Tag Archives: CCE

Elizabeth Cavic

Elizabeth Cavic is a rising senior in the Department of Human Development and was a 2017 College of Human Ecology CCE Summer Intern working on the project "Enhancing Children’s Play and Parent’s Knowledge in Suffolk County" under the direction of Dr. Marianella Casasola and the CCE partners, Suffolk County Family and Health and Wellness Program, and Suffolk County Farm and Education Center. She created the following e-journal of her internship experience.

 

Week 1!

This week was my first (almost) full week with the Cornell Cooperative Extension of Suffolk County (herein called "CCE"). I arrived on Memorial Day (Monday evening) around 10 PM and started work Tuesday. For the 6 weeks that I will be interning with CCE, I will be splitting my time between the Riverhead office and the Farm and Education Center (located in Yaphank). For the most part, I will be working in Riverhead Tuesdays and Wednesdays and in Yaphank on Mondays, Thursdays, and Fridays.

This first week was largely an orientation week for me. Several of my supervisors showed me around the farm and Riverhead office, I was given my duties and workspaces, and I just generally oriented myself to my new surroundings! I enjoyed my time at the office a lot, as I'm surrounded by people who are experts in all their respective fields (all somehow relating to Family Health and Wellness). My time at the farm, however, was also super incredible. Growing up in upstate New York, I was always surrounded by long stretches of countryside and there was always a farm no more than 15 minutes or so in any direction. However, this did give me the opportunity to get up close and personal with some things I haven't seen in a long time (namely lambs and roosters), which I really enjoyed!

Of course, my job there is not to hang out with the adorable sheep and lambs, but to develop a design that helps parents understand how critical play is to development. For example, the Outdoor Explore classroom contains an element that is intended for children to paint on (with water). Essentially, there are three pieces of slate (pictured left). Each piece of slate has a bucket attached, each bucket full of water and a couple paintbrushes. Water can be used to "paint" on these slates. While children may not look as though they are doing much during their painting sessions, the large sweeping motions that can be seen are critical to gross motor development in preschoolers.

Gross motor development (being able to control and manipulate the muscles in the shoulder and upper arm) is, then, absolutely imperative to the development of fine motor skills (manipulation of the hands and fingers). Of course, looking at a child fooling around with a bucket, and paintbrush, and a few pieces of slate may seem useless to parents who have little to no background in Human (specifically, Child) Development. That's where I come in. Of course, it's week 1, so I'm not quite sure yet how I come in, but I know that I definitely will! Until next week!

Week 2!

This week has flown by! Today marks the end of my first full week working for CCE of Suffolk County. This has been an extremely full week, complete with field trips, tours around preschools and other outdoor classrooms, a lot of statistics, graphs, charts, powerpoint presentations, and photos! Last week, largely an orientation week, was spent brainstorming ideas, as was much of this week.

The schedule for the duration of my internship is as follows: two weeks researching and brainstorming, two weeks implementing changes in the Outdoor Explore Classroom, and two weeks tweaking my adjustments. One of the final steps in my first two weeks was to visit other outdoor classrooms in the area. Our first stop was at Play Groups School in East Setauket. This school was an absolute blast to visit - the classrooms were incredible, the instructors were all so professional and so warm (the perfect mix for preschool teachers), and all the children were playing with developmentally appropriate materials. This little flower-filled shoe (left) was used during their recycling/Earth day project, in which children planted flowers in their old shoes. Because of this, there were dozens of little flower-filled shoes sitting around the outdoor classroom which nearly brought me to tears.

So much of the dialogue surrounding preschool education in the United States today is littered with talk of "didactic" learning or "academic- oriented preschools". However, the children of this preschool (and preschools across the country) were thriving with very simple (and age- appropriate) play materials! In fact, when walking in, I was a bit taken aback by the amount of material the children had at their disposal - water tables, dress up clothes, easels, fish tanks, huge playhouses inside the building, blocks, and countless other materials. It was, by all counts, incredible. The children were actively engaged in what they were doing and were learning new things with every move they made. Their outdoor classroom was equally impressive - between the water feature (right), the spot for bird-watching, the stage, the regular playground, and the block station, it was even difficult for me to stay professional.

