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Applied Science Research for All Part 1 Pre-College Level

Received: 9 October 2020     Accepted: 21 October 2020     Published: 9 November 2020
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Abstract

The field of applied scientific research is important for the health, welfare and security of all countries in the world. Applied research scientists should be involved in the education of new generations of investigators. Institutions can reward them for such participation. It is well known that science fairs only reward a few winners and hundreds of others are left with no reward and possibly less inspiration to continue in science. In fact, Finland was ranked at the top in the U.N. World Happiness Report primarily because it aims not to leave any student behind, instead of only nurturing high achievers. This paper is intended to interest applied research scientists in the education of new generations of prospective applied researchers by presenting programs that do not leave any interested students behind. As presented in a National Science Teaching Association Commentary, by Steve Oppenheimer read by hundreds of thousands in the education community, and in a National Science Foundation webinar, this paper for the first time brings 2 key programs to applied scientists. One is a journal, whose 25 annual volumes inspire all students. The other is a symposium that does the same. The concept of science research for all students helped Steve Oppenheimer, win a U.S. Presidential Award for mentoring (PAESMEM), presented at the White House by President Obama. The American Association for the Advancement of Science (AAAS) cited Steve’s work with K-12 programs, as well as his glycobiology research, in his election as Fellow AAAS. In the journal and symposium there are only rare rejections. Problem submissions are corrected. The late Nobel laureate Francis Crick, who believed in the motto of science research for all, was an early collaborator in these programs. These programs can be easily replicated, especially with the involvement of applied research scientists, who in partnership with the education community, can interest many more students in applied research science. The involvement of Dr. Crick attests to the importance of bringing research scientists into these training programs. Many universities and organizations will count mentoring involvement in evaluating scientists for tenure and promotion.

Published in American Journal of Applied Scientific Research (Volume 6, Issue 4)
DOI 10.11648/j.ajasr.20200604.11
Page(s) 72-75
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Pre-college Research, Involvement of Applied Researchers, Journal and Symposium

References
[1] Oppenheimer, S., The Value of Recognizing the Efforts of All Science Students, NSTA Reports, October 2019, p. 3.
[2] Oppenheimer, S., Evans-Bye, D., NSF PAEMST/PAESMEM Webinar, Supporting Student Research, Aug 11, 2020.
[3] Dou, R., Hazari, Z., Dabney, K., Sonnert, G., Sadler, P., 2019, Early Informal STEM Experiences Identity: The Importance of Talking Science, Sci. Edu. 10.1002/sce.21499.
[4] https://csuntoday.csun.edu/…/oviatt library-hosts-fourth-annual;-open-access-sym…
[5] http://csunshinetoday.csun.edu/faculty-and-staff-news/faculty-and staff achievements/honors-awards/csun-honors-enzer-oppenheimer-faherty-and-feldman…
[6] Herstein, O, 2016, Steven Oppenheimer, CSUN Magazine, Fall 2016, Number 67, p. 20. The U.S. Presidential Award is the highest U.S. Award for Science Student Mentoring (https://paesmem.net).
[7] Ollila, J., Why Finland Tops Lists of Most Happy and Healthy, Los Angeles Times, April 7, 2019, p. A17.
[8] http://scholarworks.csun.edu/handle/10211.3/125029.
[9] This collection contains volumes I - XXIV of The New Journal of Student Research Abstracts. Published in conjunction with CSUN and several publishing partners, and edited by CSUN biology faculty member Steven Oppenheimer, the journal contains abstracts of K-12 student science experiments. 24 volumes (1995-2019, 2020 in press).
[10] The New Journal of Student Research Abstracts, Volume I (1995) http:/hdl.handle.net/10211.2/1786.
[11] The New Journal of Student Research Abstracts, Volume II (1996) http:/hdl.handle.net/10211.2/1787.
[12] The New Journal of Student Research Abstracts, Volume III (1997) http:/hdl.handle.net/10211.2/1789.
[13] The New Journal of Student Research Abstracts, Volume IV (1998) http:/hdl.handle.net/10211.2/1793.
[14] The New Journal of Student Research Abstracts, Volume V (2000) http:/hdl.handle.net/10211.2/1786/1806.
[15] The New Journal of Student Research Abstracts, Volume VI (2001) http:/hdl.handle.net/10211.2/2145.
[16] The New Journal of Student Research Abstracts, Volume VII (2002) http:/hdl.handle.net/10211.2/2146.
[17] The New Journal of Student Research Abstracts, Volume VIII (2003) http:/hdl.handle.net/10211.2/2147.
[18] The New Journal of Student Research Abstracts, Volume IX (2004) http:/hdl.handle.net/10211.2/2148.
[19] The New Journal of Student Research Abstracts, Volume X (2005) http:/hdl.handle.net/10211.2/2149.
[20] The New Journal of Student Research Abstracts, Volume XI (2006) http:/hdl.handle.net/10211.2/1970.
[21] The New Journal of Student Research Abstracts, Volume XII (2007) http:/hdl.handle.net/10211.2/1973.
[22] The New Journal of Student Research Abstracts, Volume XIII (2008) http:/hdl.handle.net/10211.3/127948.
[23] The New Journal of Student Research Abstracts, Volme XIV (2009) http:/hdl.handle.net/10211.2/1982.
[24] The New Journal of Student Research Abstracts, Volume XV (2010) http:/hdl.handle.net/10211.2/1983.
[25] The New Journal of Student Research Abstracts, Volume XVI (2011) http:/hdl.handle.net/10211.2/1974.
[26] The New Journal of Student Research Abstracts, Volume XVII (2012) http:/hdl.handle.net/10211.2/1984.
[27] The New Journal of Student Research Abstracts, Volume XVIII (2013) http:/hdl.handle.net/10211.2/4442.
[28] The New Journal of Student Research Abstracts, Volume XIX (2014) http:/hdl.handle.net/10211.2/127954.
[29] The New Journal of Student Research Abstracts, Volume XX (2015) http:/hdl.handle.net/10211.3/161024.
[30] The New Journal of Student Research Abstracts, Volume XXI (2016) http:/hdl.handle.net/10211.3/179857.
[31] The New Journal of Student Research Abstracts, Volume XXII (2017) http:/hdl.handle.net/10211.3/198965.
[32] The New Journal of Student Research Abstracts, Volume XXIII (2018) http:/hdl.handle.net/10211.3/206671.
[33] The New Journal of Student Research Abstracts, Volume XXIV (2019] http:/hdl.handle.net/10211.3.
[34] The New Journal of Student Research Abstracts, Volume XXV (2020) in press.
[35] Mueller, CM, Dweck, CS (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology 75 (1), 33-52.
Cite This Article
  • APA Style

