SSP Fellow's First Time Attending Intel ISEF

Sydney Bergman, 2010 SSP Fellow and biology teacher at School Without Walls in Washington, DC describes her experience as a first-time attendee of the Intel International Science and Engineering Fair (Intel ISEF) held May 13-18, 2012.

 

My first time attending the Intel ISEF was overwhelming and exciting - I knew that there were going to be a lot of people, but it didn't really sink in until we were there. It's a lot of people - finalists, student observers, teachers, fair coordinators, parents, sponsors, speakers, etc. It was exciting to see so many people who were excited about science!

 

What stuck out for me the most about the experience was how much the finalists were treated like rock stars. The message, which wasn't explicitly stated, but was heavily implied, is that science is profitable, cool, and communication-driven. I really liked the ceremonies surrounding large events, such as the Excellence in Science and Technology Panel (with Nobel laureates) and the opening ceremony. It made my students feel honored. I had two students from my research class who were finalists, one competing in Animal Sciences, and the other in Environmental Management. They had an absolute blast!

 

I would tell other first-time attendees of Intel ISEF to wear comfortable shoes and bring snacks/water! Being aware of the size of the convention center that Intel ISEF is in, and taking into account how long the days are is important. Also, it seems silly, but scheduling lots of time to go around the project floor and talk to students was really wonderful. I got to hear about projects from all over the world, and talk to students doing some amazing research. Doing that several times over the course of the week was helpful - trying to do it all in one go would be exhausting.

 

I definitely came back from Intel ISEF inspired! I loved the elegance of some of the projects. Many had neat concepts that had been really thoughtfully executed, some without heavy use of fancy lab equipment or research institutions. That for me was the inspiration - how much science can be done without fancy 'toys.' I love my lab equipment (much of which my grant from SSP has paid for!), but I also loved seeing what students were able to do with a range of supplies available.

Q & A with SSP Fellow Sydney Bergman

Sydney Bergman, a 2010 Society for Science & the Public (SSP) Fellow, is a biology teacher at School Without Walls, her own alma mater, in Washington, D.C. Sydney has two students attending the 2012 Intel International Science and Engineering Fair (Intel ISEF) this May in Pittsburgh and has successfully created multiple partnerships with area organizations.

 

What made you decide to apply to be a SSP Fellow?
I had been supporting the science fair program at School Without Walls (SWW) for a few years, but struggled with funding for student projects. I appreciated the flexibility of the grant, particularly in terms of funding all aspects of student projects, not just supplies and equipment.  In my time at SWW, we've gone from having one or two students compete in the citywide science, engineering, technology, and math (STEM) fair to having 11 compete.

 

What is your background in science and research?
I got into science by working in gardens. I worked at the garden for my summer camp as a kid, and worked in a community garden before high school, teaching kids about gardening and science. I majored in biology and writing, intending to become a science writer, but was drawn into teaching instead. I've been teaching at School Without Walls, where also I went to high school, for five years.

 

Can you describe what your experience as an SSP Fellow has been like?
My experience as a Fellow has been fantastic. I had students work on extracurricular projects their first year, in conjunction with the school's senior thesis project class. This year, I taught a section of Senior Project in Science, which is an independent investigations class. I had 11 students, all of whom completed projects and competed in the citywide STEM fair. The stipend from the Fellowship, provided by SSP and Intel, as well as funding from other sources, has been crucial in making such a class possible.

 

Can you describe the progress you have made at your school and in your community?
This year, I had students compete at the citywide science fair. Six won their categories; the remaining five were competing in categories with SWW students. Three students won first, second, and third overall and the top two are going to be attending Intel ISEF this year as well. All students won special awards. Their success in the program has definitely attracted attention, as has students' pride in their own projects. I'm actively recruiting students for next year's program.

