In June 2017, I had the opportunity to work with the 2017 cohort of CHAMPS: Careers in Health and Medical Professions, a three-week long academically enriching summer institute held at Cleveland State University. Cleveland residents and 1st ring high school students of Cleveland are able to participate at no cost to them, thanks to the Martha Holden Jennings Foundation and The Cleveland Foundation. Founded in 2009, CHAMPS is “an academic and skills-based program designed for high school students who are interested in professional careers in the medical and/or health fields.”

Cleveland State University photograph of its Student Center

Students in the summer cohorts build awareness of medical and health careers while increasing their science and math knowledge. CHAMPS improves college readiness and sharpens the students’ personal skills through the hands-on activities and interaction with students from other high schools, teachers, college professors, and career professionals in a college laboratory setting. The 2017 program officially began June 12th and would last until June 30. Each of the 24 students would receive a $650 stipend after completing the program! Coming into CHAMPS, I was hopeful that I would serve as a great role model for the high school students and complete my duties efficiently and diligently. My position was being a college mentor and assisting the teachers and students. The camp was from 9 am to 3 pm Monday through Friday.

The fun and learning does not cease after the program ends each summer! There are four Academic Year Follow Up
meetings for the students to participate in as well. Students have engaged in activities such as first aid & CPR training,
and learned about immunology and the different body systems.

This year, the research revolved around testing and evaluating the effectiveness of various spice extracts and
their antibacterial effects. These would then be compared to effects of known antibiotics. Students would review
scholarly articles, write a paper, and present their findings to the rest of the cohort. The students were divided
randomly into six groups, each group studying either garlic, cinnamon, clove, ginger, cumin, or turmeric for the
three weeks. They would do a lot of the research independently and collaborate together to present as the six groups
at the end-of-program banquet/luncheon. This banquet would be open to their families and teachers to attend.

In charge of the program is Dr. Ferguson. He has three high school teachers facilitate the lessons/lectures: Mr. Keller,
Ms. Stuhm, and Ms. Girard. There were two student workers, Jackie, and Jemima, and then two AmeriCorps members
named Constantine and Stephanie, who plan to attend medical school in the future! I was assistant also and got to
interact with the teens and accompany them on the field trips.

Summer Curriculum

Week One

• Monday: Administrative Tasks, Team Building, Spice Research, Antibiotic Research
  • This day was spent doing icebreakers and introductions and getting students settled into the program. Drawstring backpacks containing journals, pencils, pens, post-it notes, and a ruler were given so students could keep lab notebooks and remain organized during their activities. In the afternoon, they read articles about antibiotics and resistance to gain background on the topics for the institute. Each of the six groups presented to the class about their specific article.
    

    This was one aisle of the lab we were in. There were about four aisles total.

• Tuesday: Aseptic Technique Intro, Agar Preparation
  • Students received their own lab coats and neon biohazard safety goggles and were able to begin the hands-on lab activities. Each group chose a spice to study. They also prepared agar using beakers, graduated cylinders, petri dishes, hot plates, and heat gloves. This can be an hours-long process to boil, but the students were patient. Agar is a medium that can be used to grow microbe cultures.
    

    Cart full of flasks containing agar

    

    Boiling the agar

• Wednesday: Broth Media Preparation, Spice Extract Preparation
  • Students continued with their experiments using their group’s spice. I witnessed them pounding their spice using mortar and pestle, and then pouring over it using water and mixing it with a type of alcohol until it got to a consistency of a Slushy drink.
    

    Which spice is this?

    They then poured this into a funnel and over a filter to get it into a beaker.

    

    A colorful array

    They poured their agar onto plates, like the one shown.

