Summer 2024 research opportunity for high school students interested in microbiology!

SCIENTIFIC ADVENTURES FOR GIRLS

Check out Scientific Adventures for Girls (SAfG) to find exciting science-based activities or opportunities for your little ones! 

SAfG offers after school programs, summer camps and more in Oakland, Emeryville, San Leandro, Richmond and Berkeley, CA! 

Visit the SAfG website for additional information.

STEM program at NYU-Poly and Northrop Grumman

NYU-POLY PARTNERS WITH HEAF TO OFFER “STEM” EDUCATION TO MIDDLE SCHOOL STUDENTS

Science of Smart Cities Program Helps Students Prepare for the “Jobs of Tomorrow” by Exposing Them to Hands-On, Project-Based Curriculum and Leading Energy and Aerospace Experts

NEW YORK – April 18, 2013 – Continuing its tradition of offering the most advanced coursework to its middle and high school students in Science, Technology, Engineering, and Mathematics (STEM) and other areas, nonprofit Harlem Educational Activities Fund (HEAF) has partnered with the Polytechnic Institute of New York University (NYU-Poly) to expand NYU-Poly’s prestigious Science of Smart Cities (SoSC) program to HEAF’s seventh and eighth graders. SoSC offers New York City public school students the opportunity to learn and apply advanced STEM knowledge and skills through hands-on instruction, innovative curriculum and field trips with the hope to prepare students to pursue STEM careers.  

NYU Poly’s Center for K12 STEM Education builds on an existing academic relationship with HEAF, the leading supplemental education nonprofit in New York City that turns underserved New York City middle and high school students into high-achieving college graduates. Taught by the university’s undergrad students, NYU-Poly’s SoSC offers HEAF’s middle school students the opportunity to learn and understand how various urban systems, including water, waste management, energy and communications, function and how advances in technology and engineering can improve the world’s cities. 

Applying what they have learned in these specialized classes, the students visited the downtown Brooklyn offices of Northrop Grumman, a leading American aerospace and defense technology company as well as an avid supporter of STEM education among K-12 students. HEAF students received instruction from Northrop Grumman engineers who covered a range of contemporary urban topics, such as traffic engineering and sustainability. In May, the program culminates in final projects for which students will construct their own model “smart city” using real-world materials and technologies.

Programs such as NYU-Poly’s SoSC that expose students to STEM fields early in their academic careers are more important than ever. The demand for STEM education is increasing both at the federal and local levels, as the U.S. competes to reassert its position as a global leader in the science and technology fields. According to the U.S. Bureau of Labor Statistics, approximately 2.1 million new jobs in STEM areas will exist by 2020. However, only 23 percent of college freshmen are entering STEM majors, and only a fraction of these students are African American and Latino.  Both HEAF and NYU-Poly are recognized leaders in educating underserved communities.

“As President Obama recently stated in his State of the Union address and has reinforced through his Administration’s Educate to Innovate campaign, we need to better equip students for the demands of a high-tech economy,” said Ruth Rathblott, president and CEO of HEAF. “In order to do that, we must increase STEM literacy among students, especially those from underrepresented groups, and provide hands-on, real-world experiences that pique their intellectual curiosity and build their critical thinking and problem-solving skills. Through our great partnership with NYU-Poly and our own curriculum, we are arming our students with highly advanced coursework and exposing them to a higher education experience early on, which will prepare them for college, career and a lifetime of learning.”

“We are delighted to partner with HEAF to provide our STEM curriculum to their students and introduce the field of engineering in the context of urban systems and sustainability,” said Ben Esner, director of the Center for K12 STEM Education at NYU-Poly. “NYU-Poly’s Science of Smart Cities program starts with something young people relate to—their immediate environment—and demonstrates how the tools of science and technology can shape the future they’d like to make happen.”

