Table of Contents

Bridge Program Overview ..............................................................................................................2 Classical to Digital: Architecture of Rome ......................................................................................7 Cave Ecology: Life in Transition ......................................................................................................9 Chesapeake Bay: Cultural Landscapes of New Beginnings............................................................12 Growing America: Urban Gardening and Farmers Market ............................................................15 Metro Orientation: Clarity V Purity ...............................................................................................18 Linden McKinley Orientation: Forensics in the Classroom ............................................................20 OSU/PAST Foundation Forensic Anthropology Field School .........................................................23 Clarksburg Maritime Archaeology Field School ............................................................................25

Bridge Program Overview

Over the past ve years of programs the name and branding have shifted from summer eld programs to bridge programs as the PAST Foundation team strives to capture what the programs that generally take place outside the academic school provide for students. Our term Bridge Program is a deliberate effort to signify that the programs facilitated through the PAST differ from a traditional eld school, from concept to implementation. The term bridge is a way to help students move from one way of thinking or one level of thinking to the next. The programs provide the bridge reinforcing critical thinking and exposing students to at least three levels of problem-based learning.

1. Level I or an entry level specically targets student audiences that need exposure and
assistance in switching from traditional learning to problem-based learning and thus need a bridge to get them comfortable with the new approach. Forensics in the Classroom is used as a Level I bridge program introducing students to scientic methodologies and the design principles used to critically think through the mystery of a crime scene. 2. Level II Bridge programs provide students who excel at applied learning but often ounder in the four-wall classroom. Level II also provides students and the community with the experience of working together to solve real world issues. 3. Level III Bridge programs provide students who attend STEM programs and have participated in other bridge programs with a vehicle to take on a leadership role. The programs of Cave Ecology and Cultural Landscapes as well as Growing America are used for both level II and III bridge programs both helping students experience success through applied learning and helping students learn essential practices of leadership. Program success is derived from several years of planning, scaling, testing, and dening real world issues and partnerships with engaging education. PAST contends that everything has room to improve and there is no point in creating one-off programs. With these guiding concepts, PAST has produced an underlying structure that is applied to all Bridge programs. The success of this structure provides the underlying ability to support varied projects, from forensics to agriculture.

There are four vital components of the Bridge program structure. These include real issues, real partners, a transdisciplinary approach and a polished presentation of learning following the traditional cycle of design principles used in all scientic methodologies. The rst essential component is to insure that each project is based on a Real Issue. From the start of every project we stress to the students, parents and teachers that projects they engage in relate to real world issues. For example, the design and architecture program in Rome, Classical to Digital, created podcasts on sustainability for teachers to use as study aids back in the classroom at Metro Early College High School. Growing America, perhaps our most ambitious program has several projects developing simultaneously under the program umbrella. The Growing America STUDENT FARM partners OSU Horticulture and Crop Science collegiate students with high school students to produce food at the university farm. The FARMERS MARKET is a business and math project for high school students that builds on the farm and brings produce to the market. The second essential component of a successful PAST Foundation Bridge program is having Real Partnerships. Why teach students with second hand resources when they can work with experts in that eld. The Cultural Landscape program, New Beginnings in the Chesapeake, partnered with a cultural resource management rm, James River Archaeological Institute, in Virginia, to excavate a Colonial American farm, near Williamsburg. During excavations Metro student, Colin Craib, discovered a piece of English

pottery which had never been seen in Virginia before, subsequently rewriting previously held concepts of colonial trade. While the students got to excavate a Colonial period site they where taught their archaeological skills by professionals. The Cave Ecology program, Life in Transition, brought experts into the eld with the students including, an entomologist who taught class in the depths of cave using a ashlight to search out cave crickets, a biologist who taught water quality by taking water samples at different parts of a cave and a spelunker who taught students how to safely explore the caves. Utilizing the different experts leads to the third essential component of a bridge program structure Holistic Study. The programs developed at PAST are designed to provide students with rewarding educational experiences. To achieve this goal each program, whether it is cave ecology, architecture or agriculture, is taught in context to its surrounding area and culture. The only way to accomplish a real world experience is to approach all learning by encompassing a transdisciplinary approach. It is impossible to understand the life cycle of a cave bat if you do not factor in the cave it lives in, the geology that developed the cave, the weather that surrounds it, or the humans that manipulate it. Understanding the architecture of Rome, whose very essence is dened by its history and politics, requires a holistic look at the space, the engineering, and the people. Using a holistic approach, all bridge programs, incorporate the sciences, humanities, language arts, math, and design arts. In short, no content area is left out.

