2/28/26

Many Texas science teachers enter the classroom without strong content-specific preparation in scientific inquiry. That's where the High School Research Initative (the HRI), a program at the University of Texas, comes in.  A partnership between the UTeach and Freshman Research Initative, the HRI offers teachers a two-week research classroom-ready research modules rooted in active university biomedical and behavioral science labs. Teachers receive full lesson plans, materials, and continued mentoring to implement modules such as Fish Behavior, Caffeinated Coli, Habitat Scouts, and Virtual Drug Screening in their own classrooms. They also recieve a 2-week research methods course, ongoing monthly training, and support from UT professors and staff. They also get a small stipend for particiating.

Since 2016, HRI has partnered with more than 27 teachers across 25 schools, impacting over 400 high school students. Our most recent mixed-methods evaluation found that teachers reported significantly increased preparedness to guide student research, strong satisfaction with professional development, and successful classroom integration of complex lab techniques and statistical analysis. Eighty-nine percent of participating teachers rated the professional development as a 5 out of 5, describing it as one of the most engaging workshops they had attended.

Teachers consistently reported that the inquiry-based structure—where experiments do not always produce tidy, predetermined results—transformed classroom culture. Rather than following scripted labs, students learned to design experiments, troubleshoot problems, analyze real data, and interpret findings using authentic scientific tools. Many teachers also emphasized the importance of community: being connected to university faculty, undergraduate near-peer mentors, and fellow educators increased both confidence and professional renewal.

This program demonstrates that when in-service teachers are equipped with rigorous training, structured research curricula, and sustained mentorship, they can successfully lead authentic STEM research experiences—even in under-resourced or rural settings. HRI is supported by the NIH NIGMS Science Education Partnership Award (SEPA). 

Buckley, D., Stovall, G., Williams, B., Beckham, J., Mishler, D., Ramsey, M., Reichler, S., & Hutson, A. (2025). The high school research initiative prepares and supports Texas science teachers doing research in their classrooms. American Journal of STEM Education, 16, 95-108. https://doi.org/10.32674/ajggb348

6/5/25

Today, I want to highlight some findings from Strengthening Relationships / Strengthening Families (SR/SF) at Texas State University. This program is designed to equip adolescent parents with healthy relationship skills, promote positive parenting practices, and improve overall family stability. I served as the external evaluator for SR/SF for ten years, and in that time, SR/SF served hundreds of students across Central Texas, offering evidence-based lessons through engaging, school-based group sessions facilitated by trained Program Facilitators (PFs) and interns.

Feedback from students and school staff indicate that, in group, participants build trusting relationships with PFs, interns, and each other. We've also heard over and over that they love the curriculum. In fact, students who participated in the curriciulm but were not parents told us that everyone in their schools should take these lessons! And our most recent evaluation results back this up. Students who completed 12 weeks of lessons reported higher self-esteem, lower depressive symptoms, lower levels of parental stress, and stronger, healthier attitudes about relationships. In today’s world, what teen wouldn’t benefit from that? 

Why did the intervention improve self-esteem and depression?  The modules focus heavily on improving communication and conflict skills. When teens get into inevitable conflicts, they now have tools to resolve those conflicts in more healthy ways which might help them improve how they are feeling about themselves. There is also a benefit from the environment of others + the supportive PFs.

This study, and SR/SF are supported by a Healthy Marriage and Responsible Fatherhood grant from the Administration for Children and Families, and the paper is forthcoming.