Next, we visited the Long Island Children's Museum (LICM). One of their most interesting features was the Strawberry Maze (left). The black material was a "composting sock," filled with compost material on which the strawberry plants were growing. Children went into the maze, completed it, and ate strawberries along the way. The museum also contained a beautiful water feature (with dams, rivers, a water wheel, etc.). This inspired me to continue working on the farm's future water feature.

Next, we headed to the Middle Country Library. This library was so impressive for a whole multitude of reasons (some, but definitely not all of which, had to do with its outdoor explore classroom). This place was incredible:

  • The men's bathroom had a changing table, which shouldn't be such a big deal but, even in 2017, is not a super common occurrence and any public organization where that occurs is, in my opinion, way ahead of the game!
  • The outside of the building is - beyond being incredibly aesthetically pleasing - covered with what look like "fish scales". Very fitting for a library out in Long Island.
  • They had a "I read 1000 books before Kindergarten" feature - there were 100 clear backpacks on the shelves, each of which contained 10 picture -- or very short chapter -- books. A child could take out a backpack, bring it home, read the 10 books, return the backpack, and there would be 99 more waiting for the child. When the child completed all 100 of the backpacks (and consequently 1000 books), he/she/they got their face on a wall of the other children who had completed it. No lie, this bulletin board made me tear up it was so adorable.

- back to the classroom - it was absolutely incredible. It had places for building, places for reading, performing, digging, etc. (and SO SO many caterpillars)... The photo above (of the brick and my then-soaking-wet-from-walking-through-the-damp-grass-all- day espadrilles) was part of a fundraiser that the library did to fund the outdoor classroom. Each brick contained a title of a children's book (the book referenced in this brick can be found here) and a sponsor could "buy" a brick for $100 prior to the building of the classroom. I found it to be so heartwarming looking through the books that people held close to their hearts.

With all this work, I have (obviously) been very busy! However, there is always time to head down to the beach to put my feet in the water (it's still too chilly down here for a good swim - today is the best day thus far and it's only 75). As usual, I'm enjoying myself at work and in my spare time. I'm trying to read a book a week this summer and this week, the book that I have chosen is called "The Color of Water" by James McBride. So far so good. And for those of you who care or are curious, last week was "The Tipping Point" by Malcolm Gladwell. Equally wonderful and a super interesting non-fiction read. I'll make sure to keep you all updated on my progress (both personally and professionally) for the remainder of my internship. Until next week!

Week 3!

This week was so busy, I almost forgot to publish my post for this week (sorry about that, folks). This week started out on Monday with me finishing up preparations for my project - including making a supply list and merging that with my budget, researching how to implement a QR code for an audio tour the farm will be adding to the Nature Explore Classroom, and finalizing my list of projects that I'm going to work on!

After several long weeks of preparation, I finally started doing a project! This began on Sunday when my friend Marissa and I went to Southold Town beach and collected 360+ nicely-sized rocks!

Surprisingly, that only took us 20-30 minutes (and I got to watch a super beautiful sunset on the water right afterwards, so I definitely was not complaining about having to be at the beach). On Monday, I brought my rocks to the farm and washed them off and then pre-sketched all the letters onto the rocks so they could be painted the following day that I was at the farm.

On Thursday morning, I scoured the farm for acrylic paints that we may have already had and began painting some of the rocks with that (below). Unfortunately, we only had 3 good colors (and of course, I'm a color addict, so I really wanted more than that for this project). Fortunately, one of my field supervisors (Katie) was super understanding about the fact that I needed more paint and we took a trip to Michaels to get supplies for the rocks (paints, paintbrushes, sealer, etc.) and a few of my other upcoming projects.

After returning to the farm, I finally got to start painting the bulk of them!

Now, I never really knew how to conceptualize 360 rocks before today, but now I know that that means literally an eight-hour day of just painting rocks.

I've added this photo (right) so that you all can begin to conceptualize how many rocks 360 really is! A ton! Regardless, I got it done and was really pleased with the final results. Next week, I will be sealing them so that they can be outside safely and will not chip or blister, etc. From here, I think that my next project will be the ribbon chandeliers. I don't foresee those taking too long, but I'm hoping that sometime soon I can get started on the mud kitchen!

