SEP’s lessons ripple outward
Rainwater joined SEP to get professional development in new lab techniques and access to the kits full of expensive reagents and equipment — far beyond what her school could afford. Later, as a teacher on special assignment, she put together other kits and helped developed problem-based curricula, which SEP does really well, she said.
Teachers participating in SEP think about not only why students should learn about a topic, but what tools they need to do so, she said.
“We learn best through stories,” Rainwater said. “SEP has been instrumental in modeling how to use real-world problems to engage students with the content. They provided not only the ‘storyline,’ but the expensive materials to use with my students to allow them to ‘work like scientists.’”
And now, she can tell students her own stories of working like a scientist — her successes and her stumbles. As a previous SEP participant, Rainwater was able to take part in a longer, more in-depth research project this past summer, through a Pathways Hutch Teacher Fellowship, funded by the National Cancer Institute YES/Cure program.
She worked intensively in the lab of microbiologist Dr. Nina Salama, who studies how the bacterium Helicobacter pylori contributes to cancer, including stomach cancer and certain types of lymphomas. Rainwater and her lab mentor hit a hiccup after writing down the wrong reagents for an experiment. Instead of analyzing data, they were forced to rewind and start over.
“If science teachers teach without direct research experience, the challenges and excitement of scientific research are not always apparent to them,” Chowning said.
Now, Rainwater and other SEP teachers can tell their students stories about troubleshooting and struggling with ambiguous results. They can describe what it's like to try to answer questions that aren’t in any textbook.
“To represent science more authentically to students, those experiences are really important for teachers,” Chowning said. “We also give them time to think about how to bring that back to classroom.”
After her first SEP summer, Rainwater developed a project for her general biology classes’ ecology unit. Students learned how to use gel electrophoresis, a standard molecular biology technique, to identify the main species of salmon being consumed by the Puget Sound’s resident orcas. Rainwater was able to show her students how a scientific technique could be applied to address a real-world problem: the ecology of an endangered species.
Several students connected deeply with the material, she said, asking about the steps they could take — today — to help. The elephant conservation kit also offered a jumping-off point for Rainwater to further engage her students, by having them evaluate potential solutions.
She also put lessons from SEP into use in designing professional development programs for other teachers, like Dodt.
“I modeled the way I taught professional development after what SEP had done,” she said. “It was helpful for me, learning how to teach other teachers, what teachers need.”
And five years ago, she took on the challenge of crafting a problem-based biotechnology/biomedical program for a new high school, drawing inspiration from SEP’s problem-based approach. Now every student passing through the school gets a boost from Rainwater’s SEP experience. For example, every floor needed a science supply room, and Rainwater used her experience designing SEP-like kits to figure out how to organize supplies to make them easily and reliably accessible for busy teachers.
Her summer in Salama’s lab inspired Rainwater to refresh a National Institutes of Health curriculum on the epidemiology of cancer that was originally put together in 1997. The data is decades old and the lesson plan doesn’t include information about how pathogens like H. pylori or human papillomavirus contribute to cancer. Rainwater is planning to incorporate some of Salama’s data on H. pylori antibiotic resistance and cancer incidence into the new curriculum.
Dodt will also be bringing SEP back to her classroom. She developed a protocol to help students improve the way that students analyze the graphs they encounter in science texts. To help her students assess whether a graph actually shows what it claims to, Dodt will guide them to look more deeply, including at graph labels, intervals and how the data was collected.
Chowning regularly hears back from teachers who say the experience transformed their teaching — and their impact on students. They’ve seen how access to up-to-date curricula and technology can inspire students to choose scientific careers, particularly underrepresented students who might otherwise have never considered that career path. Feedback from teachers helps SEP shape new curricula, such as the new unit on Race, Racism and Genetics, which grew out of teachers’ requests for a unit focused on science and social justice.
“There’s a big need for kids to be informed citizens,” Rainwater said.
SEP’s work is made possible in part by the National Institutes of Health: Frontiers in Cancer Research, a Science Education Partnership Award from the National Institute of General Medical Sciences, and Pathways to Cancer Research, a Youth Enjoy Science Award (YES/CURE) from the National Cancer Institute, and the Straws Foundation. The contents of this article are solely the responsibility of the SEP/Fred Hutch and do not necessarily represent the official views of the NIGMS, NCI, or NIH.