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This post is Part I in a series.
I got to speak with students at Laguna Beach High School (LBHS) recently when giving a career talk there. They kept asking me advanced questions about conducting studies, writing, and science, and they spoke with passion about their own research projects. I was taken aback by how much these high school teens sounded like my adult college students and peers. They kept mentioning “AER”, and I had to learn more.
LBHS’s Authentic Exploratory Research (AER) Program is an independent research course inspired by Palo Alto Unified School District’s Advanced Authentic Research Program. In AER, students are paired with adult mentors (such as LBUSD staff, industry experts, and academics) who assist the teens in researching their own big questions in fields of their choice. Students spend about 60 hours per semester on coursework that includes both instruction and working on each project itself.
No such courses were offered at LBHS when I graduated there back in 1990, and I wonder how much sooner I could have enjoyed my career as a researcher if I had gotten to participate in AER as a youth. Though the program was introduced in 2019 by Laguna Beach Unified School District (LBUSD) Superintendent Jason Viloria, Ed.D., Jun Shen is the passionate teacher and edtech coordinator who runs it. I had the pleasure of partnering with Shen for an interview series where we’ll first explore how AER works before hearing from students about their experiences with AER honing skills for future success. Students’ feedback (in interviews to follow) and Shen’s answers (which follow each question below) can help others implement such a program.
Jenny Grant Rankin: What were the biggest challenges to implementing a successful AER program, and how did you tackle them?
Jun Shen: The biggest ongoing challenge is to find the balance between respecting the students’ individual freedom in their projects on one hand, and on the other, closely managing the students so they’d make adequate progress. Tackling this is an iterative process. Through the last four years, I have tried many different methods like online journaling, different grading rubrics and requirements, different communication protocols, and it seems to be steadily getting better.
JGR: When pairing students with adult mentors, how do you find and secure mentors who are appropriate for students' different interests?
JS: We have a dedicated Mentor Coordinator for AER, at first the ASB Director Jennifer Lundblad, then our District’s Career Education Coordinator Kellee Shearer. After students register for AER in March, we interview them in April and May to get a good feel for their field of interest, and Kellee spends the summer finding them mentors.
JGR: When speaking to your students about AER, I was impressed by the sophistication with which they discussed their studies. What was the most powerful strategy you used to help high schoolers understand research concepts that are hard for even college students to grasp?
JS: Most AER students are definitely wise beyond their years but I can’t claim credit for this one. It’s definitely a team effort, with a splash of selection bias thrown in. Most (though not all) students who take on the challenge of AER are already high-performing and highly-motivated students; thus, they’ve already learned a lot of the research and analysis skills in some of their other upper-level classes. In addition to that, we have a full-time Library Media Specialist, first Stephanie Gamache then Glen Warren, who works with the students to help them find what they need. Their mentor is another obviously valuable asset. As for me, I do very little whole-group, one-size-fits-all instruction about research and data analysis. Most of the students’ research methodologies are created individually with my advice.
JGR: What can you tell educators who are nervous about giving students so much independence and freedom in a course?
JS: First, be curious. If you love learning new things, then you’ll have a great time with your students as you explore some obscure topics together. The more you communicate that you’re personally invested in their study, the harder they will work with you. Second, it won’t be perfect your first year and that’s OK. Looking back, my first year running AER was rather lackluster, with a sizable portion of students dropping out or barely finishing their projects. Every year we learn our lessons and improve the course for the following year. Third, don’t reinvent the wheel. We based our program on Palo Alto USD’s program and, year after year, have modified it to suit our culture and needs. Start with their or our curriculum and see where it leads you.
JGR: What else should readers know about AER?
JS: It’s one of the highlights of my career. I’ve always been that kid who watched as many Discovery Channel Documentaries as I could because I loved learning about everything. I never thought that I’d get to geek out with kids about Aerospace Engineering and Fashion Design in a high school teaching job!
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I’ve always been that kid, too. It’s heartwarming to learn how AER can be as rewarding for staff as it is for students, who we’ll hear from next. To continue reading, look for Part II.
