STEM

Cooking Up Solutions to Climate Change

By Natalie Liller

EPA’s 5th annual Science of Climate Change Workshop

EPA’s 5th annual Science of Climate Change Workshop

June 15-19th, 2015 marked EPA’s 5th annual Science of Climate Change Workshop—and even more importantly, it summoned the latest group of talented high-school-aged students to learn about the science behind taking action on climate change. This year, the program focused on climate science and the impacts of climate change. World-class scientists, engineers, and policy experts demonstrated their research and led hands-on activities to encourage innovative thinking.

The program’s goal is to reach out to students with a keen interest in science and climate change and equip them with the knowledge and resources to go out into their homes, schools, and communities to raise awareness and to encourage others to act. EPA’s STEM (Science, Technology, Engineering, and Math) Outreach Program, under the leadership of Director Kelly Witter, is engaging these young, bright, and enthusiastic students to extend their knowledge on climate change and build their confidence to become the scientific leaders of their generation.

EPA's Seth Ebersviller, Ph.D. shares the latest cookstove innovations.

EPA’s Seth Ebersviller, Ph.D. shares the latest cookstove innovations.

As a part of their week-long education, the students were able to see sustainable energy being harnessed while speaking to the scientists and engineers about their work. During one session, the students learned about the technology behind biomass-burning cookstoves and solar ovens with Seth Ebersviller, Ph.D., an EPA Post-Doctoral Fellow. With this first-hand exposure, the students constructed their own solar ovens using recycled pizza boxes and aluminum foil and then baked cookies. These excited students were able to take their knowledge on solar power and apply it to an everyday need—cooking.

Unfortunately, it is not all “milk and cookies.” There is a monumental need for change on a global scale to combat the effects of climate change, present and future. Witter believes that students will be the largest advocates for climate awareness because “they understand and appreciate the science.” She hopes that through this program the students will take their “enthusiasm and passion for protecting the environment and share it with their peers to make a difference and help slow the impacts.” And they are doing just that—six program students are already working on educating their peers with hopes of creating a Climate Club chapter at their respective schools. Cassidy Leovic (Riverside High School) said that the goal of the clubs will be to “inform peers on what they can do,” focusing on energy conservation and sustainable food choices. EPA is thrilled to see these students taking action and looks forward to seeing them continue to foster this enthusiasm and change in the coming years.

About the Author: Natalie Liller is a sophomore at Appalachian State University, majoring in Political Science, Pre-Legal Studies and Environmental Science. This summer she is interning at EPA to focus on educating students on environmental science and climate change.

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action.

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La Semana de la Educación Ambiental 2015

Por Stan Meiburg y Diane Wood

Esta semana del 19 al 25 de abril, la EPA y la Fundación Nacional de Educación Ambiental (NEEF, por sus siglas en inglés) están celebrando la Semana Nacional de la Educación Ambiental en conjunto con miles de estudiantes y maestros en todo el país. Mediante la educación ambiental, los educadores enseñan a los estudiantes cómo la ciencia es parte de sus vidas cotidianas, le enseñan destrezas para desarrollar un entendimiento más profundo acerca de los asuntos ambientales, y les instan a tomar decisiones responsables. El Día del Planeta Tierra, cae justo a mitad de la Semana de Educación Ambiental este año. Es un momento importante para reflexionar sobre nuestro impacto medioambiental y qué podemos hacer para proteger nuestro planeta.

Durante los últimos años, la NEEF ha dirigido los esfuerzos de la Semana de Educación Ambiental enfocándose en “Enverdecer las STEM” al alentar a los maestros y a los estudiantes a explorar la conexión entre el mundo natural y las STEM, la sigla en inglés que representa las ciencias, tecnología, ingeniería, y matemáticas. La educación en las STEM provee las bases para cuestionar, investigar, interpretar y finalmente proteger el mundo que nos rodea. Dentro del salón de clases de las STEM, la educación ambiental puede ayudar a los estudiantes a establecer la relación entre las fórmulas que aparecen en la pizarra con las experiencias del mundo real al aire libre. La educación ambiental y las STEM en conjunto equipan a los estudiantes con las destrezas necesarias para analizar críticamente e identificar soluciones eficaces a los problemas ambientales.

