Thousands of students gain science research literacy and agency by conducting immersive Drosophila research projects tailored to the health interests of their communities

Abstract

Increasing science inquiry that aligns with curriculum standards is emerging as a critical path for science education. Our programming leverages developmental biology to engage students in expansive topics in life sciences that are tailored for each classroom curriculum. These curricula foster a scientific community of practice that prepares today’s high school students for future STEM careers. Using developmental stages of the model organism, Drosophila melanogaster, students learn basic laboratory techniques, how to design research trials, write hypotheses, and collect and analyze data. After completing the project, student scientists engage in science communication with professional scientists, peers, and the public at an Annual Research Symposium, solidifying their membership in the scientific community. A core value of the programming is supporting classrooms to design their research to address health concerns of personal importance. This “soul science”, an authentic research approach, enables establishment of essential research competencies and prepares students to become health advocates for those they love. This article describes programs designed to increase science inquiry among high school students and their teachers and to encourage the application of experimental outcomes to cancer and disease research.

INTRODUCTION

Philadelphia and other urban and rural communities experience disproportionate rates of cancer and other diseases such as diabetes. Even when healthcare access is available, disparities in disease rates compared with the general US population still exist (Olaku and Taylor, 2017), particularly for Black and Hispanic/Latino(x) communities (Fejerman et al., 2022; Giaquinto et al., 2022; Wolff et al., 2003). Given these statistics, it is no surprise when teachers recount to us the prevalence of urban high school biology students with a family member or friend who has experienced a diagnosis of cancer or diabetes. How might biology instruction in high school offer youth a way to become involved in disease research and view themselves as advocates for community health? In what ways can biology teachers become proficient in undertaking authentic research experiences with youth, to empower students with an understanding of careers in developmental biology and health research?

Here, we describe programs we designed that embrace students’ cultural and life experiences to uncover low-cost, accessible approaches to reduce the health challenges that are most prevalent in their communities. Students choose a health challenge of high impact within each classroom community and utilize lectures, protocols, and instruction in professional laboratory skills to explore their own ideas and methods for improving health. Our long-term goal is to develop personalized diets that will enhance the efficacy of disease treatments, based on student ideas and experimental data (Ruiz-Whalen et al., 2023). The projects are scientist-mentored, enabling students and their teachers to become a part of a broader research effort to map the impacts of specific nutrients and dietary interventions on fly models of cancer and other diseases (Ruiz-Whalen et al., 2023). The collective objectives are: 1) to comprehensively map impacts of individual nutrients on disease-related signaling pathways, 2) to foster a scientific community of practice to prepare today’s high school students for future STEM careers by developing essential research competencies (Evans et al., 2017; Udompong et al., 2014), 3) to support students to develop critical health advocacy, problem solving, collaboration, and communication skills that can be applied to the health of their loved ones and any career (Berk et al., 2014; Chester et al., 2018; Johnson et al., 2023), and 4) to establish a strong foundation in research for students interested in pursuing STEM careers (Ruiz-Whalen et al., 2023). Our programs evolved over 10 years through reciprocal partnerships between professional developmental biologists, teachers, and students. The current iteration of the program elevates student choice in the design, execution, and interpretation of Classroom research efforts, while aligning with the goals of the Next Generation Science Standards (Council, 2013), including learning critical thinking skills and applying them to real-world science experiences. We provide evidence that this “soul science” approach leads to gains in science research literacy for participants, while enabling tailoring of research questions and topics to the needs of each Classroom community. “Soul science” is defined here as an authentic research approach designed to resonate with an individual’s drive to improve the health of people they love, with results promoting feelings of fulfillment and accomplishment. This article offers data from two research approaches to produce synergistic insights: (1) a qualitative study of teachers’ experiences designing science curricula to increase science research literacy for students in their classrooms, and (2) an analysis of student science posters to gain insight on their understanding of science literacy in developmental biology.

MATERIALS AND METHODS

Social context

Since 2013, the first author has worked with 23 teachers in the Immersion Science and/or eCLOSE Institute labs and over 100 in science professional development and in informal education venues. These participants were from various scientific and educational backgrounds. In 2022, a sub-group of 11 teachers were intensively studied for a year as they learned research techniques and subsequently brought the study to their own classrooms.

During the extended public health crisis, in 2020, face-to-face programming was suspended, and professional development was launched in a virtual-hybrid format with lab stations being sent to the participants. This eCLOSE Institute Train@Home method was also employed to safely engage instructional participants in the immersive training sessions for student learners. No information or data on individual student learners was collected as a part of this research. The virtual hybrid sessions could be accessed using a variety or combination of devices: cell phone, tablet, or computer to support learning. All the programs conducted a lab-safety check, including those that ran while maintaining social distancing practices.

Participant Selection

The primary participants of this study are life science teachers, including middle- and high school levels of life sciences. For this study, life science courses are defined to include middle- and high school level classwork covering content which include development of living organisms, life cycle, organisms interacting with their environment, organisms at a cellular level, health science, biology, and anatomy/physiology (Council, 2013). The participant classrooms spanned a range of academic levels, including vocational/technical/academy, general, honors, advanced placement (AP) and/or International Baccalaureate (IB) (Table 1A, B).