I’ve also developed major partnerships with the National Institutes of Health (NIH), the National Oceanic and Atmospheric Association (NOAA), and with George Washington University and Chef Jose Andres. Jose and GWU approached the school about developing a curriculum centered around food. I developed and piloted lessons related to science and food, particularly looking at the evolution of lactose tolerance, protein structure, and biotechnology techniques in the context of insulin manufacturing.


Chef Jose visited class one day, and did a wonderful demo about the science of spherification and other cooking techniques. It was amazing! It was really special for students to get to see that cooking is applied science, and Jose is an extremely energetic and charismatic educator.

 

How has the support you offered impacted students and the broader community?
Students in the research class are going to college knowing that they can be successful doing long-term science research projects. Students are definitely more confident in their abilities in terms of doing lab procedures, as well as in their ability to work on projects that need a lot of attention and revision. Many of them plan to major in science or math, which is great! In terms of the larger community, the school is definitely supportive of the science program, and more and more students are expressing interest in taking upper level sciences.

 

What advice would you have for other individuals attempting to increase interest in science in their communities and nurture students through the research process?
Community partnerships are absolutely key.  I don't try to mentor all eleven students; I partnered with NIH and NOAA to provide mentors. I, of course, support students and supervise them, but it helps kids a lot more if they connect with actual working scientists.  I'm lucky that my school is in Washington, D.C., near a lot of government agencies that can provide mentors; I would encourage teachers to reach out to whoever is in their communities. Students need to see that the scientific community is incredibly diverse in terms of background, experience, and interest. They also need to learn how to work with an adult, in terms of learning business communication, punctuality, etc.

 

Do you have any advice for young students interested in pursuing science?
Science is a verb - students need to do science in order to learn it. I wanted students to experience what it's like to take a project from an initial idea to a completed set of research, and to present that research. That being said, it doesn't happen in a vacuum. Almost all of the students in my research class took or are taking an AP science, often doubling up.

That said, you don't need to be a straight-A student to do science well, nor do you have to be a 'genius' or 'brilliant.' People have this misconception that scientists are born knowing everything and that science is inaccessible to people who aren't somehow gifted. That's pretty much nonsense. So, I would tell students who are interested in doing science to do well in their science classes, but also to have a variety of experiences that they can bring to their projects. They should also know that 'soft skills' like perseverance, reliability, and communication skills, etc., are just as important as knowing the content in completing a project.

 

What are your future plans?
Right now, I'm gearing up to attend Intel ISEF for the first time, which I'm very excited about. In addition, I am working with George Washington University to arrange a forum for students with Dr. Ferid Murad, who won the Nobel Prize in medicine. I'm also actively recruiting students for next year's research class!

 

Final Thoughts?
Don't be afraid to ask for help supporting your program. I get support from NIH and NOAA, as I said, as well as part of the school's senior project curriculum. Reaching out to people in the scientific community has been a fantastic experience. You don't know if people are willing to help until you ask!

 

Q & A with SSP Fellow Dominique Evans-Bye

Dominique Evans-Bye, a 2011 SSP Fellow, is a biology and geographic information systems (GIS) teacher at Clark Magnet High School in La Crescenta, CA. Students from her school recently won the Lexus Eco Challenge.

 

What made you decide to apply to be a Society for Science & the Public (SSP) Fellow?

I applied to be a SSP Fellow in order to give my students the best research experience possible. I look forward to the valuable training, mentorship, and peer support that I will receive through the program. A research stipend was a top motivating factor to ensure my program is sustainable through these tough economic times.

 

What first drew you to science?
My background is in marine biology and geographic information systems science. As a child, any show on TV about animals was, for me, a source of great entertainment. I bred hamsters to predict the color variations that would be produced by different crosses. I was especially fascinated by the marine environment and could hardly wait until I was old enough to enroll in a scuba diving certification program.

 

How has being a SSP Fellow impacted your ability to develop a research program?
I value the experience I’ve had as an SSP Fellow. Project management was an area I wanted to grow in, and SSP gave me the opportunity to expand my knowledge in that area and gave me the experience I needed to set up my own project management plan. Having a plan has helped me give my students research opportunities that they normally would not have until graduate school.