The nal component is the Presentation of Learning that chronicles the students work at the culmination of the project. This can take many forms depending on the nature, and location of the program. In the 21st century, this is an opportunity to incorporate digital media such as podcasts, iMovies or PowerPoint presentations. However, in locations with limited resources, such as camping, essays and poetry along with public presentations are used to lend the students voice -the students voice is essential to the true nature of a PAST program and indeed all problembased learning. A PAST Bridge program is about blowing out the traditional four classroom walls approach, providing applied learning that engages, creating rigorous study that challenges, scaffolding appropriately to build student condence, and remembering that each student brings strength to the program team. Above and beyond the educational components of PAST Bridge programs a major priority is the safety of students and resolution of unforeseen circumstances. The four components outlined above create a platform that builds safety and the reasoning behind it into the program, as well as exposes students to process of managing unforeseen difculties. The 2009 Cave Ecology program is an excellent example of continuing to provide a successful educational and experiential project in the face of rapidly changing environmental factors. Due to the spread of White Nose Syndrome, which is killing the bat population in North America, the public caves in Kentucky were closed. The impact on the originally planned student projects was signicant. However, since all PAST programs; Pivot on real issues - the White Nose Syndrome became the new topic of study and still got the students to the area of inquiry. Have real partnerships - there were experts from many different elds interested in this topic and willing to help, Are holistic - there were many geological, biological and historical aspects related to the topic that needed study, and Require presentation the rigor of study remained high. Finally, the PAST team continually re-examines programs in an effort to improve and consider scalability, sustainability and transferability. Two programs from this past summer exemplify this

last important facet of the bridge programs -- the Metro High School Orientation at Camp Lazarus and Forensics in the Classroom at Linden McKinley STEM Academy. Both programs have run before and both programs required retooling in terms of scale, program topic and transferability. Generally, bridge programs run on the small footprint big impact theory. However, both of these programs needed to touch approximately 400 students almost simultaneously. Falling back on the design process and using the vital components as guides PAST was able scale both programs to accommodate the expanded numbers without sacricing the small group attention, pivot the teacher preparation to address the specic needs of the program, and transfer the intent of the programs while changing the mechanisms for delivery to suit the needs of the expanded numbers. In doing this the Metro faculty chose Clarity vs. Purity to deliver a transdisciplinary program that touched on science, design arts and language arts and built on the success of each succeeding group of students. The program used the natural setting of a Camp Lazarus Boy Scout camp, provided time for students to bond and have fun, yet challenged them to think and create. One of the nal Presentations of Learning is a quilt-like three-dimensional art display that links every one of the 400 hundred students to one another while successfully demonstrating their uniqueness.

Using the bridge program structure the PAST Foundation touched nearly 1200 students in 2009. Each program had its own unique qualities and activities. Each program had a practical goal and set of Presentations of Learning. In addition, each program had an accompanying podcast produced by a documentary lm school intern from Montana State University. The voices of the students captured in the documentary podcasts explain the success that students experienced. The following description present the 2009 bridge programs, detailing the participants as well as providing an overview of the project goals and activities. The 2009 Summer STEM Bridge Programs were made possible through the generosity and partnership of Battelle Memorial Institute, the Ohio STEM Learning Network, I Know I Can, The Ed Council, Linden McKinley STEM Academy, MC2 STEM High School, and Metro High School.

