May/June 2017 – Vol. 29 No. 7

Missing Science Majors

Posted: Tuesday, October 1st, 2013

by Bethany Dixon

Why aren’t our best science students considering science majors? Out of my team of three State Science Fair awardees, only one is enrolled in a science class his senior year. The other two seniors are bright and interested in research but they didn’t want to take the chance that a difficult AP science course could damage their transcripts in their senior year. They’re tough courses and GPA matters for admissions.

This pattern carries over to major selection and ultimately to the career paths students select. TIME’s Education Summit panel on Basic and Applied Research reported last year’s National Science Foundation operating budget at “$7.4 billion—only $400 million more than Americans spent on potato chips in the same period. Last year too, 20% of undergrads in China were studying in the STEM fields. In Europe it was 11%. In the U.S. it was 4.4%.”

Washington calls for STEM majors to fill technical jobs. Technical skills needed to fill entry-level science jobs offer pay incentives that are dramatically higher than others, but at what cost? Many students are pushed out of science in their first year through the weeding out process of basic required courses or pulled away because of success in early entry-level humanities courses. Statistically, we know that science majors are difficult and STEM careers in academic remain extremely competitive. A colleague of mine who also teaches AP Biology and has a Ph.D. in molecular biology from a top-tier California research institution told me that she struggles with sending her students into research. “It really depends on the lab,” she said, “That is not a place I would send my students.”

Funding of scientific research in the U.S. has been sliced by nearly 20% in the last decade and even as we send our students into careers in science where jobs are predicted to grow, only the most persistent and dedicated students will be able to pursue careers dedicated to science. Federal funding initiatives that researchers depend on (NASA, NIH, NSF) are less certain than ever, and science has a major public relations problem. Take a peek at what Google has to say about what “scientists are…” for an idea on general perceptions.

The American Society of Cell Biologists is trying to put a friendlier face on research with their latest competition: “We are research.” They’ve challenged members to submit photos that portray lab scientists in a more human light and their Facebook and Flickr pages are full of professors of all shapes and sizes and students clustered around tables and benches in jeans and t-shirts. It certainly doesn’t read like the societal misanthropes the Google search makes them out to be – they look like my high school students on a good day in class: happy to be there.

It reminds me of some of Bonnie Bassler’s (CSTA conference keynote speaker in 2009) final words in her fantastic TED Talk about Quorum Sensing. Showing a picture of her smiling lab group in Princeton, New Jersey she says,“…I just want to say that whenever you read something in the newspaper or you get to hear some talk about something ridiculous in the natural world it was done by a child. Science is done by that demographic. All of those people are between 20 and 30 years old, and they are the engine that drives scientific discovery in this country. It’s a really lucky demographic to work with…”

Don’t tell anyone this, but one of the reasons that this hits close to home is that I wasn’t a science major. I’m a tested-in second-career science geek. I read textbooks in my “free” time and watch MIT lectures while I run. I recently told a joke that began with “You need a little bit of background on enzymes for this one, but…” I feel that as a high school teacher the student demographic I work with is extraordinary, but even more so, that science is an extraordinary field. Fixing federal funding, competition, and undergraduate lecture halls of 400 may be beyond our reach, but public perception of scientists and preparation for students to improve major accessibility is well in our corner as science teachers.

Written by Bethany Dixon

Bethany Dixon is a science teacher at Western Sierra Collegiate Academy, is a CSTA Publications Committee Member, and is a member of CSTA.

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CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.