 

What activities have your students participated in?
My students have enjoyed the positive response their projects have garnered at community events. They have presented posters and displays at “GIS Day,” at the Los Angeles County Department of Public Works headquarters, the Western Society of Naturalists (WSN) Annual Meeting, Clark Magnet High School’s o pen house, the Los Angeles County Science Fair,  the California State University, Northridge Student Research Symposium, and to the Glendale Unified School Board. They have entered their projects in competitions such as the WSN poster symposium, Los Angeles County Science Fair, Lexus Eco Challenge, Siemen’s, QuikScience Challenge, and Thacher Environmental Research Contest.

 

How has the support you offered impacted students and the broader community?
I have watched my students gain confidence in their abilities and I’ve watched that confidence grow immensely. My students’ parents have expressed their gratitude for the opportunities that have opened up for my students who are involved with the programs I have to offer.

 

What advice would you have for other individuals attempting to increase interest in science in their communities and nurture students through the research process?
Support from the school’s administration is critical. An educator must have the flexibility to structure a class or a school program around scientific research. The administrators need to allow students to take trips for field work, travel to competitions, and miss a class or two to concentrate on meeting a deadline.  Promoting competitions around environmental issues or robotics engineering seems to interest students most. You have to do a lot of marketing to bring in enough students to make the program viable to run. I’ve created a series of science elective courses with an emphasis on research. The program should be structured in levels so students get credit for a new class each year they sign up. There must be a balance between the rigor of the class and fun. I set minimum requirements, and leave it up to the student to put in the extra effort to reap the benefits competitions offer. That seems to take a lot of the pressure off the students and as a result, most will rise to the challenge.

 

Do you have any advice for young students interested in pursuing science?
Students will be more likely to pursue higher education and a career path in science if they have the knowledge, experience, and some early success in the field. My advice to students is to look past the worksheets and end of the chapter questions. Science is setting up your own experimental design, working in the field or laboratory to gather data and observations, performing your own data analysis, and then communicating your findings. Science allows you to express your creativity. In science, you can be part of a team working to solve some of the world’s most important and complex mysteries. My advice to students is to consistently push yourself. Don’t just take the easiest classes or do only the minimum requirements for graduation. Take those harder math classes you don’t think you’ll need. Set yourself up early to have an easier time in college, and then set a clear path to graduation. Plan on going to graduate school. Get experience through volunteer work and internships. Apply for lots of scholarships and keep applying every year. Build a resume as you go.

 

What are your future plans?
I will be working with the Coastal Marine BioLabs during the coming summer, to bring the “Barcoding Life’s Matrix” program to my Marine Science Research class. My students will be extracting and analyzing DNA of local marine life to upload to a growing online database of genetic information of species on our planet. This will be another component of the ongoing project mapping the abundance and distribution of marine life in the Channel Island National Marine Sanctuary using ArcGIS. 

 

Your students recently competed at the Lexus Eco-Challenge. Can you describe that experience?
My second-year GIS students were tasked to investigate an environmental issue and create a research project focusing on the issue they chose. Out of four projects submitted by my student teams, one won the regional Air/Climate Challenge, then went on to take First Place in the Lexus Eco Challenge. The winning project used spatial analysis and spatial statistics in ArcGIS on ozone smog data from the Environmental Protection Agency to analyze patterns of ozone smog pollution in California. 

 

The Lexus Eco Challenge is geared toward community involvement and environmental activism. They want students to make a difference in the environment through their actions. Students love doing that because they feel empowered when their efforts lead to positive outcomes. In the ozone smog project, students identified a problem and then promoted a solution to use less fossil fuels in order to decrease smog leve ls.

My other team did some amazing projects as well. One project used GIS to model sea level rise. FEMA’s Hazus- MH software was used to estimate economic loss in the areas flooded by a 20-foot increase in sea level. They found huge impacts in Sacramento, the Port of Los Angeles and Port of Long Beach, Marina Dey Rey, and Los Alamitos Bay.

