Connecting scientist mentors with students who have the desire to learn
Every scientist has three key experiences that helped them on the
road to a career in science, technology, engineering and mathematics, or
STEM: 1) being born with a desire to learn; 2) having opportunity to apply STEM principles; and 3) guidance from an effective mentor.
The desire to learn started early in our lives, and those of us who
were lucky began to receive guidance while we were in school. As we
navigated the various stages of our careers, all three experiences built
upon each other. We scientists know the value of mentoring and
providing opportunities to others. However, without a road map to
community engagement, finding out how to give back to the community can
be difficult.
Here is the good news: the skills that make us scientists transfer to working with students in the community! For example: whenever we want to solve an issue with a research project that is outside of our skill set, we simply locate a collaborator who has resources or a skill to meet that need. Scientists can take that same approach to engage the community. So, think about your approach to outreach like you approach a research project.
As always, projects start with questions. Let’s start with these in our quest to help students begin to learn about STEM:
Science Education Academy matches graduate students and postdoc volunteers with elementary school students to introduce them to or reinforce STEM principles over the course of seven weeks. The main benefit of the program is that students from under-represented minority groups have access to scientists at a leading research institution. Moreover, a majority of the science mentors are from under-represented minority groups as well, providing needed role models. At the end of the mentoring cycle participants have a field exercise at Clark Park. Students have an opportunity to apply many of the principles learned in the classroom by exploring the park's environments. Over time, Science Education Academy has built a very strong relationship with students, parents, scientists and a faith-based organization.
The community organization iPRAXIS
prepares students for science fair projects. Postdoctoral scientific
volunteers, or “Scienteers,” visit science classes of area middle
schools and mentor young people with developing science projects.
Students are introduced to the standards of the scientific process,
including background research, experimental design, the scientific
method, notebook maintenance, and project execution. In addition to
helping with science fair projects, Scienteers and other scientists
serve as judges at the city-wide science fair. Each May iPRAXIS hosts an
iFUNCTION, which is an awards program meant to recognize the students’
efforts and achievements.
Read the full post at: http://www.planetary.org
Here is the good news: the skills that make us scientists transfer to working with students in the community! For example: whenever we want to solve an issue with a research project that is outside of our skill set, we simply locate a collaborator who has resources or a skill to meet that need. Scientists can take that same approach to engage the community. So, think about your approach to outreach like you approach a research project.
As always, projects start with questions. Let’s start with these in our quest to help students begin to learn about STEM:
- Does my institution, company or organization already have STEM outreach programs
- Are there faith-based or community groups that are promoting STEM by connecting scientists with students?
- How much time do I have in my schedule for community service?
- Are there other scientists I know who have engaged the community before?
- What are the expected outcomes of my engagement?
Science Education Academy matches graduate students and postdoc volunteers with elementary school students to introduce them to or reinforce STEM principles over the course of seven weeks. The main benefit of the program is that students from under-represented minority groups have access to scientists at a leading research institution. Moreover, a majority of the science mentors are from under-represented minority groups as well, providing needed role models. At the end of the mentoring cycle participants have a field exercise at Clark Park. Students have an opportunity to apply many of the principles learned in the classroom by exploring the park's environments. Over time, Science Education Academy has built a very strong relationship with students, parents, scientists and a faith-based organization.
Science Education Academy
Students perform experiments with simple machines (pulleys and levers) in the Science Education Academy.Read the full post at: http://www.planetary.org