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!!

Not pictured: Reba Howard, Lin Moses

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