 

Final Thoughts?

I have found that the team format works great for students. They enjoy the camaraderie and can progress their project much further than when working alone. A big weakness that my teams seem to fall into is that they don’t fully understand the role of each team member or how that role fits in the project. That has been a major obstacle for success in science competitions for my students. I think this can be avoided with a more equitable division of tasks. I’ve suggested this to the teams, but have taken a more hands-off approach to allow the team leader and the teams themselves to decide the details of their projects. In the future, I will have more structured requirements. People tend to gravitate towards their strengths. The main goal, however, is to encourage students to continue with their education, not just win a contest. Each team member needs to know every part of the project they have worked on.

 

About the SSP Fellowship- Each year, ten top U.S. high school science and math teachers are selected by SSP as Fellows based on their unique plans to reach students in underserved communities and inspire excellence in independent scientific research. Funded by Intel, the program includes a stipend, ongoing training and resources, and attendance at the Fellows Institute in Washington, DC.

Q & A with SSP Fellow Kathryn Hedges

Kathryn Hedges, a 2011 SSP Fellow, is a pre-college teacher at Lew Wallace STEM Academy in Gary, IN. Students from her school recently won a regional robotics competition. Each year, ten top U.S. high school science and math teachers are selected by SSP as Fellows based on their unique plans to reach students in underserved communities and inspire excellence in independent scientific research. Funded by Intel, the program includes a stipend, ongoing training and resources, and attendance at the Fellows Institute in Washington, DC.

 

What made you decide to apply to be a SSP Fellow?
I have been helping students throughout Lake County conduct research for many years, but it is difficult to help many of the less fortunate kids without funding. The stipend from the SSP Fellowship allowed me to purchase project boards, art materials, rice and arsenic testing kits, solar panels, and other assorted materials for kids to use to do experiments. It also provided materials for robotics and funds for students to attend the robotics contest.

 

What is your background in science and research?

I have loved science for as long as I can remember. As a teen in New Zealand, I went to the beach and caught an octopus in a large glass. I filled my beach bag with water and took it home on the bus.  I also had an albatross that was injured.  I splinted its wing and bought fish to feed it for a month before releasing it.  When I came to the U.S., I was fascinated with the roaches that lived in the trees in the area of Texas that we moved to.  I captured and kept them in a shed because my mother wouldn’t let me bring them inside. 

 

I participated in the science fair while living in New Zealand, and as a freshman in college got more involved with research- I actually worked on the Apollo Program in Houston.  I grew the plant tissue cultures and tested moon dust on them to be sure that they didn’t carry viruses that might destroy the earth. I graduated and continued doing research at the University of Illinois, Naylor Dana Institute, Sloan Kettering Institute, Purdue, and Indiana University. 

 

About 15 years ago, I took over joint leadership of the Calumet Regional Fair.  We have one of the most ethnically diverse science fairs in the state and generally are the only fair that sends minority students to the state fair.

 

How has being a Fellow impacted your ability to develop a research program?

Being an SSP Fellow has enabled me to convince school officials to allow me to work with students that I would not normally have access to.  I am trying to plan a summer research program and the money will help buy materials to get more kids started on research. In addition, I am trying to find a permanent place to set up a research lab for students in our area.

 

Can you describe the progress you have made at your school and in your community?

We formed a robotics and science club for middle school students and a robotics club for high school students.  This group won first place in the first outside science competition the school had ever participated in. Multiple students entered projects into the Calumet Regional Science Fair, and they won an assortment of awards. Three students were able to attend the state science fair, and were the only African-American competitors. Two students from Lake Central High School that I have advised will be attending the Intel International Science and Engineering Fair (Intel ISEF) this May. In addition, I will be bringing another teacher and two of my current advisees as student observers so they can learn more about competing in science fairs.

 

What advice would you have for other individuals attempting to increase interest in science in their communities and nurture students through the research process?

