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Behavioral Research Advancements in Neuroscience (B.R.A.I.N.) Program

Structure of Program Columbia University is known around the world for its outstanding neurology program. There are over 200 faculty members distributed in over 25 areas of study. Because this program is only seeking to select a maximum of three students, the scope of the program will primarily focus on behavioral and cognitive neuroscience. Why study behavior in an integrative way? Among many reasons, I believe that an interdisciplinary and synthetic approach to science promotes more rapid development and new insights. Serious and integrative study of the intriguing parallels between human and animal behavior is one of the important ways to increase understanding of ourselves. For these reasons the program participants will be divided and placed into one of two possible behavioral and cognitive neuroscience labs. These principal investigators so graciously agreed to allow students come into their laboratories and work for a whole semester. Both of these principal investigators have a number of research projects that are not only supported by Columbia University, but the National Science Foundation, the National Institutes of Health and a host of private donors. They will be required to report directly to The Neurological Institute of New York at 8:15 am on February 26th and will work a full school day until 3:15pm. This will continue until the last day of the program, which will be on June 26, 2010. Thanks to an outstanding relationship that Essex Street Academy has with the Greenwich Village Youth Council, we will be able to offer participants $300 as compensation upon completing the program. During this semester long internship, students will be required to participate in an ongoing project with their principal investigator as well propose projects of their own based on their experiences. In doing so, we will not only promote the use of higher level thinking skills, but we will enable students to synthesize the knowledge gained in the classroom and in the field an apply it to the field. Upon completing the program, students will be required to demonstrate a mastery of the New York State lab inquiry standards by typing a scientific paper and presenting their experiment at the 6th Annual Leslie Hicks H. Research Symposium at the historic Howard University in Washington DC. The symposium will allow students to present what they have learned through their research experiences to a larger audience. The Symposium will also provide a forum for students, faculty, and the community to discuss cutting edge research topics and to examine the connection between research and education. The Symposium will include poster and presentation sessions by students from all academic disciplines at Howard University and in the surrounding community. Students will have a chance to win a number of prizes, monetary awards and scholarships. All participant abstracts will be published in the Howard University Symposium Proceedings, and students can include their presentations on resumes and college applications. Additionally, there will be an opportunity for outstanding projects to be submitted to the Siemens Foundation Math and Science Competition, which is one of America’s most prestigious science research competitions for high school seniors where students may have the opportunity to win a $100,000 scholarship.

Eligibility Requirements:

Students must have a grade of “Meet Standards” on all Panels.

Must have two letters of recommendations (One must be from a science teacher).

Students must have met all promotional requirements for their senior circle classes including art and gym.

Area of Research:
 * Cognitive Neuroscience **

**__Contact Information__**

Karen S. Marder, Director, Associate Professor, and Principal Investigator Investigations of genetic influences in families of probands with early-onset compared to late-onset Parkinson disease. Multicenter investigation of risk factors for the development of dementia in HIV. Clinical trials of new therapeutic agents in Huntington disease. Longitudinal study of subjects at risk for developing Huntington disease. (212)-305-2500; KMarder@Columbia.edu
 * //Columbia University Department of Neurology//**

Karen L. Bell Principal Investigator Development of new clinical treatments for Alzheimer disease. Currently conducting research for the prevention of Alzheimer disease in individuals with mild cognitive impairment. Other research interests include understanding barriers that minorities face in receiving clinical care for dementia and cognitive loss, and developing mechanisms to recruit minorities into clinical research. (212)-305-2500; KBell@columbia.edu

[|McKenna, Mary A.] Associate Professor. Ph.D. 1987 - State University of New York, Stony Brook Plant ecology and evolution: pollination biology; alpine plant biology; genetic and environmental effects on pollen growth. mmckenna@howard.edu ; (202) 806-6103
 * //Howard University//**

Dr. Leslie Hicks Associate Professor. Ph.D. 1953 – Howard University Neuropsychology, Brain and behavior. lhicks@howard.edu ; (202) 806-6805

Dr. Debra Roberts Symposium coordinator and Blackburn Center Auditorium Liaison (202) 806-9450

170 Wood Avenue South Tel: (877) 822-5233 foundation@sc.siemens.com Iselin, NJ 08830 Fax: (732) 603-5890 www.siemens-foundation.org
 * //Siemens Foundation Math and Science Competitition//**

Valerie Francois Siemens Foundation 732-590-5292 valerie.francois@siemens.com

Judy Huang Weber Shandwick 212-445-8346 jyhuang@webershandwick.com

Fairfield Inn & Suites 305 New York Avenue NE, Washington, District Of Columbia 20002 USA Phone: 1-202-266-3000; Fax: 1-202-266-4800; Sales: 1-202-266-3000
 * //Hotel Accomedations//**

Celestine Presely (My first Cousin) **Travel Logistics** Internship Travel; The Neurological Institute of New York: 710 West 168th St, New York, NY, 10032. Take the A, C, 1 or 9 subway to 168th Street, or take the M2, M3, M4, M5, or M100 bus to NI. Fares are $2.25 for both the subway and buses, but students have student Fare cards.
 * //White House Tour//**

***There will be no daily travel expenses (to and from research site) for the duration of this program.**


 * Howard University Research Symposium Travel; Howard University: 2400 Sixth Street, NW, Washington, DC 20059. The Greenwich Village Youth Council has agreed to let us use one of their cars for transportation to and from DC. We will need $100 for tolls, $200 for gas, $400 food, $400 for two hotel rooms (Fairfield Inn and Suites). The trip will last two nights and one day, and will include a complementary tour of the White House, two professional development mixers, Howard University campus tour (including new greenhouse hub for environmental research), and a social activity with Phi Sigma Pi National Honors Fraternity Inc. Alpha Tau chapter.**

