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This article provides an overview of two different enrichment programs for urban high school students from the Greater Hartford Area of Connecticut that were conducted during the summer of 2002. They were designed to expose students entering the tenth grade to Earth Science as a problem solving science in a challenging and supportive atmosphere. This was done by focusing on understanding watersheds and water quality using primarily chemical techniques on samples collected from the Connecticut River and adjacent waters. The students worked in groups of one to three and student-faculty ratios that did not exceed three to one provided close supervision and individual attention. The majority of the students indicated that the programs were a positive experience and that they developed a greater appreciation for the science and would recommend these programs to other students.
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