Capstone - Kamal - Wed — Science Leadership Academy @ Center City

Kevin Le Capstone

Posted by Kevin Le in Capstone - Kamal - Wed on Thursday, May 19, 2016 at 1:06 pm

My friends and I came together and wanted to help students in math. So we brainstormed ideas and came up with a Peer Tutoring program. The goal of this program is to bring teens together and be able to teach one another without the fear of being in a classroom or asking for help. Most of the time students feel less pressured when they are around their friends asking questions rather than their teachers. The goal of this program is be a teaching and leadership experience project. We sent out a survey of whomever wanted to be apart of our program and then afterwards we had to figure out how to pair up the stronger math students with the weaker math students. The idea is for the stronger students to help the people who struggle to bring their grade up. We wanted this to be a bonding experience also. By doing this project, I learned that working with students you have to give them freedom but not too much or they will feel overwhelmed and not be motivated to do any work. By the end of this project, I hope to see my students grow and become better learners. Also, to see their grades increase a letter grade hopefully.

Bibliography here

Brittany Cooper Capstone

Posted by Brittany Cooper in Capstone - Kamal - Wed on Thursday, May 19, 2016 at 10:53 am

After 13 years of swimming with Jim Ellis and Tracy Freeland, fro PDR which is now SAKA (Salvation Army Kroc Aquatics) I have acquired my water safety skills then the average person. As result in the summer I found a job that would best suit me! I would work for the City of Philadelphia Department of Recreation as a Lifeguard. Due to the fact I wanted to be a lifeguard, I had to take a Lifeguard certification class. This was a 4 week course, going to Lincoln High school’s pool to train. The purpose of this class is to help prepare me in a case of emergency, at work. We trained in 3ft of water and 12 feet of water (which is called a tank). I was taught how to rescue a patrons in shallow water and deep water. I was also taught how to properly perform CPR. As well as how to use an AED (Automated External Defibrillator).

During my second year working at Lonnie Young Rec. Center. I had a to save a 2 year old baby! It scared the crap out of me .. Literally! It was at that moment I asked myself, “Why doesn’t he know how to swim?” I also thought how did he get so close to the water with out his parent knowing. I decided to make capstone on the importance of water safety. I choose this because kids and adults too, are scared of the water or don’t know their limit.

Below you will found my Annotated Bibliography.

Osman Bangura Capstone

Posted by Osman Bangura in Capstone - Kamal - Wed on Wednesday, May 18, 2016 at 11:20 pm

For my Capstone I shadowed a nurse practitioner at Pennbroke Health and Rehabilitation Center. During this time, I was able to get close, and hands-on experience with how medical practitioners work with patients. I got to witness one on one patient care, medical procedure and got to tour around a hospital. This was quite an experience, and I learned abundantly as to how it is when a medical practitioner is on duty. I learned how much effort and work goes into simply diagnosing patients and giving them proper treatment and care. There is so much documentation involved in treating patients, before actually treating them. I also learned about the collaborative roles of nurses and doctors, and was explained and demonstrated the differences between the two. This gave me great insight into what I want to do in the future, which solidified my interest in the medical field and gave me a sure fire feeling that this is what I wanted to do with my life. At the end of the shadowing I said goodbye to the nurse practitioner at Pennbroke and had took an audio recording of the whole shadowing event right up at the beginning, towards the end. Generously I was allowed a picture of nurse practitioner Tim Trotter. Overall the experience shaped and sharpened my knowledge towards the medical field and gave me a clear picture of what it's like to be a medical practitioner.

