Charting the Educational Horizon: High School Ventures into Real-World Research with Advanced Virtual Reality Technology and Post-Secondary Partnerships
Implementing real-world neuroscience research in a high school setting can be a transformative educational experience for students. Here’s an overview of how to effectively integrate such programs, based on a successful initiative like the collaboration between syGlass, Inc., the University of South Florida, and the St. Vrain Innovation Center in Colorado:
At the St. Vrain Valley Schools Innovation Center in Longmont, Colorado, an extraordinary opportunity unfolded for a group of curious and determined students. This chance came through a unique collaboration between their school, syGlass, Inc., a virtual reality (VR) software and curriculum company, and a neuroscience laboratory at the University of South Florida. The partnership promised to bring cutting-edge neuroscience research right into their classroom, transforming their educational experience in unimaginable ways.
This collaboration was more than a typical educational enhancement, it was a leap into the future of learning. By partnering with syGlass, the school introduced students to immersive VR technology, allowing them to interact with scientific data in a three-dimensional space, a tool previously inaccessible at the high school level. Additionally, the partnership with the University of South Florida’s neuroscience laboratory provided direct mentorship from leading researchers, with senior undergraduate students and professors offering insights and guidance that bridged the gap between high school and collegiate-level research. This initiative enabled the school to tap into resources and expertise far beyond their usual reach, giving students access to advanced technology and preparing them for the rigors of higher education and careers in STEM fields.
The project’s objectives were to study a developing mouse brain using syGlass VR technology. Why are scientists interested in studying the mouse brain and how is this relevant to the students at St Vrain? Researching the developing mouse brain is vital for advancing the understanding of both normal and abnormal brain development. It provides critical insights into neurological diseases, supports the advancement of regenerative medicine, enhances AI development, and informs strategies to maintain brain health. This was no small feat for high school students, but with the mentorship of Samuel Zucker and Sophia Alonso, senior undergraduate students from the University of South Florida under the supervision of neuroscience professor, George Spirou PhD, the challenge became an exciting adventure. Sam and Sophia brought their expertise and enthusiasm, ready to guide the students through the complexities of scientific research.
Samuel and Sophia needed to lay out the foundation of scientific data collection and methods to do so. The research process was conducted by using syGlass, a VR software engine that allows users to interact with and analyze very large complex scientific data in an immersive 3D environment. “Before meeting with the students, we reviewed the data we had collected up to that point. We specifically looked for filopodia (cell membrane protrusions that act like antennae and probe their surroundings), with significant movement that would be easy for the students to identify. After selecting filopodia for each student, we shared the filopodia’s locations with the students and taught them how to use the syGlass software to track them. Initially, we met in collaborative syGlass VR multiplayer rooms to demonstrate the tools and cover the basics of the software. Once the students felt comfortable, they would leave the room and begin tracing on their own. After the students finished tracing their data, they sent it to us for comparison with our own data. We also helped them calculate variables like displacement, speed, and acceleration. We compared their data with ours to show them the differences and help them learn how to make changes to collect more accurate data in the future” Sam and Sophia shared.
Integrating this project into the curriculum was the next step. The Innovation Center’s Bioscience Program Manager, Jayme Sneider, worked closely with syGlass education director, Bernie Barragan, along with Samuel and Sophia to ensure that the research complemented the students’ existing coursework. This alignment ensured that while the students were diving into advanced research, they were also meeting their educational standards and learning objectives. Jayme stated, “The research conducted is comparable to that of an undergraduate level of research. The opportunity to do collegiate level work as a high school student better prepares the students for success going into post-secondary education. The researchers for this project consisted of three high school seniors. All of the high school students who participated in this research are going into a STEM career field. Because many of the students are pursuing STEM in the future, research will be a large part of their lives. Going into college with the knowledge of how to conduct the research and interpret data will give them an edge relative to other students going into internships, companies will prefer candidates who have background and experience with data collection and plotting over someone who will have to be taught everything from scratch. In post-secondary classes, it will be easier to understand the mechanics of how a collegiate lab runs and it will be a simpler integration process. Doing work at the post-secondary level has aided in the knowledge of how to conduct future research, given a slight advantage to earning internship positions, and fast-tracked the assimilation to proper lab conduct. Overall, this project has given the students experience that will be valuable in post-secondary education.”
Securing resources was a critical part of the process. Thanks to the financial support of the Longmont United Hospital Foundation, the school received syGlass software, VR headsets and other necessary equipment. Training sessions were organized, where students and teachers learned to navigate the syGlass VR software and understand the scientific methodologies they would use. This preparation phase was crucial, transforming initial bewilderment into confident anticipation.
With tools and training in place, the students embarked on the research journey. They spent many hours in the VR lab, meticulously tracking growth cones, a motile structure at the tip of developing axons and dendrites, and filopodia, in the developing mouse brain. This hands-on experience was both challenging and exhilarating. Guided by their mentors, the students learned to collect and analyze data, understanding the significance of each data point they recorded.
Regular virtual meetings with Bernie, Sam, Sophia, and Dr Spirou kept the project on track. These sessions were a blend of guidance and encouragement, helping the students overcome obstacles and refine their techniques. The students’ mentors also created detailed instructional materials, including PowerPoints and videos, to ensure the students could refer back to them whenever needed.
As the research progressed, the students began to see the fruits of their labor. They documented their findings, preparing to present them to a broader audience. An event was organized where the students showcased their work, impressing their peers, teachers, and even local community members. This experience honed their communication skills and gave them a sense of accomplishment.
