Post on 19-Dec-2015
The Science & Health Education Partnership (SEP)
The Science & Health Education Partnership (SEP)Mission
To promote partnership between scientists and educators in support of high quality science education for all K-12 students.
MissionTo promote partnership between scientists and educators in support of high quality science education for all K-12 students.
2007-2008 SEP Participation2007-2008 SEP ParticipationSFUSD Schools
91% (105/115)K-12 Students working with UCSF
volunteers
~ 3,200
K-12 Students with enriched science lessons> 15,500 (approx. 28% of SFUSD students)
SFUSD Teachers & UCSF VolunteersOver 200 each
SFUSD Schools91% (105/115)
K-12 Students working with UCSF volunteers
~ 3,200
K-12 Students with enriched science lessons> 15,500 (approx. 28% of SFUSD students)
SFUSD Teachers & UCSF VolunteersOver 200 each
Evaluation OverviewEvaluation Overview
External Evaluators Stanford University School of Education TCC Group Michelle Phillips, Inverness Research
AssociatesMethods Surveys Open-ended written responses Interviews Rubric-based assessments Observation protocols
External Evaluators Stanford University School of Education TCC Group Michelle Phillips, Inverness Research
AssociatesMethods Surveys Open-ended written responses Interviews Rubric-based assessments Observation protocols
Teachers Classroom-based Partnerships
Teachers Classroom-based Partnerships
84% deepened their understanding of the process of science
96% deepened their understanding of scientific concepts
82% report increased collaboration with other teachers
84% deepened their understanding of the process of science
96% deepened their understanding of scientific concepts
82% report increased collaboration with other teachers
Teachers Classroom-based Partnerships
Teachers Classroom-based Partnerships
85% increased expectations for their students
“My expectations for what my class could do scientifically was raised quite a bit. My students made predictions, observations, conducted experiments and recorded findings.” - Elementary School Teacher
85% increased expectations for their students
“My expectations for what my class could do scientifically was raised quite a bit. My students made predictions, observations, conducted experiments and recorded findings.” - Elementary School Teacher
TeachersSummer Courses/Institutes
TeachersSummer Courses/Institutes
Statistically significant gains in science content knowledge in biology and chemistry
Statistically significant shift in attitudes toward science
Impact the way science is taught in SFUSD“The Architecture of Life courses offered by UCSF have fundamentally impacted my approach to the teaching of science. One of the most important things that I took away from the sessions is that science is about exploring the unknown. In other words, it's not the pat following of a certain number of steps that will yield the same or even consistent results. Instead, it is the process of generating a ‘wonderful idea’ and then determining how to explore it in a meaningful way.”
Statistically significant gains in science content knowledge in biology and chemistry
Statistically significant shift in attitudes toward science
Impact the way science is taught in SFUSD“The Architecture of Life courses offered by UCSF have fundamentally impacted my approach to the teaching of science. One of the most important things that I took away from the sessions is that science is about exploring the unknown. In other words, it's not the pat following of a certain number of steps that will yield the same or even consistent results. Instead, it is the process of generating a ‘wonderful idea’ and then determining how to explore it in a meaningful way.”
K-12 StudentsK-12 Students
Elementary Fewer students believe that you have to be “smart” to do science (p<0.001)Secondary Increased enjoyment of science (p<0.003) Increased belief “I am good at science” (p<0.001)Overall Teachers perceive that students see UCSF volunteers as role models - 95%
Elementary Fewer students believe that you have to be “smart” to do science (p<0.001)Secondary Increased enjoyment of science (p<0.003) Increased belief “I am good at science” (p<0.001)Overall Teachers perceive that students see UCSF volunteers as role models - 95%
K-12 StudentsClassroom-based Partnerships
K-12 StudentsClassroom-based Partnerships
Statistically significant shifts in attitudes towards science and scientists (p<0.0001)
Statistically significant shifts in attitudes towards science and scientists (p<0.0001)
K-12 StudentsHigh School Interns
K-12 StudentsHigh School Interns
95% of 2006 Interns matriculated to college 2007 Longitudinal Study of 2000-2003
Cohorts 72% Response Rate (n=33)
- Science Major 76% (21)- Master’s Degree 28% (8)- Professional School 38% (11)- PhD 17% (5)- MD/PhD 4% (1)
95% of 2006 Interns matriculated to college 2007 Longitudinal Study of 2000-2003
Cohorts 72% Response Rate (n=33)
- Science Major 76% (21)- Master’s Degree 28% (8)- Professional School 38% (11)- PhD 17% (5)- MD/PhD 4% (1)
High School InternsHigh School Interns
“I want to emphasize to you that your helping and motivating High School students is a major and very successful effort. High School students need to be shown that they have capabilities, and only when given the experience to discover and use those capabilities do they gain confidence and dreams. I would think that if I had not been in the program during High School I would not be here. I would have just finished High School and that's it.” - Student Follow-up Survey, 2007 (graduated Mills College, 2008)
“I want to emphasize to you that your helping and motivating High School students is a major and very successful effort. High School students need to be shown that they have capabilities, and only when given the experience to discover and use those capabilities do they gain confidence and dreams. I would think that if I had not been in the program during High School I would not be here. I would have just finished High School and that's it.” - Student Follow-up Survey, 2007 (graduated Mills College, 2008)
UCSF VolunteersUCSF Volunteers
100% learn to explain science concepts more simply
85% agree that they will use teaching strategies as a faculty member in the future
92% realize they can make a contribution to science education
100% learn to explain science concepts more simply
85% agree that they will use teaching strategies as a faculty member in the future
92% realize they can make a contribution to science education
Thank you!!Thank you!!
This work is made possible by the generous support of our funders
This work is made possible by the generous support of our funders
• UCSF Chancellor’s Office
• UCSF School of Medicine
• HHMI
• California Science Project
• Genentech Foundation
• S.D. Bechtel, Jr. Foundation
• Silicon Valley Community Foundation
• Burroughs Wellcome Fund