Kelly Beck and Megan Hsu Science in Service Haas Center for Public Service Stanford University

1. Building Leadership in College Science Students through Science Outreach, Service Learning and Youth Mentorship Kelly Beck and Megan Hsu Science in Service Haas Center for Public Service Stanford University Enriching the Academic Experience of College Science Students May 22-24, University of Michigan, Ann Arbor, MI

2. Presentation Goal Science outreach as a co-curricular learning experience which enriches the academic experience of college science students Developing Leadership

3. Agenda • Who are you? What are your interests? • What is Science in Service? • Experience of Science in Service students • Topic for discussion – Reflection

4. Science in Service: The Big Picture A staff-run program at the Haas Center for Public Service through which Stanford science students go into the community weekly to do hands-on and inquiry-based science activities with kids.

5. Context and History

6. The Age of Science Outreach NSF, NASA, NIH Science and engineering pipeline Diversity in science and engineering Citizenship, issues, and science literacy

7. Philip Scherrer, PhD. Stanford Solar Observatories: How can I do this more effectively? How can I prepare undergraduates for the responsibility we have to the public and to educate all children in science?

8. The Vision Create an innovative model for science outreach through service learning • Ethical and effective public service • Public service leadership among college science students • Enhanced science learning experiences for children in under-resourced communities

9. A Brief History • Year 1: Traditional service-learning course • Year 2: Series of workshops then service • Year 3: Transition to apprenticeship model • Year 4: Apprenticeship and leadership

10. Guiding Philosophy for Praxis • Apprenticeship model for science mentor education “How People Learn“ • Equal and reciprocal partnership We co-create a community of science learning • Positive youth development model for science teaching and learning

11. Parts of Service-Learning • Preparation • Action • Relection • Evaluation/Celebration

12. The Structure Student participation ◦ Community partnership ◦ Training and preparation ◦ Curriculum ◦ Reflection ◦ Leadership

13. SIS Volunteer Mentors 1 quarter commitment ◦ 2 hour training before first placement ◦ Meet weekly on campus to learn activity/lesson ◦ Work with 2-3 kids weekly as exploration guides on a science lesson ◦ Improve their science teaching and youth mentorship skills through apprenticeship ◦ Participate in reflection

14. SIS Mentor Coordinators 1 year commitment with stipend ◦ Advanced training in science teaching ◦ Select and adapt curriculum ◦ Mentor the volunteer mentors ◦ Run weekly mentor meetings ◦ Run reflection sessions ◦ Mentor kids in weekly science activity

15. SIS Director Work closely with mentor coordinators ◦ Work closely with community partner ◦ Guide selection of curriculum themes and curriculum materials ◦ Train mentors and coordinators ◦ Nurture the development and growth of program ◦ Develop leadership in coordinators

16. Training What is Science in Service? ◦ Boys & Girls Club of the Peninsula ◦ Inquiry ◦ How People Learn ◦ Who does science? ◦ Review curriculum ◦ Expectations, hopes, fears ◦ Logistics

17. Community Partnership Boys & Girls Clubs of the Peninsula Full and equal partnership Science in the after-school setting

18. Boys & Girls Club of the Peninsula It is our mission.... to inspire and enable the at-risk youth of the San Francisco Peninsula to achieve their full potential as productive, responsible, and caring citizens – because every child deserves a chance • Founded 1958 • Largest youth development organization on the San Francisco Peninsula BGCP website http://www.bgcp.org/aboutbgcp.php

19. Membership and Facilities 2,300 youth aged 6-18 5 sites: 3 clubhouses, 3 school-based sites • East Palo Alto Clubhouse • Menlo Park Clubhouse • Redwood City Clubhouse • Center for a New Generation (CNG) Program • James Flood Magnet School in Menlo Park • Edison McNair Academy in East Palo Alto • Belle Haven School in east Menlo Park

20. Community Demographics

21. Challenges • Quarter system • Constraints of science students’ academic reality and schedules • The scientific culture • Reaction to reflection • Tendency to mechanistic “problem fixing” • Are we really working WITH our community partner?

22. Successes • Developing scientist-leaders • First-hand knowledge of issues and challenges of educational equity in under-resourced communities • Children have a positive experience of their ability to do science • Science in the after-school setting • Science really is fun!

23. What’s Next? Develop intentional plan for leadership development in Science in Service • Progression from mentor to coordinator • Increased student contact with community partner staff and leadership • Seminars: educational equity, science and society

24. Web Site http://scienceinservice.stanford.edu

25. Acknowledgements • NASA: Solar Dynamics Observatory Mission • Philip Scherrer, Research Professor in Physics, Stanford University • Haas Center for Public Service • Boys & Girls Club of the Peninsula