It is difficult working with some groups of students, because they can be transient and have little support from home, community, or school but even a small win- a couple of interesting experiments- can change a child’s life.  To maintain a strong program, I need to find more mentors, additional commitments from local businesses, and more teachers to support students who would like to compete in science fairs.  In our area, there are few schools supporting science fairs and I am working with parents to form science clubs that offer support to local students. 

 

Why do you think it’s important for students to participate in scientific research?

I tell students and others that doing a science fair is a great training ground for almost any career.  Students learn technology, networking, and organizational and presentation skills.  These are all skills needed for any career. Students are better citizens and are able to make better informed decisions as a result of these skills. In a few cases, the results have been life changing- students stayed in school and went on to college as a result of science fair participation and changed the paradigm of a community.  They discovered that they could do what many had told them they couldn’t, and that changed their lives.

 

Your students recently competed in a regional robotics competition. Can you describe that experience?

I formed a robotics club as an after school activity. My students learned to build and operate a robot and then we entered this competition. Brenda Thomas, a teacher I partnered on robotics with, said that she would be happy if the students learned what the competition was about – and truthfully so would I, but I told the kids that I didn’t come to competitions to just play, I expect to win- and that is what they did.  I think the kids were particularly good at reacting quickly to figure out strategies of the game. Next year, I hope to have one robot for every two to three students, instead of the one to ten ratio I had this year.

 

Final thoughts?

If you are a scientist, please consider giving of your time to help a child who needs support.  Consider giving a poor student the opportunity to work in your lab for a few weeks in the summer.  If you work for a company who hires scientists, promote mentorships and donate funds to those who might help a child learn to love science by participating in research.  

 

 

Tim Lundt Helps His Students in Rural Alaska

Tim Lundt's students conduct an experiment

By Caitlin Jennings, Communications Specialist, Society for Science & the Public

“It’s hard to get stuff up here,” says SSP Fellow Tim Lundt, who teaches in Wasilla, Alaska.  “We don’t have the big universities like everybody else does.” His school, the Mat-Su Career & Technical High School, is 40 miles from Anchorage and 300 miles from Fairbanks.

 

However, with the help of SSP, Tim is making new connections for his students. They have been able to connect with scientists from as far away as Finland and Hawaii and, using Skype, his students have overcome distances to get the mentoring that allows them to advance to the next level in their projects.

 

Tim has leveraged SSP funds in other ways too, in order to help the nearly 70 kids he works with after school on Ocean Bowl, Science Olympiad, and other projects. For Ocean Bowl, the students work in teams to create a 20-page report and a presentation. They also practice for the Quiz Bowl, which is sort of like Jeopardy! for all things ocean related. Science Olympiad participants do a range of activities, from building towers to studying physiology, in order to prepare.  Tim supplies snacks to the kids, who often haven’t eaten in hours, to help keep them going after school.  

 

“SSP has funded a lot of that, from the treats to the materials for some of the classes, to transportation o some of the events,” Tim says, adding that, without that support, “We wouldn’t be able to do a lot of the things we have been doing.” The students’ current projects are helping them prepare for science fairs with the goal of eventually competing in Intel ISEF and Intel STS.

 

Alaska, like much of the nation, is seeing shrinking resources, and Tim’s school is no exception.  This year, he and his fellow teachers are each taking on an additional class, and the class sizes are growing, resulting in more papers to grade and less time to spend on extracurricular science.  With resources already slim, Tim says the SSP funding and support is even more important.

 

“When money is tight, I don’t have to worry about ‘do I need to get this,’ ‘do I have to have approval for this,’ I can just go order it and get it done,” he says. “We can go a lot quicker and get stuff accomplished.”

 

• Read more about Tim Lundt and his program
• Learn about the SSP Fellowship

 

 

SSP Fellow Valdine McLean Helps both Students and Farmers with a New Nonprofit

Valdine McLean

 By Caitlin Jennings, Communications Specialist, Society for Science & the Public

 

Valdine McLean, who was selected from a national pool of entrants as an SSP Fellow in 2009, recently established the Great Basin Coop Testing Laboratory. The laboratory will serve as both a community and education resource to residents of Northern Nevada, and Valdine is in the process of getting funding to support building the facility.