Table 1: IMMERSION SCIENCE AND eCLOSE INSTITUTE CLASSROOM PROGRAMS.

(A) Schools in a wide variety of zip codes (n= 36) have participated in either the Classroom Immersion Science Program (CISP) or the eCLOSE Institute’s eCLOSE@School project. Census reporting is based on overall school reporting. (B) The two inaugural schools have persisted and continue to collaborate with both programs. Participant totals, from each school, have been tracked annually and recorded at the close of the academic year. An increased recruitment of new schools can be seen since 2022. Race and ethnicity demographic information is provided by percent of total population per census tract, as indicated.

End of Academic Year
Total Number of Classroom Participants
Grades	Zip	Census (%)
		American Indian or Alaska Native	Asian	Black or African American	Hispanic or Latino (Any Race)	Multi- Racial/Other	Native Hawaiian or Other Pacific Islander	White
9th, 10th	19136	0.29	6.27	34.98	35.08	5.49	0.24	17.64
9th,12th	19147	0.27	35.96	33.72	11.36	3.58	0	15.12
11th- 12th	08085	0	4	12	8	5	0	71
11th	19114	1	7	3	11	0	0	77
11th	19102	0.12	13.54	27.85	8.5	9.12	0.12	40.77
10th-12th	19141	0.24	13.55	68.99	9.28	3.54	0	4.4
9th	19095	0.2	5.1	54.4	9.2	5.3	0.1	26.6
10th- 12th	19118	0.3	1.8	18.3	2.9	7.3	0.2	63.2
10th- 12th	19138	0.19	0.57	92.76	4.57	1.14	0	0.76
10th, 11th	19148	0.13	30.85	18.75	37.63	3.75	0	8.91
10th	19144	0.31	0.39	91.07	6.11	1.88	0	0.24
11th	19114	0.26	6.73	22.43	31.13	5.8	0.13	33.51
10th-12th	19138	0	0.75	89.47	6.52	2.51	0	0.75
12th	19128	0	0.12	86.56	4.88	2.5	0.24	5.71
10th	19140	0	0.39	31.67	64.61	1.67	0	1.67
8th	19038	0.2	6.5	18.2	10.6	7.4	0.1	57
9th-11th	19122	*	*	*	*	*	*	*
7th	20017	*	*	*	*	*	*	*
10th	19132	0.1	0.29	87.05	8.76	2.86	0.1	0.86
8th	19149	0.74	10.92	36.64	37.97	3.56	0.25	9.93
11th, 12th	19111	0.42	24.09	26.31	28.28	6.22	0.19	14.49
8th	19140	0	0.06	4.58	94.76	0.42	0	0.18
10th, 11th	08812	0	4.1	12.9	54	1.5	0.3	27.2
11th	19142	0	0.54	92.96	5.01	1.22	0	0.27
11th, 12th	19121	0	14.24	60.82	10.71	5.81	0.11	8.31
9th	19134	0	1.24	46.35	42.46	4.67	0	5.29
5th- 10th	19144	*	*	*	*	*	*	*
11th	08033	0.2	4	1.7	3.1	3.5	0	87.1
11th	19125	0.78	0	94.53	2.97	1.72	0	0
9th- 12th	07601	0.3	3.6	20.3	66	0.7	0.2	8.7
10th	21201	*	*	*	*	*	*	*
10th-12th	19141	0	5.11	45.99	17.52	23.36	0	8.03
6th-8th	19095	0.1	5.6	56.4	8.4	6.3	0.1	23.1
11th	19131	0.15	4.88	72.19	5.62	4.29	0	12.87
10th	19121	0.61	0.3	93.01	3.04	3.04	0	0
8th	10033	0.8	0	2.5	91.3	2.7	0	2.7
		Census% Means
		0.30	3.60	20.30	66.00	3.26	0.20	8.70

		Classroom- Immersion Science Program (C-ISP)				eCLOSE@School
End of Academic Year		2016	2017	2018	2019	2020	2021	2022	2023	2024	2025
Total Number of Classroom Participants		65	142	220	1200	65	560	1000	480	732	TBD
Grades	Zip
9th, 10th	19136	x	x	x	x	x	x	x	x	x	x
9th,12th	19147	x	x	x	x	x	x	x	x	x	x
11th- 12th	08085		x	x	x			x	x	x
11th	19114		x	x	x
11th	19102		x
10th-12th	19141			x	x			x	x	x	x
9th	19095			x	x
10th- 12th	19118				x						x
10th- 12th	19138				x			x	x	x	x
10th, 11th	19148				x			x
10th	19144				x
11th	19114								x
10th-12th	19138				x
12th	19128				x
10th	19140				x
8th	19038						x	x
9th-11th	19122						x
7th	20017						x
10th	19132							x		x	x
8th	19149						x	x	x
11th, 12th	19111							x		x
8th	19140							x
10th, 11th	08812							x		x
11th	19142							x
11th, 12th	19121							x
9th	19134									x	x
5th- 10th	19144								x
11th	08033								x
11th	19125									x
9th- 12th	07601									x	x
10th	21201									x	x
10th-12th	19141									x
6th-8th	19095									x
11th	19131										x
10th	19121										x
8th	10033										x

Using an ethnographic lens as a means of qualitative research, allowed the researcher to be a part of the project and not just a passive observer. This method of study allowed for cultural and environmental components to be accounted for during the study (Brandt and Carlone, 2012). Prior to interviews, or other forms of data collection, the subject(s) reviewed an informed consent document (Birt et al., 2016). The following describes the methods for data collection for analysis.