Project Bridge Program Level Dates LocaCon Director Program Coordinator Schools Partners

Classical to Digital: Architecture of Rome III March 21-29 Rome, Italy Thomas Trang, Metro High School, Science faculty Anne Corsacadden Knox, PAST 12 students Metro High School Metro PTSO & The Ed Council

Project Objective Often classical architecture is taught in Art History or Archaeology without benet of a solid understanding of the physics and engineering that is behind them. The aim of the Rome STEM program was to deepen the students awareness of archaeology, conservation science and digital photography while introducing students to the physics of various Roman inventions such as the dome and arch, the engineering and the materials used in construction that have withstood the tests of time. Students were encouraged to use tools such as digital photography and web design in their presentations. Beginning before the actual tour in Rome, students undertook the study of specic sites so that they could share their information peer-to-peer once they began their tour. Through this process they were expected to develop their own informed attitudes, and had the

opportunity to demonstrate them via experiential knowledge gained by direct eld investigation. Course requirements included development of a comprehensive podcast documenting the eld study as a nal project. Students were asked to interview experts, scientists, architects, and historians, submit a sketchbook and prepare written and visual components for their nal project including photographs and panoramas as ways to incorporate STEM based learning. Participation of students and nal projects were evaluated based on creative thinking, critical engagement, quality, and depth of inquiry. Once in Rome the students visited the Coliseum, the Vatican, the Roman Forum and a villa. Each day the lead guides changed and the group worked together as a concerted team to record and gather data. Summary The rst international trip planned by PAST Foundation created an invaluable, full immersion experience and provided a unique educational platform. Classical to Digital was one of the rst bridge programs that had both a pre-program and post-program component that bookended the actual eld experience. The program lead teacher incorporated the design and architecture of Rome as a case study in his spring term physics class at Metro High providing students with a content and structure to ask questions from before actually visiting Rome. Thus students were exposed to the history, politics, architecture and culture before they went into the eld. Subsequently their productivity in the eld increased exponentially. Seeing the places and architecture that they had studied in person amplied their excitement and reinforced the passion and dedication of students once fully immersed. Moreover, the immersion of the tour and role the students took in sharing information gave them condence and helped them further synthesize the data into their lives, creating authenticity. The success of the Rome program has PAST considering other potentials of international locations for future programs that can reinforce content in all areas of learning especially global languages. The cost of these programs must be considered but it is also important to note that the students because of the pre-program, bridge, work formed a team prior to the trip, which enabled them to collectively raise over $6,000 toward to defray their travel costs to Rome. Upon return they were also able to auction selected photographs that raised monies for future bridge programs. These life skills are equally important in considering the benets of bridge programs, but are not always immediately recognized.

Program Bridge Program Level Dates LocaCon Director Program Coordinator Sta Schools

Life In TransiCon Cave Ecology I and III June 15th-21st Carter Caves, Kentucky Meghan Rector OSU Biology: BaTelle Scholar Anne Corsacadden Knox, PAST Josh Benoit OSU Entomology Sarah Parks OSU Biology Russell Hawkins, Montana State University, Documentary Film Intern 20 Students Linden McKinley STEM Academy MC2 STEM High School Metro High School BaTelle Memorial InsCtute Ohio STEM Learning Network OSU Biology Spelunking AssociaCon of America Kentucky State Parks Ohio Department of Natural Resources

Partners

Project Objective Life in Transition was the second year of the cave ecology program. In 2008 twenty students also went to Kentucky to study the state park caves. From the two programs Megan Rector, a Biology graduate student at OSU and a Battelle Scholar, compiled a work book of activities that educators

can use to impart important information and skills to students regarding biology, ecology and human use of resources using real world issues and local resources. Traditionally, high school biology is focused on the areas of cellular biology, genetics, and evolution. Classroom biology seldom gets the chance to participate in applied research, let alone the chance to go journey into the eld and apply these scientic methods. Field biology gives students the opportunity to examine and experience unique habitats and ecosystems, apply theories and test hypotheses. Life in Transition offered students a window into a strange and harsh habitat, where cutting edge research is taking place. This program engaged students in scientic method, ecological interactions, environmental science, human impact on natural systems, and resource management. The outbreak of White Nose Syndrome and the subsequent closing of the public caves provided the students with a front row seat on the impact that such events have on the environment as well as tourism.