Reflecting on their journey, the students and mentors recognized the immense value of the project. The students not only gained practical research experience but also developed critical thinking, problem-solving, and data analysis skills. These skills would be invaluable as they pursued future STEM careers. The project sparked a deeper interest in science, motivating the students to consider careers in research and technology.
Jayme’s neuroscience students noted:
“It was an interesting experience to use Virtual Reality (VR) to do this research, having never used technology like this before in projects. It was helpful to be able to move around the datasets in syGlass and be able to rotate them to see it from a different view point.”
“Being able to be a part of this research was an amazing experience. As a high school student, we don’t get to have as high level amounts of research experience as compared to the collegiate level.”
“Now, being a part of this type of research in which we interact with college students to assist in working on a project that most other high school students are unable to, is absolutely astonishing. Going into this semester to learn more about neuroscience, and wound up being a part of something much more. The research that is being completed at the University of South Florida is contributing greatly to the increasingly worse dementia problems.”
“The research being conducted is state of the art, and being able to not only monitor, but track growth of the brain over the course of an entire mouse gestation period, is an absolutely mind melting experience.”
From the perspective of Sam and Sophia, working with high school students remotely posed unique challenges and learning opportunities. They had to develop effective communication strategies and create detailed instructional materials to guide the students through the research process. This experience enriched their teaching and leadership skills, highlighting the importance of clear communication and adaptability in remote learning environments “Working with the students at St. Vrain has been incredibly enriching, providing us with insights into effective communication and leadership. The remote nature of our interactions challenged us to find effective ways to engage students and convey information clearly. We learned to adapt our communication styles to suit different learners, ensuring that our messages were conveyed accurately. Leading students through remote learning also taught us how to motivate and inspire others, fostering teamwork and a shared purpose despite physical distance. The limitations in distance meant that we couldn’t rely on in-person interactions to clarify instructions or demonstrate concepts. Instead, we had to ensure that our explanations were detailed and supported by visual aids or examples. We spent a lot of time creating clear PowerPoints and videos that could be future references. Reflecting on our own high school experience, we remember a lack of opportunities like the one we’re providing at St. Vrain. Back then, remote learning platforms like this one were not available. This realization has made us appreciate the chance to give back and inspire the next generations of students. Knowing that our
efforts may be shaping the future for these students fills us with a deep sense of purpose and joy. It’s incredibly rewarding to think that we’re helping to create opportunities that we didn’t have ourselves, potentially motivating these students to become future scientists and engineers,” Samuel and Sophia stated.
“The data collected by the students will be instrumental in making future connections regarding the development of filopodia and growth cones in the brain. By analyzing this data, we can make more informed observations that could enhance our understanding of how neurons develop. This knowledge could have significant implications for disease prevention and detection, personalized health care, and future neurological device development. Applying this information could lead to advancements in understanding neurological disorders and improving treatments and interventions.” they added.
Professor of Neuroscience, George Spirou PhD, remarked on the significance of involving high school students in advanced research:
“It’s incredible to witness high school students helping researchers analyze data in virtual reality. Their contributions are not only valuable to our scientific endeavors but also demonstrate the transformative power of syGlass immersive VR technology in education. By engaging these young minds, we’re opening doors to new insights and perspectives that might otherwise go unnoticed.”
“As a professor, it is exhilarating to see high school students speaking and acting as though they were graduate-level researchers. They picked up the scientific jargon quickly, and used it freely in their questions and comments, which indicates a developing understanding of difficult biological topics. Their enthusiasm, coupled with their ability to grasp complex concepts, is a testament to the effectiveness of this innovative educational model. This collaboration bridges the gap between K-12 education and universities, creating a seamless pathway for students to transition into higher education and research careers. It’s a pioneering step towards integrating real-world scientific research into the high school curriculum, fostering a new generation of scientists and innovators. I also found it to be a good learning experience on how to present cutting edge science in a more approachable manner, and engage students in the big questions of neuroscience at a younger age than is typical.”
With the success of the initial collaboration at St. Vrain Innovation Center, the St. Vrain School District is looking at how to scale this model more broadly across its 60 schools and programs, with an ultimate goal of ensuring all 33,000 students have the opportunity to engage in learning like this. District-wide partnerships with universities and research institutions spearheaded by syGlass Inc can be established, providing the necessary resources and expertise to support multiple schools simultaneously. Standardized objectives can be developed and integrated into the science curriculum, ensuring consistency and alignment with educational standards. A structured mentorship program is in place, pairing students with graduate students and researchers from partner institutions. Each school can adopt a similar research process, with students engaging in hands-on activities and regular progress meetings. An annual Science Research Symposium could be established to showcase students’ findings, fostering a sense of community and shared purpose. This systemic approach is enriching to the educational experiences of students and positioning St. Vrain as a leader in innovative, experiential learning, paving the way for a new generation of scientists and innovators.
In the end, the collaboration between St. Vrain Innovation Center, syGlass Inc., and the University of South Florida proved to be a remarkable success. It demonstrated how real-world science research could be effectively implemented in a high school setting, providing students with unparalleled learning opportunities and preparing them for future success. This story of innovation, mentorship, and student empowerment stands as a testament to the transformative power of educational partnerships.
The integration of real-world research projects into high school education, as exemplified by the St. Vrain Innovation Center, represents a forward-thinking approach that can significantly influence the future of education. By fostering engagement, interdisciplinary learning, critical skill development, and strong industry partnerships, this model paves the way for a more dynamic, personalized, and globally connected educational system. As these practices become more widespread, they will prepare students not just for academic success, but for meaningful and impactful careers in the ever-evolving landscape of the 21st century.