International Mud Day is coming faster than I had expected (it's this coming Saturday at 10 AM at the farm!) and I am not as prepared as I'd like to be, but still truckin' along! I think the implementation of that project will be a real game-changer for the Nature Explore Classroom (or at least I hope it will - I know I would've loved a mud kitchen as a kid). But anyway, I hope you all are having as great a summer as I am! Until next week.

Week 4!

I cannot believe that it's already my fourth week! As I write this (on Sunday actually - past my deadline), I am in shock that I only have 9 days left of my internship! This coming week, I will work Monday - Friday, and then the following week will be a four-day week, with July 4th on Tuesday.

Anyway, this week was absolutely crazy! I (of course) got my weekly dose of run-ins with the farm cats (my favorite of which is pictured to the left), I got time at the Riverhead office, and yesterday (Saturday) was our celebration for international mud day! International mud day is actually June 29th, but for the sake of having a good turn out, we celebrated it the weekend before. For those who don't know know, mud day is literally just a day in which kids and adults come to the farm and play in mud (the entire time).

At the farm, that means two huge kiddie pools filled with topsoil are plopped on the ground, and water is added in the morning. Progressively, throughout the day, children play in the pools, carry the mud around, sit in it, step on it, throw it at each other (and their parents), scoop it up with kitchen utensils and shovels, put it in baking pans, etc. The aftermath is what you see (right). When the pools are picked up, there is a 4-inch layer of mud left on the ground everywhere except where the pools were stationed. As you can imagine, the clean up for this event took a substantial amount of time, even with several people helping to get everything de-muddied. In fact, I think there is mud so deeply embedded in my feet right now that I'm at least 3 sheets browner from ankle down (even after several hose- offs and a shower).

So, now to backtrack. This week I spent a lot of time prepping for International Mud Day. The biggest project that I worked on was making the mud kitchen (left)! This took several sketches and re-sketches, several trips to different stores, and a lot of help from Richard, the man who does maintenance work for the farm. It took a total of 7 hours, and by the end I couldn't feel my forearm (I used nails, not screws, ugh). However, I got my supplies on Thursday afternoon and it was finished by Friday and usable for Mud Day (which was the goal of this internship).

In total, the farm had about 2,000 people present for some portion of the festivities, a large number of those people being under the age of 5! I was super pleased to see people enjoying the mud kitchen during the day, especially little people (one of these little people pictured left). The concept was stemmed from my boss Allison and I (with a little help from pinterest) and the execution was mostly me (although my dad's insistence that I learn how to use power tools in middle and high school did come in handy).

Fortunately, my mud kitchen was a disaster by the end of Mud Day! Anything less would have meant that I did my job poorly. Luckily, however, it is really easy to clean again (just take the bowls out and hose it off) and it's back to usable condition! Overall, I would definitely recommend this project to any adult who has children or who works with children - little ones are so infrequently allowed to get dirty anymore and it is a critical part of childhood!

I was also lucky enough to have several of my other classroom additions ready in time for International Mud Day! Both my painted rocks and my scales were debuted that day (and from what I saw, kids were really enjoying them). Pictures of those can also be found below! I think there are a few things that I'd like to add or change, but overall I'm extremely pleased with the progress that I've made thus far. With a little under two weeks left, I'm signing off!

Week 5!

This week was, as usual, pretty hectic! I finished up several projects, including the water tables and my ribbon chandelier!

As you can see, my ribbon chandelier came out pretty cool! I was going for technicolor and really appealing to the eye (especially the young child's eye) and I think that's exactly how it came out! While I was securing it onto the gazebo, there was there this girl Marissa (who looked to be about two years old) with her parents and she kept coming up to me repeatedly saying, "there's a birthday party today!" because the ribbon chandelier looks like birthday streamers. Of course, her parents were rushing her along because her one-year-old brother was fussing, but what an incredible observation, connection, and conclusion on her part!

