Published: April 15, 2011 Copyright r 2011 American Chemical Society and Division of Chemical Education, Inc. 751 dx.doi.org/10.1021/ed100476e | J. Chem. Educ. 2011, 88, 751–754 ARTICLE pubs.acs.org/jchemeduc Implementing and Evaluating Mentored ChemistryÀBiology Technology Lab Modules To Promote Early Interest in Science Yan Mei Chan, † Wendy Hom, † and Jin Kim Montclare* ,†,‡ † Department of Chemical and Biological Sciences, Polytechnic Institute of New York University, Brooklyn, New York 11201, United States ‡ Department of Biochemistry, SUNY-Downstate Medical Center, Brooklyn, New York 11203, United States b S Supporting Information ’ BACKGROUND National awareness for science education reform has come to the forefront and grants have been solicited to explore and expand innovative approaches to teaching science. 1 Because of the nature of chemical research today, chemistry education has become increasingly multidisciplinary. However, starting with middle school and extending through high school, disciplines are separated into discrete subjects with little overlap. Discipline boundaries should be blurred because many of the concepts are inevitably intertwined. More attention needs to be given to underprivileged minorities and females in chemistry, as statistics show that these groups make up only a small percentage of the field. In terms of doctorate recipients in the physical sciences, 27.9% are female, while minorities account for much less, constituting 17.7% of recipients. 2 The fraction of individuals who are both female and part of a (racial or ethnic) minority group is only 4.9%. This problem can be addressed early on through science education at the level of KÀ12. Further- more, researchers have stressed that high school and college collaborations in the form of outreach and mentoring programs have given science an “authentic voice”. 3 Technology plays a significant role in promoting chemistry education, with positive outcomes from student attitudinal survey and standardized tests. 4 Kriftcher and colleagues have suggested that modern technology makes course content more interesting and directly motivates students to consider their futures in the field. 5 In Maine, schools were selected to test and explore the outcomes of a “laptop program” where all seventh grade students and teachers are provided with laptops to use in school and to take home. This program has resulted in students with increased focus, fewer discipline problems, lower detention rates, and increased enthusiasm. 6 Higher scores in mathematics, sciences, and visual and performing arts have also been observed. 6 Integrating technology with education, particularly computers, will likely play a major role in enhancing students’ early learning experiences in grades KÀ12. ’ EXPLANATION OF THE MODULES AND THE TEACHING AND MENTORING APPROACH We have developed interactive modules based on current cutting-edge examples in chemistry and biology for 7th grade students. The main goal of our program is to cultivate students’ interest in science through integration of technology as well as provide classroom support for teachers. With this program, we started a mentored network that serves three purposes with three important beneficiaries: 1. Underrepresented female 7th grade students are provided with hands-on experience in chemical and biological science with advanced technologies, fulfilling technology literacy standards. 2. Teachers can engage in professional development activities, which will familiarize them with technology and will help them to develop new instructional strategies or skills. ABSTRACT: Chemistry has become increasingly multidisciplinary. Start- ing in middle school and high school, however, the different disciplines are taught as distinct subjects and little effort is made to emphasize overlapping concepts. Development of innovative approaches to teaching science through the integration of technology is needed to provide students with a better learning experience that embraces multiple disciplines. Here, we describe an outreach and mentoring program between college and 7th grade students to: (i) encourage 7th grade students to pursue science and engineering degrees; (ii) provide the college students with mentoring experience; and (iii) assist teachers with state-of-the-art educational tools that enhance their teaching. KEYWORDS: Elementary/Middle School Science, High School/Introductory Chemistry, Upper-Division Undergraduate, Communication/Writing, Computer- Based Learning, Hands-On Learning/Manipulatives, Applications of Chemistry, Nanotechnology, Women in Chemistry