Interviews

Interviews were held with the science teachers of participating classrooms to examine their expectations and outcomes, to inform decisions in the creation of future programs, and for identifying the strengths or weaknesses of the current model.

Artifacts

Artifacts included assignments and classroom lab exercises. Artifacts were collected and analyzed. The following items were requested from teachers prior to the classroom projects, during the project, and following the conclusion of the classroom research: 1) lesson plans and course syllabus, 2) lecture notes and complementing slideshows, and 3) laboratory assessments. Presentation posters were collected following symposia and used in the data analysis.

Secondary Data

Public records databases such as Great Philly Schools (www.greatphillyschools.org) and USNews (www.usnews.com) were used to collect information included in Table 1A. Standards that were identified to aid in synchronization of classroom projects were obtained using the The Standards Aligned System (SAS), developed by the Pennsylvania Department of Education, is a comprehensive, researched-based resource to improve student achievement. (www.pdesas.org)

Ethical Considerations

Temple University’s Human Subject Institutional Review Board approved the protocol 28554. The study was approved under Exempt review. The IRB determined that the research does not require a continuing review, consequently there is not an IRB approval period. Additionally, the work discussed was submitted for review and the protocol has been determined not to be subject to review by the Philadelphia Department of Public Health Institutional Review Board.

RESULTS

Developmental Biology and Disease Research

In 2013, we launched the Immersion Science Program (ISP) at Fox Chase Cancer Center (FCCC) in Philadelphia (Ruiz-Whalen et al., 2023). ISP arose from a need for students with limited math and science foundations to succeed in research laboratories. Built on a decades-long tradition of hosting high school students at FCCC, ISP introduced an innovative research course to train students in basic research techniques in the context of genetic models of disease (Ruiz-Whalen et al., 2023). The goal was to provide core laboratory skills in the context of original research projects with an entry point that any student could grasp. We chose diet as the focus, for three reasons. First, just under 100% of students in the United States typically begin learning about what defines a “healthy diet” in elementary school and these lessons persist through secondary school. (www.nces.ed.gov) The choice of diet as a topic makes students comfortable walking in the door that they have information and ideas to share, a conceptually accessible starting point for project development, and family, culture, and community connections that can be leveraged for identification of new diet-derived compounds with influence on disease signaling (Ruiz-Whalen et al., 2023). Secondly, our professional research lab has focused on nutrient signaling in epithelial stem cells for many years (Hartman et al., 2013; Hartman et al., 2015; Hartman et al., 2010; Lee et al., 2023; Ruiz-Whalen et al., 2023; Simonet et al., 2020; Singh et al., 2018), providing students a place to continue their research in increasingly advanced ISP programs. Third, the research is essentially limitless, with opportunities to screen for impacts of up to one million dietary compounds on hundreds of signaling pathways implicated in health challenges experienced by Philadelphia Classroom communities. Our intent was to leverage this immersive research training course to fully prepare students for summer research experiences and generate publishable data on the impacts of nutrients on disease signaling pathways (Ruiz-Whalen et al., 2023).

Training in early ISP programs was conducted face-to-face, in the ISP Teaching Laboratory at Fox Chase Cancer Center or on-site in local high school classrooms (Figure 1A). In line with traditional research training approaches, scientist instructors created projects for cohorts to execute. This approach has supported student learning for decades, while enabling lead- scientists to collect data for use in ongoing projects (Costello, 2009; Marincola and Solomon, 1998). Students in the first ISP Classroom cohort researched Receptor Tyrosine Kinase signaling pathways (Figure 1B, C), comparing impacts of junk foods to over-the-counter dietary supplements on fly fertility and survival and linking outcomes with proliferation and apoptosis, processes that underlie tumorigenesis and cancer progression (Ruiz-Whalen et al., 2023). Simple activities like counting eggs and pupae enabled students to conclude how treatments affected development (Figure 1D, E) (Ruiz-Whalen et al., 2023), with quantification enhancing core math skills and enabling comparison within and between participating Classrooms. The fly life cycle simplified scheduling (Figure 1F), with students feeding flies control (water) or test treatments on Day 0 and conducting 24-hour egg laying tests on Days 7–8 after placement in control or test food. Pupal counts were conducted on Day 14, as a measure of overall developmental success and survival in response to the treatments (Figure 1E, F).