Finally, after it was hung up she got to go inside the hoop! As an added bonus, this was intended to a pretend play prop, which I believe it was for her. The entire time I was hanging this up, her hands were full of the letter rocks I painted, and she was putting them in the cupcake tins from Mud Day, calling them eggs she was using for "brownies" for the birthday that was happening! Very cool and imaginative little girl, indeed.

We were also fortunate enough to receive a donation from someone the other day of a whole set of painted wooden "blocks." They were really just a a 2" x 2" piece of wood cut into smaller pieces, but that's all blocks ever are anyway, and plus, they were a donation, so they were better than nothing and the person was generous to have brought them all the way over here when they could have thrown them out! Anyway! I upcycled them with some of the leftover acrylic paint from the letter rocks and now we have a really cool set of blocks that I'll be putting outside later today!

And finally I was able to somewhat finish my water tables! I still need some of the PVC pipe connectors for the actual base, but my frogs came in, so the inside of them is done, which is very cool! I added some beach rocks as well, making it a little more realistic looking (and the kids can take the beach rocks out, so that's an additional thing to get some tactile experience with). Overall, I would say that my projects are going well and I am looking forward to wrapping everything up next week though I truly cannot believe that 6 weeks went by so quickly. It really does feel like yesterday that I was proctoring the Human Bonding Exam in Barton Hall! Anyway, thanks all for reading. Until next week!

 

 whitlock460Online course brings self-injury to the surface                                                                     Janis Whitlock, Ph.D. ’03, director of the Cornell Research Program on Self-Injury and Recovery (CRPSIR) and a research scientist in the Bronfenbrenner Center for Translational Research, hopes to spotlight the issue by launching a set of web-based                                   education and training courses.
sad girlEarly puberty in girls raises the risk of depression                                                                   Perri Klass interviewed Jane Mendle in her NY Times' column, The Checkup, about Mendle's research with girls who begin puberty earlier than their peers. Read here about her findings and the risks these girls face in adolescence. 
LRDM lab members and 4-H Career Explorations studentsLearning to reduce risky behaviors leads to STEM careers                                                          The Laboratory for Rational Decision Making, led by Dr. Valerie Reyna in Human Development, welcomed 24 high school students from 18 different counties in New York State as part of  the 4-H Career Explorations Conference.
gsalogoGerontological Society selects experts on aging as fellows                     Professors Corinna Loeckenhoff and Elaine Wethington of human development, were two of 94 professionals named on May 31 to the society, which is the largest of its kind seeking to understand aging in the United States.

Students in the News

Sarah MooreHD graduate student in the news: Sarah R. Moore                                                             Sarah R. Moore, Ph.D. student of Dr. Richard A. Depue, was awarded the Early Career Outstanding Paper Award in Developmental Psychology. Read her summary of research on how people differ in their interaction with their environment.
MorenoMarcos Moreno '17 is named a 2016 Udall scholar                                                                  The Udall Scholarship supports undergraduates with excellent academic records and who show potential for careers in environmental public policy, health care and tribal public policy. Moreno is a human development major concentrating in neuroscience in                               the College of Human Ecology.
tumblr_inline_oab7iaDzqM1tqatqb_1280Summer Scholar Spotlight: Deborah Seok ‘17                                                                              In faculty research labs, in communities across the state, and at jobs and internships around the globe, Human Ecology undergrads are making a powerful impact this summer as they apply their knowledge and skills in real-world settings.

 Articles on the Web

Robert SternbergHow can current research inform the development of new methods to assess intelligence?                                                                                                                                    Read the fifth post from the six-part series, "Researching Human Intelligence" on fifteeneightyfour, the blog of Cambridge University Press, with Robert Sternberg,                                           professor of human development.

 Multimedia

video play buttonVideo introduces the Program for Research on Youth Development and Engagement (PRYDE), explaining it's mission and introducing key researchers and practitioners involved in the project.                                                                                                                                             
video play button                                                                                                                                                                    Professor Anthony Burrow Discusses Youth and Purpose with Karl Pillemer, Director of BCTR 

 

By Tyler Alicea ’16, MPS ’17

http://iamhumec.tumblr.com/

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Deborah Seok, HD ‘17

In faculty research labs, in communities across the state, and at jobs and internships around the globe, Human Ecology undergrads are making a powerful impact this summer as they apply their knowledge and skills in real-world settings.

