the ships deck.
Awakening to a star-lled sky,
Glimmering and shimmering,
As if sugar on a wondrous pie.
This adventure is surely ying by.
Channel Islands
Team C
17
Program Chesapeake Bay
Bridge Program Level Level II and III
Dates June 13 - June 19, 2010
Location Newport News, VA
Director Anne Corscadden Knox, PAST Foundation
Program Coordinator Anne Corscadden Knox, PAST Foundation
Staff Josh Benoit, Yale University
Harry Kent, Batelle Scholar, McAllister
University
Katie Martell, Documentary Film Intern,
Montana State University
Students Linden McKinley STEM Academy
Metro High School
Reynoldsburg High School
Partners The William and Mary Center
for Archaeological Research
Program Objective
Cultural landscapesareplatformsthatpresentthepastinauniqueway,allowingtheirstudentsto
ndattachmentandasenseofplace.In1929,CarlSaurcoinedthetermlandscape morphology
todescribetheprocessinwhichcultureisthe
agent, the natural area is the medium, [and]
theculturallandscapeistheresult.Thesys-
tematicinterpretationofaculturallandscape
isessentialtotheappreciation,understanding,
andthepreservationofourculturalandnatural
heritage.ForAmericans,thereisnosenseof
placegreaterthanthatfoundatJamestown,
therstsettlementestablishedinwhatwasto
becometheUnitedStates.ContactwithNative
Americansandcolonizationwerestruggles
commontoallpioneers.Theculturalland-
scapesinJamestownreecttheirdecisions.
18
AsthesecondyearoftheChesapeakeprogram,the2010projectgoalwastocreateaagship
culturallandscapeprogramthatcouldberecreatedbyothers.Buildinguponthesuccessof2009,
the2010programcontinueditspartnershipwithJamesRiverInstituteandthearchaeological
excavationofaColonialperiodsite.Throughtheserelationships,theexcavationandstudyofthe
culturallandscapeprovideaprojectinwhichmathematicscoexistonatransdisciplinaryplatform
withhistory,geography,languagearts,andbiol-
ogy.Complementingtheirholisticstudyofthe
culturallandscape,thestudentswouldalsobe
developingskillsneededforlifelonglearning,
timemanagement,andresponsibility.
Summary
Duetotheeconomicclimate,archaeologi-
calfundingforprojectsisatanalltimelow.
Thus,JamesRiverArchaeologicalinstitutehad
noprojectstosharewiththePASTprogram.
However,throughstrongpartnershipscreated
withotherorganizationsintheChesapeakeareaduringthe2009program,thePASTteamwas
abletoshifttheprogramfocuswhilemaintainingthesameexperiencestrategiesandoutcomes.
The2010programpartneredwithWilliamandMaryCenterforArchaeologicalResearch(WMCAR)
andtheMarinersMuseum,involvingthestudentsinthesurveyofhistoricplaceseligiblefor
nominationstotheNationalRegisterofHistoricPlaces.Atimeconsumingendeavor,theeventual
inclusionontheNationalRegisteriscriticallyimportanttofundingandsustainabilityofhistoric
sites,thustherealissueofndingvolunteerstohelpsurvey.Thisarchaeologicaldocumentation
gavethestudentsadauntingbutmanageablechallenge.
TheJamesRiverareaisastratiedculturallandscapewitharchaeologicalremainsfromvirtually
everytimeperiodofhumanoccupationinVirginia.Thesiteschosenreectedthediversecultural
andhistoricalsignicanceoftheareaandepitomizetheevolutionoftheculturallandscapeofthe
JamesRivervalley.Therstsitevisitedwas
Fort Pocahontas where students witnessed
thesequenceofoccupationatthesite,how
thelandscapechangedfromearlycolonial
throughtheCivilWarfortication.Thiswas
followedbyavisittoWestoverChurchand
Charles City Courthouse, here the students
couldseethescaleandsettingsofthesekey,
typicalfeaturesofthecolonialtidewater
landscape.AnothersitewasWestonManor,
whichhasarealworldapplicationofhistori-
cal/archaeological research of which was used
19
toreconstructapastlandscape.Herethestudentsembarkedonamappingexercise,comparing
historicmaps,archaeologicalsiteplans,andthelocationsoftheoutbuildingsrelativetothemain
houseandtheriverbank.
ThebuildingsurveyneededbyWMCARwasagreatactivitythatengagedandinspiredthestudents
collectingsomuchinformationbymid-week,thatanimpromptusetofmini-presentations,mod-
eledonthepopularTVshowSurvivor,wasneededtohelpstudentssortandsynthesizedata.This
wassuchasuccessthatseveralofthesubsequent2010summerprogramintegrateditintotheir
schedule.