Capstone Presentation Slide (Inclusive of Capstone audio file) : https://docs.google.com/presentation/d/1K6pI4aJWRRlI6mqcWHbOCw6UjeICxRfF9VpUkD15JWU/edit#slide=id.g112a6f3586_0_10

Capstone Doc with timeline : https://docs.google.com/document/d/1n6fp5s9Si4uFn4k9TVF6mtROCUu400eF-0Akb8Ny0no/edit

Annotated Bibliography

"Who's Who in the Hospital." KidsHealth - the Web's Most Visited Site about Children's Health. Ed. Steven Dowshen. The Nemours Foundation, 01 Aug. 2014. Web. 03 Feb. 2016. <http://kidshealth.org/teen/your_body/medical_care/in_hospital.html#>. The information on this source is only for educational purposes, so it doesn't serve to make a profit from anything. It gives comprehensive information about the different roles of a hospital and makes clear what people do what in a hospital. This will help me understand the different types of people I will be assessing when I go to shadow in a hospital. If I know the people who work in a hospital, it will make it easier for me to understand different areas I'll be in when I try to shadow for my capstone. Also it's good to have that specific type of information, if I'm going to shadow I should know about the different people I'm shadowing.
"Shadowing Physicians." Shadowing Physicians. N.p., n.d. Web. 04 Feb. 2016. <http://www.uwmedicine.org/education/md-program/admissions/applicants/shadowing>. This is a medical school website. On this section of the website, it gives comprehensive information about shadowing and how people who may be interested in becoming doctors, go about shadowing. It is useful for my capstone because I will need to know how to shadow and how to go about it. It instructed me to try to get contacts, and even gave me a list of contacts, of national shadowing programs I could get myself into, to be able to shadow. It told me I should contact friends, my physicians, or family, also if I volunteer in a hospital, I could get a network of shadows there. It is a very helpful source and since it's on a medical school website, it is nonprofit. It also gave me a long list of questions to consider when I am shadowing, that really helped me get a broader idea of what type of information or insight I'm looking for when i'm going to shadow a doctor. It also let me know that shadowing is mainly to see if I'm appealed by all the things shadowing consist of.
Wheeler, David. "Emotional Extremes: A Day in the Life of a Neurosurgeon." Emotional Extremes: A Day in the Life of a Neurosurgeon. The Chronicle of Higher Education, n.d. Web. 05 Feb. 2016. <http://www.physics.ohio-state.edu/~perry/p596_au99/Assign/topics/neurosurgeon.html>. This is a good source, that gives factual and insightful information about how Neurosurgeons are. Specifically their work schedule and how they go about things throughout the day. The source is trustable because it's published from The Chronicle, which is not necessarily nonprofit, but has a firm goal of informing the public, which contains credible information and facts from credible sources. Also the writer is a publisher who graduated with a master's degree in journalism from Columbia University, and won several awards. He has written for publications like the Boston Globe and Washington Post, and has been writing for over 25 years at the Chronicle of Higher Education. He is a credible source and has extensive experience as a science writer. Furthermore, this source produces a real life example of a Neurosurgeon and pretty much writes out that Neurosurgeon's typical day. Spanning from talking about how that doctor has to work from the early morning to late at night, and to the different procedures and situations that doctor has to take care of. Also it talks about how a neurosurgeon has to go from successfully finishing a surgery, to having to spread the bad news of someone having a malignant brain tumor. For my capstone, It makes me understand the circumstances of shadowing a neurosurgeon, whereas their workload is very extensive and they are under constant daily pressure.
"Unite For Sight." Guidelines for Observing and Assisting Doctors. N.p., n.d. Web. 05 Feb. 2016. <http://www.uniteforsight.org/international-volunteering/module5>. This source is a nonprofit, and gives insightful information on several medical projects and procedures. This information gave me a greater understanding of observing a doctor. It showed me how to observe a surgery well, if I were to be shadowing a surgeon for my Capstone. This is essential because I need to know exactly how to observe and pay attention to a surgery, if I'm going to be shadowing a neurosurgeon and I get to that point. It taught me that I should always be quiet in an operating room, and try not to disturb the flow of the operation, also to listen to what the surgeon says at all times. When I'm observing a surgery during my shadowing, I will know exactly how to act, and I will act very properly. Not only in the operating room did it teach me how to act, but also in the Clinic, it told me to act with obeisance, which is essential to being stable when shadowing. When I go shadow, I will be able to properly be in a hospital environment.
"About Neurosurgery." About Neurosurgery. Columbia Neurosurgical Associates, n.d. Web. 05 Feb. 2016. <http://www.columbianeurosurgical.com/neurosurgery.php>. This is a credible source, it gives me background information about Neurosurgeons, and the different things involved in being a Neurosurgeon. It also differentiates between Neurosurgeons and Neurologist. It gives me good factual information about what neurosurgeons do. This is helpful because it gives me a firm understanding of how a Neurosurgeon would be operating, and the different types of surgeries they may be do. It be help me better be able to assess the different things a Neurosurgeon would be doing in a hospital, which would be helpful in me knowing how they are. This source is from a viable sponsor that gives veritable and trustable information to the neurosurgical area. It would give me an accurate description about neurosurgeons.
