I am a science teacher and I love my job I got into this 13 years ago for the
I got into this 13 years ago for the
I got into this 13 years ago for the chance to inspire the next generation to
chance to inspire the next generation to
chance to inspire the next generation to become scientists but sadly at the
become scientists but sadly at the
become scientists but sadly at the beginning of my career very few of the
beginning of my career very few of the
beginning of my career very few of the high school students I taught who went
high school students I taught who went
high school students I taught who went to college chose anything to do with
to college chose anything to do with
to college chose anything to do with science and quite frankly even from that
science and quite frankly even from that
science and quite frankly even from that small number fewer of them persisted
small number fewer of them persisted
small number fewer of them persisted long enough to earn those degrees and
long enough to earn those degrees and
long enough to earn those degrees and this perplexed me this saddened me even
this perplexed me this saddened me even
this perplexed me this saddened me even though it seemed to match what was
though it seemed to match what was
though it seemed to match what was happening elsewhere let me show you this
happening elsewhere let me show you this
happening elsewhere let me show you this graph if this pie chart represents all
graph if this pie chart represents all
graph if this pie chart represents all of the high school students in America
of the high school students in America
of the high school students in America then only this portion represents the
then only this portion represents the
then only this portion represents the high school students who are deemed
high school students who are deemed
high school students who are deemed proficient in science and math by the
proficient in science and math by the
proficient in science and math by the time they graduate and the question then
time they graduate and the question then
time they graduate and the question then becomes how many of them are even
becomes how many of them are even
becomes how many of them are even interested in the Korean science and
interested in the Korean science and
interested in the Korean science and math well it goes down to this
math well it goes down to this
math well it goes down to this proportion by the time high school
proportion by the time high school
proportion by the time high school students graduate only 17% of them are
students graduate only 17% of them are
students graduate only 17% of them are both proficient and interested in a
both proficient and interested in a
both proficient and interested in a career in science so it’s no wonder that
career in science so it’s no wonder that
career in science so it’s no wonder that we see outcomes like this which comes
we see outcomes like this which comes
we see outcomes like this which comes from the National Center for Education
from the National Center for Education
from the National Center for Education Statistics it says that 48% of the
Statistics it says that 48% of the
Statistics it says that 48% of the college students who chose a stem major
college students who chose a stem major
college students who chose a stem major between 2003 and 2009 just a few years
between 2003 and 2009 just a few years
between 2003 and 2009 just a few years later had either switched to something
later had either switched to something
later had either switched to something non stem or had dropped out completely
non stem or had dropped out completely
non stem or had dropped out completely this bothered me and honestly it haunted
this bothered me and honestly it haunted
this bothered me and honestly it haunted me as a teacher until I stumbled on what
me as a teacher until I stumbled on what
me as a teacher until I stumbled on what I think is a part of the answer one day
I think is a part of the answer one day
I think is a part of the answer one day in my classroom imagined me for a moment
in my classroom imagined me for a moment
in my classroom imagined me for a moment standing in front of my AP physics class
standing in front of my AP physics class
standing in front of my AP physics class 18 of the smartest students at my school
18 of the smartest students at my school
18 of the smartest students at my school and at the end of the lesson one day I
and at the end of the lesson one day I
and at the end of the lesson one day I asked them hey guys what careers are you
asked them hey guys what careers are you
asked them hey guys what careers are you thinking about for when school is over
thinking about for when school is over
thinking about for when school is over it’s a physics class so not surprisingly
it’s a physics class so not surprisingly
it’s a physics class so not surprisingly more than half of them said some kind of
more than half of them said some kind of
more than half of them said some kind of engineering and I don’t remember what
engineering and I don’t remember what
engineering and I don’t remember what led me to ask the next question but I
led me to ask the next question but I
led me to ask the next question but I was indelibly changed by the outcome
was indelibly changed by the outcome
was indelibly changed by the outcome I asked them sure you guys want to be
I asked them sure you guys want to be
I asked them sure you guys want to be engineers how many of you have ever met
engineers how many of you have ever met
engineers how many of you have ever met an engineer zero hands in fact let’s do
an engineer zero hands in fact let’s do
an engineer zero hands in fact let’s do this test for those of you that are here
this test for those of you that are here
this test for those of you that are here how many of you actually know an