Buildingonthe2009Chesapeakepilot,thestaffthisyearincludedanumbersofnewactivities
focusedonlifeskills,ice-breakers,andengagement.Theoverwhelmingsuccessoftheadditions
transitionedtootherprogramsandwillbeusedthroughoutfutureprograms.
When Iron Meets Iron
An iron ship patrolling the sea
Confederates versus the Union
The battle of the century
Virginia versus the Monitor
On the sidelines sat the rest
The obsolete wooden eet
As those titans clashed
Guns red and ready
Four hours they fought
For hours they stood
Till battled and bloodied
And it ends with a draw
Their ways they did go
And thus did end
But those on both sides
Shall forever remember
When iron met iron
And up went the siren
Of the end of the wood
And the birth of the iron
Amy & Michael
20
Program OSU Forensics
Bridge Program Level Collegiate Field School
Dates June 21 - July 9, 2010
Location The Ohio State University
Waterman Farms
Columbus, OH
Director Dr. Sam Stout, The Ohio State University,
Department of Anthropology
Program Coordinator Anne Corscadden Knox
Staff Jules Angel, Co-Director, The Ohio State
University, Department of Anthropology
Dr. Carol Parks, Columbus School for Girls
OSU Anthropology Graduate Students
Students The Ohio State University
Partners The Ohio State University
Program Objective
TheOhioStateUniversityForensicsprogramprovidesan
intensive,three-weekshortcourseintheforensicsciences
toundergraduatestudents.Modulesincludecrimescene
investigation/management,videography,photography,tool-
markanalysis,ballistics,DNA,ngerprints,traceevidence,
osteology,anthropology,archaeology,pathology,entomol-
ogy,criminalpsychology,thelegalsystem,andcourtroom
testimony.Expertsineachoftheaforementionedmodules
areinvitedtospeaktothestudentsandleadhandsonexer-
cises.Eachmoduleisusedtohelpthestudentsbuildacase
forthemockcrimeastheyinvestigateandprocessbothan
indoorandoutdoorcrimescene,interprettheevidence,
21
andtestifyabouttheirndingsasanexpert
incourt.Bytheendoftheprogram,students
areabletodistinguishbetweenrealforensic
scienceandpseudo-forensicscience,whether
itisinthemediaorinctionalaccounts.
Studentsareabletonetworkwithforensic
expertsandinvestigatecareerpathsprevi-
ouslyunknowntothem.Overall,theprogram
improvesteamwork,problemsolving,public
speaking,math,andwritingskills.
Summary
Thiscoursechallengesstudentsatthehighestlevelofun-
derstandingandanalysisexposingthemdailytocutting
edgescienceinrelatedforensicelds.Fromcadaverdogsto
ballistics,fromtraceandspatteranalysistothenalpresen-
tationandcross-examinationofevidenceinacourtoflaw,
studentsexperiencetherealsideofforensicscience.
Inaddition,theforensiccollegiateeldschoolplaysan
importantroleinprogramdevelopmentatPAST.Thecutting
edgenatureofalevelIIIprogramhelpsthePASTteamassess
informationbeingtaughtinthescaffoldedprogramssuchas
FITC,keepingtheinformationforthelevelIprogramfresh
andrelevant.
The main thing I learned is that there is always more than one way to solve a problem. We constantly had
to rethink our assumptions about the evidence and try another approach, which made coming to solutions that
much more rewarding.
Lauren
22
Program Objective
Gaininghands-onexperienceinunderwaterarchaeologyisoftendifcult.Whilevariousinstitu-
tionssporadicallyoffereldschools,theseschoolsrarelyprovidetrueeldexperience,despite
howsimilarlybotharemarketed.Therefore,forthepasttenyears,PASThasofferedanannual
eldschoolthatguidesadultstudentsthroughtheinvestigationprocess,frommaterialculture
andsurveyingtechniquestoeldreportwriting.EachyearPASTpartnerswithotheragenciesand
institutionstostudyaspecicsubmergedculturalresourceinanefforttoprovidetraining,increase
knowledge,andimprovesitestewardship.Thescheduleandprocessremainthesame,although
thesitesandpartnersmaychange.