"How To Effectively Shadow a Doctor as a Premed Student." The Medical School Headquarters. N.p., 24 Nov. 2012. Web. 05 Feb. 2016. <http://medicalschoolhq.net/how-to-effectively-shadow-a-physician-as-a-premed-student/>. This is a credible source because it's derived from the medical School Headquarters, which is an upstanding derivation because it is centered around dispensing proper and precise information about medical school and things involving medicine. In this particular source it talks about how to effectively shadow as a pre-med student. This is helpful because it gives very proper information about how to shadow a doctor well, as a student. It says that one should shadow if they are trying to get knowledge and a closer look into the medical field, and also it says to expand horizons and go to different areas of the medical field to know what interest a person would have. It says how to shadow, where it talks about how a person should shadow a doctor consecutively for a couple of weeks, and really get insider experience about being a doctor. This helps me for my capstone because the plan would be to just shadow a doctor just once or a few times, over a spread out period, but it recommends to shadow the same doctor over a consecutive time frame, that's very helpful to me because i will grow a relationship with a physicians and really understand what it's like to be a physician. Also it tells how to act when shadowing, and the proper actions to go about, to be able to shadow. It also talks about how to maximize experiences when shadowing, whereas keeping a journal to catalogue key events and occurrences. This is helpful because I will really get a better sense of how to document my shadowing experience. Overall this is a very comprehensive and well written source.
Becker, Christian. "Pre-Med Preparation: The Importance of Physician Shadowing - Student Doctor Network." Student Doctor Network. Coastal Research Group, 22 Mar. 2008. Web. 05 Feb. 2016. <http://www.studentdoctor.net/2008/03/pre-med-preparation-the-importance-of-physician-shadowing/>. This is a very credible source because it is sponsored by the Student Doctor Network, which is an organizational and accredited online institution that talks about different aspects of medicine. It gives proper information. This source aids me in my capstone because it helps me have a good understanding of shadowing itself and shadowing physicians. It gives me good guidelines as to how to go about shadowing. It list times that are appropriate for shadowing and how to dress when shadowing. It also highlights the importance of shadowing physicians as a whole if one is trying to get into the medical field particularly. It says that a person should shadow a doctor to really get a better view of shadowing and it gives good credentials to applying to medical school, because of someone getting a closer inspection of hospital life and what it’s like to be a medical doctor.
"University Academic Advising Center." Shadowing & Clinical Experience:. N.p., n.d. Web. 05 Feb. 2016. <http://www.northwestern.edu/advising-center/extracurricular-opportunities/shadowing-clinical-experience.html>. This source gives valuable information about shadowing and clinical experiences. It relates shadowing to clinical experiences by pointing out that shadowing is important for people, especially students trying to become doctors, who would need that crucial type of experience. They also talk about how volunteering/shadowing at hospitals can be valuable experiences and help people. It talks about how one should be trying to establish a network of contacts to be able to better be able to shadow. It talks about the different opportunities available when trying to shadow, and programs involved in shadowing that can help people be able to shadow. This is a trustworthy source because it is from a University, and they are usually for educational purposes only, when dispersing information.
"Shadowing & Faculty Mentors - Thomas Jefferson University." Shadowing & Faculty Mentors - Thomas Jefferson University. Thomas Jefferson University, n.d. Web. 05 Feb. 2016. <http://www.jefferson.edu/university/skmc/student-resources/student-affairs/career-counseling/shadowing.html>. I looked through all the catalogues on Jefferson University’s website about shadowing and their available shadowing programs and found several different shadowing shadowing programs that I could be able to participate in, in order to be able to shadow doctors. One of the programs I found, allows those interested to shadow doctors working in different departments, which is helpful to me because I’m trying to shadow in the Neurosurgical department. It gave me different resources that I could use to be able to shadow, and different contacts, a few of which I’ve obtained where I can start contacting that hospital to try to arrange a shadowing date and look for available shadowing times. It is a useful source because it’s from Jefferson University and the information used is only for educational purposes.
"Medical Students Training Program - Shadowing Program - Penn Surgery." Medical Students Training Program - Shadowing Program - Penn Surgery. N.p., n.d. Web. 05 Feb. 2016. <http://www.uphs.upenn.edu/surgery/Education/medical_students/shadowing_program.html>. This is a credible source because it is from the University of Pennsylvania, and only gives out factual information for educational purposes. It talked about their shadowing program held there and the circumstances that are held with it. It talked about how there are set times for shadowing and how a person shadowing has to be when they are shadowing at the hospitals offered. There were several contacts under the page of doctors who are very willing to give office hours for students who are interested in becoming physicians. This is an extremely helpful source for me, because now I have a comprehensive list of surgeons who I can contact.

