Enhancing Success in STEM Careers Through Mentored Training (2026-2027)

Background

Environmental health examines how environmental exposures affect human health and how factors such as race, ethnicity, gender and socioeconomic status influence vulnerability to environmental harms. Despite the importance of this work, the environmental health field lacks a diverse community of scholars prepared to address these interdisciplinary challenges.

Locally, Durham Public Schools face persistent educational inequities. Many students fall behind state averages in grade-level proficiency, limiting access to higher education and opportunities in STEM fields. Students from historically underrepresented backgrounds often face additional barriers to developing a strong scientific identity, securing mentorship and understanding pathways into college and careers.

This project centers on strengthening STEM engagement for Durham high school students by offering sustained mentorship, experiential learning and college readiness support. It also supports teachers with resources that make environmental health concepts more accessible in classrooms. The long-term goal is to improve educational outcomes, expand access to scientific careers and prepare a more inclusive next generation of environmental health leaders.

Project Description

This project team will implement, evaluate and expand the Health and Environment Scholars Program, a year-long curriculum for Durham high school students focused on environmental health, college and career readiness and near-peer mentoring by Duke undergraduates. Building on work from previous years, the 2026-2027 team will strengthen mentor training, deepen program coherence and create pathways for long-term engagement.

The curriculum includes 17 in-person sessions organized into two modules. The first emphasizes college advising, professional development and a speaker series featuring environmental health professionals from diverse backgrounds. The second explores connections between humans and the environment, including lessons on pollutants, biodiversity and environmental justice. The year culminates in a Hackathon in which students identify an environmental health challenge and pitch a creative solution informed by knowledge gained throughout the program.

Team members will analyze program effectiveness using pre- and post-program surveys administered to high school students, undergraduate mentors and local educators. These assessments will help determine how the program influences students’ sense of belonging in STEM, interest in higher education and understanding of environmental health concepts. Findings will guide program refinement to increase retention, deepen engagement and strengthen mentoring relationships.

The team will also establish an alumni network to track participant outcomes over time and create opportunities for continued mentorship. Finally, team members will expand access to the Health and Environment Scholars Program by publishing a free online curriculum toolkit for educators and community organizations nationwide.

Anticipated Outputs

• Year-long Health and Environment Scholars Program implementation
• Mentor training workshops
• Program evaluation surveys and analysis
• Curriculum toolkit and website
• Alumni network infrastructure
• Peer-reviewed publication

Student Opportunities

Ideally, this project team will include 2 graduate students and 12 undergraduate students. Students from a wide range of disciplines are encouraged to apply, including environmental science, biology, public health, education, sociology and humanities fields that engage with environmental justice. A diverse team is essential to building strong mentor–mentee relationships and helping high school students see themselves reflected in STEM fields.

Team members will learn skills in curriculum design, inclusive teaching, science communication, and community-engaged research. Students will also gain experience in survey design, statistical analysis, leadership development and project management. Undergraduate mentors will receive structured training in lesson planning, culturally responsive mentoring and effective facilitation of small-group learning.

The team will use a tiered mentorship model in which faculty mentor staff project managers, who mentor graduate and undergraduate students, who in turn mentor high school participants. Students will work in subteams to plan curriculum sessions and carry out research tasks, and all team members will meet weekly. Graduate students will take on leadership roles in research coordination and mentor training.

A staff project manager has already been identified to support team operations.

Student travel will take place locally within Durham for program delivery. No long-distance travel is expected.

Timing

Fall 2026 – Spring 2027

Summer 2026 (optional):

• Update quantitative surveys
• Strengthen high school partnerships
• Recruit mentors and mentees
• Prepare publication from previous years’ data
• Engage Durham educators through the Curriculum Advisor program

Fall 2026:

• Complete Duke training for working with minors
• Implement college and career readiness curriculum
• Administer pre-program surveys

Spring 2027:

• Continue experiential education curriculum
• Support year-end Hackathon
• Collect and analyze survey data
• Launch curriculum website

Summer 2027 (optional):

• Evaluate post-program surveys
• Prepare publication on curriculum toolkit

Crediting

Academic credit available for fall and spring semesters

See earlier related team, Enhancing Diversity in STEM Careers Through Mentored Training (2025-2026).