Now 90 years old, the Research Corporation (1) has an incredibly good record of supporting science effectively. It has been an important influence on high school science through its Partners in Science program, which involved more than 500 teachers between 1988 and 2001. The program matched interested high school teachers with college and university faculty who were actively conducting research. It provided support for high school teachers (and often their students) to participate in research projects, and fostered continuing partnerships. A good description of the program, both the nuts-and-bolts aspects and its impact on participants, is provided in a recent publication (2). According to the preface, the book's purpose is “to encourage others to consider founding, sponsoring, or participating in similar programs” and it does an excellent job of inspiring such support.

The impact of the program is evident from the comments of participants (quoted from reference (2)). College/university faculty had this to say.

[My high-school-teacher partner] brought maturity and intensity; was a second voice; provided day-to-day direction to undergraduates; served as an equal in gathering background, plotting strategies, and evaluating data; and was a colleague I could bounce ideas off of, one who provided ideas and directions.

My graduate students... had to explain their research to some very bright high school students, who knew nothing about...the basic chemistry...It really upgraded the quality of the group meetings, for these younger students would ask wonderful questions, and force my students to think.

My partners were sort of like postdocs. Because of their enthusiasm and intellectual level and their maturity and perspective, they could question procedures and bring new insight to them. People on the outside ask what high school teachers can give the PI. I found they had very good ideas and were stimulating to talk to.

High school teachers were equally positive.

I am viewed as a colleague and partner. This translates into a future investment in my students, and is the most valuable aspect of my research experience.

This grant has allowed me to meet regularly with a group of professors to discuss learning. These discussions have been invaluable.

[High school] students were delving into a problem that did not have a definitive answer, and perhaps more importantly, one that I did not have an answer for. They were forced into solving the problem for themselves...they responded with enthusiasm and energy.

My students are beginning to see science as something that lots of different people do, and as something they can do, too.

The benefits of the Partners in Science program have been so obvious that several other foundations are supporting similar efforts (3). In addition, a recent report from the National Research Council calls for “Actively promoting partnershipswith local school districts” and “inviting master teachers to serve as adjunct faculty and colleagues” (4). This is an idea whose time is now. Little funding is required, so in many cases PIs with existing research grants should be able to obtain funding simply by applying for a science-education supplement. New research proposals could easily include the necessary funding from the start. Probably this has already happened in many institutions, but it ought to happen in many more. If you direct a research program, invite high school teachers to participate. If you are a high school teacher, contact specific faculty or the chemistry department at a college or university in your area and get involved in a research group. In either case you are likely to be surprised by the benefits your initiative can bring.

Literature Cited

1. For information, go to http://www.rescorp.org/ (accessed July 2002).
2. Bacon, W. Stevenson, Ed., Bringing the Excitement of Science to the Classroom: Using Summer Research Programs to Invigorate High School Science; Research Corporation: Tucson, AZ, 2000.
3. See http://cpmcnet.columbia.edu/dept/physio/partners.html, http://camchem.rutgers.edu/partners/, http://www.triangle-coalition.org/swept/swept.htm, and http://www.murdock-trust.org/ for information (accessed July 2002).
4. National Research Council Committee on Undergraduate Science Education, Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology; National Academy Press: Washington, D.C., 1999; p 7.