Summary Cave ecology was designed to introduce students to eld research, natural resource management and protection, environmental science, and population dynamics through the eld of cave ecology. Students were immersed in the process of scientic study, analysis, and interpretation to produce tangible results that can be shared among the scientic community. During the program students worked in teams on individual projects covering a diverse spectrum of topics all touching on cave ecology. While one team looked at the ecology of the entrance to the caves including
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human impact, another team studied the twilight sector of the caves and still other teams looked at the completely dark sectors of the caves. Students also kept daily scientic journals, and presented their ndings to state park ofcials and members of the scientic caving community. This was the second year of cave ecology, which allowed the PAST team to ne tune the program adjusting the experience to make it more engaging and more real. One of the most successful additions was the participation of 3 STEM schools versus only a single school. Students from Metro High School, Linden McKinley High School and MC2 STEM High School formed the program team. Although, there was no pre-program prep as in Classical to Digital, the represented schools all brought their own skills and strengths to the program. This friendly competition raised the bar as to how all students performed and conducted themselves. A great example of applying what has already been learned in school to the challenges of the outdoor caving program was the solar iPod chargers that the students from MC2 High School engineered and constructed so they would not go without their music while camping. This was an excellent example of linking real life to learning. Finally, enough cannot be said of the true evaluative test of the bridge platform. The uid adaption of the program as a result of the last minute cave closures highlighted the success of the PAST bridge program process and provides critical feedback for future program planning and adaptation. These traits and uidity are built into the instructional guide that is being published on Cave Ecology reecting the recognition that every situation is unique and thus the activities need to be uid enough to adapt without losing intent or rigor.

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Program Bridge Program Level Dates LocaCon Director & Program Coordinator Sta Schools

Chesapeake Bay: The Cultural Landscape of New Beginnings I, II, and III July 12th July 18th 2009 Chesapeake, VA Anne Corsacadden Knox PAST Josh Benoit OSU Entomology Andrea McAllister, Metro High School, Language Arts Faculty Russell Hawkins, Montana State University, Documentary Film Intern 20 Students Linden Mc Kinley High School MC2 STEM High School Metro High School BaTelle Memorial InsCtute Ohio STEM Learning James River InsCtute of Archaeology Colonial Williamsburg Jamestown Mariners Museum

Partners

Project Objective History and Geography are often taught without connection to present day events or the impact we have on the natural world around us. Cultural landscapes are natural roadmap, which present the past in a unique way and allow us to nd attachment and a sense of place. The systematic interpretation of a cultural landscape is essential to the appreciation, understanding and ultimately, the protection, of our cultural and natural heritage. To understand an American sense of place there is no greater example than the historic settlement of Jamestown, one of the countrys

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founding settlements. The contact with Native Americans, the colonization and ensuing difculties, epitomize the struggles of these original pioneers. The decisions they made are reected in the Chesapeakes cultural landscape today. This program partnered with James River Institute for Archaeology (JRI) who guided the students through an archaeological excavation of a Colonial period site, the remains of the residence of Carter Braxton, a signer on the Declaration of Independence. This was a real project for JRI and thus students worked alongside staff deployed to this project. Students excavated, sifted or screened the removed overburden and catalogued the recovered artifacts. The excavation was complimented by a visit to historic Colonial Williamsburg, a hands-on educational activity at Jamestown Settlement and a tour of the world-renowned conservation laboratory at the Mariners Museum, where the recovered turret of the Monitor is undergoing conservation treatment. The program immersed students in real scientic study, analysis and interpretation, producing real outcomes that can be shared and utilized. As in all other programs the students worked daily to develop their presentations that were delivered at the close of the program to their peers and the partners involved. Summary The expertise and daily oversight of the JRI staff was invaluable to the success of the program. The partnering of experts with deep content knowledge exposes students to the passion and excitement of differing professional elds. Additionally, the diversity of schools helped create friendly competition bringing out the best of the students.