Durante esta Semana de la Educación Ambiental, oficinas de la EPA en todo el país están trabajando con sus comunidades para conectar a educadores, así como a jóvenes ambientalistas destacados—los nuevos ganadores del Premio Presidencial Ambiental Juvenil. Los ganadores de este año están restaurando ecosistemas degradados, explorando nuevas opciones interesantes sobre alternativas de combustible, y movilizando nuestras comunidades a apoyar las soluciones sostenibles a los problemas medioambientales. Luego este año, la Oficina de Educación Ambiental de la EPA anunciará las entidades que recibirán nuestras subvenciones de educación ambiental. Cada año, otorgamos $3.5 millones en subvenciones a distritos escolares, gobiernos locales, programas tribales educativos y a otros socios para apoyar proyectos de educación ambiental a fin de promover la concientización, la protección ambiental y el desarrollo de destrezas.

El Día del Planeta Tierra, el personal de la NEEF visitará la Escuela Elemental de Nizhoni en Shiprock, Nuevo México para inaugurar un nuevo laboratorio de las STEM en el patio escolar que será un espacio singular de aprendizaje donde los estudiantes y maestros podrán participar en actividades prácticas manuales que destacan el proceso de “enverdecer” las actividades de las STEM, incluyendo un invernadero para investigaciones científicas y estaciones al aire libre para realizar proyectos de ingeniería y mucho más.

Estas experiencias singulares son la esencia de la educación ambiental—el alentar a los estudiantes a combinar las destrezas de lo aprendido en el salón de clases con su curiosidad acerca del mundo natural. Nos toca a todos nosotros brindarles la oportunidad para descubrir soluciones a los retos medioambientales. Estamos muy entusiasmados de poder explorar las conexiones entre la educación ambiental y las STEM durante todo el año para ayudar a los maestros a encontrar maneras más atrayentes de enriquecer la educación mediante temas ambientales.

Hay muchas maneras en las cuales puede participar. Conviértase en un embajador de la Semana de la Educacion Ambiental. Salga al aire libre esta semana e aprenda algo nuevo acerca del mundo natural. Comparta su entendimiento e inste a todos a su alrededor a hacer lo mismo. Encuentre recursos para su salón de clases o para su hijo en y visite esta página para aprender más acerca de cómo se puede unir a las celebraciones de esta Semana Nacional de la Educación Ambiental.

Acerca de los autores: Stan Meiburg es el subadministrador de la Agencia de Protección Ambiental de Estados Unidos y Diane Wood es la presidenta de la Fundación Nacional de Educación Ambiental.

 

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action, and EPA does not verify the accuracy or science of the contents of the blog.

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Environmental Education Week 2015

This week, April 19-25, EPA and the National Environmental Education Foundation (NEEF) are celebrating National Environmental Education Week along with thousands of students and teachers across the country. Through environmental education, educators show students how science is a part of our daily lives, teach them the skills to develop a deeper understanding of environmental issues, and encourage them to make responsible decisions. Earth Day, which falls in the middle of Environmental Education Week this year, is an important time to reflect on our environmental impact and what we can do to protect our planet.

Over the past several years, NEEF has led Environmental Education Week by focusing on “Greening STEM,” encouraging teachers and students to explore the connection between the natural world and STEM—Science, Technology, Engineering and Math. STEM education provides the building blocks for questioning, investigating, interpreting, and ultimately protecting the world around us. Within the STEM classroom, environmental education can help students relate the formulas on the whiteboard to real world, outdoor experiences. Environmental education and STEM together equip students to critically analyze and identify effective solutions to environmental problems.

This Environmental Education Week, EPA offices across the country are working with their communities to connect with educators as well as recognize outstanding young environmental stewards—the new winners of the President’s Environmental Youth Award. This year’s winners are directly restoring damaged ecosystems, exploring exciting new alternative fuel options, and mobilizing their communities to support sustainable solutions to environmental problems. Later this year, our Office of Environmental Education will announce recipients of our Environmental Education Grants. Each year, we award $3.5 million to school districts, local governments, universities, tribal education programs, and other partners to support environmental education projects promoting awareness, stewardship, and skill building.

