1. 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. 20 years of partnership between UCSF and SFUSD

2. SEP works throughout San Francisco In 2005-2006: 106/119 (89%) of SFUSD schools Nearly 12,000 or 22% of SFUSD’s K-12 students Over 400 teachers Over 200 UCSF Volunteers contributed more than 8000 hours

3. Demand for SEP Programs is Growing Year Number

4. SEP Programs Daly Ralston Resource Center - Lending library of health & science materials - Foundation of all of SEP’s work SFUSD-based Partnerships - 20 to 80 hour commitment for UCSF volunteers & teachers - Series of health & science lessons in K-12 classrooms UCSF-based Partnerships - High school students in UCSF labs Courses & Workshops - Week-long summer courses & Saturday seminars for elementary & middle school teachers - Seminar series on current research for middle & high school teachers - Teaching workshop series for UCSF volunteers

5. Daly Ralston Resource Center 2005-2006 Over 300 visitors Over 2 visits per day* (a single “visit” may include 4+ individuals) “I wouldn’t want to teach science without SEP and the Resource Center.”

6. Survey of Resource Center Patrons 51% Response rate for teachers and UCSF volunteers The Daly Ralston Resource Center:  Provides materials and expertise that are not available to me through any other means - 94%  Provides a more meaningful science experience for the students I work with - 93%  Increased my ability to teach hands-on science - 95%  Allowed each of my students to handle materials individually during our science and/or health lessons- 95%

7. UCSF Volunteers 2005-2006 Survey & Open-ended Reflection SFUSD-based Partnerships Nearly 100% response rate Skills Gained Explain science concepts more simply - 99% Increase comfort teaching science - 82% Will use teaching strategies as a faculty member in the future - 85% Program Quality Valuable professional experience - 100% Valuable & effective way to support K-12 science education - 100% Surprising? Reinvigorated my love of science - 58% Increased my personal confidence - 51%

8. UCSF Volunteers Open-ended surveys Explain science concepts more simply “ I learned a great deal about translating complex ideas of human biology to a simple and clear level of understanding of a 5 th grader. It [MedTeach] helps to bring into focus the importance of the scientific concepts we learn in our training. Ultimately the purpose is to utilize this knowledge to empower others (kids & adults) to understand more about themselves and the world around them.” Increase comfort teaching science “ When you can teach a subject to your peers, you really know it. When you can teach that same subject to elementary students, you're some kind of genius. I'm definitely far short of being able to teach elementary students, but I was amazed at how one of our teachers was able to break down the most complicated of concepts into pieces that the students could relate to and internalize. I would like to be an effective teacher, and it was very helpful to have such a good example to look up to during STAT.”

9. UCSF Volunteers Open-ended surveys Reinvigorated my love of science “One of the most rewarding lessons I got through [my partnership] experience was one I did not expect to learn at all.... As a research scientist, I easily get wrapped up in the details of my work - which statistical analysis to use, how to get a technique to work, or what journal to try to publish a paper in. The kids reminded me that I actually have an awesome job. I get to play in a lab all day in order to answer a cool question. I came out of [my partnership experience] having a better appreciation not only of teaching, but of science as well.”

10. SFUSD Teachers 2005-2006 Survey SFUSD-based Partnerships Nearly 100% response rate Learn science Deepened my understanding of scientific concepts - 95% Deepened my understanding of the process of science - 84% Reinvigorated my love of science - 85% More comfortable teaching science - 76% Program Quality Valuable professional experience - 98% Most valuable science education experiences I have had - 80% Surprising? Increased expectations of students’ ability to do science - 85%

11. SFUSD Teachers Open-ended Surveys SFUSD-based Partnerships More comfortable teaching science “I mainly learned that it is very easy to plan and execute great science lessons in my classroom! Working with my two scientists made me realize that it isn't as scary or complicated as I thought it would be. I now have the confidence to plan and teach science in my classroom!” Increased expectations of students’ ability to do science “My expectations for what my class could do scientifically was raised quite a bit. My students made predictions, observations, conducted experiments and recorded findings.”

12. SFUSD Teachers Summer Courses Gain content knowledge Statistically significant shift in teachers’ understanding of key concepts such as: Mass Particulate nature of matter Carbon’s role in living things Photosynthesis

13. SFUSD Teachers Summer Courses Chemistry intimidates me. What about this statement do you agree with? What do you not agree with? PRE: “I agree with this statement because it matches with how I feel when I struggle to answer some questions from my 5th grade students in the class.” “Yes. I find chemistry to be numbers, formulas, unfamiliar words and memorization. I don’t remember much” “Yes! All that memorization. Help!” Overcome fears of science

14. SFUSD Teachers Summer Courses Chemistry intimidates me. What about this statement do you agree with? What do you not agree with? Statistically significant change (p<.0001) from Pre to Post: “After this week I would say chemistry fascinates me!” “I feel more confident in what I have learned and have ideas in how to convey concepts to my students.” “After this course, I am really excited to go back to school and dive into chemistry with my students.” Overcome fears of science

15. SFUSD K-12 Students Science Lessons Students talk about their scientific ideas - 91% Students do their own science experiments - 76% Teachers’ increase ability to teach hands-on - 96% Teachers learn how to involve all students - 82% Role Models Students see UCSF volunteers as role models -96% Teachers’ Perceptions of Benefits to Students 2005-2006 Survey Data

16. Pre Draw-A-Scientist

17. Post Draw-A-Scientist

18. Draw-A-Scientist Rubric & Results Score 0Score 1p value Science DetailNo science detail Any science detail, e.g. test tubes, beakers, etc..026 PersonThe person(s) drawn were unknown or unnamed or was a famous scientist (e.g. Albert Einstein or Bill Nye). The person(s) drawn were known, either themselves or one (both) of the scientists who visited their classroom or some other scientist the student knew personally. <.0001

19. High School Intern Program 92% college matriculation rate 54% matriculation rate expected based on parents’ educational attainment. “Before this program I didn’t really think about college. But after working in a lab and meeting adults who went to college, it inspired me to want to get my Bachelor’s degree and work in a lab.”

21. Funding, 2000 - 2010 ?? ?

22. Extramural Support CurrentPending SourceAnnual $DatesSourceAnnual $Dates HHMI Undergrad $328,5882006- 2010 NIH SEPA$209,7702003- 2007 NIH SEPA*$223,3442007- 2012 HHMI PreCollege $138,6172003- 2007 HHMI PreCollege* $150,0002007- 2012 California Science Project $79,5652006- 2007 California Science Project $55,0002007- 2008 SD Bechtel, Jr. Foundation $45,0002006- 2007 SD Bechtel, Jr. Foundation $45,0002007- 2008 * New applications

23. Proposed Chancellor’s Support of SEP Personnel Support% Effort Academic Salaries - Director100% - Academic Coordinator100% Non-Academic Salaries - Finance Analyst20% - Administrative85% Total Personnel$231,931 Supplies & Expenses$73,947 TOTAL REQUEST$305,878 for FY 07-08 plus 3% increase$315,054 for FY 08-09 $324,506 for FY 09-10 We ask: 1) that this request be renewable and 2) that we be allowed to carry forward unspent funds.

24. Importance of Chancellor’s Commitment Demonstrate institutional commitment to extramural funding agencies Continue momentum built over the past 3 years Retain excellent, dedicated staff Provide flexibility to meet changing programmatic demands Strengthen international reputation