Pei-Ling Hsu, Ph.D. (2008), University of Victoria, Canada, is Associate Professor of Science Education at the University of Texas at El Paso, USA. She has published books, chapters, and numerous articles on high school students’ internships and discourse and communications in science education.

• PrefaceAcknowledgmentsFigures and Tables1 Challenging the Status Quo of Youth-Scientist Partnerships with Cogenerative Dialogues1 Models of Youth-Scientist Partnerships2 Benefijits of Youth-Scientist Partnerships3 Challenges of Youth-Scientist Partnerships4 The Potential of Cogenerative Dialogues to Advance the Status Quo of Youth-Scientist Partnerships5 Coda2 The Design Principles and Overall Structure of the “Work With A Scientist” Program1 Theoretical Frameworks for the Program2 Program Timeline, Milestones, & Forms3 Program Collaborators and Resources4 Ethical Considerations5 Coda 353 Nuts and Bolts in the Recruitment and Retention of Scientists and Youth1 Scientist Recruitment2 Scientist Retention3 Youth Recruitment4 Youth Application Procedures5 Youth Retention6 Coda4 Training of Cogenerative Dialogues for Mediators, Scientists, and Youth1 The Rules and Structure of Cogens2 Training for Cogen Mediators3 Training for Scientists4 Training for Youth5 Coda5 Challenges and Solutions of Implementing Cogenerative Dialogues1 Challenge 1: Cogens Sometimes Became Lecture-Like Talk2 Challenge 2: Cogen Mediators Sometimes Had a Hard Time Mediating Dialogues3 Challenge 3: Participants Thought That Cogen Sometimes Is a Negative Space4 Challenge 4: Participants Thought Cogens Were Sometimes Useless Because Consensus Was Not Fully Implemented5 Challenge 5: Some Participants Sometimes Dominated the Conversation during Cogens6 Challenge 6: Participants Could Not Differentiate Cogens from Other Types of Conversation7 Challenge 7: Participants Sometimes Had Difficulty Coming up with Ideas for Discussions8 Challenge 8: Participants Sometimes Preferred to Stop Cogens in Order to Catch up Scientifijic Practice Progress by Deadline9 Challenge 9: Participants Would Not Express Their True Voices When the Conversation Might Single out Particular Individuals10 Challenge 10: Participants Sometimes Were off Topic or Shared Too-Personal Matters during Cogens11 Coda6 Issues and Solutions Discussed in Cogenerative Dialogues to Improve Internship Teaching and Learning1 One Example of an Issue Raised by a Student2 One Example of an Issue Raised by a Scientist3 Issues and Solutions Identified during Cogens4 Using Cogens to Transform Contradictions between Different Cultural Groups5 Coda7 Using Cogenerative Dialogues as Boundary Crossing Pedagogy1 Boundary Crossing, Boundary Objects, and Brokers2 Cogenerative Dialogues as a Transformation Tool3 Facilitating Boundary Crossing through Cogenerative Dialogues4 Coda8 Using Cogenerative Dialogues to Dissolve Negative Emotions among Scientists and Youth1 Cogens Enhanced Social Bonding2 Transforming Negative Emotions through Cogens3 The Lily Incident4 Coda9 Using Cogenerative Dialogue to Cultivate a Constructivist Learning Environment1 Survey Results2 Building a Constructivist Internship with Cogens3 Coda10 Youths’ Experiences of Cogenerative Dialogues1 Lily’s Journal Entries about Cogens during the Beginning, Middle, and End of the Internship2 Lily’s Exit Interviews about Cogens3 Lily’s Follow-up Interview about Cogens4 Coda11 Future Research on Youth-Scientist Partnerships1 Future Research Based on the “Work With A Scientist” Program2 CodaAppendix 1: Program SyllabusAppendix 2: Rules and Structures of Cogenerative DialoguesAppendix 3: Cogenerative Dialogues WorksheetAppendix 4: Project Song “Utopia”—LyricsAppendix 5: Cogenerative Dialogue HeuristicAppendix 6: Constructivist Learning Environment Survey-InternshipAppendix 7: Constructivist Learning Environment Survey-SchoolIndex

Pei-Ling Hsu, Ph.D. (2008), University of Victoria, Canada, is Associate Professor of Science Education at the University of Texas at El Paso, USA. She has published books, chapters, and numerous articles on high school students’ internships and discourse and communications in science education.