Deborah Seok ’17, a human development major from Queens, N.Y., shares her research on toddler spatial language development in Harlem Head Start programs:

What are you working on this summer?

I am working with children in the New York City area to study early development of spatial abilities. For the first study, we are looking at whether spatial training activities, such as origami and playing with Legos, will enhance preschooler spatial skills. The second study looks at what kinds of play experiences contribute to these abilities. More specifically, we want to see whether providing constructive toys, like building blocks and puzzles, to families will enhance toddlers’ spatial skills.

How does this work relate to your coursework?

Much of scientific research focuses on the impact of early experience on human development. The research that I am involved with this summer looks at what kinds of specific factors, such as language input and types of toys played with, can enhance children’s learning abilities. It also addresses bigger scale issues like the effects of socioeconomic status on early development. By running intervention-based research, I am able to take the concepts that I learn in the classroom and apply them to the real-world problems in the community.

Who are your Human Ecology faculty mentors?

My primary faculty mentor is Marianella Casasola, associate professor of human development. As director of the Cornell Infant Studies Lab (CISL) and my research supervisor, she oversees all of the projects that I work on. With her guidance and support, I am able to advance my research experience and knowledge in the field of child development. Steve Robertson, professor of human development, is another faculty mentor who has also played a major role in my academic experience here at Cornell. Having taken two seminar courses with him, I have not only learned so much, but also had many opportunities to discuss and explore my own interests with him.

What excites you about your internship?

I’ve always loved working with children, and this summer is the best experience I could ever ask for. I would say that the best part about my internship is the purpose behind it. As an avid supporter of early development and education, I am so excited to be contributing to research that seeks to enhance early learning experiences and make a difference in children’s lives. This strongly motivates me and gives me a glimpse of what I would like to do in the future.

What societal impacts does your work have?

Our research is centered on early intervention work that seeks to promote spatial skill development in children, both at school and home settings. Working with children at a Head Start center in Harlem, New York, allows us to focus on families from especially disadvantaged backgrounds and target environmental factors such as low socioeconomic status.

Deborah’s summer project, The Role of Language and Play in Promoting Children’s Spatial Skills, is funded by the Cornell Cooperative Extension Summer Internship Program, an effort by the College of Human Ecology and College of Agriculture and Life Sciences to engage undergraduates in work to benefit New York state communities.

by Stacey Chen ‘18
 

Stacey Chen

Stacey Chen '18

This summer, I’ve had the pleasure of combining the ultimate camp experience with the experience of working in a laboratory and conducting exciting, cutting-edge in-field research on decision making. The project, Health and the Brain Neuroscience Outreach, is a Cornell Cooperative Extension internship under the direction of Dr. Valerie Reyna. The mission of the CCE internship program is to translate and apply Cornell research in ways that can benefit communities all around New York State.

In late March, I joined Dr. Reyna’s Laboratory for Rational Decision Making as a member of the Health and Medical Decision Making Team, whose goal is to use research on decision making to help educators and medical professionals effectively use theory-based interventions and communicate risks to patients. Using the information they’ve effectively learned, these patients can then make informed decisions about their health.

Valerie Reyna, director of the Human Neuroscience Institute and co-director of the Cornell MRI Facility

Valerie Reyna, director of the Human Neuroscience Institute and co-director of the Cornell MRI Facility

My first task of the project was to update the curricula taught to middle school students in past years at 4-H Camp Bristol Hills, in Canandaigua, New York. Looking at two modules, Nutrition & Neuroscience and Genetics & Neuroscience. The goal of teaching both curricula was to help students better understand obesity prevention and genetic risk using theory and evidence-based methods.

The curricula were based on Dr. Reyna’s research on decision-making and the importance of incorporating “gist” (a fuzzy or vague representation that contrasts with a precise verbatim representation) into the lesson plans in order to see the effectiveness of a gist-enhanced curriculum. According to Fuzzy-Trace Theory, people tend to rely on gist (bottom-line meaning) rather than verbatim representations (such as exact wording or specific numbers) whenever they make decisions. In teaching the campers, the goal was to see an improvement in retaining the information learned through gist when making decisions, such as deciding between eating a cupcake or eating an apple. Examples of gist-enhanced concepts are: “Developing healthy eating and exercise habits has both long-term and short-term benefits for a person’s physical and mental health,” and “Your diet should consist mostly of fruits and vegetables.”