 

The new lab will help students in the area, who currently have  limited access to research facilities 90 miles away in Reno, conduct their own research projects.  “Students will have access to local state of the art instrumentation for any analysis of anything that they would like to do,” Valdine says.  “Research can be done at any level of sophistication, but if students want to be competitive and/or make breakthrough discoveries – they need to have access to the technologies to help them do their analysis.”

 

Valdine’s work will also help the local farmers and, as revenue is generated by the students’ research, they will receive scholarships to help them gain additional science training.   “The laboratory will be completely set up to serve students meeting this rural valley, and basically all of northern and central Nevada’s, farming needs.  The students will be able to analyze their crops to make economical and sustainable decisions: such as when to cut their hay versus quality and market, or which crops to plant for diversification as climate and soil conditions change,” Valdine says.  Right now, farmers must send their samples to California and wait 5-10 days before making educated decisions.  “I have farmers come to me daily saying they wish we were [already] up and going.”

 

Valdine started her journey to create this resource with her application to become an SSP Fellow. While at the Fellows Institute in Washington, DC, in 2009, SSP helped connect Valdine with meetings in Senator Harry Reid’s (D-NV) office and at the National Science Foundation. “In addition to these very informative and encouraging meetings, the SSP Fellows Institute also provided us training, development, and advice on our Program Management Plans (PMPs).  This instrument proved to be critical in developing a community interest meeting, the filings for local, state, and federal paperwork, and the by-laws adopted by my board of directors,” Valdine says, adding that the PMP is also helping in the grant writing process.

 

Valdine hopes her nonprofit will bolster science and math education locally, regionally, and maybe even nationally. “We aren’t active in pursuing individuals who are curious, problem solvers, who have imagination and creativity.  I truly believe if we want to do things better, we have to do it different. The laboratory will provide service to the community [and] at the same time foster students to pursue scientific endeavors, majors, and/or careers by allowing those with the desire to create, explore, and imagine the ability to use real tools and financially support them in their efforts.  We could be a working model that makes a difference.”

• Visit the Great Basin Coop Testing Laboratory website
• Learn more about Valdine McLean and her program
• Learn more about the SSP Fellowship

 

Hear what the 2011 SSP Fellows had to say about the Fellows Institute

The 2011 SSP Fellows conduct an experiment at the 2011 SSP Fellows Institute

 The third class of SSP Fellows traveled to Washington, DC, recently for the Fellows Institute. The ten high school teachers received program management training and participated in an intensive week of workshops on guiding students in scientific research. Here are just some of their thoughts on the experience:

 

“Through the conversations with the guest speakers and other Fellows, I will be able to avoid several potential pitfalls and gain unique perspectives on what we are trying to accomplish. The lessons and resources gained would have taken years to acquire separately. Through the lessons I have learned, the SSP Fellows Institute positions my students for success in their research projects.”
-Jonathan Wetherington, Brookwood HS, Suwanee, GA

 

“I came away from the institute feeling that I was really part of a team.  We really got to know each other and felt comfortable bouncing our ideas off of each other.”
-Julie Olson, Mitchell Senior HS, Mitchell, SD

 

“Without a doubt, I feel tremendously fortunate to have worked with such a unique, motivated group of educators.  I can only hope that I can contribute to the development of the youth scientific community such as they have and, undoubtedly, will continue to do so…. I feel exceedingly more empowered, not just from a standpoint of guiding student research to more rigorous levels in the District of Columbia, but also, personally and professionally. ”
-Travis Hartberger, McKinley Technology HS, Washington, DC

 

“The group was one of the most talented I have worked with in a long time. Everyone has done something amazing.”
- Kathryn Hedges, Hammond HS, Hammond, Indiana

 