• PrefaceAcknowledgmentsFigures and Tables1 Challenging the Status Quo of Youth-Scientist Partnerships with Cogenerative Dialogues1 Models of Youth-Scientist Partnerships2 Benefijits of Youth-Scientist Partnerships3 Challenges of Youth-Scientist Partnerships4 The Potential of Cogenerative Dialogues to Advance the Status Quo of Youth-Scientist Partnerships5 Coda2 The Design Principles and Overall Structure of the “Work With A Scientist” Program1 Theoretical Frameworks for the Program2 Program Timeline, Milestones, & Forms3 Program Collaborators and Resources4 Ethical Considerations5 Coda 353 Nuts and Bolts in the Recruitment and Retention of Scientists and Youth1 Scientist Recruitment2 Scientist Retention3 Youth Recruitment4 Youth Application Procedures5 Youth Retention6 Coda4 Training of Cogenerative Dialogues for Mediators, Scientists, and Youth1 The Rules and Structure of Cogens2 Training for Cogen Mediators3 Training for Scientists4 Training for Youth5 Coda5 Challenges and Solutions of Implementing Cogenerative Dialogues1 Challenge 1: Cogens Sometimes Became Lecture-Like Talk2 Challenge 2: Cogen Mediators Sometimes Had a Hard Time Mediating Dialogues3 Challenge 3: Participants Thought That Cogen Sometimes Is a Negative Space4 Challenge 4: Participants Thought Cogens Were Sometimes Useless Because Consensus Was Not Fully Implemented5 Challenge 5: Some Participants Sometimes Dominated the Conversation during Cogens6 Challenge 6: Participants Could Not Differentiate Cogens from Other Types of Conversation7 Challenge 7: Participants Sometimes Had Difficulty Coming up with Ideas for Discussions8 Challenge 8: Participants Sometimes Preferred to Stop Cogens in Order to Catch up Scientifijic Practice Progress by Deadline9 Challenge 9: Participants Would Not Express Their True Voices When the Conversation Might Single out Particular Individuals10 Challenge 10: Participants Sometimes Were off Topic or Shared Too-Personal Matters during Cogens11 Coda6 Issues and Solutions Discussed in Cogenerative Dialogues to Improve Internship Teaching and Learning1 One Example of an Issue Raised by a Student2 One Example of an Issue Raised by a Scientist3 Issues and Solutions Identified during Cogens4 Using Cogens to Transform Contradictions between Different Cultural Groups5 Coda7 Using Cogenerative Dialogues as Boundary Crossing Pedagogy1 Boundary Crossing, Boundary Objects, and Brokers2 Cogenerative Dialogues as a Transformation Tool3 Facilitating Boundary Crossing through Cogenerative Dialogues4 Coda8 Using Cogenerative Dialogues to Dissolve Negative Emotions among Scientists and Youth1 Cogens Enhanced Social Bonding2 Transforming Negative Emotions through Cogens3 The Lily Incident4 Coda9 Using Cogenerative Dialogue to Cultivate a Constructivist Learning Environment1 Survey Results2 Building a Constructivist Internship with Cogens3 Coda10 Youths’ Experiences of Cogenerative Dialogues1 Lily’s Journal Entries about Cogens during the Beginning, Middle, and End of the Internship2 Lily’s Exit Interviews about Cogens3 Lily’s Follow-up Interview about Cogens4 Coda11 Future Research on Youth-Scientist Partnerships1 Future Research Based on the “Work With A Scientist” Program2 CodaAppendix 1: Program SyllabusAppendix 2: Rules and Structures of Cogenerative DialoguesAppendix 3: Cogenerative Dialogues WorksheetAppendix 4: Project Song “Utopia”—LyricsAppendix 5: Cogenerative Dialogue HeuristicAppendix 6: Constructivist Learning Environment Survey-InternshipAppendix 7: Constructivist Learning Environment Survey-SchoolIndex

Pei-Ling Hsu, Ph.D. (2008), University of Victoria, Canada, is Associate Professor of Science Education at the University of Texas at El Paso, USA. She has published books, chapters, and numerous articles on high school students’ internships and discourse and communications in science education.