I was extremely excited to be able to work with the campers. It’s very rewarding to be able to be the person to expose kids to new information, especially the kind that has the potential to affect their lives for the better– like knowing the nutrition concepts and science behind eating well and exercising more, or understanding more about how genetics work. By reviewing Dr. Reyna’s research, I was able to generate a list of possibilities for fun, informative, and engaging activities for the campers. In order to get a better perspective of what a camper would like (around the ages between 11-14), I talked to kids of that age to get their opinions and feedback to develop the most effective and engaging activities. I also read and dissected Dr. Reyna’s empirical research, such as A Theory of Medical Decision Making and Health: Fuzzy Trace Theory (Reyna 2008) and Efficacy of a Web-Based Intelligent Tutoring System for Communicating Genetic Risk of Breast Cancer: A Fuzzy-Trace Theory Approach (Wolfe et al. 2015), to understand the theory behind what we teach in Health and the Brain. Her past publications revolve around how humans remember and process information, which is essential to the development of activities and curriculum for the camp.

After solidifying teaching plans and curricula, I was able to generate and order a material list needed for this year’s curricula. I also started looking into data from previous years to get a better idea of the project through learning how to use IBM SPSS Statistics software. Though at times learning the program has proven to be challenging, the skill set used in statistical analyses is essential to the research process and for my future career goals. Throughout my time of preparation of Health and the Brain in the lab, I have learned much about working in the lab and interacting with not only fellow researchers, but also professionals in other fields, and had a challenging yet enjoyable time getting acquainted to it. I’ve learned that time management is key to completing the project successfully, and held many practice sessions teaching the curriculum and improving my notes and lesson plans.

My adventure at 4-H Camp Bristol Hills began with staff training, including how to mitigate bullying, report child abuse, how to effectively work with kids, and how to de-escalate situations, etc. Staff training allowed me to be well prepared when the kids come to camp in order to make sure that the kids can get the best possible camp experience, and also to get a better sense of how to best engage and recruit kids to participate in the Health and the Brain Outreach Program. During my time at camp, I stayed in a log cabin called Big Dipper, which housed me, Corrine Casal '16, Margaret Sloan'18 (both from the Adolescent Transitions Lab at Cornell), and Sophia Franck (another intern working on a social media project for the camp).  Connecting with all other counselors was very exciting, and I was able to join in on all the camp traditions, such as getting named by another counselor or fun camp songs or skits. We all use camp names at 4-H Camp Bristol Hills, and on the last day of each week, the campers try to guess our real names. My name at camp was Fence-Apella (Pella), because I fenced and sang a capella in high school! It was so inspiring to see how enthusiastic and welcoming the other counselors are to make sure the campers have the greatest time and feel comfortable at camp. The kids were so lucky to have such a diverse selection of activities, ranging from Archery and Air Riflery to Critter Care (where there are two baby white rabbits, hedgehogs, and even snakes).

After staff training came Week 1 of camp, when I finally got to meet all the bright-eyed campers! Every Sunday morning, I woke up early to drive with a graduate student from my lab to Canandaigua, New York, where 4-H Camp Bristol Hills is located. The natural beauty of the area and the camp is breathtaking, especially when the sun sets. Before each week starts, the camp staff had a potluck lunch meeting to get ready for the campers’ arrivals. Registration then began at around 1:30/2 PM for the campers. In order to recruit for the project, I set up a huge poster and table exemplifying all the fun activities and crafts we would do in Health and the Brain, and also talked to parents and campers who were waiting in line. Week after week, I became also more accustomed to and more successful in recruiting campers to participate in Health & the Brain. As an afternoon recreation activity, many campers were excited about drawing brains on swim caps and making DNA using pipe cleaners and beads, along with many other hands-on games and activities. It was so interesting to find kids who were so excited about science and wanted to sign up immediately, and to find others who were more curious and trying to find something that they felt passionate in and wanted to give science a try. After getting everything organized and settling down after the registration period, I would eat dinner with the campers. One of my favorite times during the weeks was being able to meet new kids during mealtimes and talk about their different interests, ranging from horseback riding to TV shows. At night, I would participate in a warm campfire and an evening program, where the counselors and campers get together to do all kinds of fun games with different stations to get the campers to make new friends and be comfortable being themselves at camp.