Malwina Dymek Capstone

Posted by Malwina Dymek in Capstone - Kamal - Wed on Wednesday, May 18, 2016 at 11:16 pm

I knew I wanted to study biology when I go to college, but I never knew who I want to become. As a part of my senior Capstone project I decided to shadow a nurse practitioner to see if I am interested in working with the patients or do something else in the medical field as well. The office Adina works at is a private practice and its main focus are heart conditions. I started shadowing Adina in June 2015 and continued each Wednesday until May 18th, 2016 (total of 141 hours). I am glad I go to work with her for the past year because I learned a lot from her. This experience allowed me work with the patients and see what it takes to be a really good nurse practitioner. As my final product I created a website that includes my reflection of the shadowing experience and common health problems in the patients who came to the appointments. I learned how to talk to them because many people do not open up right away. I learned that patients need to be comfortable around you to say what is wrong or what are their concerns. Adina also taught me that in the medical field you should do everything you can so there is no harm and less medication, if possible.

Link to the website and annotated bibliography.

Shaion Denny Capstone

Posted by Shaion Denny in Capstone - Kamal - Wed on Wednesday, May 18, 2016 at 10:00 pm

Since I was a child I was always good at math. Once I got to high school my math classes got a little bit harder and throughout them I never really had anyone there to help me when I struggled throughout the years besides my teachers. While I did manage to pass each one I still to this day wish I had someone helping me outside of class. Now that I SAT an Algebra 1 class I feel like they deserve the benefits I wasn’t given during my freshman days. Like they do I had an SAT in my math classes but my SAT’s were there for me during class and to make sure I did my work outside of it but they didn’t put too much effort into making sure I understood it. That’s why for my capstone I focused on creating a peer tutoring program so that children don’t have to depend on their SAT’s. In the program the students are paired up with other students who understand the concept they might need to improve in. These children have spent weeks with each other bonding and helping each other with math. To not only see these kids work together but to be able to provide them with an outside source for me was truly amazing. The progress that these student make is also pretty amazing. They went from a group of kids who could care less about math and just wanted to pass to a group of math lovers. I’m more than proud to be able to say that I helped these children develop long lasting friends and a love for math to go with it.

Robinson, Debbie R., Janet Ward Schofield, and Katrina L. Steers-Wentzell. “Peer and Cross-age Tutoring in Math: Outcomes and Their Design Implications”. Educational Psychology Review 17.4 (2005): 327–362. Web… http://www.jstor.org/stable/23363970

Children in the same grade/ age will be teaching each other and should understand how to communicate with their peers. The tutors will be teaching their friends and being about to talk to them is key. This site is sort of a reference for me to let me know what I should be telling those kids to do when teaching their friends.