On Earth Day, NEEF staff will visit Nizhoni Elementary School in Shiprock, New Mexico, for the unveiling of a brand new Schoolyard STEM Lab, a unique learning space where students and teachers can participate in hands-on activities that exhibit the “greening” of STEM activities, from a greenhouse for science investigations to outdoor stations for engineering projects and more.

These unique experiences are what environmental education is all about—encouraging students to combine the skills they learn in the classroom with their curiosity about the natural world. It’s up to all of us to give them the chance to discover solutions to environmental challenges. We’re excited to explore the connections between environmental education and STEM throughout the year and to help teachers find the most engaging ways to enrich education through environmental themes.

There are many ways to get involved. Be an Environmental Education Week ambassador. Get outside this week and learn something new about the natural world. Share your understanding and encourage those around you to do the same. Find resources for your classroom or your child at http://www2.epa.gov/students/lesson-plans-teacher-guides-and-online-resources-educators and visit http://eeweek.org/ to learn more about how you can join the environmental education Week celebration.

About the authors: Stan Meiburg is the U.S. EPA Acting Deputy Administrator and Diane Wood is the President of the National Environmental Education Foundation.

Editor's Note: The views expressed here are intended to explain EPA policy. They do not change anyone's rights or obligations.

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EPA’s National Center for Environmental Assessment , Nifty Fifty , Science Education , STEM , USA Science & Engineering Festival

By Ken Olden, Ph.D.

 

EPA "Nifty Fifty" scientist Dr. Kenneth Olden

EPA “Nifty Fifty” scientist Dr. Kenneth Olden

Is there something in this world that you would like to see changed? Disease, hunger, health care—I believe we all have things we want to change. That desire for change is how I got to the position that I am in today.

I grew up on a farm along the Appalachian Mountains in rural Tennessee, among the worst poverty in the United States. We were poor, hungry, and I didn’t like the environment in which we lived. I looked around my community and I knew that if we wanted something to change, one of us would need to break out and become a leader. So I thought, why not me?

I decided then that I needed to work hard, go to college, and keep going until I acquired the education to become part of the leadership class. I shined shoes before and after school for 15 cents a pair—that’s how I paid for my first year of college.

I started at Knoxville College in 1956 and earned a B.S. in Biology. Then I earned a M.S. in Genetics from the University of Michigan. After that, I earned my Ph.D. in Cell Biology and Biochemistry from Temple University in 1970.

I made history when I became the first African American to direct one of the National Institutes of Health, the National Institute of Environmental Health Sciences. Today, as the Director of EPA’s National Center for Environmental Assessment, I have a platform from EPA, one of the nation’s top environmental and health organizations, for addressing the issues and problems I’ve wanted to see changed since I was a kid.

Picture of Capital City Public Charter School

Capital City Public Charter School, Washington, DC.

Recently, I had the opportunity to share these experiences with students at the Capital City Public Charter School. I was asked to speak at the school as part of the USA Science & Engineering Festival’s “Nifty Fifty (times 4)” program. The program is linking 200 noted science and engineering professionals with middle schools across the Washington, DC area. My fellow “Niftys” and I are sharing stories about our science and career paths throughout the current school year.

I asked the students if there was anything in the world they would like to see changed. One student wanted to change how people perceive hip-hop. Another wanted equality for women in the workforce. Every student agreed that there was something they wanted to see changed.

My question back to them was: “Why not you?”

You have your lifetime ahead of you to make a difference. Everything that has been discovered to date—it’s all just the beginning! There are just as many possibilities for discovery now as there was when I was in middle school. You can make those discoveries and you can make a difference.

I didn’t like seeing health disparity or people living in unhealthy environments when I was their age, and I wanted to change things. I set out in 1956 to make a difference and at 76, I can say I have lived a good life—I have had the opportunity to make a difference. Now it’s their turn.