HEAF’s participation in NYU-Poly’s SoSC is just one example of how HEAF is exposing its students to college-level work and direct experience with higher education institutions. Last year, an NYU-Poly graduate student mentored HEAF’s high school students through the FIRST Tech Challenge robotics competition, during which HEAF students designed, built and programmed robots to compete against other high school teams. HEAF frequently partners with a number of other prestigious universities – such as Barnard College, where students have studied humanities including women’s history, and Touro College, where students have studied health education – to expose them to college-level work that is often not available to inner-city students. For more than 20 years, HEAF has an unmatched track record of success with 100 percent of students graduating high school and 98 percent pursing higher education. This compares to 65 percent of all New York City students graduating high school and only 37 percent of African-American and Hispanic male youth completing high school in four years. For more information about HEAF or the Smart Cities program, visit www.heaf.org. For more information on NYU-Poly’s K12 Center for STEM Education, visitwww.poly.edu/k12stem.

EDITOR’S NOTE: On May 18, 2013 at 12 p.m. ET, HEAF students will present their Science of Smart Cities projects at HEAF (2090 Adam Clayton Powell Junior Boulevard, New York, N.Y. 10027). Media are invited to attend.

About Polytechnic Institute of New York UniversityThe Polytechnic Institute of New York University (formerly the Brooklyn Polytechnic Institute and the Polytechnic University, now widely known as NYU-Poly) is an affiliated institute of New York University, soon to be its School of Engineering. NYU-Poly, founded in 1854, is the nation's second-oldest private engineering school. It is presently a comprehensive school of education and research in engineering and applied sciences, rooted in a 159-year tradition of invention, innovation and entrepreneurship. It remains on the cutting edge of technology, innovatively extending the benefits of science, engineering, management and liberal studies to critical real-world opportunities and challenges, especially those linked to urban systems, health and wellness, and the global information economy. In addition to its programs on the main campus in New York City at MetroTech Center in downtown Brooklyn, it offers programs around the globe remotely through NYU-Poly. NYU-Poly is closely connected to engineering in NYU Abu Dhabi and NYU Shanghai and to the NYU Center for Urban Science and Progress (CUSP) also at MetroTech, while operating two incubators in downtown Manhattan and Brooklyn. For more information, visit www.poly.edu.

About HEAF

The Harlem Educational Activities Fund (HEAF) is a high-impact supplemental education and youth leadership nonprofit that turns high-potential but underserved New York City public school students into high-achieving college graduates. HEAF enrolls qualifying students in middle school and supports them until they are successfully admitted to ― and graduate from ― four-year colleges. HEAF offers a variety of after-school, Saturday and summer educational and youth development programs that enable students to develop the intellectual curiosity, academic ability, social values and personal resiliency they need to ensure success in school, career and life. HEAF’s track record of success is unmatched in the industry: 100 percent of HEAF students graduate college, 100 percent go on to higher education and 35 percent obtain advanced degrees. For more information about HEAF or to get involved, visit www.heaf.org.

Summer Science Opportunities for YOUTH

I came across this webpage today that lists many opportunities for young people to get involved with science-related activities for Summer 2013. Opportunities include internships (paid and unpaid) at places like Kaiser Permanente, NASA, MIT, Stanford, UC Berkeley, UC Davis, UC San Francisco, California Academy of Sciences, and the list goes on. I am so happy to find this resource and be able to share it with you, as you all know how excited I am to expose young people to science. Thank you to the Stanford Office of Science Outreach for putting together this great resource!

Contents of the link as described by website: This is a listing of summer science opportunities for students interested in gaining work experience, extending their lab skills and/or going deeper into science!!! This list is provided for informational purposes only, and does not imply endorsement or recommendation by Stanford’s Office of Science Outreach.


Link to resources: Summer Science Opportunities-Internships, Programs and Camps Summer 2013

Super Saturday! STEM Expo in New York 5/22/10

One of my passions is to get more youth interested in the sciences and thus believe that Super Saturday! in New York City on May 22, 2010 will be awesome. See flyer below for detailed information.

Super Saturday! aims to inspire the next leaders in STEM fields in upper Manhattan, particularly low-income, minority students who may not be exposed to the possibilities of STEM education and careers.  At Super Saturday! there will be hands-on activity stations to engage both children (through high school) and parents in fields of STEM.

More information about the Morningside Area Alliance and its programs can be found at www.morningsidealliance.org.

