In an inspiring initiative that blends education, environmental science, and community outreach, the Local Environment-Based Authentic Discovery (LEAD) project is transforming how students in Akron public schools engage with science. A 2019 Seed Grant from the Environmental Science and Design Research Institute (ESDRI) brought together ɬ faculty Drs. Bridget Mulvey (School of Teaching, Learning, and Curriculum Studies) and David Singer (Department of Earth Sciences) in a new collaboration. The pair created and facilitated curriculum for (APS) high school students to conduct hands-on research on lead (Pb) contamination of soil in their neighborhoods.
The LEAD project has significantly expanded since its inception. With funding from the , the project expanded to middle schools in APS and Painesville City Local Schools. This version of the project has served more than 1,400 students.
Hands-On Research with Real-World Impact
At the heart of the LEAD project is investigating local Pb soil contamination. Students learn of the sources of Pb and negative effects. Then they collect and test samples from their local environments, areas where scientists did not know the state of the contamination. Students then plot the results in Google Maps to look for patterns and potential causes of high Pb contamination. Finally, students take action to protect people in their community such as creating posters for the school hallways or writing letters to local government officials.
Then, the soil samples are analyzed in a lab setting by Singer and his team. The results provide valuable insights into the presence of Pb in the soil and its potential health implications.
Empowering Students as Scientists and Citizens
“The opportunity for students to engage in authentic research is invaluable,” said Mulvey. “Not only are they learning about their own community while developing critical skills, but this soil science research is only possible with their help. The students are moving the research base forward on neighborhood scale soil research, only possible with these students collecting these samples from places like their own yard and the school grounds.” Singer added, “It's really beneficial for the students to see how projects like this come together and interact with people who have a variety of experiences and outlooks.”
The project has fostered numerous collaborations, paving the way for innovative educational opportunities. For example, it has led to partnerships with local teachers, school administrators, and even the Akron Deputy Mayor, who has engaged with students presenting their findings. Such interactions highlight the community’s commitment to addressing Pb contamination issues while empowering students to become advocates for environmental health.
“This project brought together an amazing group of people,” said Singer. “From grade school kids from Akron, undergraduate and graduate students from Ohio and other nearby states, to faculty and staff who grew up all around the US, and an international collaborator. The project would not have been successful without everyone's contributions.”
Adapting and Persevering Through Challenges
The LEAD project has also prompted the development of asynchronous support materials for teachers, including videos and surveys, especially crucial during the challenges of the COVID-19 pandemic. This support ensures that the educational program remains robust and adaptable, reaching all students despite obstacles.
Reflecting on the journey, Mulvey noted, “Research is not just about following a plan; it’s about the ability to pivot and adapt when faced with unexpected challenges. This flexibility has been crucial in our success. And the students are worth it!”
Looking Ahead: Environmental Justice and Continued Research
What started as a small Seed Grant has resulted in rich insights that have truly expanded the scope of this research. Singer states, “This project is connected to an ongoing effort by our group related to coming to terms with the "toxic heritage" of living in a modern, industrialized society. This includes both the physical toxic harm to human bodies and the environment by past industrial practices (e.g. the exposure to lead from gasoline emissions and paint use) as well as the cultural toxic harm when those industrial practices disproportionately affect some communities over others.” He adds, “I think this is an important topic for students to grapple with when weighing the benefits and risk of future resource development, extraction, and use of Earth materials.”
This project has resulted in multiple publications in scientific journals including and . ɬ graduate students have been directly involved in these outcomes. Emily Helaney published her on the topic in 2023 and Chukwudi Nwoko, a current PhD student, has authored one article, with more to come.
As Mulvey, Singer, and the whole team have shown, the LEAD project is not just about science; it’s about fostering a sense of responsibility towards the environment and local community. It embodies a commitment to environmental justice, ensuring that students from all backgrounds can understand and engage with pressing environmental issues. The lessons learned through the LEAD project will resonate far beyond the classroom, cultivating a new generation of informed and proactive citizens dedicated to improving their communities and the environment.
Singer and Mulvey now have a National Science Foundation proposal recommended for support, pending availability of funds, focused on regional contamination, with teachers and students integrated into the research. The team will continue to seek funding to support contamination research while training teachers and students as scientists.