Mengping Tsuei. “Mathematics Synchronous Peer Tutoring System for Students with Learning Disabilities”. Journal of Educational Technology & Society 17.1 (2014): 115–127. Web… http://www.jstor.org/stable/jeductechsoci.17.1.115

Some students will have a very hard time understanding the concepts we will be trying to teach them. Even if 100% of the students that come in don’t have a disability this site will still be helpful. Math is one of the absolute hardest subject to retain memory about. Math for even people without disabilities is very difficult.

Martino, Louis R.. “Peer Tutoring Classes for Young Adolescents: A Cost-effective Strategy”.Middle School Journal 25.4 (1994): 55–58. Web… http://www.jstor.org/stable/23023232

I used this site to help me understand what exactly I might have to deal with when attempting to tutor freshman. This site talks mostly about middle schoolers but since freshman are only one grade above that I figured it is the same concept overall.

Brady, Nancy C.. “The Teaching Game: A Reciprocal Peer Tutoring Program for Preschool Children”. Education and Treatment of Children 20.2 (1997): 123–149. Web… http://www.jstor.org/stable/42899485

This site was sort of off topic because it wasn’t about children understanding math or even children in high/ middle school. This site helped me understand how to break own peer tutoring for younger kids. It talks about kids in preschool and how they tutored each other. I found this very outstanding and think it will useful when explaining to the tutors and people being tutored about why what they’re doing is so great.

"Research Spotlight on Peer Tutoring." Rss. Web. 04 Feb. 2016. <http://www.nea.org/tools/35542.htm>.

I used this site to sort of break down for myself what exactly is peer tutoring and how it can be used. This site is helpful when it comes to finding out the benefits that come with peer tutoring. I received the basic information about peer tutoring through this site.

"Peer Tutoring Questionaire." Interview. 04 Feb. 2016: n. pag. Print. https://docs.google.com/a/scienceleadership.org/forms/d/1pgqPwo344ci-gqT7EkcantR0wzpgUeghKJcUEGdZWbg/viewform?usp=send_form

To gather all of the tutors and people who want to receive tutoring Daniel and I created a form for freshman to fill out. This form will allow us to know which children need/ want tutoring and which children believe they are able to tutor their classmates.

"Teaching Math." Interview by Ms. Chrisiss. 04 Feb. 2016: n. pag. Print.

Ms. Chrisiss teaches with me in Mrs. Giorgio’s algebra 1 class. Lately she has been teaching on her own and I was curious to know why she does it. She was able to express to me that she always loved math but it wasn’t always clear to her that she wanted to teach it to children. She went into college as a engineer major then she changed her mind. I want to use what she told m to teach the tutors.

"Tutoring Assessment." Interview by Cameron Hinton. 29 Jan. 2016: n. pag. Print.

This is my dear friend Cameron Hinton. He is a senior in high school, he has had experience receiving tutoring. I want to use his response to better understand how this will be affecting these freshmen when they go to higher and higher math levels.

"Tutoring Assessment." Interview by Arsenio Gomez. 30 Jan. 2016: n. pag. Print.

Arsenio Gomez is a junior as my school. He is a kid I have worked close with in the past and I feel like his response provide an insight into how to not only get tutoring but to also be the one giving it. He tells me how he sometimes tutors his younger family members in things they might not understand.

"TEACH - Q&A Webinar with the Teachers from the Film!" Documentary Film TEACH by Davis Guggenheim: Q&A W/ the Teachers. Web. 05 Feb. 2016. <http://www.teacherstestprep.com/TEACH-documentary-film>.

This is a great site about how teachers sort of ban together online and to work with students who need help. I know this seems like it doesn’t fit in but it’s really helpful when it comes to understanding how different teachers work on solving problems.