how many of you actually know an
how many of you actually know an engineer just like I thought less than
engineer just like I thought less than
engineer just like I thought less than half of you and then even for those of
half of you and then even for those of
half of you and then even for those of you who know an engineer ask yourself
you who know an engineer ask yourself
you who know an engineer ask yourself this question do you know what they
this question do you know what they
this question do you know what they actually do
actually do
actually do I’ll admit one of my closest friends has
I’ll admit one of my closest friends has
I’ll admit one of my closest friends has been an engineer for almost 15 years and
been an engineer for almost 15 years and
been an engineer for almost 15 years and even as an adult even as a science
even as an adult even as a science
even as an adult even as a science teacher I had no clue what he did until
teacher I had no clue what he did until
teacher I had no clue what he did until like a year ago sadly this is the
like a year ago sadly this is the
like a year ago sadly this is the reality for many of the students who sit
reality for many of the students who sit
reality for many of the students who sit in our classrooms and we see the same
in our classrooms and we see the same
in our classrooms and we see the same thing for science students tell me they
thing for science students tell me they
thing for science students tell me they want to be scientists because of some
want to be scientists because of some
want to be scientists because of some romanticized the idea of what scientists
romanticized the idea of what scientists
romanticized the idea of what scientists do but they have no clue if we want to
do but they have no clue if we want to
do but they have no clue if we want to see education improve then we have to
see education improve then we have to
see education improve then we have to fix this that day I realized this is a
fix this that day I realized this is a
fix this that day I realized this is a glaring weakness in the way we do
glaring weakness in the way we do
glaring weakness in the way we do education and I’m Jeff I was just as
education and I’m Jeff I was just as
education and I’m Jeff I was just as guilty as everybody else I told my
guilty as everybody else I told my
guilty as everybody else I told my students if you study hard enough and if
students if you study hard enough and if
students if you study hard enough and if you learn this science if you learn this
you learn this science if you learn this
you learn this science if you learn this math you can become an engineer but
math you can become an engineer but
math you can become an engineer but that’s the world you can’t see until you
that’s the world you can’t see until you
that’s the world you can’t see until you get there if you study hard enough if
get there if you study hard enough if
get there if you study hard enough if you pay attention you can become a
you pay attention you can become a
you pay attention you can become a scientist but don’t worry about what
scientist but don’t worry about what
scientist but don’t worry about what scientists do you’ll see that when you
scientists do you’ll see that when you
scientists do you’ll see that when you get there we try to convince our
get there we try to convince our
get there we try to convince our students to prepare themselves for
students to prepare themselves for
students to prepare themselves for careers with very little information
careers with very little information
careers with very little information about what they’re what they’re
about what they’re what they’re
about what they’re what they’re preparing themselves for if there’s any
preparing themselves for if there’s any
preparing themselves for if there’s any possibility that this is the barrier
possibility that this is the barrier
possibility that this is the barrier that separates our students from their
that separates our students from their
that separates our students from their careers we cannot sit idly by and allow
careers we cannot sit idly by and allow
careers we cannot sit idly by and allow this to happen
this to happen
this to happen we need to be able to build a bridge for
we need to be able to build a bridge for
we need to be able to build a bridge for our students from the classrooms they
our students from the classrooms they
our students from the classrooms they sit in to the careers they want to
sit in to the careers they want to
sit in to the careers they want to achieve now I think art and music
achieve now I think art and music
achieve now I think art and music teachers are doing a better job of this
teachers are doing a better job of this
teachers are doing a better job of this for instance
for instance
for instance this picture from one of my best
this picture from one of my best
this picture from one of my best friend’s she’s an art teacher in
friend’s she’s an art teacher in
friend’s she’s an art teacher in Maryland
Maryland
Maryland when she’s had her students display
when she’s had her students display
when she’s had her students display their artwork in the local gallery or we
their artwork in the local gallery or we
their artwork in the local gallery or we often read about the music teacher who
often read about the music teacher who
often read about the music teacher who gets his best students connected and
gets his best students connected and
gets his best students connected and playing along with the local symphony in
playing along with the local symphony in
playing along with the local symphony in those ways those students get a real
those ways those students get a real
those ways those students get a real taste for what it’s like to function in
taste for what it’s like to function in
taste for what it’s like to function in those professions but what does this