• PrefaceAcknowledgmentsFigures and Tables1 Challenging the Status Quo of Youth-Scientist Partnerships with Cogenerative Dialogues1 Models of Youth-Scientist Partnerships2 Benefijits of Youth-Scientist Partnerships3 Challenges of Youth-Scientist Partnerships4 The Potential of Cogenerative Dialogues to Advance the Status Quo of Youth-Scientist Partnerships5 Coda2 The Design Principles and Overall Structure of the “Work With A Scientist” Program1 Theoretical Frameworks for the Program2 Program Timeline, Milestones, & Forms3 Program Collaborators and Resources4 Ethical Considerations5 Coda 353 Nuts and Bolts in the Recruitment and Retention of Scientists and Youth1 Scientist Recruitment2 Scientist Retention3 Youth Recruitment4 Youth Application Procedures5 Youth Retention6 Coda4 Training of Cogenerative Dialogues for Mediators, Scientists, and Youth1 The Rules and Structure of Cogens2 Training for Cogen Mediators3 Training for Scientists4 Training for Youth5 Coda5 Challenges and Solutions of Implementing Cogenerative Dialogues1 Challenge 1: Cogens Sometimes Became Lecture-Like Talk2 Challenge 2: Cogen Mediators Sometimes Had a Hard Time Mediating Dialogues3 Challenge 3: Participants Thought That Cogen Sometimes Is a Negative Space4 Challenge 4: Participants Thought Cogens Were Sometimes Useless Because Consensus Was Not Fully Implemented5 Challenge 5: Some Participants Sometimes Dominated the Conversation during Cogens6 Challenge 6: Participants Could Not Differentiate Cogens from Other Types of Conversation7 Challenge 7: Participants Sometimes Had Difficulty Coming up with Ideas for Discussions8 Challenge 8: Participants Sometimes Preferred to Stop Cogens in Order to Catch up Scientifijic Practice Progress by Deadline9 Challenge 9: Participants Would Not Express Their True Voices When the Conversation Might Single out Particular Individuals10 Challenge 10: Participants Sometimes Were off Topic or Shared Too-Personal Matters during Cogens11 Coda6 Issues and Solutions Discussed in Cogenerative Dialogues to Improve Internship Teaching and Learning1 One Example of an Issue Raised by a Student2 One Example of an Issue Raised by a Scientist3 Issues and Solutions Identified during Cogens4 Using Cogens to Transform Contradictions between Different Cultural Groups5 Coda7 Using Cogenerative Dialogues as Boundary Crossing Pedagogy1 Boundary Crossing, Boundary Objects, and Brokers2 Cogenerative Dialogues as a Transformation Tool3 Facilitating Boundary Crossing through Cogenerative Dialogues4 Coda8 Using Cogenerative Dialogues to Dissolve Negative Emotions among Scientists and Youth1 Cogens Enhanced Social Bonding2 Transforming Negative Emotions through Cogens3 The Lily Incident4 Coda9 Using Cogenerative Dialogue to Cultivate a Constructivist Learning Environment1 Survey Results2 Building a Constructivist Internship with Cogens3 Coda10 Youths’ Experiences of Cogenerative Dialogues1 Lily’s Journal Entries about Cogens during the Beginning, Middle, and End of the Internship2 Lily’s Exit Interviews about Cogens3 Lily’s Follow-up Interview about Cogens4 Coda11 Future Research on Youth-Scientist Partnerships1 Future Research Based on the “Work With A Scientist” Program2 CodaAppendix 1: Program SyllabusAppendix 2: Rules and Structures of Cogenerative DialoguesAppendix 3: Cogenerative Dialogues WorksheetAppendix 4: Project Song “Utopia”—LyricsAppendix 5: Cogenerative Dialogue HeuristicAppendix 6: Constructivist Learning Environment Survey-InternshipAppendix 7: Constructivist Learning Environment Survey-SchoolIndex