Program Slobodna
Bridge Program Level Collegiate and Adult Field School
Dates July 25 - August 6, 2010
Location Florida Keys National Marine Sanctuary
Key Largo, FL
Director Dr. Sheli Smith, PAST Foundation
Program Coordinator Anne Corscadden Knox, PAST Foundation
Staff Rob Church, C&C Technologies
Patrick Enlow, ADMAT Archaeological
Services
Reed Case, Battelle Scholar, University of
Vermont
Students Twelve College and Adult Students
Partners NOAA
National Marine Sanctuaries
Florida State Bureau of
Archaeological Research
Quiescence Dive Charter
23
Beginningin2005,thePASTunderwaterarchaeologicaleldschoolinitiatedadetailedstudyof
theshipwreckSlobodna.ThePolishsailingship,headedfortheBalticcarryingcottonoutofNew
Orleans,ranagroundonMolassesReefin1887.Today,thewreckageisscatteredacrossthereef
withconcentratedsectionsinatleastthreedistinctlocations.In2005and2006,studentsmapped
theWinchHoleandtheMastSite,wheretheshipinitiallygroundedandwheretheforemast
andbowultimatelycametorest.In2008,thehighschoolbridgeprogramstudentsinadvertently
snorkeledoverathirdpocketofdebris,discoveringmoreof
thewrecksite.Thispastsummerthecollegiateunderwater
archaeologicaleldschoolteambeganamulti-yearproject
ofmappingandassessingthenewestlocusofshipwreck
debris,dubbedtheMainmastSite.
Summary
FollowingthePASTeldschoolprocess,studentsbeganthetwoweekexperiencebyexamining
andrecordingartifactsbelongingtotheKeyWestMaritimeMuseum.Eighty-vepreviouslyun-re-
cordedolivejarneckandmouthfragments,fromeithertheAtocha or Santa Margaritawrecksites,
werecarefullydocumentedandenteredintoasearchabledatabase.Olivejars,theubiquitous
containerofthecolonialperiod,canilluminateagreatdealabouteconomics,tradesystems,
aestheticsandfunction.Thestudentspouredovertheartifacts,learningaboutmaterialculture
whileatthesametimehelpingprovidevaluabledataforfutureresearch.Theirworkculminated
inatriptotheKeyWestMuseumwheretheypresentedaprintversionofdatabasetothemuseum
staffandgotabehindthescenestouroftheconservationlabsandthearchives.
Whilebuildingtheirmaterialcultureknowl-
edgetheteamslowlybuilttheirskillinunder-
watermappingtechniques.Thefourteamsof
three were assigned to different sectors of the
wrecksiteandentrustedwithmappingtagged
artifacts.Daily,theteamcreatedalargebase
mapofthesite,aswellasdetaileddrawingsof
eachartifact.Bythecloseofthesecondweek
ofeldschool,theteamshadsuccessfully
positionedmajorobjectsonthesitemapand
establishedaseriesofdatumpointsaround
thesitewherefragmentsofthemainmastrest.
Onthenaleveningoftheproject,theteampresentedNOAAsFloridaKeysNationalMarine
Sanctuaryliaisonrepresentative,BrendaAltmeier,withareportchroniclingtheirwork,methodolo-
gies,ndings,andrecommendationsforfurthersiteresearch.
Initstenthyear,theunderwaterarchaeologicaleldprogramisanexcellentavenueforhands-on
experienceinalow-riskenvironment.Theprogramisalsoamodelexampleofstrongpartnerships
thatpromotegoodresourcemanagementinconcertwithrigorouseducation.
Spending two hours in the beautiful
Molasses reef, measuring out artifacts
that are over a century old, while in the
company of gorgeous and sometimes
territorial sh is the best way to start a
day.
Sonya, student
Inthisbook,thePASTFoundationproudlypresentsits2010SummerSTEMBridgePrograms.Hundreds
ofstudentsfromthroughouttheUnitedStatesbenetedfromtheseoutstandingprograms,workingon
oneofeightprojectsoverthecourseoftwomonths.Thisreportdetailstheobjectives,outcomes,and
futuregoalsofeachprogram,frominceptiontocompletion.
Chesapeake Bay: The Cultural Landscape of New Beginnings
Entomology: Historical and Current Impacts
Forensic Sciences, Archaeology, and Anthropology
Engineering and Advanced Materials: Solving Engineering Problems of the Future
Channel Islands: Cultural and Natural Resources
Slobodna: The New Find
Forensics in the Classroom
Growing America: Season 2
ThePASTFoundationwarmlythanksitsinvaluablepartnersfortheirdedicationandsupport,without
whichnoneoftheseprogramswouldbepossible.
June 13 - June 19
June 20 - June 26
June 21 - July 9
June 27 - July 3
July 6 - July 12
July 25 - Aug. 6
July 26 - Aug. 13
July 26 - Aug. 14
ST. STEPHENS
COMMUNITY HOUSE