In thinking ahead to adjustments and ne-tuning, this program would benet from pre-program engagement. Cultural landscape studies, like architecture are so rich in transdisciplinary opportunities that setting a stage from which the eld experience deepens understanding would only enhance this program. This points the way to more in-depth partnerships with educators who chose to become part of the bridge program teams. Cultural Landscapes of New Beginning was without doubt the most challenging program for students in terms of life skills and authentic experiences outside their comfort zones. All the students who participated were from urban schools and many had never camped before. Initially

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the practicalities of camping, coupled with the necessities of daily duties challenged the rst-time students. On the other hand, the same challenges provided leadership opportunities for Level III Bridge program students. Having participated in bridge programs previously the Level II and III students knew the drill even though the circumstances were new and thus could agilely adapt and provide peer leadership for the Level I students. This facet highlights two important components of the bridge programs: 1) providing students an avenue to synthesize skills they learn and demonstrate them, and 2) providing students who are kinesthetic learner to excel. As the week progressed all the students settled into their environment and encouraged by the unique artifacts they where nding, embraced the program. The lack of electricity at the campsite produced a constraint to the students regarding relying on electronic technologies to augment presentation. The lack of electricity highlighted the point that the human factor can never be forgotten, nor the skills of simple presentation. Without electricity the students were still able to articulate their ndings by campre light using words and tone to paint pictures around their nding and promote the passion of their experience. The lack of electricity brought out creativity as the students creatively illustrated what they learned through poems, songs and hand-drawn art.

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Program Bridge Program Level Dates LocaCon Director Program Coordinator Sta

Growing America Level I and III July 20th August 5th 2009 Columbus, OH Neal Bluel, Metro Anne Corscadden Knox, PAST Dr. Mark BenneT, OSU HorCculture & Crop Science: Student Farm Elaine Grassbaugh, OSU HorCculture & Crop Science: Student Farm Kat Deaner, OSU Ag Ed & HorCculture & Crop Science: BaTelle Scholar Russell Hawkins, Montana State University, Documentary Film Intern 24 Students Linden McKinley STEM Academy Metro High School BaTelle Memorial InsCtute Ohio STEM Learning Network OSU HorCculture and Crop Science OSU Waterman Farm Ohio Farm Bureau World Food Prize Food Alliance Mid-Ohio Food Bank Local MaTers Ohio Vintners AssociaCon Whole Foods

Students Partners

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Project Objective One of the greatest disconnects for youth today is where food comes from and how it is distributed. Only a small percentage of todays youth have ever visited a farm, understand all the technology and science required of farming, or helped tend a family garden. It is the aim of Growing America to change this trend and reacquaint students with food production and distribution. Growing America provides and overarching umbrella for multiple projects that involve students and link learning to real life, food issues. The 2009 program introduced students to farm planning and design, farm management and operations, plant growth and development, and produce marketing through development of a farmers market. Growing America partnered with over 35 public and private organizations to make this possible. Like Classical to Digital, Growing America had a pre-program component that focused on creating a business plan for the farmers market thus preparing a number of students for leadership roles once the summer program launched. The summer program allowed students to participate for one week or up to four weeks and was open to students from across MidOhio. Unlike the other summer bridge programs, Growing America was a day program from which students came and went. Each week began by working with college student mentors at the Student Farm located at the OSU Waterman Farm, learning about a wide array of aspects related to food production. At the end of each week students harvested the produce and prepped for the Saturday Farmers Market that they strategically located on the Metro High School campus. The choice of location was a direct result of the spring business plan research that identied the location as prime for reaching an untapped market. Local producers and musicians joined the Growing America students each Saturday

