Editor's note: Opinion's Spark series includes Spark of Innovation, spotlighting local engineers and scientists, to encourage Orange County students to see career possibilities for themselves in science, technology, math and engineering, and Spark a Passion for Science, highlighting teachers, administrators, parents, students and organizations focused on improving STEM education in Orange County schools. Bill Blanning and Laurie Smith of Science@OC coordinate the Spark series.
* How long have you been involved in STEM and/or science education and in what capacity? I have taught chemistry for 24 years in public and private high schools.
* How are you currently emphasizing STEM education? At Laguna Beach High School, I have developed a project-based learning course, Advanced Chemical Research. The course engages students in long-term projects, many involving original research. Our goal is to produce publishable results, and in 2013, we had the good fortune to publish two papers in peer-reviewed journals. Our most exciting project to date described the invention of a polymer-based antivenom that effectively neutralizes cobra toxins.
In addition to ACR, I have been instrumental in developing the LBHS Honors Chemistry class, in which about 50 percent of class time is devoted to hands-on experimentation and problem-solving. Rather than reserving this experience for elite students, we have structured student placement so that the majority of LBHS students experience the Honors Chemistry curriculum.
This year I am initiating a Math Competitions Team at LBHS, providing opportunities for sophomores, juniors and seniors to improve their problem-solving skills by participating in regional and national competitions.
This year I am also coaching the LBHS InvenTeam. We have received a $10,000 grant from Lemelson-MIT to invent a solar water-purification system (Clean Water for Kenya). We will be sending our team to MIT in June to show off our invention at the Lemelson-MIT EurekaFest.
* What do you see as the biggest single challenge in promoting and enhancing STEM education? What solution(s) would you recommend? Most science teachers (and most administrators) are not scientists. We need more STEM-trained professionals to consider teaching as a career. By increasing the number of scientists who are teachers, we will have more students doing real science, instead of textbook science.
* What would be the most successful outcome of your work? What impact would it have? My goal is for every student I teach to become a scientist. Not necessarily a STEM professional, but a person who understands the value of evidence, and who will recognize when additional data is required to make a rational decision. If all citizens were trained to understand science, I would feel much more confident that our leaders would make quality decisions that would enhance the future of humanity.
* Who or what 'sparked your passion for science'? When did you make your career decision? My parents were both scientists, so I grew up with a test tube in my hand. I made my career decision to become a professional chemist when I was a freshman at Harvard, working in the lab of biochemist Jeremy Knowles, who was a wonderful mentor. I felt that the work I was doing in the Knowles lab was valuable, and that my contributions were valued.
* What part of your job gives you the most satisfaction? I find discovery to be extremely satisfying. I love discovering things myself, and I also love seeing my students discover things.
* Where did you get your undergraduate and advanced degrees, and what was your major and advanced field of study? I have a BS in chemistry from UC Berkeley and an MS in chemistry from Caltech.
* What is the best advice you received that has helped further your career? ' Less is More.' Achieving depth of knowledge in a specific area, to the point where one sees how things are connected at a fundamental level, is much more valuable than a superficial knowledge of a broad variety of topics. My lessons often focus on one compelling example.
* What would you tell students - especially girls, who are underrepresented in science and engineering careers - who think that math and science are 'too hard' and may believe that STEM careers are beyond their reach? My advice is 'Try it, it's fun!' Students who should become STEM professionals will naturally gravitate to the field if given the opportunity to experience what true science looks and feels like. Once students have their first taste of discovery, it's hard to keep them out of the lab.
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Entities 0 Name: LBHS Count: 2 1 Name: Orange County Count: 2 2 Name: LBHS Honors Chemistry Count: 1 3 Name: Laurie Smith Count: 1 4 Name: Harvard Count: 1 5 Name: Jeremy Knowles Count: 1 6 Name: UC Berkeley Count: 1 7 Name: Knowles Count: 1 8 Name: Laguna Beach High School Count: 1 9 Name: Advanced Chemical Research Count: 1 10 Name: Bill Blanning Count: 1 11 Name: Caltech Count: 1 12 Name: Honors Chemistry Count: 1 13 Name: ACR Count: 1 14 Name: Kenya Count: 1 15 Name: MIT Count: 1 Related 0 Url: http://ift.tt/1pK4iWN Title: Teacher spends two days as a student and is shocked at what she learns Description: Do teachers really know what students go through? To find out, one teacher followed two students for two days and was amazed at what she found. Her report is in following post, which appeared on the blog of Grant Wiggins, the co-author of " Understanding by Design" and the author of " Educative Assessment" and numerous articles on education.
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