Contributions by: Sara Pearl Adler ’24
In the Huizenga Family Science Center, a unique program has taken root over the past 23 years, nurturing the scientists of tomorrow. The Pine Crest Science Research Program is one of our school’s most unique opportunities. The program has grown significantly in the number of students who pursue independent research in a variety of science, technology, engineering, and mathematics (STEM) disciplines and the different approaches a student uses to conduct research. The program, under the leadership of Ms. Jennifer Gordinier and Mrs. Katherine Ganden, has seen these endeavors earn national and international recognition, setting the stage for a bright future in the world of scientific research.
Rebecca Adler ’23 is a recent graduate of the program. She was drawn to the program as an eighth-grade student after competing and winning an award from NASA and second place in the state science fair for her independent research project utilizing math to explore the expansion of the universe. Upon meeting Ms. Gordinier and the rest of the Pine Crest Upper School attendees at the state science fair, she was thrilled to learn that her scientific exploration could continue with expert faculty guidance and within a cohort of teen scientists.
Over the course of five years, Rebecca conducted seven independent research projects that have been awarded state, national, and international honors. One of her most notable accomplishments was winning first place in the Florida Junior Science, Engineering and Humanities Symposium (JSEHS), for her research titled ‘Assessing the Sensitivity of Acropora Cervicornis Resulting from Exposure to Polycyclic Aromatic Hydrocarbons’. This outstanding regional achievement allowed her to represent the state of Florida at the Junior Science and Humanities Symposium (JSHS), a national symposium organized by the United States Department of Defense whose aim is to connect talented students, their teachers, and research professionals at affiliated symposia and reward research excellence.
“Presenting my work at JSHS provided me with the invaluable opportunity to meet extremely intelligent high school researchers from across the nation and hear about their research, as well as learn about impactful nationwide research being conducted through the Department of Defense,” Rebecca recalled of her experience.
Rebecca was also the recipient of the Environmental Challenges Interdisciplinary Award for her research on coral reefs. She earned this distinction, among fellow high school, undergraduate, and graduate students at the International Forum for Research Excellence (IFoRE), hosted by the Scientific Research Honor Society, Sigma Xi.
“I learned so much from the other student researchers through their presentations,” Rebecca said, “as well as from the professors who were invited as keynote speakers. Presenting my own research to a room filled with high school students, undergraduate students, graduate students, and professors helped foster my confidence and presentation skills.”
Students may apply to the program in the Spring of their freshman year. Once students are selected to join the Science Research program, sophomores are encouraged to do a lot of reading. “If they have an idea of what they want to study, their interest helps them narrow down options. If they don’t know, they may research in many categories, working to pinpoint a topic before their first conference. This flexibility early on in the process gives students the opportunity to explore different things without committing to something they may not be passionate about,” said Mrs. Ganden. Sophomores have the exciting opportunity to present a literature review on a selected topic at JSEHS in the non-competitive division, and the experience of presenting and being around their classmates and other researchers from around the state is invaluable.
The Pine Crest Science Research Program’s curriculum is both rigorous and rewarding. Starting in their sophomore year, students are encouraged to read and narrow down their topics for study. Under the guidance of their mentors, they present literature reviews and gradually dive deeper into scientific literature and lab techniques. This groundwork sets them up for more intensive research, often conducted over the summers. These immersive experiences in established labs propel their learning. As juniors, the students fine-tune their findings, focusing on communicating their research through presentations, posters, and written articles. The senior year marks the culmination of their efforts, with many submitting their work to the Regeneron Science Talent Search, a hallmark of high school scientific achievements.
“We also focus on teaching students how to analyze scientific literature, and research it—basic lab skills. Historically, we have focused on techniques in molecular biology and we find that a lot of what we’re doing in the lab is transferable to any discipline they want to explore,” Mrs. Ganden explained. Students learn how to record procedures in the lab, troubleshoot, make modifications when necessary and thoroughly document their process. “We are able to investigate rather sophisticated questions because of the resources, equipment, and software the Pine Crest research lab has,” said Ms. Gordinier. “Connecting their results with methods is something we emphasize with them; asking why was this method selected to investigate a particular question and how do their results illustrate what occurred is something they’ll hear again and again.”
Many students spend the summer before their junior year conducting lab work, and a great deal of time is dedicated to modeling how to contact potential mentors whose interests mirror their own. “We have a saying in the program: ‘Research cannot be done in 45 minutes,’” said Ms. Gordinier, “So setting aside a portion of a student’s summer vacation provides a large block of uninterrupted time for students to make significant progress towards their research. This also requires a commitment on behalf of students and their families to do so. For many students, they see this as their first research experience and despite what we accomplish in the sophomore year, the initiative to commute to and from their lab each day, exposure to working in a research lab at a university with expectations of independence and knowing their contributions are being relied on by others is significant.”
