Sydney Shafer, a PhD student at the University of Kentucky College of Public Health (CPH), spent her summer bridging the gap between classroom learning and real-world application. Through her internship with the Biostat PRODIGY Summer Programming Workshop, she introduced high school students to coding, data visualization, and public health while also building her own skills in mentorship and science communication. During the five-day workshop, Shafer provided hands-on support to students learning R, a statistical programming language widely used in public health research. Through the workshop, Shafer gained a deeper understanding of her career goals and experience to help achieve them.
“It helped strengthen my teaching and communication skills, especially my ability to explain complex ideas to audiences with little or no background knowledge,” she said.
Now in its second year, Biostat PRODIGY is hosted by the CPH Department of Biostatistics, College of Medicine Department of Internal Medicine, and the Center for Health, Engagement, and Transformation. The program introduces high school students to statistical programming, data visualization, and career pathways in biostatistics and epidemiology. Participants work with real health data, build interactive web apps, and engage directly with professionals in the field.
Shafer, who is entering her third year of the PhD program in Epidemiology and Biostatistics, focuses her own research on cannabis use patterns and mental health outcomes. She was connected to the workshop through CPH leadership and served as a graduate assistant.
Her primary role during the workshop was to assist students with coding challenges, which allowed the lead instructor, Dr. Kristen McQuerry, to focus on teaching the full class. Shafer also helped plan and facilitate logistics, from organizing swag bags to leading daily icebreaker activities and introducing guest speakers.
Beyond her technical knowledge, Shafer brought an enthusiasm for public health education. She explained that she didn’t discover epidemiology until her third year of college and wanted to give students a chance to explore the field earlier in their studies.
“I was especially excited to participate in a workshop that introduces high school students not only to coding but also to the fundamentals of biostatistics and epidemiology,” she said.
Each day of the workshop featured structured lessons followed by tiered exercises designed for students at various experience levels. Shafer supported beginners in understanding R syntax and logic while also guiding more advanced students through broader applications of the programming language. She said many students gained both technical skills and confidence throughout the week.
One student’s transformation especially stood out. On the first day, a student arrived early with an anxious parent and, at first, seemed unsure. But by the end of that day, the student told Shafer, “This was so fun, I’m excited for the rest of the week.” That shift, Shafer said, “really set the tone.”
Student feedback echoed that sentiment. Several participants shared that they were more interested in pursuing public health or data science in college after completing the workshop. For Shafer, it was motivating to hear high school students express genuine interest in a field that she herself hadn’t known existed until late in her undergraduate studies.
She encourages other graduate students to seek out opportunities like Biostat PRODIGY, even if they don’t have formal teaching experience.
“Programs like this are often looking for people who are enthusiastic, approachable, and willing to help students feel comfortable learning something new,” she said. “It’s a great way to give back, strengthen your communication skills, and get hands-on teaching experience outside the traditional classroom.”
Shafer and Dr. McQuerry are currently working on a manuscript about the workshop, which they plan to submit later this summer. For Shafer, who aspires to a future faculty role, the experience helped solidify her commitment to combining research with teaching.
“This experience helped confirm that career path for me,” she said