Health & the Brain had a lot of really bright and curious kids, which was very inspiring. Teaching the curricula at camp was very successful. Many of them knew so much already and had so many questions for me; I’m not sure if I even knew as much as they do when I were their age! A lot of the campers were very inquisitive about different cancer issues and genetic questions and also interested in eating healthier and exercising well. Many had a lot of prior knowledge on vitamins and minerals and where they come from, such as iron from meats and protein or calcium from dairy products. They were also very keen on wearing their “brain swim caps” into the pool and showing off their DNAs to friends. The kids told me again and again how much fun they had and how much they had learned. Many of them were excited about getting a head start in school on the different topics revolving around neuroscience, genetics, and nutrition. Hearing great answers from campers made me feel like I really made a difference in their lives. For the processed foods activity in the nutrition curriculum, the campers split up into two groups: both of them are workers at food company’s factory, but in order to emphasize the differences between highly processed and unprocessed foods, one company processes the core ingredient (styrofoam ball) highly using trans fat (clay), high fructose corn syrup (glitter glue), etc., while the other company only cuts and packages the product. This activity, while very entertaining and involves a lot of the campers’ favorite hands on materials, like clay and beads, also starts the discussion for which product represents a healthier food choice and why.

During my last week at 4-H Camp Bristol Hills, I was able to work with Science, Technology, Engineering, and Mathematics (STEM) campers. I learned that part of working in the field for research involves flexibility, which was required to work around the STEM camper’s busy schedules in order to allow them to have the opportunity to be in Health & the Brain! During Monday through Wednesday, while I worked with other resident campers, other Cornell students working with Professor Franck from the Physics department worked with the STEM campers on building radios and satellite dishes. During my time with them on Thursday and Friday, they asked so many great questions for each topic, especially neuroscience. They knew so many things about the brain that were very advanced. Many of them had watched or read a lot about the brain and knew about different parts of the brain or case studies of special brain trauma, such as memory mechanisms in the hippocampus, or Phineas Gage, the American railroad construction foreman who had an accident that damaged most of his frontal lobe.

Even though each camp session lasts only one week, being together and meeting all these new campers makes one feel very connected to the camp and the kids, especially during moments where the entire camp gets together to hold hands and sing the goodnight song together. When I had to leave at the end of each week, despite being content and proud of a great week, I also felt an underlying sense of sadness to have to leave such a beautiful community where all the kids find places to truly be themselves and find best friends. The camp environment never ceased to amaze me; the campers were brimming with enthusiasm and the counselors still managed to top it week after week. While I’m saddened by the conclusion of my time at camp, I’m also very happy to have made so many great friends, amazing memories, and learned so many things!

Lindsay Dower '17

Lindsay Dower '17

I want to give special thanks to Dr. Reyna, Lindsay Dower ‘17, Dr. Priscila Brust-Renck '15, Dr. Allison Hermann and Tim Davis for allowing me to have the opportunity to be a part of such an exciting outreach project. Your continued support and guidance throughout the project was a huge factor for its success. I also want to thank the staff of 4-H Camp Bristol Hills for welcoming me with open arms, supporting me, and inspiring me with their enthusiasm and hard work! My internship with CCE Health and the Brain Neuroscience Outreach at 4-H Camp Bristol Hills has been such a memorable time. I’m incredibly grateful for the wonderful experience I’ve had this summer, which has allowed me to better understand not only how scientific research labs work and learn the techniques necessary in the future for my own work, but also the opportunity to conduct actual in-field research. With my love for working with kids and being able to get the full log-cabin camp experience, my time at camp has been absolutely phenomenal. This experience has allowed me to solidify my decision to pursue clinical psychology graduate work as a career, and inspired me to take on all opportunities with enthusiasm and determination.