Figure 1:

CLASSROOM IMMERSION SCIENCE PROGRAM GROWS AND eCLOSE INSTITUTE DEVELOPS TO SUPPORT SCALING. (A) Immersion Science Program training approach retained the traditional in-laboratory approach when transitioned to classrooms; (B) Generalized signaling pathway schematic to convey the use of foods or nutrients as ligands and exploring their impact downstream as changes in proliferation or blocking of apoptotic events; (C) Abbreviated RTK (Receptor Tyrosine Kinase) signaling pathway to highlight genes used in initial classroom projects; (D) Developmental Assay using agar juice plates to collect eggs for observation following a 24-hr lay period; (E) Developmental Assay using 14-day vials to score the pupal stages and second generation of adults; (F) Schematic of fruit fly life cycle overlaid with project highlights and time requirements, (G) eCLOSE Institute training approach encompassing online, virtual, and hybrid instructional mechanisms evolving into the Class2Lab approach.

Most mutations that drive human disease can be modeled in Drosophila, providing opportunities to repeat the diet treatment analysis on flies bearing mutations in key signaling pathways (Ruiz-Whalen et al., 2023). In so doing, students effectively mapped impacts of each dietary treatment on components of signaling pathways implicated in disease, with the collective data pinpointing likely molecular targets of each treatment. Taking the Epidermal Growth Factor (EGF) pathway as an example (Figure 1C), students investigated impacts of chosen nutrients on gain-of-function mutants in sequentially activated components of the signaling pathway, including 1) EGF Receptor, 2) Ras, 3) Raf, 4) ERK/rolled, 5) Myc/diminutive. If a given nutrient kills flies bearing gain-of-function mutations in EGFR or Ras, but has no effect on activated Raf mutants, we can conclude that the nutrient is altering signaling upstream of Raf activation. To date, students have screened hundreds of compounds against a large collection of signaling mutants in flies, providing a robust source of data for identifying candidate molecular targets of individual nutrients that has been used in publications from our lab (Correa et al., 2021; Hartman et al., 2013; Hartman et al., 2015; Hartman et al., 2010; Lee et al., 2023; O’Reilly et al., 2008; Ruiz-Whalen et al., 2023; Simonet et al., 2020; Singh et al., 2018), as well as setting the stage for further experimentation. This chemical-genetic screen forms the foundation of our programming. Embedded in the experimental protocols are exercises that hone pipetting, solution making, and recognizing phenotype-genotype, with integration of math skills and equipment usage conducted in the context of the research project (Ruiz-Whalen et al., 2023).

Participation grew rapidly (Table 1B), reaching 1001 Classroom student participants by 2019. To accommodate the growing scale and interest in diverse health topics, and to unlimit access to research training, we created the nonprofit eCLOSE Institute in 2019. The eCLOSE mission is captured in the acronym: to “empower the Community Lens on Science through Education.” eCLOSE Institute was founded to provide access to authentic research experience, without boundaries. Beyond programming, it is also a workforce development hub as 30 of our 32 employees are graduates of eCLOSE programs. Our instructional team is comprised of a balance of scientists and science educators who learn content and community engagement from each other. Each co-instructor brings individual strengths to support participants, with 45% of the program-trained science teachers joining the eCLOSE Team. Importantly, “eclose” is a verb that describes the emergence of an insect as an adult, emphasizing our commitment to fully prepare youth for STEM success. Finally, eCLOSE employs e-learning as a central tool for enabling students nationwide to participate in the research effort, indicated by the lowercase “e” in the name. eCLOSE scales programming by leveraging a “citizen science” framework (Gura, 2013; Kullenberg and Kasperowski, 2016). Also known as participatory or community science, citizen science engages the public in scientific research on a large scale, with contributions forwarding scientific knowledge. To accomplish this, eCLOSE introduced three key modifications to ISP Face-to-Face Classroom protocols (Figure 1G). First, the COVID-19 pandemic forced development of online instruction, to enable student research training at home, in rural, urban, and suburban locations nationwide. eCLOSE utilizes online instruction for synchronous and asynchronous learning, with instructors providing content and direction via Zoom and students participating from remote locations (Figure 1G). Secondly, individual “Lab-in-a-Box” research kits were packed and mailed to participants, enabling them to create fully equipped research labs wherever they were located. Third, the eCLOSE “Class2Lab” Learning Platform was created to provide video-based instruction, curriculum and teacher guides, and integrated data collection for busy Classrooms. The Class2Lab Platform enables fully independent use of the program by teachers or students, with eCLOSE Instructors and Scientific Mentors providing guidance through pre-recorded videos to supplement curriculum and learning materials. Finally, Virtual-Hybrid learning is now possible, with face-to-face or hybrid programming leveraging use of the Class2Lab learning platform for asynchronous augmentation of curricula and simplified data collection. Together, these approaches have unlocked virtually unlimited access to research training opportunities for all students, with >4000 participants in 37 US states since 2019. Additional information on programming is available at the eCLOSE website (https://ecloseinstitute.org). Notably, two outside studies found that eCLOSE programs conducted during the COVID-19 pandemic successfully engaged students in research and compared favorably to popular, online, laboratory-focused educational programming (Hanley et al., 2022; Waddell et al., 2021).