History makers in the making: 10 African-Americans contribute to science

It's Black History month and I wanted to highlight the contributions of African-Americans to science. While searching for information to share with you, I found this website, TheGrio.com, which is an excellent resource for learning about and catching up on the latest African-American-centered news. In honor of Black History month, TheGrio.com features 100 African-Americans who are History Makers in the Making. Of these 100, 10 are making extraordinary contributions to science, including Charles Bolden, Robert Bullard, Dr. Agnes A. Day, Tony Hansberry, Lisa Jackson, Shelton Johnson, James McLurkin, Derrick Pitts, PhD., Jerome Ringo, and Beverly Wright.                                     Video featuring Tony Hansberry 
Because of my interest to get more young minorities involved in science, I was excited to learn about 15-year-old Tony Hansberry who "developed a project that showed how to reduce surgical time for hysterectomies, and has "people in his hometown of Jacksonville, Florida are calling him the 'next Charles Drew'." Full article.

More about TheGrio: TheGrio.com is the first video-centric news community site devoted to providing African Americans with stories and perspectives that appeal to them but are underrepresented in existing national news outlets. TheGrio features aggregated and original video packages, news articles, and blogs on topics from breaking news, politics, health, business, and entertainment, which concern its niche audience.  

STEM careers, how do we appeal to our youth?

STEM (Science, Technology, Engineering, and Math) careers are failing to attract today's youth.  Why? This concern is briefly explored in the January 27, 2010 Herman Trend Alert, STEM Grads and Competitiveness, which says that,

"our youth (seem) to revere the accomplishments of sports celebrities and rock stars, while our scientific geniuses (go) virtually unrecognized. More recently, United States President Barack Obama at his Whitehouse summit for youth echoed Kamen's words, himself promoting the study of the STEM topics as a matter of competitiveness." 

Competitiveness, eh?  So STEM careers have to compete for the admiration of our youth against Kobe and Beyoncé??  Oh boy, that is a tough battle.  So, I prose two questions:

1. To STEM professionals, what can we do to get our young people interested in STEM careers?

2. To young people, what can STEM professionals do to get you interested in STEM careers?

I am going to take a stab at Question #1 myself. I know from personal experience that young people do not exactly view STEM careers as "cool," UNTIL they learn more about what STEM professionals do either through presentations or hands-on activities. So, I believe that exposure is the key.  Unfortunately, young women and minorities are less likely to be exposed to STEM careers.  I was not exposed to careers in STEM until I was a junior in high school through an outreach program that allowed me to shadow a clinical lab researcher at a local hospital.  Until that experience, I did not know any scientists or what their jobs entailed.  This experience greatly influenced my current career path as a biomedical researcher.  From experiences like this Bottom line: Exposure MUST happen sooner.

Want to learn about STEM careers? Then check out these links below!

Browse Occupations Find details like wages, education requirements, and job demand. Create an Occupation Profile by selecting “Explore Careers” and then “Browse” under “Occupations.” 

O*NET’s STEM Occupations View the full list of STEM occupations. Select a job title to learn more.  

Career Voyages Explore career options and education requirements in emerging, high-growth industries and in-demand occupations. 

What Do You Like? Learn how your interests and favorite school subjects match careers. This Web site can help you make informed decisions about careers, education, and training.

Links courtesy of CareerOneStop.

2010 Science Symposium Jan 29-30 to discuss K-12 STEM-related education!

 SCIENCE AND TECHNOLOGY LEADERS tackle critical K-12 issues AT McGraw-Hill EDUCATION’S ‘2010 SCIENCE SYMPOSIUM’  JANUARY 29-30

Science educators and thought leaders from across the country will examine the importance of technology in the classroom with focus on national STEM initiative and 21st-century skill-building

NEW YORK, January 25, 2010 — McGraw-Hill Education’s Science, Technology, Engineering and Mathematics (STEM) Learning Solutions Center is bringing together a group of the nation’s top science educators January 29-30, 2010 at the University of Michigan-Dearborn for a two-day symposium to address some of the most important issues in K-12 science education including the power of technology in the classroom and how school districts can incorporate new and emerging technologies in their instruction. These issues, which are at the forefront of the Obama administration’s Educate to Innovate STEM initiative, are part of McGraw-Hill Education’s larger efforts to help increase students’ interest and achievement in science and math, provide them with digital learning solutions and enhance their ability to compete in today’s global economy.