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providing residents with a small but robust market place for fresh produce, owers, homemade ice cream, and barbecue sauces. Summary Growing America rst year was designed to accept students from both Level I and Level III, bridge experience. The participating students previous experiences widely varied from never having been on a farm to having grown up on a farm. The greatest impact appears to have been with

students who possessed no previous experience with farming. Exemplifying this point, the experience of Kauwe Caldwell (aka AK) from Linden McKinley High School, is worth note, Initially, AK considered the idea of an African American man farming, as demeaning. Having grown up in an urban environment, AK was very skeptical about getting his hands dirty and was a little too cool to participate. By day 3, he was initiating involvement and fully engaged in farm activities. When given the choice to return, he chooses to come back to the program for the remaining three weeks and volunteered at the farmers market on Saturdays. This was not an easy task due to transportation issues but the student team rallied around his growing interest and created a cooperative carpool so that he could continue to participate. AK, who in the past has shown little excitement in other educational programs, was an active participant in Growing America. His excitement about learning and his engagement are real indicators and the best kind of assessment of the value and success of well-designed bridge programs. In addition to the success with the students, it is important to recognize the successful partnering with the community. Growing America has a broad footprint of partnerships, with varying depth of relationship. The management of the partners takes planning and continued care, but the broad base also allows for sustainability and strategic growth. Surrounding neighbors and the OSU community responded positively towards the farmers market and look forward to next year. Due to the positive response from both customers and vendors the market was extended two more weeks. The Student Farm managed by OSU Horticulture and Crop Sciences was able to mentor high school students while further educating college students.

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Project Bridge Program Levels Dates LocaCon Director Students Partners

Metro OrientaCon Level I, II and III August 24th 28th 2009 Camp Lazarus, Columbus OH Dr. Sheli Smith 400 Students Metro High School Ed Council Boy Scouts of America

Project Objective After eight years of traditional classroom-based education, all students need a period of adjustment to the problem-based learning approach. Moreover, after two months off each summer a welldened immersion program helps align student attitudes back to more structured learning formats. After three years of statistics revealing that Metro students who attended summer bridge programs often performed better back at school, the faculty in partnership with the Ed Council created a formalized immersion program to kick-off each academic year. One vital success characteristic of Metro as a STEM school comes from the participation and enthusiasm of its students. Another vital trait in fostering condence and success is the schools Advisories. The entire Student body is divided into groups or Advisories of 15 under the guidance of an Advisor from within the faculty and staff of the school. Throughout the academic year the Advisories meet regularly, take on service learning projects and respond to general student body needs. Orientation provides the students and Advisors with an opportunity to acquaint themselves with one another and learn team building through participation in a bridge program. The program also enables the faculty to develop and implement a project-based learning program that introduces and reinforces design principles, scientic methodology and a transdisciplinary approach. Based on a brainstorm the week before, Metro faculty chose to explore the denition of Clarity vs. Purity through discrete modules in science, language arts and design art. The pilot of

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the program utilized the fourth year students who had the greatest percentage of former bridge program participants. Students from this cohort had the opportunity to return for the rest of the week as student leaders, known as Big Os (Big Organizers) in bridge programs to assist in the individual program modules as well as provide leadership for the other students. Each group of 125-140 students journeyed to the Boy Scout facility, Camp Lazarus located just north of Columbus in Delaware County for the overnight Orientation program. Over the course of

four days, 400 students ran through the program. The time at camp was carefully structured to provide challenges, fun and reection as well as team building. Each advisory tested several different sources of water dening clarity vs. purity scientically. Next each advisory considered the same terms linguistically through mime vignettes and haiku poetry. In the third module advisories once again tackled the clarity vs. purity in terms of ones own denition in the greater contexts of their advisory and the entire student body. The products of the program when presented by the students included graphs, poetry, and large, complex piece of art that currently is on exhibition at the Ed Council. Summary This was the second year of Metro Orientation and reects important adjustments from the original. The 2009 program not only encouraged faculty participation at a much higher level it demanded it. This gave both the students and the faculty a sense of success and buy-in, as well as reects a very important part of process evaluation. Simply giving teachers a project creates a situation whereby their lack of accountability is transcended down to their students. A second adjustment from the rst year was the addition of the student leaders. Their input and agility in recognizing mid-course change throughout the week provided all the student body with excellent models of leadership and enabled the Big Os with an opportunity to implement learned critical thinking and other skills they have acquired over the past four years. This proved to be an excellent test of mastery in the life skills that often go assessed.