    

    Photo is from Wiki Commons

  • We also attended a talk/Q&A session with Dr. Sonja Harris-Haywood, M.D. and M.S., who is a very distinguished and diligent professional! I learned that it’s not about natural gifts or intelligence; a lot of efforts can be obtained through GRIT. She struggled with dyslexia, which lead to difficulties especially in English classes, but her competitiveness helped her overcome this. She forced herself to keep at it and not give up because her passion was medicine. I had to leave early but I am glad the students got to hear about her experiences and how some bad grades do not determine someone’s worth or mean that they are automatically excluded from success. Even failing all her classes freshman year, she turned it all around.
    (Read more about her here: https://www.csuohio.edu/news/dr-sonja-harris-haywood-appointed-director-neomed-csu-partnership-for-urban-health)
    

    Dr. Harris-Haywood telling us about how GRIT got her places

• Thursday: Bacterial inoculations, OT lab experience
  • We inoculated broth media and used the bacteria: e. Coli, staphylococcus epidermidis, enterococcus faecalis, and klebsiella pneumonia. Afterwards, students researched the morphology, habitat, transmission, symptoms, and treatment of each bacteria. CHAMPS has our own collection of MacBook’s for the students to use!
  • We attended a session with an Occupational Therapist! Dr. Keptner has a Ph.D. in epidemiology and biostatistics, and has had experience in hospitals, schools, and other places. She has worked with people of all ages, and people who committed criminal offenses, who were injured at work, or suffer from mental illnesses. This was my first time meeting an OT and learning what the field is all about! I learned an enormous amount about what the work entails as well as what innovations are available to improve people’s lives and help them with functioning tasks like eating, sleeping, using the restroom, etc. I was left amazed at how this field is so versatile and influential.
    

    “OT, OT, is never much love when we go OT” – Drake

    (http://facultyprofile.csuohio.edu/csufacultyprofile/detail.cfm?FacultyID=K_KEPTNER)
• Friday: Plate spreading, adding extract to plates, serial dilutions
  • This day was the most lab-heavy (we spent all day in the lab in our disposable lab coats and goggles). Students did serial microbiology, spread plates, and added their spice extracts and antibiotics to these plates. I was more involved in going around to each group to assist them through the over 20 step procedures.
    
    A kid was amazed that I knew most of the 24 students’ names already! Honestly, it was not that hard to learn their names; plus, it make anyone feel special when someone knows their name. We accomplished so much this day. On Monday, we will be checking to see where and in which Petri dishes the bacteria grew, and if the students’ hypotheses were correct for whether a spice or an antibiotic would have more antimicrobial activity than the other.
    

    A microbiology lab at CSU

    

    Listening to and watching the teacher demonstrate is very important. This is in our normal lab room.

Week Two

• Monday: Dittrick Medical Museum, Creating Data Tables, Measuring Zone of Inhibit, Research Paper Intro, PT Lab Experience
  • First thing in the morning, we took our first field trip to the Dittrick Museum of Medical History, located on Case Western Reserve University’s campus. I LOVED the museum! It’s filled with images, artifacts, rare books, and archives. The walls are super thick because the architects/builders wanted to ensure these items wouldn’t be harmed from explosions/bombs back in the day. We went up an ornate staircase, where we saw two massive paintings of Greek gods/goddesses.
    

    The beginning of our tour of the Dittrick Medical History Museum

    

    The CHAMPS cohort, minus Dr. Ferguson, and Jackie and Jemima
    Photo credit: Ms. Girard
    Bottom row in the middle are Constantine and I

    Next were rooms of books, and some students were there studying (most likely medical students). A Research Associate named Dr. Brandy gave us a tour and provided us with valuable information about how medicine has come a long way. I could tell she was so passionate about what she does, because she kept us engaged and hanging on her every word! We learned about the origins of defibrillators and stethoscopes. We learned about how/why contraceptives were banned and that literature about it was seen as obscene. I was amazed at everything, and I will definitely return to continue looking at the artifacts here. Some parts of the museum were interactive, like a four-panel touch-screen TV wall. The galleries range from diagnostic instruments to doctor’s offices in 1870s and 1930s to surgery to hospital medicine, and much more. It’s FREE to the public so please check it out!!

    Source URL:http://case.edu/affil/skuyhistcontraception/exhibit/still-link-panorama.jpg
    
    https://dittrickmuseumblog.com/
    http://artsci.case.edu/Dittrick/

  • In the afternoon, students reviewed their petri dishes and measured in millimeters the Zone of Inhibition, or the area where there is no growth of bacteria. I helped a few groups figure out how to measure and record the data into their lab journals. Some growth was peculiar and I was instructed to call this “experimental error.”
    