About the Author: The Director of EPA’s National Center for Environmental Assessment, Dr. Ken Olden has published extensively in peer-reviewed literature, chaired or co-chaired numerous national and international meetings, and has been an invited speaker at more than 200 symposia.

Dr. Olden has won a long list of honors and awards including the Presidential Distinguished Executive Rank Award, the Presidential Meritorious Executive Rank Award for sustained extraordinary accomplishments, the Toxicology Forum’s Distinguished Fellow Award, the HHS Secretary’s Distinguished Service Award, the American College of Toxicology’s First Distinguished Service Award, and the National Minority Health Leadership Award. From 1991-2005, he served as the Director of the National Institute of Environmental Health Sciences (NIEHS) and the National Toxicology Program (NTP) in the U.S. Department of Health and Human Services.

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action.

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You Can Make A Difference: How I Became a “Nifty Fifty”

By Ken Olden, Ph.D.

 

EPA "Nifty Fifty" scientist Dr. Kenneth Olden

EPA “Nifty Fifty” scientist Dr. Kenneth Olden

Is there something in this world that you would like to see changed? Disease, hunger, health care—I believe we all have things we want to change. That desire for change is how I got to the position that I am in today.

I grew up on a farm along the Appalachian Mountains in rural Tennessee, among the worst poverty in the United States. We were poor, hungry, and I didn’t like the environment in which we lived. I looked around my community and I knew that if we wanted something to change, one of us would need to break out and become a leader. So I thought, why not me?

I decided then that I needed to work hard, go to college, and keep going until I acquired the education to become part of the leadership class. I shined shoes before and after school for 15 cents a pair—that’s how I paid for my first year of college.

I started at Knoxville College in 1956 and earned a B.S. in Biology. Then I earned a M.S. in Genetics from the University of Michigan. After that, I earned my Ph.D. in Cell Biology and Biochemistry from Temple University in 1970.

I made history when I became the first African American to direct one of the National Institutes of Health, the National Institute of Environmental Health Sciences. Today, as the Director of EPA’s National Center for Environmental Assessment, I have a platform from EPA, one of the nation’s top environmental and health organizations, for addressing the issues and problems I’ve wanted to see changed since I was a kid.

Picture of Capital City Public Charter School

Capital City Public Charter School, Washington, DC.

Recently, I had the opportunity to share these experiences with students at the Capital City Public Charter School. I was asked to speak at the school as part of the USA Science & Engineering Festival’s “Nifty Fifty (times 4)” program. The program is linking 200 noted science and engineering professionals with middle schools across the Washington, DC area. My fellow “Niftys” and I are sharing stories about our science and career paths throughout the current school year.

I asked the students if there was anything in the world they would like to see changed. One student wanted to change how people perceive hip-hop. Another wanted equality for women in the workforce. Every student agreed that there was something they wanted to see changed.

My question back to them was: “Why not you?”

You have your lifetime ahead of you to make a difference. Everything that has been discovered to date—it’s all just the beginning! There are just as many possibilities for discovery now as there was when I was in middle school. You can make those discoveries and you can make a difference.

I didn’t like seeing health disparity or people living in unhealthy environments when I was their age, and I wanted to change things. I set out in 1956 to make a difference and at 76, I can say I have lived a good life—I have had the opportunity to make a difference. Now it’s their turn.

About the Author: The Director of EPA’s National Center for Environmental Assessment, Dr. Ken Olden has published extensively in peer-reviewed literature, chaired or co-chaired numerous national and international meetings, and has been an invited speaker at more than 200 symposia.

Dr. Olden has won a long list of honors and awards including the Presidential Distinguished Executive Rank Award, the Presidential Meritorious Executive Rank Award for sustained extraordinary accomplishments, the Toxicology Forum’s Distinguished Fellow Award, the HHS Secretary’s Distinguished Service Award, the American College of Toxicology’s First Distinguished Service Award, and the National Minority Health Leadership Award. From 1991-2005, he served as the Director of the National Institute of Environmental Health Sciences (NIEHS) and the National Toxicology Program (NTP) in the U.S. Department of Health and Human Services.