Soul Science meets Curriculum Standards

The chemical-genetic screen design of the program (Ruiz-Whalen et al., 2023) continues to serve as the core approach in ISP and eCLOSE programs. Consistent with our prior anecdotal observations, however, the traditional approach, with scientists providing research projects aligned with their own interests, limited productivity and impact as students struggled to learn myriad new techniques and concepts in an unfamiliar and stressful lab environment (Costello, 2009; Marincola and Solomon, 1998). Open discussion sessions included in the programming promoted brainstorming and collaboration, supporting teachers and students to propose their own research questions. As a result, they developed hypotheses that were more aligned and more relevant for their personal interests (Tables 2, 3). Based on this community-based collaboration, we established clear learning goals and objectives for programming that aligns with specific elements of the Next Generation Science Standards (NGSS)(Council, 2013), tailored for curriculum needs of each classroom while retaining the critically important element of teacher and student agency in research topic choice and project design (Table 2). The program enables teachers to utilize the same, fundamental experimental approach to meet or exceed core curriculum standards in a variety of subjects, including Biology, Environmental Science, Chemistry, AP Biology, Anatomy and Physiology, Pharmacology, and even Math (Table 3).

Table 2: CLASSROOM PROJECT OBJECTIVES AND GOALS.

In meeting the goals set out by the Next Generation Science Standards, classroom projects have been designed to match skills utilized by professional scientists. For seamless incorporation into classroom curricula, Objectives and Goals have been outlined to pair with national standards.

Objectives and Goals
Objectives	Goal	Goal	NGSS (Next Generation Science Standards)
Conduct authentic, research projects	Student scientists will use fruit flies to conduct developmental biology research	Student scientists will use laboratory tools and techniques to set-up the initial stage of their research project.	MS-LS1-1. Planning and Carrying Out Investigations
Understand that disease pathways can be impacted by diet	Student scientists will develop a research hypothesis based on research of genes and nutrients/foods	Student scientists will use vetted sites to conduct online research	LS1.B: Growth and Development of Organisms
Demonstrate critical thinking skills using a model	Student scientists will extrapolate data from fruit fly research to apply to possible human disease impact and develop a next stage of inquiry	Student scientists will make connections to humans with the “same” disease mutation as the flies and what foods they may or may not want to eat.	LS4.A: Evidence of Common Ancestry and Diversity
Identify patterns in data	Student scientists will observe vials and collect data comparing control fruit flies (wild type) to experimental (mutant) ones.	Student scientists will collect and be able to analyze their experimental data to identify differences in development of flies being fed control food vs treatment food	MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment
Present research in a clear, community- accessible way.	Student scientists will communicate to the public (peers and others) their results using graphic representation of their data	Student scientists will be able to illustrated their developmental data in a way that non-scientists may understand.	HS-LS4-1. Communicate scientific information

Table 3: SYNCHRONIZATION OF CLASSROOM PROJECT TO LEARNING LEVELS AND CONTENT AREAS.

To support more teachers and their students it was imperative to retain a level of flexibility within the programming. This dynamic nature allows for organic synergy with a range of instructional academic levels and content areas while remaining aligned to local, state (PA), and national standards. Eligible Content from the SAS allows programs to support classrooms by meeting testing standards.

Classroom students are community scientists
	Grade Level	Subject	The Standards Aligned System (SAS): Eligible Content	Topic
A	6th- 8th	Mathematics	Standard - CC.2.4.6.B.1	Connecting math to scientific research in collaboration with Life Science class
			Demonstrate an understanding of statistical variability by displaying, analyzing, and summarizing distributions.
B	8th	Life Science	Standard - 3.1.6-8.E	Teen diet and colorectal cancer
			Students who demonstrate understanding can construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
C	9th- 12th	Chemistry	Standard - 3.1.C.A7	TBD
			Illustrate the formation of carbohydrates, lipids, proteins, and nucleic acids.
D	9th	Environmental Science	Standard - 4.4.2.A:	Insect-repellant plants
			Agriculture and Society - Identify agriculture as a living system and that food and fiber originate from plants and animals.
E	10th	Biology	Standard - 10.1.6.E:	Impact of junk foods on diseases like cancer and diabetes
			Identify health problems that can occur throughout life and describe ways to prevent them. diseases (e.g., cancer, diabetes) preventions
F	11th	Anatomy & Physiology	Standard - 10.4.9.C	Impact of nutrients & substances on cancer
			Analyze factors that affect the responses of body systems
G	11th & 12th	Advanced Placement (AP) Biology	Standard - 3.1.9-12.Q	Impact of nutrients on HPV signal transduction pathway mutants
			Students who demonstrate understanding can make and defend a claim based on evidence that inheritable genetic variations may result from mutations caused by environmental factors.
H	11th & 12th	Pharmacology	Standard - 14.6.CE.E	Develop an understanding of drugs as preventive, diagnostic, and therapeutic agents
			Identify and analyze the physiological and psychological effects of drugs| Types (i.e., over-the-counter, prescription, controlled substances)| Changes to the central nervous system

Program learning objectives and goals have sufficient flexibility for adaptation to particular topic needs, as well as alignment with NGSS (Council, 2013) (Table 2). The learning objectives are iterative, beginning with the initial idea that students should conduct authentic, original research projects. Associated goals include utilization of fly developmental biology as a research model and developing essential laboratory techniques to accompany the conceptual design, in alignment with one of the essential NGSS standards of Planning and Carrying Out Investigations (Table 2) (Council, 2013). The learning objectives advance from there, including making connections between diet and disease through online research and hypothesis development, demonstrating critical thinking skills using a model by connecting their fly research to human disease, linking genetic variation with outcomes by identifying patterns in the data, and communicating their results to scientists and non-scientists alike (Table 2).