    Me examining a student’s petri dish’s growth of bacteria

    

    This student group calls themselves the Professional Savages, but they’re actually the sweetest bunch of kids.

    

    One of my favorite parts of this job is the students and their unique personalities.

  • We then went to the Center for Innovations in Medical Professions building down the street from us at CSU and interacted with Doctor of Physical Therapy students and staff! We saw and got to touch different aids like walkers and crutches, and balanced on different balances (some square shaped, some circular, and some were foam mats). We also got into wheelchairs to test our maneuverability in an obstacle course.
    

    Physical therapy – for athletes, the disabled, the elderly, and more

     

• Tuesday: NEON Medical Center Visit, Effect of Drugs Lab
  • In the morning, we visited Northeast Ohio Neighborhood Health Services, Inc. (NEON Health Services) at one of their seven locations, in the Hough neighborhood of Cleveland. They are a Federally Qualified Health Center and  provide accessible, community-based health care in a sensitive, caring environment. There’s dental services, family medicine, primary care, optometry, pharmacy, podiatry, nutrition and behavioral health. Everyone was friendly to us and welcomed us warmly to NEON.
    

    Ms. Saleem, a very animated, friendly woman who one CHAMPS participant said reminded him of his grandmother, to her face

    We were greeted by a provider relations manager, health administration intern, pre-med student, and diabetes empowerment program coordinator. After an introduction about the facility, we learned about the Ohio Infant Mortality Reduction Initiative from Ms. Saleem, a Centering Pregnancy Coordinator. She talked with us about infant mortality, including in Cuyahoga County, and she shed light on the subject and I found out that in 44128 (Warrensville Heights), the rate for infant mortality was especially high for African American babies. This can be attributed to multiple factors like families being higher up on the career ladder experiencing more stress and pressure from jobs, and from racial discrimination from healthcare providers.

    

    Centering Pregnancy room at NEON-Hough. It’s a group setting so pregnant women bond with each other while coming in for their exams.

    Additionally, we learned what a Baby Box is. Ms. Saleem asked us many questions so we would play an active part in the discussion and retain this information better! Later we heard from Mr. White, Daddy Boot Camp coordinator, and he was extremely funny while relaying his information. We took a tour of the health center; I saw some adult medicine waiting rooms, the Centering Pregnancy room in the basement, and an X-ray room. It never ceases to amaze me that I learn a great deal each day I am with CHAMPS!

    

    The baby box is multi-purpose. It carries supplies but can also serve as a bed for the baby, which comes in handy especially when being transported between parents and to caregivers like grandparents’ homes. Also, some people cannot afford cribs.

    http://www.neonhealth.org/
    https://www.babyboxco.com/

  • The afternoon comprised of an Effects of Drugs lab, in our chemistry lab classroom. Each of the six groups were given a different drug, such as aspirin, caffeine, adrenaline, lactic acid, and nicotine. We used live organisms: brine shrimp, or daphnia (basically sea monkeys) to test the effects of the drug on their body systems. The students measured how many times a shrimp subject would flap its appendages for 30 seconds, and do this for a total of three trials. They multiplied this number to get the number of beats per 60 seconds. This would serve as the baseline, for comparison. After adding the drug, they counted how many times their shrimp flapped, for 30 seconds, and multiplying it for 60 seconds. They then recorded the increase or decrease in beats per 30 seconds and for 60 seconds. They also found the averages for this data. Sadly, many of the shrimp died, as their lifespan is incredibly short.
    

    Daphnia (Rest in Peace)

• Wednesday: Center for Innovations in Medical Professions (CIMP) Building Tour
  • The entire morning, we spent in the CIMP building at CSU, which opened in 2015 and is 100,000 square feet. It cost $47 million to complete.
    

    Outside view of the Center of Innovations in Medical Professions building, in the center of CSU’s campus

    We heard from a nurse, an audiologist, and speech-hearing pathologist. We watched videos about these three career fields. We also toured part of the building, which truly is a work of art. It’s a hub of activity because there’s nurse simulation labs here, as well as a health & wellness clinic that all students and staff can access. Furthermore, there’s a healthy café, speech & hearing clinic, OT/PT rooms, Distance Learning rooms, meeting rooms, and quiet study areas.