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action.

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Chasing the “WOW!” With Citizen Schools and EPA Science

By Andrew Murray

Students share their final presentations.

Students share their final presentations.

When I was first asked to lead an after school Citizen Schools apprenticeship, I was fairly apprehensive. Sure, I had taught plenty of episodic classroom presentations and felt comfortable around kids, but committing to teach the same 20 students every week? It was a bit intimidating at first, especially since I’ve never been trained as a teacher and just graduated from college myself.

I was quickly reassured that Citizen Schools is all about having non-teachers teaching; thus the reason it’s called “Citizen” Schools. Volunteer “Citizen Teachers” teach after school hands-on apprenticeships on topics from their careers and expertise. The apprenticeships are taught for 90 minutes, once a week, for 10 weeks, with a final showcase at the end of the semester. The Citizen Schools program targets low-income middle schools to close the “opportunity gap” through academic enrichment and career insight. EPA has been participating in the Durham, NC Citizen Schools program for seven years, at both Neal Middle School and Lowe’s Grove Middle School.

Last fall, I was lucky enough to join a team of veteran EPA employees teaching at Lowe’s Grove. Our apprenticeship was called “Power Play,” which focused on studying various energy generation methods, and their relations to pollution and climate change.

Once we decided on what we were going to teach, we pitched our apprenticeship at the Citizen School Apprenticeship Fair. The students then get the opportunity to sign up for the apprenticeships that interest them. I watched the veterans pitch the apprenticeship a couple of times, and then took my first swing at it. After seeing the kids get excited, my own excitement and confidence grew and, suddenly, I was hooked.

Over the following ten weeks, we would meet with the students every Wednesday after school and teach them about energy and the environment. We built solar ovens, wind turbines, and water wheels, and learned about energy consumption and modeling through an Energy Generation board game developed by EPA colleagues.

"GENERATE!" board game developed by EPA researchers.

“Generate,” a board game developed by EPA researchers.

Every week was mentally challenging, but extremely rewarding. It all lead up to the final presentations – the WOW! event where the students had the chance to “teach back” to the public, their teachers, and their families. For me, the WOW! was what made teaching the apprenticeship addicting. After seeing what the students took away and how excited they were to present it and teach it to the public, I realized what a difference the citizen teachers make in the lives of these students.

The new semester of Citizen School is about to start, and I will be teaching with the same team again at Lowe’s Grove. We will be leading an apprenticeship on “Making Sense of Air Quality,” while another team leads an apprenticeship at Neal on “Environmental Sensing.” I’m so excited to get back in the classroom to make a difference in the lives of another class of up-and-coming environmental experts!

About the Author: Andrew Murray is a Student Services Contractor for EPA’s Office of Research and Development. He graduated from the North Carolina School of Science and Mathematics in 2009, and a received B.S. in Environmental Science from NC State University in 2014.

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action.

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On a Roll with “SustainableJoes”

By Kelly Witter

EPA's Kelley Witter talks sustainability inside an ELF.

EPA’s Kelly Witter talks sustainability from an ELF.

One of the many reasons I love working at EPA is that I enjoy being around people who share my passion for the environment. But when your day job is devoted to environmental protection it’s easy to be complacent about becoming more sustainable. After all, feeling guilty about the occasional slip up, such as not being able to compost my banana peel at lunch, is not enough.

Then, last week, Stephen Szucs of SustainableJoes.com rolled into Durham on a solar- and pedal-powered trike called an ELF. In an instant, he inspired me and many of my colleagues to “rethink” with our actions, not just our words. Stephen is traveling from Canada to Key West, essentially couch surfing the continent, on a “Rethink” tour to expand the conversation on sustainability and to help drive behavior change.

Stephen aims to create the world’s largest sustainability network and make sustainability EASY. He is spontaneous – always looking for an opportunity to engage the public in conversation about his sustainable journey and how little things can make a difference if a lot of people do them. Each person Stephen meets is asked to make a personal sustainability pledge, and he has collected nearly 2000 pledges thus far in in his 5,000 km journey.