“I think the main thing the institute forced me to think about was all the details and effort that it takes to build a successful program…Working through the [Project Management Plan] makes me realize that I need to plan a lot up front and continue working to build relationships, follow-up on leads, and reflect on things that work and things that do not.”
-Chris Campbell, Simsboro HS, Ruston, LA

 

 

SSP Fellow Chris Campbell on the 2011 SSP Fellows Intitute

Chris Campbell (left) conducts an experiment at the 2011 SSP Fellows Institute

By Chris Campbell, 2011 SSP Fellow

 

I’ve been to hundreds of hours of professional development opportunities over my 11 years of teaching, but very few were as intense and rewarding as the SSP Fellows Institute. I was one of ten teachers chosen from around the country to learn better ways to integrate authentic student research and receive $8,500 per year in project funding for up to four years. The format of the institute was not completely different from ones I have done before, but the intensity of it was second-to-none.

 

The institute started with an unconventional but effective ice-breaker: a kickball game in the shadows of Woodrow Wilson High School in Washington, DC. The venue for the event was the Donovan House hotel, which I think mirrored the eclectic personalities of the participants— teachers from all ages, personalities, backgrounds, and stages in their careers, but bonded by a passion for teaching and good senses of humor.  “A Little Sweat” should have been the theme of the institute as we worked through hours of presentations and photos and meetings with senators and representatives on Capitol Hill and worked at designing a lesson plan for Vernier sensors, editing our Project Management Plans (PMP) late into the night, completing a scavenger hunt, and conquering team building challenges at Terrapin Adventures in Maryland.

 

I was able to meet with both Representative Rodney Alexander and Senator David Vitter from Louisiana to discuss the SSP Fellowship and challenges facing STEM educators. Most of the time at the Fellows Institute was spent revising our PMPs, but we did have time to network, make an occasional visit to the rooftop pool, or walk the streets in the midst of the century anniversary celebration of Omega Psi fraternity brothers. The Institute speakers brought a wealth of knowledge and insights about effective leadership, working school research projects, business management models, and detailed project management and planning. We also received autographed copies of Success with Science: The Winner’s Guide to High School Research after a presentation by one of the authors, Shiv Gaglani.

 

This was without a doubt one of the most rewarding teacher institutes I have done, and I know that I have made friends for a lifetime, and that I can call on any of them to for advice and help. SSP was a fantastic host, I think that this will be the beginning of a beautiful friendship between SSP and my students. I plan to keep in touch and continue to foster relationships with the other fellows, SSP staff, and presenters.

 

• Learn more about the SSP Fellowship

SSP Fellow Connie Wyrick Creates a Ripple Effect

SSP Fellow Connie Wyrick's students demonstrate the use of a vacuum chamber, which was purchased with support from SSP, to elementary school students

By Caitlin Jennings, Communications Specialist, Society for Science & the Public

Wrapping up her second year as an SSP fellow, Connie Wyrick, along with her students, has a lot to show for her hard work and dedication. One of her students at Miller County R-III High School, a small school with just 67 students in Tuscumbia, Missouri, was recognized as a Kirkpatrick Eagle winner, which places her research as the top high school research project presented in the state at the Missouri Academy of Science State Meeting, and a freshman was awarded a $14,000 scholarship (as one of the top six medicine and health projects at the Missouri Junior Science, Engineering and Humanities Symposium) for her work on edible Missouri mushrooms as antibiotics. Another student will be presenting her research to the school board of education as she found that most local law enforcement officials did not realize that some new sweetened alcoholic beverages, which are branded similar to sodas, contained alcohol.

 

These are just some of Connie’s students’ successes, and there will hopefully be more to come. Upcoming freshmen have already begun research and some of her students will be competing at the Missouri State Future Farmers of American Agriscience Fair this summer. Last year, three of her students received gold medals at the National Agriscience Fair.