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Program Bridge Program Levels Dates LocaCon Director Program Coordinator Sta Students Partners

Forensics in The Classroom Level I and III July 20th August 5th 2009 Linden Mc Kinley STEM Academy, Columbus, OH Lara McCormick, OSU Anthropology Anne Corscadden Knox Graduate & Undergraduate students, OSU Anthropology 350, 7th & 9th Graders Linden McKinley High School Columbus City Schools OSU Anthropology OSU Police

Project Objectives Following the example of Metro Orientation and realizing the need for a school orientation at the beginning of the year PAST partnered with the faculty of the new Linden McKinley STEM Academy to take an existing bridge program that has proven successful and scale it for an orientation immersion at Linden McKinley High School. At the end of the academic year of 2008/2009 Linden McKinley High School closed its doors for a two year renovation. In the interim the entire school moved to the location of the existing North High School at the northern border of the community of Linden McKinley. At the same time the school planned the transition from traditional classroom instruction to STEM learning strategies for both the 7th and 9th grades. Thus the orientation immersion program became exponentially important to community, faculty and student body. Forensics in the Classroom (FITC), which had a proven track record, was selected for the task. However, the makeover required considerable program re-alignment for scale and adjustments. In

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short, it was an excellent test of the bridge program platform. FITC is a wonderful vehicle for introducing students, to STEM disciplines, design principles and scientic methodologies, and project based leaning capitalizing on our human fascination with solving mysteries. Partnering with the Forensic Program within the Department of Anthropology, program director Lara McCormick built on the existing FITC activity modules and modied them to occur only in indoor settings. Anthropology students partnered with Linden McKinley faculty and a group of lead students participated in a weeklong preparation program that took advantage of the expertise of the OSU police and other specialists in helping deepen the facultys understanding of specic forensic techniques and the reasons for using them. Over the course of one week, students investigated 13 crime scenes set up throughout the high school. Each day the students tackled another scientic technique that would help them solve the mystery. They learned how to collect

ngerprints and interpret them. They learned about the trajectory of blood spatter and how to use math to analyze it. The learned about DNA as well as the importance of systematic data collection. They learned how to read information contained in the shape and size of bones. Finally, they learned how take the amassed data and match it to a missing person prole. Summary The PAST team was very pleased with the transition of the program to large scale and indoor activities. This adjustment requires more complex crime scenes but that does not affect the programs outcomes, which is one of the evaluations the PAST team is on the look out for. Moreover, the partnership between the local university college students and the program, also worked well providing them with authentic experience and training. The modications used in the 2009 program will be added to the already published, FITC instructional book.

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Running the program at such scale allowed PAST to examine another facet, the Teacher Professional Development. FITC encompasses many specialties and disciplines requiring a robust training schedule. Although the seventh grade faculty cohort that had been working together throughout the summer on problem-based learning responded well to this training, it was more difcult for faculty who did not possess the same experience. The lack of understanding how to work with a partner undermines the fundamental structure of bridge programming. This nding suggests that similar to the experiences with the Metro faculty regarding Orientation, the process of working through design principles in a structured program with the faculty that has specic expectations is vital to the success of any bridge program.