He strives to share his message with everyone—especially students. As the Science, Technology, Engineering, and Math (STEM) outreach coordinator for EPA’s laboratory campus in Research Triangle Park, North Carolina, I had the opportunity to have Stephen join me at a Durham middle school to evaluate student proposals on world peace. He was all in. And there we were, listening to proposals and sharing sustainability with a real judge, a school board member, and a sheriff.

Next stop was the Food Truck Rodeo at Research Triangle Park. To get there, a group of seven of us traveled from EPA—by bike and ELF. We definitely generated some sustainability conversation when our pedal/solar powered posse rolled in. The “Rethink” tour truly embodies the Gandhi quote, “Be the change that you wish to see in the world.”

OK, so was I inspired to action by SustainableJoes rolling into my life for three days? Did I rethink anything? I did. Nothing huge (yet), but I did rethink and redo a few things this weekend: 1) I used a solar clothes dryer (hung my laundry out on the lawn furniture); 2) My kids and I used rakes to clean up the leaves from our yard; and 3) I joined Durham’s new, soon-to-be food co-op.

Would I have done any of these things otherwise? Probably not, because it is easier to keep doing the same things in the same way, and that is what SustainableJoes is challenging us to rethink.

My take home messages are that we need to start from where we are, rethinking and moving forward and that, it doesn’t matter what we call it as long as we are doing the right thing.

About the Author: EPA environmental engineer Kelly Witter is the Director of STEM Outreach for the Agency’s laboratory campus in Research Triangle Park, North Carolina.

Editor’s Note: Today (November 6, 2014), Kelly welcomes students from Wake, NC State University STEM Early College High School who will be shadowing her at EPA as part of “Learning about careers is STEMtastic!”—stay tuned for a blog about that in the near future.

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action.

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This Week in EPA Science – Halloween Edition

By Kacey Fitzpatrick

What do most movies about zombies, aliens, robots, and monsters have in common with Research Recap? It All Starts with Science! Research recap graphic identifier, a microscope with the words "research recap" around it in a circle

Of course, you can’t always believe what you see in the movies. Here’s some real research that’s been highlighted by EPA this week (and won’t give you nightmares). Happy Halloween!

  • Prescriptions for Cleaner Waterways Left with expired, unwanted prescriptions, many people will pour them down the sink or flush them away. In a recently published study, EPA scientist Christian Daughton presents ways to reduce the active ingredients of pharmaceuticals from getting into our waterways. Read more.
  • Strengthening IRIS: Cultivating Broad Scientific Input EPA has embraced recommendations by the National Research Council to broaden the input they receive while conducting health assessments in the Agency’s Integrated Risk Information System (IRIS). “Bringing more scientific minds to the table will only strengthen our assessments by encouraging a more robust discussion,” writes IRIS scientist Louis D’Amico, Ph.D. Read more.
  • Broadcom MASTERS EPA’s Drs. Denice Shaw and Tina Bahadori, along with Melissa Anley-Mills, participated in a Science, Technology, Engineering, and Mathematics (STEM) event with the Broadcom MASTERS finalists. Broadcom MASTERS is a national STEM competition for U.S. 6th, 7th, and 8th graders that aims to inspire and encourage future scientists, engineers, and innovators. Read more.

If you have any comments or questions about what I share or about the week’s events, please submit them below in the comments section!

About the Author: Kacey Fitzpatrick is a student contractor and writer working with the science communication team in EPA’s Office of Research and Development.

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action.

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Teaming Up with Science Teachers

By Kacey Fitzpatrick

“One afternoon my high school physics teacher said, ‘Wow, you’re picking this up a lot faster than you realize, and you might have a knack for this.’ That comment sort of lit off a bell for me.”

If you ask an EPA researcher to share what first inspired them to pursue their current career, there’s a good chance they will point to a teacher or professor who sparked their budding passion in science, technology, engineering, or math with an interesting class experiment or some words of wisdom.

EPA's Gayle Hagler, Ph.D. shares her science at a science and engineering festival.

Environmental engineer Gayle Hagler shares her science. Learn more about how to incorporate her’s and other EPA science into the classroom.