    

    Audiologist and speech & hearing pathologist!

    It was exciting to visit the audiology rooms and speech-hearing therapy rooms as well as to hear about some experiences the professionals had that make their work worthwhile.

    

    An audiology testing area

    We stopped by an audiology therapy room, which has a ball pit (one child patient can only focus and cooperate when in the ball pit) and also a tall cylindrical lamp that contains water and changes colors (this helps kids focus, too.)

    

    A therapeutic room for all ages

    We visited one training room where a man in the CSU-NEOMED (Northeast Ohio Medical University) Partnership program spoke to us about blood pressure. Two students checked their blood pressure. The ideal number is 120/80.

    

    A nursing simulation lab with a realistic, responsive mannequin boy with ‘flushed red cheeks’

    We went into a nursing simulation lab, which had over a handful of mannequins (they do not like being called dummies.) Only two mannequins were specialized and much more technological. They could sweat and cry as if they were real! A voice (the nursing instructor) could emit from their mouths. The eyes could open and close. It was very fascinating. These mannequins are extremely heavy and costly. The nursing program here truly strives to make this setting as realistic as they can for the students to learn and treat the patients. For example, to create a foul smell from a wound, the instructor would combine parmesan juice and lemon juice, I believe. They actually have a book with ‘recipes’ on how to construct different wounds and bodily fluids/acids.

    Additionally, we discussed the Iron Lung, which was a key invention that helped people suffering from polio. Iron lungs are no longer needed in this day, thanks to Jonas Salks’ vaccine for polio in 1955! The disease is basically eradicated completely. In one corner of the CIMP building is an iron lung, painted in a bright pastel yellow color. It suits its nickname “The Yellow Submarine.”

    

    Iron Lung, donated by MetroHealth Medical Center to the Center of Innovations in Medical Professions

    Overall, it was a wonderful tour that expanded my knowledge some more. For example, we were told the distinction between a BSN and RN. BSN is an academic degree while an RN is a license and depends on the state one practices in. Another fact/life tip was that if you have headphones on and cannot hear someone talk normally to you, your music/audio is too loud! In this century, more younger folks are experiencing hearing loss and may require aids because of their too loud tunes.

  • After lunch, students compiled their Effect of Drugs data into charts to discuss their findings with the rest of the cohort. The room was full of chatter and cooperation for the hour we had left for the day. I helped groups with their questions and designing their tables. They also wanted assistance in writing their hypotheses and conclusions. I was so happy to be of help, and I loved the conversations I was having with the students.
    

    Artsy lab picture by Jemima

• Thursday: Epidemiology activity, research paper
  • The morning and early afternoon revolved around preparing to write their major research paper! The six groups of students would begin working on their research paper, which has seven parts to it: (1) The title page, (2) Abstract, (3) Background Information, (4) Methods, (5) Results, (6) Discussion, and (7) Reference Page. Mr. Keller informed them that Purdue Owl was their #1 resource when writing their paper. He told them about proper in-text citations. At least two graphs of data would also be required in the paper. Furthermore, credible sources like PubMed or articles from Google Scholar were needed; not every source can be trusted and therefore cited.
    

    Classroom 420

  • For an hour, we touched base on the fascinating earth-shattering field of epidemiology, which I am also considering as a career path. Ms. Stuhm began by having students write down as many infectious diseases as they could think of. She introduced what epidemiology was, which is more than just about infectious diseases. It involves being a ‘disease detective’, as she calls it, and finding out the sources causing an illness or health issue. Ms. Stuhm gave out an activity about John Snow investigating a cholera outbreak in London.
    

    http://static.guim.co.uk/sys-images/Guardian/Pix/pictures/2013/3/14/1363295337709/johnsnowillustration.png
    John Snow, father of epidemiology

    One side of the room would be John Snow scientists who argued that contaminated water was the culprit, and the other side had scientists of the time who refused to accept new knowledge, and credited the ‘bad air’ for making people ill. After some brief group time, they came together for a debate! This debate was great, and involved a bunch of back-and-forth. Ms. Stuhm was impressed.

