Our first cohort of teachers came from McKinley Technology High School.

Sherry Richardson, worked with Dr. Catherine Limperopoulos in the Developing Brain Research Laboratory, where she looked at stress levels in pregnant women and its effects on their unborn children.

“The brilliantly structured MTF Program will immerse me in the reality of laboratory research and design. Partnering with the industry’s brightest scientists and investigators to construct a hands-on experience for my students, is an ideal structure for optimal educational re-search experience. The opportunity to collaborate and learn from Children’s Research Institute scientists is the epitome of true research experience. The experts conducting research at CRI are in an optimal position to provide me with exclusive insight into scientific experimental design, execution and application to realistic need. Our contributions as educators and scientists are the experiences that change a student’s life. I experienced the magnificent impact of STEM research programs on students during my time as a STEM leader while participating in the IREX World Smarts STEM Challenge last year. We needed to use specific research strategies like brainstorm-ing, research, prototype design and debriefing. Along with our bi-national team, I watched my students construct and present findings on an indigenous water purifier that earned First Place Finalist in the IREX World Smarts STEM Challenge. More importantly, I watched science research evolve my students into young professionals who overcame cultural barriers, stage fright and minimal research experience to succeed at innovating a solution that will change the world. My role in my students’ life is clear. I must continue to learn if I will continue to teach. The more training I un-dergo, the better equipped I become to motivate my students to become the greatest scientists this world. has ever imagined. The first step to fulfilling this destiny is embracing perfect opportunities to learn more techniques to provide this learning to my students. The MTF Program will prepare me to ensure my students are ready to be our future scientist and world leaders”.

Melissa Friedman, worked with Dr. Joseph Scafidi, neurologist and neuroscientist on mouse models of prematurity and biomarker as well as attended clinical rotations.

My hope is that the METEOR program will give me the experience and knowledge needed to better guide these students towards their dreams. As a chemistry teacher, my students are often conducting inquiry activities and working in the laboratory. I do my best to provide them with research-like opportunities during which they can investigate relationships between different variables and explore the world around them. I have limited research experience from college. I worked in an electrochemistry lab for a little more than a semester. I believe that the METEOR program will provide additional research experience that will improve my students’ experience in the lab. My teaching is limited by my experiences and knowledge. The more I learn and the more laboratory experience I have, the more exposure my students will receive regarding re-search.

“How is this relevant” is a favorite question of my students. I can find a lot of ways chemistry is relevant in each of their lives. However, I am confident that I will be able to convince them of the relevance of chemistry and STEM in general after I have experienced this program.

.The two teachers worked with our partners at GWU Graduate School of Education and Human Development.

Ms. Jost spent her time with Dr. Lauren Kenworthy and her team of MRI technologists and psychology staff who perform neuroimaging tests and neurocognitive testing, respectively. In the Center for Autism Spectrum Disorders, Ms. Jost got to study how autistic boys differ from autistic girls. She spent one full day in the burn clinic to trace and experience a day in the life of clinical psychologists. A large portion of her time was spent observing the many different neurocognitive tests that contribute to the diagnosis of ASD.

Ms. Bennett shared her personal connection with why she chose the topic of sickle cell disease (SCD) and hemoglobin disorders. At Children’s, Ms. Bennett observed SCD infant clinic, transition clinic, did in patient rounds and spent a week in laboratory medicine and the blood bank where she observed and performed blood counts, hemoglobin electrophoresis, attended a blood drive on the blood mobile and followed the process of what happens once a blood unit is drawn with emphasis on molecular blood typing specifically for SCD. Ms. Bennett spent time learning about gene therapy and clinical trial design and was able to spend a week at NIH where she observed adult in and outpatient care including SCD patients post-transplant.

Andrew worked on a bioinformatics project. He worked with a de-identified human subjects data set of serial microbiome assays of infectious complications in Cystic Fibrosis with Dr. Andrea Hahn, who is a member of the Center for Genetic Medicine Research in CNRI. Dr. Hahn during this time helped teach a technique called metagenomic sequencing analysis. Due to the pandemic, in person meetings were impossible, so the pair instead relied on weekly check ins, readings, and other self-guided tutorials. Despite the circumstances, he was able to develop the skills needed to create coursework for his students in the 2021-time frame. Our teacher who worked with Dr. Hahn, based his summer project on the current work he was doing at his school. With Dr. Grooms, he developed advanced teaching skills and worked on honing the curriculum of a metagenomics project.

Francisco worked with Conrad Russell Cruz, MD, PhD who co-runs GWU's cell-based immunotherapies lab. Dr. Cruz is with the GWU Cancer Center and with CNRI’s Center for Cancer and Immunology Research which allowed this teacher to deepen content knowledge on immunology and bioinformatics. Through collaboration with Dr. Cruz, he acquired new skills using biological databases to analyze molecular interactions that are key to developing new therapies for cancers and viral pathogens and was able to engage in workshops where graduate students presented research conducted either using software or in the lab. Due to the pandemic, research was done using Bioinformatics databases, focused on finding cell surface receptor proteins in various pathogens (including COVID-19) which are essential in the attachment and entry to host cells. Throughout the experience, he received constant constructive feedback from his mentor and other graduate students which helped enhance his craft as a scientist, particularly in the areas of viral immunology. He gained valuable content knowledge through class lectures, assigned readings and presentations as well as research skills using various bioinformatic tools. These acquired skills will be translated into the classroom as he teaches a whole unit in immunology. The mentor and his experienced graduate students offered to be guest speakers in his classroom, an opportunity that will enrich and provide fruitful gains in the students’ learning experience.

Courtney was mentored by Tarik Haydar, PhD, Director of the Center for Neuroscience Research at CNH/CNRI and tenured Professor of Pediatrics and Pharmacology and Physiology at GW University’s School of Medicine and Health Sciences. As a result, the teacher will receive a STEM certificate from GW and a stipend. To conclude the program, all students and the participating teacher presented their work/research this summer to their peers, GWU School of Education Faculty, and mentors. Mentors were given the option to request continued work with their METEOR student/teacher. Of the 2021 cohort, three students started their work and our METEOR teacher continued her work in Dr. Haydar’s lab through 2022.