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Project Dates LocaCon Director Program Coordinator Sta

Forensic Anthropology Field School June 22nd July 10th 2009 Columbus, OH Dr. Sam Stout, OSU Anthropology Anne Corscadden Knox, PAST Jules Angel OSU Anthropology Dr. Carol Parks, Columbus School for Girls OSU Anthropology students Russell Hawkins, Montana State University, Documentary Film Intern 20 Requires registraCon in OSU course OSU Anthropology OSU Police OSU Autopsy Cadaver Dogs Columbus ATorney Generals Oce Columbus School for Girls Ohio Bureau of Criminal InvesCgaCon

Students Partners

Project Objective In 2006, when our program began, there were no summer eld schools that focused on Anthropological techniques used in Forensic Science. Today, there are several programs nationally and internationally, however, this program is the rst and continues to be a popular applied science course lling to capacity each summer. The Forensic Anthropology Field School is an in-depth course covering all aspects of forensic investigation. Over the course of three weeks participants learn to excavate, document and
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analyze evidence, as well as how to present their results in court. The eld school combines applied eld techniques, guest lectures from forensic experts, and lab analysis techniques. Students work through the mystery of recreated crime scenes in an effort to learn techniques and identify a missing person whose prole is drawn from a real missing persons case. Summary This course challenges students at the highest level of understanding and analysis exposing them daily to cutting edge science in related forensic elds. From cadaver dogs to ballistics, from trace and spatter analysis to the nal presentation and cross-examination of evidence in a court of law, students experience the real side of forensic science. In addition, the Forensic collegiate eld school plays an important role in program development at PAST. The cutting edge nature of a Level III program helps the PAST team assess information being taught in the scaffolded programs such as FITC, keeping the information for the level I program fresh and relevant.

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Project Dates LocaCon Director Program Coordinator Sta Students Partners

Clarksburg Underwater Field School July 25th August 8th 2009 Sacramento, CA Sheli O Smith PAST Anne Corscaden Knox - PAST Patrick Enlow PAST/DSO Russell Hawkins, Montana State University, Documentary Film Intern Remy Phol Kyle BurneT California State Parks California State Lands Commission Sacramento US Army Corps of Engineers Sacramento Water Commission NOAA, Estuarine Division Arden Acres Dixie Diner

Project Objective Like the Forensic Anthropology Field School the annual PAST Underwater Archaeology Field School draws on the expertise of PAST to create compelling programs that enhance partnerships around the globe. For underwater eld schools PAST seeks out known but under-studied sites that without intervention and assistance will be lost. It is the intention of these eld schools run since 2001 to teach archaeological techniques, assist local agencies and promote stewardship of maritime heritage.

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Begun in 2004 as a project between PAST and the California government agencies of State Parks and the State Lands Commission, PAST took its 2009 eld school to the Sacramento River to document the hull of a California Gold Rush vessel near the town of Clarksburg. The fragile disposition of the shipwreck is emphasized by the severe, riprap damage to the hull since discovery in 2003. Although PAST has been working with State Parks for several years documenting and researching the shipwreck this was the rst year that a eld school was carried out on the wreck. Following a well-established process and schedule, eld school students began the program studying recovered collections at a local archive assisting in the compilation of a searchable digital database. Student s then scoured the shoreline of the river from Sacramento to Clarksburg documenting visible, historic landings that reect the once bustling river commerce. Finally, the eld school team turned their attention to the wreck itself documenting construction details and site formation data.

Summary Like the platform for high school bridge programs the collegiate eld school platform is structured to be adaptable and uid so that mid-course or in the eld corrections do not impact the primary focus of the program. All previous work on the Clarksburg shipwreck took place in October. However, the summer month conditions on the Sacramento River proved to be quite different with higher water levels, faster currents and large algae blooms. This changed the quality and challenges for diving the shipwreck but did not change the overall outcome of the eld school. The team still managed to produce the rst comprehensive digital database of the California Gold Rush Shipwreck, La Grange. This wreck sits in the river along the Sacramento Historic Embarcadero and is of a contemporary to the Clarksburg shipwreck. The team also added information to the continuing cultural landscape study between Sacramento and town of Clarksburg, twenty miles southwest along one of the most commercially dynamic, nineteenth century maritime highways. Finally, even in the adverse diving conditions the team managed to tie important construction details to past data collection sets and accurately report on the current condition of this precious maritime heritage site.

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