This broad format enables teachers to initiate projects that synchronize with a variety of topics at multiple grade levels (Table 3), showing the dynamic nature of human biology at a pre-career level and highlighting the power of the fly system for accessible, relevant research investigation (Ruiz-Whalen et al., 2023). Our year-long ethnographic study of high school teachers’ experience of undertaking professional development at eCLOSE revealed how teachers applied the curriculum to their classrooms in novel ways. One Philadelphia 8th grade math teacher worked with eCLOSE to create a new math protocol while her colleague teaching 8th grade science focused on genetic drivers of colorectal cancer. Students in the math classes did all the calculations and data analytics to support the science students executing fly fertility and survival experiments. A 10th grade biology teacher made a pivot from studying cancer genes to exploring the connections between diabetes and diet with his students, based on high impacts of diabetes on the school community. More recently, the same teacher is leading a program investigating how ingredients found in vaping products affect flies bearing mutations in genes associated with lung cancer, given the widespread use of vapes in his school environment. Likewise, a 9th grade environmental science teacher started ISP programming using the original RTK-focused protocol and comparing junk foods that her students brought to class. Each year, her students adapt projects to their interests, expanding to study’s impacts of naturally insect-repellant plants on fruit fly development or comparison of Classroom-grown versus purchased plants as part of a yearlong project.

Projects often embrace cultural or health needs of participants. An all-girls school focused on women’s cancers, bringing in junk foods and healthy foods from home for testing to uncover dietary elements that improve or worsen outcomes. The project has continued since 2018, other than COVID-19 years, creating continuity in the project and involvement of six student cohorts sharing the same research goals. In an example of a culture-focused project, a primarily Latinx and African American middle school examined the impact of common “kid” foods on fruit flies carrying mutations seen in colorectal cancer. Given the unexplained and aggressive rise in colorectal cancer diagnoses among young patients in recent years (Saraiva et al., 2023; Sinicrope, 2022), with substantial disparities in incidence and death for Black and Hispanic patients (Augustus and Ellis, 2018; Demb et al., 2024; Muller et al., 2021), these projects may provide clues to environmental and dietary influences on disease incidence and outcomes, while raising awareness among young students about approaches to reduce risk. Our work with a school dedicated to students with physical or medical disabilities focused on genes that regulate development, including models of spina bifida, skeletal, or other birth defects. As disabled scientists are the most under-represented group in United States academic institutions (Castro et al., 2024a; Castro et al., 2024b; Statistics, 2021), these programs provide opportunities for establishment of research and scientific foundations that may help address representation disparities in academic science in the future.

For all classrooms, projects are tailored for grade level, interest, and community relevance and aligned with required curriculum standards (Table 3). Students at the most advanced levels delve into urgent health concerns. Students in 11th and 12th grades recently began to address the sudden rise in sexually transmitted infections and HPV cancers in Philadelphia (Table 3), screening candidate compounds for efficacy in killing flies modeling HPV infection. To date, 4 candidate compounds have been identified, presenting potential inexpensive, accessible methods to eliminate HPV-infected cells prior to cancer development. Additional efforts are expected to uncover leads for further exploration of killing efficacy in tumor cells, creating a pipeline of investigation that starts with student ideas and experiments in classrooms that has potential to reduce the burden of disease within their communities. The comprehensive learning of core skills, health challenges that can be addressed through research, and social impacts on communities of personal connection thus elevates standard repeat-after-me science labs to original research of high educational and scientific impact.

The power of student and teacher perspectives has transformed the science itself. Projects initiated by participating students and teachers now include thousands of students contributing data to address mental health challenges, impacts of tobacco products on lungs, and diabetes, in addition to the above-mentioned projects. As such, the community drives the research, with scientists experienced in specific topics serving as advisors and partners in the effort.

Drosophila in school

Drosophila is introduced as a model organism to students via lectures and teacher-guides encourage pre-project discussions or introductory videos on the Class2Lab learning platform. Discussion focuses on fly developmental stages and the cellular processes required for organism development (Figure 1B–F). In cancer modules, proliferation, apoptosis, and differentiation are highlighted (Figure 1B) (Ruiz-Whalen et al., 2023). For diabetes modules, the focus is on metabolism, growth, and coordination of tissues for overall health. Finally, for mental health modules, discussion topics highlight exercise, sleep, and food choice as critical elements for consideration during hypothesis development. As science teachers prompt their students to discuss health and disease in their neighborhoods, families, and culture, students suggest dietary interventions that might reduce or exacerbate genetic drivers of disease in the fly model. This approach infuses the scientific investigation with a culturally relevant context and makes the work deeply personal to participating students. Students then develop hypotheses about the impact of their chosen dietary interventions on wild-type control flies and disease models bearing mutations in genes associated with human disease. This conceptual and community-focused framework provides the context for the chemical genetic screen described above and includes the ideas of participants as central to the research programming.