EPA environmental engineer Dr. Gayle Hagler, who will be returning the favor in one of the webinars below, can remember the exact day that her teacher inspired her. “One afternoon my high school physics teacher said, ‘Wow, you’re picking this up a lot faster than you realize, and you might have a knack for this.’ That comment sort of lit off a bell for me.”

Dr. Hagler and other Agency researchers are joining forces with The National Science Teachers Association, the world’s largest organization of science teachers, to share their personal stories about the work they do helping to protect human health and the environment.

The Association’s online learning center offers free, 90-minute, web-based, interactive, live seminars featuring scientists, engineers, and education specialists from their partner organizations. The goal is to unite science teachers with nationally acclaimed experts to help them develop fun and exciting ways to engage their students in science.

Check out these three webinars presented by EPA researchers to learn more about tools you can use in and outside the classroom.

 

  • Do-It-Yourself Air Monitoring: Explore the Atmosphere and Turn on Light Bulbs!
    Date: Thursday, September 25, 2014
    Time: 6:30 p.m. ET
    How many tiny particles are in one cubic centimeter of air? What’s the difference between “good” ozone and “bad” ozone? In this webinar, Dr. Gayle Hagler will explore what’s in the air we breathe; how and why scientists measure air pollution, and the growing popularity of citizen science. You will learn a fun hands-on activity for students to build their own air monitor that uses the latest micro sensors to measure particle pollution, commonly known as dust, and turn on light bulbs based on the level in the atmosphere! Learn more.
  • Get Energized: Interactive Generate! Game Explores Energy Choices and Environmental Quality
    Date: Thursday, October 23, 2014
    Time: 6:30 p.m. ET
    How do we understand the costs and benefits of the energy choices we make? What happens if the mix of energy sources changes in the future? What does this all mean for our climate, air, water, and overall environmental quality? In this webinar, Dr. Rebecca Dodder will present some of tools EPA scientists are developing to help states, communities and Tribes make decisions about energy use now and in the future. It will also introduce an interactive board game developed by EPA scientists called Generate! that encourages students to explore energy choices and the environment. Learn more.
  • Exploration and Discovery through Maps: Teaching Science with Technology
    Date: Thursday, November 13, 2014
    Time: 6:30 p.m. ET
    Are you interested in using maps to engage students in science? EPA’s EnviroAtlas tool uses a combination of maps, analysis tools, fact sheets, and downloadable data to help users understand the interactions between people and the environment. Users of all skill levels can access hundreds of maps embracing a range of disciplines including biology, chemistry, geography, and environmental science. In this webinar EPA researchers Anne Neale and Jessica Daniel will give you a first-hand look at all the resources EnviroAtlas has to offer. Learn more.

 

Below are a few more things our researchers shared on “EPA Scientists@Work” about how teachers inspired them.

I had a wonderful 10th grade high school chemistry teacher who instilled in me a love for chemistry. I knew after that class that chemistry was what I wanted to study in college.

In the early 1960s, there was a television show called Gilligan’s Island, and the character I most identified with was the professor. He was making coconut radios and figuring out meteorological events and developing new things, all in the hope of getting them off the island. The professor was a role model. Here was a guy on an island without any tools and he was trying to make a difference. I wanted to be the guy who could look at problems and find solutions involving the use of science.

I knew around the start of high school. I took a lot of math courses and, thanks to some great teachers, I was really motivated to learn more math and science. By the time I was in the tenth grade, I narrowed it down to chemical engineering.

When I was in fifth grade, I had an outstanding teacher. He did all kinds of hands-on experiments in the classroom. In one particular experiment, he separated the class into three groups where one group washed their hands with soap and water, one group washed their hands with just water, and one did nothing. The group who only washed their hands with water had by far, the most bacteria on their hands. The water just mobilized the bacteria off of their fingers. Those experiences really got me interested in science.

I was very curious as a child and always wanted to know why and how things work. My “aha moment” was probably during my freshman year in high school when one of my science teachers told me that I should study engineering—specifically chemical engineering—since I was a good math and science student.