Jiwon Choi Capstone

Posted by Jiwon Choi in Capstone - Kamal - Wed on Wednesday, May 18, 2016 at 10:30 am

“What do you want to become later on in life?” At the age of 18, students have to figure out what they want to major in college and even potentially know what career they want to have in the future. However, many high school students do not necessarily know what type of field they want to go in. Even if they do know, they might believe that their dream career is too unsustainable in financial terms to actually have the confidence of continuing on that route. With all the pressure, many individuals can feel very anxious and afraid about not knowing or being clueless about the future.
Therefore, Brandon and I did a capstone on “Job Exploration”. The purpose of this capstone is to inform students what certain jobs are truly like. We wanted to be able to give a clearer view of what a particular job entails. In order to accomplish this goal, we interviewed people with different professions and heard their life stories involving the work they do and how they got there in the first place. Throughout the course of senior year, Brandon and I were able to interview psychology professor, musician, artist, and a lab technician together. I was also able to interview a small business owner and nail technician, and a seamstress by myself. As a final product showcasing what we have done, I made interview videos. For individuals that I could not film, I made a transcript of the interviews.

Here are the links to the people interviewed:

Small business owner and nail technician: https://youtu.be/NL4myKlT9Qc

Psychology Professor: https://youtu.be/cvXoqUWJbXg

Free Lance Musician: https://youtu.be/cvXoqUWJbXg

Artist: https://youtu.be/ffbyKxqxZXo

Here is the google doc to the transcript of people I interviewed and couldn't get on video:

https://docs.google.com/a/scienceleadership.org/document/d/1_HPv7IuKGNclj6xTePxT2NBPmpUeB8QMgiEij--90cs/edit?usp=sharing

Here is the link to my bibliography:

https://docs.google.com/a/scienceleadership.org/document/d/1bO-wNMkA5K7bVFCQUUYgWbeqo3mbg8ru1MamdJI1Cqc/edit?usp=sharing

Anna Sugrue Capstone

Posted by Anna Sugrue in Capstone - Kamal - Wed on Saturday, May 14, 2016 at 7:33 pm

Millennials have the potential to be the largest voting bloc in the United States, but are voting at a fraction of their size. Only one young person votes for every three voters ages 65 and over. This has to change. So for for my capstone, I registered SLA seniors to vote and developed several ways to get as many seniors - SLA and otherwise - to the polls as possible. I began by developing an “organization” that I named Students Vote Philly. I started a Facebook page for Students Vote Philly that I used about twice a week to send out information about primary election news and voting information. As Students Vote Philly, I did a presentation to the senior class about the primary election and gave instructions on how to register. I helped fill out online forms and I mailed physical forms. I wrote a follow-up set of instructions for voter registration that I posted on Facebook (both as my page and as myself). I also wrote an email to all of the principals of Philadelphia School District High Schools with the instruction google doc linked. Next, I layed out my strategy for actually getting seniors to the polls. As my mentor, political consultant Jefrey Pollock, told me: anyone can get a bunch of people registered, getting people to the polls is the real challenge. Based on my research, I did two things to get high schoolers to the polls. 1, Information. I sent out emails, made posts, and gave instructions about when, where, and how to vote. 2. Incentive. On voting day, I ran a photo sweepstakes. Send a photo of yourself voting to the Students Vote Philly Facebook page, and you were entered to a win a weeks worth of pizza. It worked! I announced a winner, and I gave her her prize. I finished with an “exit poll” of the SLA senior class to assess how many students registered and voted, and what they found helpful. The results spreadsheet is linked below.

I will have another registration presentation before the end of the quarter to register new voters for the primary and advise students about how to vote in college.

Here links to my capstone materials:

Registration Presentation

Voter Registration Instructions

https://www.facebook.com/studentsvotephilly

Exit Poll Responses

Annotated Bibliography

Below, I have a screenshot of an example information email, a screenshot of the email I sent to the Philadelphia School District principals, and the winning election day photo.

CAP-2

Term: 2015-16

Other Websites

Launch Canvas

Capstone - Kamal - Wed Public Feed