The event, “2010 Science Symposium,” will convene science educators and curriculum leaders from school districts across the country along with university professors and industry thought leaders to discuss issues including:

• The implications of technology on classroom instruction
• Transforming classroom instruction with interactive whiteboards and other digital tools
• Using student polling technologies to support data-driven decision making
• Evaluating Web-based science content
• Utilizing digital imaging in the science classroom
  

Featured guest speakers include, among others, Dr. Richard H. Moyer, author and professor of science education and natural sciences at the University of Michigan, who will present “The Technology of the Ball Point Pen” and Dr. JoAnne Vasquez, a member of the National Science Board and past president of the National Science Teachers Association, who will present “A View from the Top – A National Perspective on Technology and Science Instruction.”

“Today’s teachers are embracing digital tools for the effective delivery of science instruction and are seeing the benefits these technologies generate by making classes more engaging, difficult concepts easier to comprehend and exposing students to worlds beyond their classrooms,” said Michael Comer, national marketing manager in the McGraw-Hill School Education Group specializing in science education. “The symposium will assemble our nation’s science education leaders for an exchange of rich ideas where the participants can weigh in on current technologies, discuss their effectiveness and share best practices for implementing them.”

McGraw-Hill’s symposium partners include:

• Smart Technologies: Will demonstrate the uses of the Smart Board and will include StudentWorks/TeacherWorks/Interactive Chalkboard/Classroom Presentation Toolkit/Internet
  

• Turning Point Technologies: Will provide classroom assessment opportunities with interactive response pads (“clickers”) and will include Interactive Chalkboard/Classroom Presentation Toolkit/Test Generator
  

• Science Kit: Will provide hands-on demonstrations of Digital Imaging Devices (digital microscopes) and will use activities from K-12 Science programs (life, earth and physical science examples)
  

• Vernier Software: Will provide hands-on demonstrations on the use of Probeware and Data Collection Devices and will include activities from K-12 Science programs (life, earth and physical science examples)
  

• American Museum of Natural History: Will discuss the variety and approach to online Professional Development Courses. They will model course format and offerings as related to the elementary, middle school and high school markets
  

• National Science Digital Library: Will demonstrate their collection of web-based science resources for teachers as related to the elementary, middle school and high school markets
  

Held at the University of Michigan at Dearborn, minutes away from Detroit, the symposium will honor the tradition of innovation and technological advancement that characterizes the university and metro Detroit area.
Editor’s Notes: The symposium is open to news media. McGraw-Hill Education’s Art Block, STEM senior vice president, and Michael Comer, longtime science educator, as well as guest speakers are available for interviews to discuss the symposium and larger trends in science education. Content from the symposium can be made available to news media upon request.

About the McGraw-Hill STEM Learning Solutions Center
The McGraw-Hill Education STEM Learning Solutions Center helps students master essential math skills, develop competence with technology, understand science and math concepts, and learn critical thinking and analysis. McGraw-Hill’s PreK-12 programs and digital platforms prepare students for jobs in today’s global economy.

About McGraw-Hill Education
McGraw-Hill Education, a division of The McGraw-Hill Companies (NYSE: MHP), is a leading global provider of print and digital instructional, assessment and reference solutions that empower professionals and students of all ages. McGraw-Hill Education has offices in 33 countries and publishes in more than 65 languages. Additional information is available at MHEducation.com

Kid science

I woke up this morning and found my eight-year-old daughter watching this cool science show for kids called DragonflyTV on the PBS channel.

DragonflyTV is hosted by teenagers Mariko and Michael and showcases kids, who were about 10 to 17 years old, performing scientific investigations in their local surroundings. As I watched the show, I became so impressed by the scientific questions these kids posed, the approach they devised to test their hypotheses, and how they presented their data.  In this episode, Malformed Frogs, Susie and Katie continued to impress me as they sought out to determine why the frogs in their local pond were displaying malformed

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A summer of scientific research and teaching

There has been a lot going on during summer 2008. Over the past five weeks I served as a mentor for undergraduates in a summer research program hosted by my university. In this role, I assisted a small group of students with constructing scientific research posters and offered advice about the graduate school experience.


Just this past week I finished a course that counts toward receiving a certificate in college teaching. I decided to enroll in this certificate program because

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