Probably junior year of high school. My teachers were inspirational role models, and I enjoyed all of my classes. By senior year I was intrigued by practical applications of math and science, and started to think about engineering as a career path.

I’ve been interested in science since my 9th grade earth science class. It was the first time I got to do experiments and see that I could learn different things about the world through experiments.

A lot of my interest in science came from my dad, who was a physicist and professor at Tufts University in Boston, Massachusetts. I always wanted to be like my dad.

Do you have a similar memory of a favorite science teacher or class? Please share in the comments below!

About the Author: Writer Kacey Fitzpatrick is a member of the science communication team in EPA’s Office of Research and Development as a student contractor. When asked about her own science education, she replied: “I had a really cool forensics science class in school!”

 

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action.

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Bringing EPA Research—and Confidence—to the Classroom

By Dana Buchbinder

As an undercover introvert I never imagined myself returning to the chaos of middle school, but this spring I took a deep breath and plunged in. For ten Wednesdays I co-taught an afterschool air science apprenticeship for sixth and seventh graders in Durham, North Carolina. The curriculum, “Making Sense of Air Quality,” was developed and taught by two EPA researchers who have volunteered for the past three years with a not-for-profit educational organization.

Students demonstrate air pollution sensors

Making Sense of Air Quality: students demonstrate the air quality sensors they built.

I joined the ranks of these EPA “Citizen Teachers” to help close the opportunity gap in education. The public middle school where we taught serves students from low income families, with 84% of students eligible for free or reduced lunch programs. 15 students participated in our apprenticeship to learn career skills and become air science experts at their school.

At first it was challenging to relax in front of a room of squirmy kids, but I was surprised by how quickly I adapted to students’ needs. Lessons don’t always go as planned (okay, almost never), but patient teaching in hectic moments inspires students to become more observant scientists. When I could step back and appreciate the weekly progress, I recognized the class’s accomplishments.

The students built air sensors from kits an EPA researcher created for outreach. None of the middle schoolers knew electrical engineering or computer programming when we began, but they learned the foundations of these skills in just a few weeks. I watched one student who had struggled with air pollution vocabulary build a working air sensor from a diagram. Meanwhile, his classmate formulated a hypothesis about how her sensor would react to dust in the air.

We asked students to think like environmental scientists: Where would they choose to place air sensors in a community? How could they share what they learned about air pollution?

They saw air quality sensors in action during our field trip to the Village Green Project, an EPA community air monitor at a Durham County Library. Exploring the equipment gave the apprentices more hands-on practice with science.

In addition to teaching kids about EPA air research, this spring’s apprenticeship focused on two 21st century skills: technology and communicating science. These are career tools for a host of much-needed occupations, but are also vital to advancing research for protecting human health and the environment.

We challenged students to share their new air quality knowledge creatively. They designed posters for a community Air Fair and crafted rhyming “public service announcements” to explain how EPA’s AirNow School Flag Program helps young people stay healthy.

The highlight of the apprenticeship for me was standing back as the students showcased what they learned in a scientific presentation for parents, teachers, and scientists. Nearly 300 people attended this culminating event for all the spring apprenticeships. With remarkable professionalism our class explained figures on poster displays, operated their air sensors, and quizzed the audience with an air quality game.

The guests were impressed by the students’ knowledge and caught their enthusiasm in learning about air quality. Asked if the sensor measured pollen, one student said, “oh no, that’s much too big, we are measuring very tiny particles.” Such responses exhibited scientific thinking, focus, and vastly improved understanding of air pollution.

As Citizen Teachers, we were proud to see even the shyest kids present with confidence. These students reminded me that introverts can share passionately when strongly motivated by the subject. By the end of the apprenticeship I had gained my own confidence as an educator from this young flock of scientists.

About the Author: Dana Buchbinder is a Student Services Contractor in EPA’s Office of Research and Development. She hopes you will attend the upcoming Air Sensors Workshop, where speakers in Research Triangle Park, NC will present on air quality monitoring with students.

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action.

Please share this post. However, please don't change the title or the content. If you do make changes, don't attribute the edited title or content to EPA or the author.