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. Mission To promote partnership between scientists and educators in support of high quality science education for all K-12 students.

SEP Participation SFUSD 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 Volunteers Over 200 each SFUSD 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 Volunteers Over 200 each

Evaluation Overview External Evaluators  Stanford University School of Education  TCC Group  Michelle Phillips, Inverness Research Associates Methods  Surveys  Open-ended written responses  Interviews  Rubric-based assessments  Observation protocols External Evaluators  Stanford University School of Education  TCC Group  Michelle Phillips, Inverness Research Associates Methods  Surveys  Open-ended written responses  Interviews  Rubric-based assessments  Observation protocols

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 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

Teachers Summer 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 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 Students Classroom-based Partnerships Statistically significant shifts in attitudes towards science and scientists (p<0.0001)

K-12 Students High School Interns  95% of 2006 Interns matriculated to college  2007 Longitudinal Study of 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 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 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)

UCSF 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!! Not pictured: Reba Howard, Lin Moses

Thank you!! 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