 

Not only are her high school students succeeding in science, but they are also sharing their passion with elementary school children in several neighboring schools through science units on topics including chemistry, weather, and ecology. With the help of SSP, they recently created a marine life unit and were able to show over 500 kindergarteners, first-, and second-graders living star fish, sea slugs, and other marine animals that most of the students in this rural area in a land-locked state had never seen before. “The children just went nuts,” Connie says. In this way, SSP’s support causes a “ripple effect,” she says, because the younger kids also get a chance to see what getting involved in high school science could be like.

 

“No doubt the SSP Fellowship has opened doors,” Connie says. “A lot of projects that the students have done would have been very difficult to do without [SSP’s support].” And the Fellowship helps in other ways too. “Probably as much, or more importantly, is that when it comes time to contact [potential] mentors for the kids, as soon as I…mention Society for Science & the Public, the professors just open their doors and their labs and are so receptive to the students coming in and doing research.” She adds that is has also helped the students feel more sure of their scientific abilities. “When it comes time to compete against the schools that are larger, or have a better financial base than our small rural school …they feel like they can be competitive,” she says. “The students themselves have more confidence because they feel like the program has been recognized.”

 

• Learn more about the SSP Fellowship
• Read an article about Connie Wyrick

Intel ISEF 2011 Symposia: Engaging More Students in Science

Randa Flinn is a 2010 SSP Fellow

By Randa Flinn, 2010 SSP Fellow

 

Camping under the stars in the classroom, comparing homemade telescopes, and making light art, these are just some examples of what the International Grammar School in Sydney, Australia is doing in its unique science program.

 

Mia Sharma’s presentation, “Engage More Students in Science through Contextualized and Differentiated Programming and Assessment,” helped enlighten educators at the 2011 Intel ISEF. This program makes science relevant because it is practical, skill-focused, multidisciplinary, and analytical, Mia told the attendees. “It increases awareness of science in daily life, improves engagement and lifelong learning skills while helping students to feel successful in science.”

 

Instead of the typical Biology, Chemistry, and Physics courses, each year teachers teach themed units, and choose syllabus dot points from each of the above disciplines that fit the program. Some examples of themed programs include Forensics, War and Disease, What People do to the Planet, and Science of Music and Art. For each program, teachers choose activities, experiments, excursions, and hands-on projects from biology, chemistry, and physics that relate to the program being studied. For instance, in the Science of Architecture program, students compare building materials in developed and developing countries; test materials for strength, flexibility, and conductivity; and study the physics behind the mechanics of an elevator, heating, insulation, and earthquake resistance. They calculate and analyze their energy usage at home using their electric and gas bill. They study plate tectonics, geology, and wind resistance. Everything they study relates in a meaningful way with a practical focus.

 

Assessment is divided into three levels of difficulty, all within the same class: Fundamental, Intermediate, and Advanced. All students must complete examinations at the Fundamental and Intermediate levels. Some may choose to complete the Advanced level.

 

The program is augmented with another feature: Wide Reading. One hour per week, all students stop and read a science-related book, article, or blog. While students have a choice of the reading, they must meet a requirement of choosing within a type or genre and from a list.

 

Results show that achievement has increased significantly. It is rare for students to pass with Distinction and even more rare to have any with High Distinction. In 2009, only one student earned Distinction and one High Distinction. Mia said in 2010, with this program “After the first semester, 12 students scored with Distinction, and two passed with High Distinction. Second semester, 10 earned Distinction, and seven High Distinction.” Additionally, all students passed in 2010.

 

Anecdotal evidence also indicates students’ increased interest. Mia said she has heard students say “Science is less boring” and “The way we did it was interesting and how we related experiments to real life was more engaging.” Mia added, “Teachers felt that the program resulted in far fewer classroom management problems and that students asked more questions and made more analogies.”

 

Overall, she said, the program improves engagement. “It is good for harder to engage students and for arts-focused students,” said Mia Sharma. While meeting all mandated outcomes, it also engages all students and improves achievement.

 

• Find out more about the International Grammar School in Sydney, Australia www.igs.nsw.edu.au.