    

    Short video we watched for context on epidemiology

    So how did John Snow, a physician, pinpoint the source and solve the problem? He went house to house to ask people who were infected, and discovered that those living closest to the water wells were more sick than others who lived farther away. He found the one well that was doing the most damage and leaking to the rest of the water supply! At the end of the day, both sides provided good arguments, and it was a tie.

    

    Debate moderated by Ms. Stuhm

     

• Friday: Microbiology lab, gram staining, CIMP building nurse discussion
  • In the morning, we were back in the microbiology lab to do gram staining of their bacteria to determine if they were gram positive, which would show up as purple on their microscope slide, or gram negative. which would be a pink color. The procedure for this required 23 materials and was the most complicated lab these students would encounter during CHAMPS. We learned the three basic shapes for bacteria: cocci (circular or clusters of circles), rod-shape, or spiral-shape.
    

    Me assisting a group who call themselves Dub Nation

    Even I was nervous while helping the students because we had to follow the steps exactly and we had to know what we were doing. We also could not feel rushed or else our results could be jeopardized. I accidentally told the students the wrong thing to use, so they had to start over. If I am unsure I must double-check with a teacher first before telling the student.

    

    Bacteria comes in different shapes.

  • After a brief hour of working more on their research papers, we headed back to the Center of Innovations in Medical Professions building down the street to hear from two women, both with advanced degrees. One, Dr. Matthews, is a Doctor of Nursing Practice. All of her degrees, from Bachelors to Masters to DNP come from Cleveland State! Her biggest struggle in school was having support, because she lost her mom at age 18, and even a nursing professor doubted she’d make it through school. However, she persisted and achieved so much; she graduated summa cum laude from CSU.
    Another lady we talked to was from Nigeria. Dr. Adedipe has her Ph.D. in nursing, and loves teaching students. What I gained from this discussion is that motivation is a crucial part of succeeding; everyone has their own definition of success. Things will be hard, but will be worth it! Others, even family members and friends, may doubt or discourage you, but you listen to your own heart!
    

Week Three

• Monday: College Prep Lecture, CPR Training Part I, Lamb Hearts, and CSU Campus Tour
  • The morning started off with a speaker, Ms. Nudell, from CSU, discussing college preparation with the kids. She asked them what internships have they had and which they did like, or disliked. What math classes were they taking? What college classes have they taken? She also provided them with papers relating to scholarships/financial aid and a college comparison chart to help them think carefully about their college choices. Some kids wanted to get out of the state, while others want to go to a big school.
    

    College prep lecture

  • We then went to the CIMP building for CPR training. We mostly watched videos and then had the chance to practice techniques for a choking individual.
  • Next, a familiar face came into the room. A former AmeriCorps member who I met when I was in high school and now current NEOMED employee Jonathan Tyes strolled in! He’s on his way to medical school to be an orthopedic surgeon. He demonstrated to us how to cut open lamb hearts (which he got from a Middle Eastern grocery store) and had the kids put on gloves and get in on the action! He asked what were the parts of the heart and how does blood circulate? He did not lecture us, but had us all engaged in the learning and critically thinking. Mr. Tyes is SO intelligent and kind; he’s one of my role models.
    

    Lamb hearts

  • After lunch, we had a Welcome to CSU overview by an admissions counselor. Then we toured CSU campus: the rec center, the Science building, Main Classroom, Student Center, Engineering College, and Fenn Tower! This was my first time seeing what some CSU dorms look like and they looked nice.
    

    Great admissions presentation by a CSU alumna

     

• Tuesday: CPR Training Part II, more research paper writing
  • The kids spent more time working on their group research paper. I assisted some groups with editing, looking at references, and paper formatting. The teachers informed the class what they expected in terms of their PowerPoint presentation and announced the order in which the groups would go.
  • We finished our CPR training and we will receive our certifications in a week or two! We are trained in the differences when treating infants, children, and adults (anyone over age 12.) We can also use an AED. It went so well, and I feel confident in all of us being competent enough to save someone in need. This training can truly help a person’s life.
    

    The CPR instructors!

