2005-09 Academy student pre- and post-perceptions.

<p>Using quasi-experimental methods of pre-post testing each year, students have responded to a variety of questions that reveal students' significant gains in global health and biomedical research content between pre- and post- program responses, * =  p<.001.</p

BioQuest Academy 2008-09 laboratory activities.

<p>Alignment of BioQuest Academy resources to Washington State high school science standards has been confirmed by external curriculum consultants <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0013814#pone.0013814-Office1" target="_blank">[17]</a>.</p

2005-09 cohort description and post-secondary trajectories.

<p>Students enrolled in 2005-7 sessions participated in a 30 hour program. Students, recruited through year-long enrollment activities, participated in a 60 hour program.</p

College location and quantity of Academy graduates in each state.

<p>Credit: Marissa Vignali.</p

BioQuest Academy student extracts <i>M. smegmatis</i> mRNA with mentor assistance.

<p>Credit: Grace Itaya.</p

Cohort 1 (CURE) and Cohort 2 (Comparison) Pre- and Post-Test Scores (N = 431).

<p>Mean scores for individual items of the pre-test for each cohort revealed no differences between groups for any of the items (Cohort 1, CURE, N = 323; Cohort 2, Comparison, N = 108). Post-test gains of Cohort 1 (CURE) relative to Cohort 2 (Comparison) were statistically significant for all questions. (Question (Q) 1) What is your decision? (Q2) What facts support your decision? Is there missing information that could be used to make a better decision? (Q3) Who will be impacted by the decision and how will they be impacted? (Q4) What are the main ethical considerations? and (Q5)What are some strengths and weaknesses of alternate solutions? Specifically: (Q1), (Q3), (Q4) were significant at p<0.001 (***); (Q2) was significant at p<0.01 (**); and (Q5) was significant at p<0.05 (*). Lines represent standard deviations.</p

Cohort Group Comparison of Post-Test Composite Mean Scores.

a<p>Standard Deviation.</p

Student Perceptions about Participation in the CURE Ethics Unit.

<p>Mean scores for individual items of the retrospective items on the post-test for Cohort 1 students revealed significant gains (p<0.001) in all self-reported items: <b>Interest</b> in science (N = 308), ability to <b>Analyze</b> issues related to science and society and make well-justified decisions (N = 306), <b>Awareness</b> of ethics and ethical issues (N = 309), <b>Understanding</b> of the connection between science and society (N = 308), and the ability to <b>Listen</b> and discuss different viewpoints (N = 308). Lines represent standard deviations.</p

Participants in the CURE Research Study.

a<p>Advanced Placement Biology.</p>b<p>Environmental Sciences.</p

Demographic Characteristics of Cohort 1 (CURE Treatment) and Cohort 2 (Comparison) Students^a.

a<p>Percentages of individual items might not equal 100% because of missing responses.</p>b<p>American Indian/Alaska Native.</p>c<p>Native Hawaiian.</p