Mrs. Ganden continued, “Summer work is not a requirement, but it gives them an advantage going into junior year. In the fall, as juniors, they take a step back and reflect on the work they did, why they did it, and what it means. Many continue their summer research or begin research when they return in the fall.” Throughout the junior year, communication is emphasized. Students are building oral presentations, posters, and written reports. There aren’t timing requirements for these research outcomes, so class time is more independent and student-directed. During the school year juniors host Science Cafés, where they present where they are at that moment in their research. If they are far enough along, students can apply to a variety of different research symposia. “IFoRE, which happens annually in November, is not just for high school students; it is more focused on practicing scientists which lets students see the work being done in prestigious universities and get feedback on their work,” said Mrs. Ganden. “Any student who presents and places at IFoRE is inducted as an honorary member of the Sigma Xi organization.”
Other competitions include JSEHS (which they would have already experienced as sophomores), and the Broward County Science Fair. “We host an internal science fair,” continued Mrs. Ganden, “and from that, 15 students are selected to participate in the county fair. Depending on how students do, they can qualify to compete at the state science fair and then at the International Science and Engineering Fair (ISEF). The goal for students is not competition or product—it is the process. If their research is recognized it's fantastic, but a win factors less for us than students continuing to become better at communicating their findings and in their understanding of the research aims they are investigating. Flexibility in the program emphasizes our focus on the science research process overall.”
A majority of students will spend the summer before their senior year conducting research. When asked about her time in completing research in labs, Rebecca highlights that she loved being involved in the bustling lab setting. “I learned so much not only from professors and mentors, but also from the many undergraduate and graduate students working on their own projects and researching in the lab.” She emphasized how these experiences allowed her to have multiple years of research under her belt before heading off to college.
“Research allowed me to expand on my interests beyond the classroom through hands-on work and exploration,” said Rebecca. Throughout Upper School, Rebecca worked in two different labs to conduct research. The first was the Nova Southeastern University Oceanographic Center under the guidance of Dr. Abigail Renegar. There, she spent two years exploring the endangered coral species, Acropora cervicornis, and its ability to withstand toxic chemicals. Her research resulted in the discovery of a toxin-resistant coral that could serve to rebuild South Florida’s rapidly deteriorating coral reefs. “I learned a lot about marine science and the importance of coral reef ecosystems as an essential barrier to sea level rise and global warming,” she explained.
Rebecca’s lab experience during the summer before her senior year was as an intern at the Boston University Department of Earth and Environment’s Fulweiler Lab through the BU RISE Summer Internship Program. There, Rebecca studied nutrient cycling, specifically the carbon cycle. “That summer was truly exciting,” she said. “I extended what I learned from AP Biology to real life through many days spent in the marshes of Boston, where I calculated greenhouse gas fluxes as a way to seek solutions to global warming.”
One of the principal goals in the final year of the program is for senior researchers to submit their research report and application to the Regeneron Science Talent Search, the nation’s oldest and most prestigious science and math competition for high school seniors. “The application is extensive and emphasizes the whole of a student’s research experience,” explains Ms. Gordinier. “It is more than the completion of a research report although that is an important component, and asks students to comment on the impact of their research and how doing research has shaped their experience as a student-scientist.” Semi-finalists, announced in January, are determined by a student’s research report, personal essays, transcript, research experience, and letters of recommendation.
“During their second semester, all seniors participate in the science fair and help to review junior research in addition to a continuation of our journal club series, where students present on timely current events in science allowing them to explore different disciplines. They also do a presentation on a lab they are interested in reaching out to at the college or university they will attend that fall. A favorite of our seniors because they may find a new area of interest, different from what they've investigated in high school, or realize that the tools they’ve used in their research can be applied to new questions and is especially motivating for students as they consider those future opportunities for themselves. Finally, they participate in mentoring other students interested in science research at local schools. Last year, we worked with students at Northeast High School in Oakland Park. We had students pair up with freshmen there to talk about what research looks like, how to find professors, and how the literature looks. Our students are invaluable resources for their peers who may not have the same access at their own schools. We’re excited to see other local programs build and grow and for our students to contribute their expertise reveals so much about their character and dedication to science.”
“The goal of the three-year program is to train students to think and work like scientists,” said Mrs. Ganden. “Each year of the program is really tailored to a student’s individualized interests and goals but it is our hope that all students who conduct research in high school approach the process as a continuum with plenty of tangents, successes, and failures, and who graduate as strong critical thinkers and communicators recognizing the impact science and technology plays in fields such as medicine, climate science, and artificial intelligence (AI),“ said Ms. Gordinier. “We can say with absolute certainty that the future of science is bright and these scientist changemakers are laying the groundwork for bold ideas, discoveries, and scientific engagement in ways we are privileged to provide the initial foundation for.”
Rebecca’s journey exemplifies the transformative nature of this program. Her years of exploration, from the coral reefs of Florida to the marshes of Boston, have equipped her with unparalleled knowledge and skills, ready to address global challenges such as climate change and sea level rise. However, it is not just about individual accomplishments. The program lays significant emphasis on nurturing scientific curiosity and shaping the changemakers who will reshape the landscape of science in the future.