Program Culmination: Science Communication

eCLOSE Classroom programs require 3 × 40-minute hands-on classroom sessions, plus additional time for experimental planning, research on cancer genes and nutrients, data analysis, and preparation of poster materials. During the non-laboratory days, while completing research, the project vials with the fruit flies are easily stored at room temperature until the subsequent time points. Students present posters within their school communities, often with outside visitors providing expertise at posters. The culminating event of the Classroom project is the Student Research Symposium, hosted at the Franklin Institute. This is a day where scientists, science teachers, university faculty, and STEM/Health professionals supported the young researchers through a speaker series, meet-and-greet luncheons, and most impactful: the Poster Sessions (Fig. 2A). This opportunity helped students advance from learning concepts and skills to becoming the expert on the floor. Professional scientists visited each poster, engaging the students and pushing their interpretations to delve deeper into the significance of their findings. Qualitative analysis of student poster conclusions indicated gains in science research literacy. 100 percent of posters analyzed (N=114) included a section on nutrients or junk food being tested (Figure 2B), setting up the framework for the experimental analysis to follow. Likewise, all posters included a description of the genetic mutation under investigation (Figure 2C).

Figure 2:

STUDENT SCIENTISTS SHARE THEIR RESEARCH. (A) Student Scientists attend an annual symposium hosted by the Franklin Institute (Philadelphia, PA) and present their data at a poster session attended by local scientists, educators, and program graduate volunteers; (B) Student scientists complete online research to better understand the nutrient(s) that they are using in their experiment and make connections to good or poor health; (C) Student scientists complete online research to better understand the gene(s) that they are using in their experiment and make connections to disease pathways.

Student teams utilized a variety of methods to present their data (Figure 3A–G), with more than 85% of posters we analyzed (N=114) showing bar graphs to quantify fly survival and/or fertility (Figure 3A, F). Data presentation forms ranged from simple descriptions of observations or photographs (67%, Figure 3A, D, E) to advanced analysis of changes in pupal counts over time (9%, Figure 3C) or calculation of t-values (2.6%, Figure 3A, B) to determine whether test samples differed from controls. 18 percent of students proposed next steps (Figure 4A), including altering conditions of experiments to ensure reproducibility, determining the developmental consequences of dose curves of nutrients, and generational inheritance. 11% of students connected their work to cancer treatment or prevention (Figure 4B), proposing impacts on replication or efficacy of chemotherapy for nutrients they tested. As such, participation in fruit fly research had direct application to students’ thinking more practically about diet and its implications for health, likely preparing them to be helpful when communicating with health care representatives or translating medical news for family members. 7–10% of students each year have continued their projects in more advanced ISP and/or eCLOSE programs, highlighting the entry level Classroom research as an inspiration to pursue further training and careers in developmental biology.

Figure 3:

STUDENT SCIENTIST’S DATA REPRESENTATION METHODS. (A) The frequency of data types represented in student poster boards from Symposia (N=114) were analyzed as artifacts. (B-G) Examples of the various methods of data sharing prompted a closer look with more than six types of methods used; (B) Statistics, presented in paragraph form, were used by 2.6% of the Student Scientists and included t-values; (C) Line graphs, such as this one, were used to note changes over time, by 9% of the Student Scientists; (D) Qualitative analysis was included in some data tables illustrating the ability to make connections through observation; (E) Photographic evidence was used by 63.1% of the Student Scientists to record and represent their data for their poster presentations; (F) Bar graphs, like this one, were used to provide visual representation of table data or in lieu of by 85.9% of Student Scientists; (G) Data tables, without complementary graphs, were used 50.8% of the time, allowing Student Scientists to share all of their data in one grouping.

Figure 4:

STUDENTS ARE SCIENTISTS. (A) Student Scientists are ready for the next stage of the project, often coming up with “next steps” and learning that the end of a research project can come with more questions to address; (B) Student Scientists worked with fruit flies throughout the project but some were able to take the leap and extrapolate what they learned to posit what they think could be an impact for humans, including future patients.

Belonging to the scientific community

In addition to science, the Annual Research Symposium provides opportunities for hundreds of Classroom research participants to present their work to scientists, teachers, peers, and members of the public, solidifying feelings of belonging in the scientific community. Poster presentations provided evidence of feelings of belonging, with 28% of posters analyzed including photos of students conducting experiments, and 32.4% (N=1037) of all participants (N= 3200) confidently presenting their work at one of seven Annual Research Symposia (2016–2024).