    Steven Oppenheimer, Mindy Berman, Helen Chun, Alvalyn Lundgren, Stacy Tanaka, et al. (2020). Applied Science Research for All Part 1 Pre-College Level. American Journal of Applied Scientific Research, 6(4), 72-75. https://doi.org/10.11648/j.ajasr.20200604.11

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    ACS Style

    Steven Oppenheimer; Mindy Berman; Helen Chun; Alvalyn Lundgren; Stacy Tanaka, et al. Applied Science Research for All Part 1 Pre-College Level. Am. J. Appl. Sci. Res. 2020, 6(4), 72-75. doi: 10.11648/j.ajasr.20200604.11

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    AMA Style

    Steven Oppenheimer, Mindy Berman, Helen Chun, Alvalyn Lundgren, Stacy Tanaka, et al. Applied Science Research for All Part 1 Pre-College Level. Am J Appl Sci Res. 2020;6(4):72-75. doi: 10.11648/j.ajasr.20200604.11

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  • @article{10.11648/j.ajasr.20200604.11,
      author = {Steven Oppenheimer and Mindy Berman and Helen Chun and Alvalyn Lundgren and Stacy Tanaka and Aphrodite Antoniou and Terri Miller and Greg Zem},
      title = {Applied Science Research for All Part 1 Pre-College Level},
      journal = {American Journal of Applied Scientific Research},
      volume = {6},
      number = {4},
      pages = {72-75},
      doi = {10.11648/j.ajasr.20200604.11},
      url = {https://doi.org/10.11648/j.ajasr.20200604.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajasr.20200604.11},
      abstract = {The field of applied scientific research is important for the health, welfare and security of all countries in the world. Applied research scientists should be involved in the education of new generations of investigators. Institutions can reward them for such participation. It is well known that science fairs only reward a few winners and hundreds of others are left with no reward and possibly less inspiration to continue in science. In fact, Finland was ranked at the top in the U.N. World Happiness Report primarily because it aims not to leave any student behind, instead of only nurturing high achievers. This paper is intended to interest applied research scientists in the education of new generations of prospective applied researchers by presenting programs that do not leave any interested students behind. As presented in a National Science Teaching Association Commentary, by Steve Oppenheimer read by hundreds of thousands in the education community, and in a National Science Foundation webinar, this paper for the first time brings 2 key programs to applied scientists. One is a journal, whose 25 annual volumes inspire all students. The other is a symposium that does the same. The concept of science research for all students helped Steve Oppenheimer, win a U.S. Presidential Award for mentoring (PAESMEM), presented at the White House by President Obama. The American Association for the Advancement of Science (AAAS) cited Steve’s work with K-12 programs, as well as his glycobiology research, in his election as Fellow AAAS. In the journal and symposium there are only rare rejections. Problem submissions are corrected. The late Nobel laureate Francis Crick, who believed in the motto of science research for all, was an early collaborator in these programs. These programs can be easily replicated, especially with the involvement of applied research scientists, who in partnership with the education community, can interest many more students in applied research science. The involvement of Dr. Crick attests to the importance of bringing research scientists into these training programs. Many universities and organizations will count mentoring involvement in evaluating scientists for tenure and promotion.},
     year = {2020}
    }
    

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Author Information
  • Department of Biology and Center for Cancer and Developmental Biology, California State University, Northridge, Northridge, California, United States

  • Department of Biology and Center for Cancer and Developmental Biology, California State University, Northridge, Northridge, California, United States

  • Department of Biology and Center for Cancer and Developmental Biology, California State University, Northridge, Northridge, California, United States

  • Department of Biology and Center for Cancer and Developmental Biology, California State University, Northridge, Northridge, California, United States

  • Department of Biology and Center for Cancer and Developmental Biology, California State University, Northridge, Northridge, California, United States

  • Department of Biology and Center for Cancer and Developmental Biology, California State University, Northridge, Northridge, California, United States

  • Department of Biology and Center for Cancer and Developmental Biology, California State University, Northridge, Northridge, California, United States

  • Department of Biology and Center for Cancer and Developmental Biology, California State University, Northridge, Northridge, California, United States

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