__NYC Lab Inquiry Skill Standards__ //Write a testable question://** S 1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations. S 1.1a Formulate questions about natural phenomena ** //Write a Hypothesis//** : S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena. S 1.2a independently formulate a hypothesis. S1.2c differentiates among observations, inferences, predictions, and explanations. ** //Identify variables and controls://** S2.2 Develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments. S 2.2c design a simple controlled experiment. ** //Plan and record step-by-step procedures for a valid investigation, select equipment and materials://** S2.1d Use appropriate tools and conventional techniques to solve problems about the natural world, including: measuring, observing, describing, classifying, sequencing. ** //Conduct an investigation that includes multiple trials and records data appropriately://** S2.3 Carry out their research proposals, recording observations and measurements (e.g., lab notes, audiotape, computer disk, videotape) to help assess the explanation. S 2.3b conducts a scientific investigation. S 2.3c collect quantitative and qualitative data. ** //Organizes and displays data appropriately://** S3.1 Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis. S 3.1a organize results, using appropriate graphs, diagrams and data tables. ** //Draw conclusions based on supporting scientific evidence S3.2//** Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem. S 3.2a accurately describes the procedures used and the data gathered. S 3.2b identify source of error and the limitations of data collection

B.R.A.I.N. Extended Project and Experimental Design Rubric. Spring 2011 ** Background information is researched, references mini-labs and links to testable hypothesis. || Hypothesis is testable and thoughtful. Background information is researched, and references mini-labs. Hypothesis shows an understanding of background. || Hypothesis is testable. Background information is researched. Hypothesis shows basic understanding of background research. || Does not have a hypothesis. Background is lacking. Hypothesis does not show an understanding of background. || Uses appropriate technology and tools to gather and analyze data. || Appropriately identifies and describes most of the variables in the experiment or project. Uses appropriate technology and tools to gather and analyze data. || Appropriately identifies and describes some of the variables in the experiment. Uses tools and technology to gather and analyze data. || Does not appropriately identify or describe variables in the experiment. Does not use appropriate technology. || Uses basic algebra to test and analyze data. Creates appropriate graphs with algebra and data. Makes clear and meticulous observations || Number of trials is thorough. Uses basic algebra to test and analyze data. Creates graphs with algebra and data collected. Makes clear observations. || Number of trials is adequate. Uses basic algebra for data analysis and tests. Creates graphs and charts. Makes adequate observations. || Number of trials is not adequate. Does not use math for data analysis. Creates charts and graphs that do not clearly connect data or explain data. Does not make adequate observations. || Uses data and charts to back up all interpretations of results pointing to trends and unexpected results. Explains why results may have occurred by making links to known scientific principles. || Thoughtfully interprets hypothesis in light of results. Uses data and charts to back up most interpretations. Is able to make some connections to trends and explain unexpected results. Attempts to explain why results occurred linking to known scientific principles. || Adequately interprets hypothesis in light of results. Uses some data and charts to back up interpretations of data. Is able to see some trends in data and attempts to make connections. Attempts to explain why results occurred and link to known scientific principles. || Does not interpret hypothesis as it relates to results. Does not use data and/or charts to back up interpretations of data. Does not attempt to make connections and see trends in data. Does not explain why results occurred. || Mechanics/ Presentation of written work || Paper is typed in 12” Times New Roman font. Background information is written in sentence form linking questions and setting background in multiple paragraphs. Procedure is written out in step by step format with explanations for steps. Charts and graphs are neatly re-copied or completed on Microsoft Excel with figure captions explaining data being displayed. Analysis section is written in sentence form linking questions and setting up analysis in paragraphs. || Final project is neatly written. Charts and graphs are all included. There are no errors in spelling, and overall mechanics. || Final project is neatly written. Charts and graphs are all included. There are few errors in calculations, spelling, and overall mechanics. || Project is not organized or missing pieces. There are many errors in spelling and overall mechanics. ||
 * Performance Indicator || Honors (3) || Exceeds (2) || Meets (1) || Incomplete (0) ||
 * Problem to be investigated || Hypothesis is testable and thoughtful.
 * Experimental Design/ Project Design || Appropriately identified and describes all variables in the experiment.
 * Results || Number of trials is very thorough.
 * Analysis of results || Creatively interprets hypothesis in light of results.

Oral Presentation

|| At least four neurology concepts are accurately identified and applied in the development of the project. Presentation accurately and creatively portrays specific processes in the experiment || At least three neurology concepts are accurately identified and applied in the experiment. Presentation incorporates the science involved, but may lack in specifics, originally, and creativity. || At least two neurology concepts are accurately identified and used. Presentation does not clearly explain the science involved, and/or lacks in originality and creativity. || Less than two neurology concepts identified and used. The presentation is not well – designed and lacks important elements. || (-0) || Final Draft handed in 1 day **late (-1)** || Final Draft handed in 2 days **late (-2)** || //Final draft handed in 3 days// **//late or later must speak to teacher re: grade adjustments//** ||  Honors: 16 - 18 Exceeds: 14 - 15 Meets: 8 - 13 Incomplete: 0 - 7**
 * Timeliness || Final Draft handed in on time