Of the high school students who continued on to complete our advanced research programs before college, >80% went on to attain paid research positions in academic labs in college and 36.6% became published authors, contributing to 118 research publications over the recent 10 years. The ISP and eCLOSE Classroom research programs described here serve as the entry point, creating an initial foundation in scientific inquiry and instilling curiosity and confidence in students interested in pursuing STEM careers. The scientific focus addressing health disparities experienced by the communities to which they belong serves as their guiding light throughout their STEM career trajectories.

DISCUSSION

In interviews conducted as part of the ethnographic study described, one teacher indicated that “In urban areas, students do not always admit to having a love of school and certainly not science. It was totally, totally worth it to me to introduce [hands-on stuff] to them because it was completely outside anything they were thinking. And then it taught them some skills. If there were any secret science lovers in there, now they got exposed to something that hopefully will grow”. By bringing authentic research into classrooms, science teachers can provide the spark for the next generation of scientists, noting that it is not always about a specific hands-on experience, but more of an overall authentic atmosphere. Knowing that not all the students would like fruit flies, the instructors knew that sharing this type of (developmental) research would capture their curiosity and give them a realistic look into the possibility of careers in health research. At the conclusion of each project, science teachers and students became part of a growing network of colleagues who will support them as they grow into the research topics, branch out into other areas, and cheer them on as they impart their research to the public while inviting more citizens to the science bench. This is particularly important in northern Philadelphia and low income rural and urban communities nationwide, where few biology classrooms are outfitted with laboratory supplies, reagents, or research tools. The average annual budget for Biology teachers in Philadelphia is $200 for 150–160 students, limiting the ability of students to conduct experiments, even those required for standardized tests like Advanced Placement exams, and forcing them to watch videos of the experiments as the only available learning tool. Perhaps unsurprising, statewide assessments in our partner schools indicate underperformance, with a range of only 1.1% to 29.7% of students scoring “Proficient” or “Advanced” in science. In one of our participating 8th grade classes, “Proficient” standardized test scores for math increased by 15% relative to the student body of the school after completion of eCLOSE programming, an outcome we plan to foster in programming going forward.

As such, the ISP and eCLOSE Institute provide under-resourced communities with research training as a novel method for supporting student success in school, while creating an informed student network with the knowledge and experience to advocate for health within their communities. Going one step further, participating students experience the laboratory environment, enhancing their science research literacy, social skills, and networking as preparation for careers in STEM. A key aspect for optimal student connection is teacher involvement. ISP and eCLOSE staff have worked with science teachers over the past decade to develop an inclusive approach in the classroom, with a focus on engaging all students in participating classrooms in under-resourced schools in high-quality authentic research and positioning them to drive the decision-making process and ownership of their research projects. The teachers involved in the ethnographic research found this approach to high school biology in the classroom to be novel. In the interview portion of the study, teachers shared their experiences, indicating that “textbook driven laboratories were the norm. In contrast, the use of personal factors to drive the research enabled it to take on deeper meaning for participants”. One teacher collaborator shared “I just want to find a way to help my students who usually don’t get an opportunity to experience higher order science. So, anything I can do to expose them to real world situations, stuff that’s going to really benefit them”. As a result, student researchers were able to bring their histories, cultural relevance, and biographies to “inform the process of meaning-making” (Creese and Blackledge, 2012). These personal connections to research projects allow participants to step outside of textbook-driven laboratory projects where everyone gets the same answer but it rarely, if ever, has personal relevance to their lives.

In addition to the engagement aspects of the programming, research projects centered on diet and nutrition take on a wealth of context and meaning for the individuals and communities. The concept of health has been linked to food globally and all cultures have traditions that have been passed down to get well and stay healthy (Jayasinghe et al., 2025; LeBlanc et al., 2024; Loy, 2024). Exploration of food choices in a research-based environment gives early scientists an outlet to learn through hands-on approaches versus the health/junk dichotomy portrayed in social media and casual conversation (Bisogni et al., 2012). Importantly, science benefits, with new, unexplored ideas emerging as urgent needs within communities that lack representation in research science. Through a decade of collaboration between scientists, teachers, students, parents, and the community, eCLOSE and ISP program modules enable students to personalize their research, maintaining student engagement and positively impacting community health.

CONCLUSION

Increasing access to authentic developmental biology research in classrooms will engage more students to pursue career opportunities that will further address their growing questions about diet and the impact on disease, how to support their communities, and how to be collaborative scientists. The impact of projects like those mentioned in this article surpass the importance of test scores. These projects build confidence and collegiate engagement with peers and near peers from schools across the region, with new questions being asked at the lab bench in coming years. By facing the diseases that impact their families and communities, student scientists can take back some control and gain ownership over the projects while knowing they have contributed back to the body of research surrounding the topic through their participation in citizen science. We argue that laboratory experiences with authentic inquiry or “soul science” connect with students’ ability to envision their future in scientific research.

HIGHLIGHTS.

Developmental biology in classrooms addresses novel questions in disease research.

Student Scientists use fruit flies to explore connections between diet and disease.

Culturally relevant, accessible, student-led research projects.

Student researchers engage in soul science to address diseases impacting their communities.