Mentors

The success of our projects is contingent on local professionals volunteering their time to mentor our students

What can a mentor do for a student?

A mentor should serve as a professional resource for students throughout the completion of their projects. The actual tasks and time commitment of a mentor can be determined collaboratively by the student, the mentor and, if necessary, the teacher. The level of time commitment is very flexible and students can cater their projects to the amount of time that a mentor is available. In the past, mentors have done some of the following:

  • Provided and worked with students for internship experiences
  • Set up or served as focus for observational or shadowing experience
  • Assisted students in designing surveys or other data gathering techniques
  • Aided students in creating and carrying out an experimental design
  • Contributed any types of resources or contacts to students
  • Completed interviews for students
  • Communicated with and guided students to design projects or make decisions that positively affect the outcome of their experience

What type of real-world learning experience should the students encounter?

Students are free to designate and propose any type of learning experience that meets the requirements of the project. In the past, students have done some of the following:

  • Completed an internship in a biomedical field
  • Shadowed a biomedical professional
  • Observed surgeries or other biomedical procedures
  • Gathered and analyzed scientific data and information
  • Created and carried out a unique experimental design

What type of end products do the students create?

Similar to the previous question, students are free to design and propose any type of product that meets the requirements of the project. In the past, students have done some of the following:

  • Designed and drafted an innovative floor plan and blueprint for facilities experienced
  • Innovated biomedical devices or surgical procedures
  • Created original informational literature and distributed to the public
  • Developed and implemented a school or community-based educational event
  • Produced and executed a public awareness campaign
  • Analyzed and presented data gathered from an experiment

Students are the future

The intention of this program is to provide a qualified workforce to our area by preparing students to meet industry standards as well as to be critical thinkers that understand the importance of working collaboratively. Mentor support is crucial to providing a successful experience for our students.

General Project Timeline

Student Research and Brainstorming

Students research areas of interest and potential topic ideas. Students brainstorm project topics and create initial idea proposals.

June of Junior year: Students only

Project Initiation

Students isolate an idea, perform thorough research, and make contact with potential mentors. Students create a written proposal of their Independent Projects.

June – September: Students with input from mentors

Project Approval

Students meet with teacher to conference about their proposals. Any necessary changes are implemented into proposals and final teacher approval is given.

September: Students only

Independent Work

Students complete Independent Projects. Student learning experience is completed and innovative end product is created. Specific schedule is determined by student/mentor collaboration. Student verifies progress with teacher throughout.

September – April: Students and mentors
*Experience may begin during the summer with teacher approval

Project Wrap-Up

Students create written reports, portfolios, scientific posters, and presentations to exhibit the entire scope of their projects to their teachers, classmates, and a public forum.

May: Students only

If you have been contacted by a student and have any questions about the project, feel free to contact the teachers of the program using the form below.

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