     

• Wednesday: University Hospitals of Cleveland Visit
  • This was a busy day, but super fun! In the morning we heard from Ms. Okwudi, academic advisor for the CSU-NEOMED Partnership for Urban Health program. She spoke with us about health careers, and how vast it is. She showed us the website for the Occupational Outlook handbook
    (https://www.bls.gov/ooh/)
    Here is more information about CSU’s baccalaureate/M.D. program!
    (https://www.csuohio.edu/sciences/neomed/baccalaureatemd-program)
  • We embarked on another field trip, to University Hospitals! I was extremely eager to tour this facility and see what lay in store for us. CHAMPS met with the UH Health Scholars, a group of underrepresented African-American and Latino/Hispanic rising 8th graders and 9th graders interested in medicine. These Scholars are in a five-week intensive program and are assigned to one of nine medical disciplines, and they have research as well as a mentor in that area. This summer camp also provides students with transportation passes and meals! There’s field trips and hands-on learning, just like in CHAMPS! We were able to hear from an inspiring doctor and then over pizza, CHAMPS and the Health Scholars mingled to learn more about each other. After lunch, we went on a tour of UH, and were split up into groups. CHAMPS students were paired with the UH kids and along the way, CHAMPS kids talked to them about what high school would be like.We saw the Seidman Cancer Center and traveled next door to Case Western Reserve University, where we went into an auditorium to listen to a panel of two rising second-year medical students. These students were the valedictorians of their high schools and also were debt-free for their undergraduate education. In medical school, this was not the case for them; they have loans and are also burdened with classes for the day and studying for hours. It is not recommended to hold a job while in med school. However, the hard work and sacrifice pay off eventually.
    

    Madison captioned this pic in the CHAMPS group chat as “CHAMPS Mom & Me”

    I really was amazed when we visited UH – Rainbow Babies & Children’s Hospital. The facility was so interesting and colorful; it really made me feel relaxed. Additionally, the rooftop garden, Angie’s Garden, was the most breathtaking scene for me. Attached is an indoor space called the Horticultural Therapy Suite. These resources can be therapeutic for the children cancer patients, as they can garden and get sunshine while overlooking the grounds and being able to see as far as Lake Erie from where they are! The garden has comfy rainbow-color plush or foam-like chairs as well as lawn chairs. This is a great relaxing area and I would want to come here if I was afflicted with illness as a child.
    

    

    Giraffe sculpture

    http://www.uhhospitals.org/
    http://www.uhhospitals.org/about/diversity-and-inclusion/health-scholars-internship-program
    http://www.uhgiving.org/uh-giving/impact-of-your-gift/in-the-spotlight/healing-space
    http://www.cleveland.com/metro/index.ssf/2016/06/angies_garden_at_uh_open_to_th.html
    http://www.uhhospitals.org/rainbow/services/hematology-and-oncology/services/our-centers/adolescent-and-young-adult-cancer-center/angies-garden
    

• Thursday: Research Paper Writing & PowerPoint Presentation, Physician Assistants
  • The entire morning, we spent on wrapping up our research papers and making tremendous progress on the PowerPoints. By tonight, all students need to finalize their work.
  • For an hour and a half, we went to the CIMP building to speak with a panel of five Physician Assistant students! After presenting on how to get to PA school and what the application looked like, they had three stations around the room: how to check vitals, the stethoscope technique, and hearing/auditory testing.
    

    Madison and I – Her suggested caption was “We pray for our enemies”

• Friday: Luncheon and presentations
  • The culmination of our three weeks worth of work! In the morning, CHAMPS rehearsed our presentations. Shortly after, we went to Fenn Tower, third floor, for the banquet in the Ballroom! At least 130 people were on the RSVP list! Included were everyone we met during camp – the doctors, nurses, OTs, PTs, and other people who talked to us, even the UH Health Scholars.
    

    Everyone involved with CHAMPS is in this photo!

  • The banquet went by smoothly and quicker than expected. The six groups presented one right after the other. They were given certificates for completing CHAMPS as well as goodie bags (inside had a CSU shirt, thermos cup, mini stapler, and more). Everyone was dressed professionally. I felt pride in seeing their work. The lasagna, garlic bread, salad, eclairs, kebabs, and one of my students’ cupcakes made for a wonderful meal.
  • After the banquet, we had some students participate in focus groups, to gauge their thoughts on CHAMPS. This data would be transcribed and analyzed for future purposes in improving CHAMPS.

Reflection
My experience with CHAMPS was enlightening. I learned more about interacting with youth. Although they were the ages of 15, 16, and 17, and I was only 19, I had to improve on how to talk to students. My listening and empathy skills were especially put to use on the second day when one student revealed to me the struggles she endured growing up, and how frustrated she was that no one was really there to support her. This rattled my core; I realized how brave she was for disclosing this to me, and that I have the power to help her go down the right path and not succumb to negatively-impacting behaviors. These students are the future; we as a society have to watch out for those who are at risk of not doing well because of the environments they’re in. Therefore, the most challenging part was learning how to reach out to students and keep them motivated and on-task. Some were on their phones when they were supposed to be working on their papers, but I used assertiveness. “I better see all laptops out.” “You can do this.” A few times I caught the same student falling asleep because she’s been deprived. I have woken her up when I see this occurring. Sometimes I feel like a teacher and not like a peer.

However, I do feel like I bonded with some teens. It takes time to get to know them, and for them to know me! A few students greeted me every time they saw me, which was pleasant. That shows they acknowledge and respect me! They asked me questions about my college background and my career plans. One asked what my hobbies were. All of the students were racial minorities (non-white) and were mostly from urban schools, including the high school that I graduated from. I could relate to the majority of the students in some ways, but in other ways, I could never fully understand what they have been through.

During the last week of CHAMPS, the students added me to their group chat on GroupMe. They call themselves Champers (#Champers2k17), and I was given the name #ChampsMom. This group chat is hilarious because the kids write their messages in the most sophisticated way they can, using rarer vocabulary words, and we keep this going no matter what.

As for my career skills, I gained or strengthened in youth development, professionalism, patience, responsibility, and of course, leadership! I was patient and calm when directing the students through the assignments. I arrived to work early each day and followed all rules. I never cursed or was rude to anyone. From CHAMPS, I learned that working with teens is an interest of mine. They can follow directions more than younger kids, and are more independent. Especially with these smart, polite teens, there was often no trouble during the program. I do hope that there are more summer programs like this to get youth interested in their lives and passionate about something!

A favorite part of my time with CHAMPS was getting the different field trip experiences, like the medical history museum (which I had no knowledge of its existence beforehand!). I benefitted from the lab experience, too. I learned about aseptic technique, and about the valuable resources right in Cleveland. I do not take anything for granted – my intelligence, or my privilege of obtaining a college education, for free.  I will continue to learn no matter where I am, at least one new piece of information a day.

I must acknowledge thanks to Dr. Ferguson, for creating CHAMPS, and for sharing corny one-liners with the class, and allowing me to be a part of CHAMPS.
Thank you to the teachers Mr. Keller, Ms. Stuhm, and Ms. Girard, who put into reality the activities and guided the students. They were funny and good role models.
Thanks to Stephanie and Constantine, who volunteered their time with the program when their schedules allowed them to.

Mr. Keller and Ms. Stuhm ready to do science!

Ms. Girard!

Thanks to Jemima and Jackie for their efforts in executing CHAMPS!
I appreciate CSU for providing the places for us to conduct our program in, and for the daily lunches for the students.
Thank you to NEOMED for your new building on campus, because it’s a huge resource for everyone.
I must give thanks to all of the places we visited/toured. Everyone learns from our visits.
Thanks to The Cleveland Foundation and Martha-Holden Jennings Foundation.

Thanks so much to the 24 CHAMPS students, who made me laugh, smile, and feel young still in my last year of being a teen. They all worked incredibly hard and demonstrated how much potential they had. It was heartwarming to see them blossom and grow in the program into more intelligent and more research- and science-savvy professionals. They constantly inquired about the world and asked the professionals we met about numerous facets of their work and life.

For more information please look at:

csuchamps@gmail.com
www.csuohio.edu/CHAMPS
CHAMPS also has a Facebook page! Look up CHAMPS: Cleveland State University
To apply, there’s an application on their website (will likely be available January 2018 for that upcoming summer) and a good GPA and references are required.