those professions but what does this
those professions but what does this look like for core teachers like science
look like for core teachers like science
look like for core teachers like science and math in English I think the answer
and math in English I think the answer
and math in English I think the answer lies in harnessing the power of
lies in harnessing the power of
lies in harnessing the power of meaningful school University and
meaningful school University and
meaningful school University and Industry partnerships we need more of
Industry partnerships we need more of
Industry partnerships we need more of these stakeholders working together to
these stakeholders working together to
these stakeholders working together to bridge that gap there are at least three
bridge that gap there are at least three
bridge that gap there are at least three ways that partnerships like these can
ways that partnerships like these can
ways that partnerships like these can help universities and industries can
help universities and industries can
help universities and industries can provide advice they can give direct
provide advice they can give direct
provide advice they can give direct guidance on curriculum decisions helping
guidance on curriculum decisions helping
guidance on curriculum decisions helping us as teachers refine our focus and
us as teachers refine our focus and
us as teachers refine our focus and ensuring that we’re addressing the work
ensuring that we’re addressing the work
ensuring that we’re addressing the work skills and the content to prepare
skills and the content to prepare
skills and the content to prepare students for simps for STEM careers a
students for simps for STEM careers a
students for simps for STEM careers a good example of this is the widening
good example of this is the widening
good example of this is the widening focus on coding in America which came
focus on coding in America which came
focus on coding in America which came directly from industry recommendations
directly from industry recommendations
directly from industry recommendations industry said we need more students who
industry said we need more students who
industry said we need more students who can code schools heard this and have
can code schools heard this and have
can code schools heard this and have responded the second way is resources
responded the second way is resources
responded the second way is resources almost always universities and
almost always universities and
almost always universities and industries have the resources that it
industries have the resources that it
industries have the resources that it takes to make learning difficult
takes to make learning difficult
takes to make learning difficult concepts more relevant for students I’ll
concepts more relevant for students I’ll
concepts more relevant for students I’ll let you in on a secret
let you in on a secret
let you in on a secret middle school students and high school
middle school students and high school
middle school students and high school students don’t really care about sales
students don’t really care about sales
students don’t really care about sales but they’re more apt to learn about
but they’re more apt to learn about
but they’re more apt to learn about sales when they get a window into what
sales when they get a window into what
sales when they get a window into what cancer research looks like even my
cancer research looks like even my
cancer research looks like even my students aren’t that interested in
students aren’t that interested in
students aren’t that interested in physics but their excitement increases
physics but their excitement increases
physics but their excitement increases when I explain to them
when I explain to them
when I explain to them that football collisions can generate
that football collisions can generate
that football collisions can generate enough force to be brutally dangerous
enough force to be brutally dangerous
enough force to be brutally dangerous and yet mechanical engineers are working
and yet mechanical engineers are working
and yet mechanical engineers are working now to design better helmets that are
now to design better helmets that are
now to design better helmets that are more protective but the best part of
more protective but the best part of
more protective but the best part of this is that universities and industries
this is that universities and industries
this is that universities and industries have the ability to offer exposure they
have the ability to offer exposure they
have the ability to offer exposure they can explore
can explore
can explore our students to these careers in very
our students to these careers in very
our students to these careers in very meaningful ways and that’s my story
meaningful ways and that’s my story
meaningful ways and that’s my story I was unsatisfied with this in my
I was unsatisfied with this in my
I was unsatisfied with this in my classroom and I searched for ways how
classroom and I searched for ways how
classroom and I searched for ways how can I tear down this veil for my
can I tear down this veil for my
can I tear down this veil for my students until I landed in the gift
students until I landed in the gift
students until I landed in the gift program at Georgia Tech the gift program
program at Georgia Tech the gift program
program at Georgia Tech the gift program partners teachers with university
partners teachers with university
partners teachers with university researchers and industry professionals I
researchers and industry professionals I
researchers and industry professionals I was connected with dr. Raquel Lieberman
was connected with dr. Raquel Lieberman
was connected with dr. Raquel Lieberman a biochemist and I work in her lab where
a biochemist and I work in her lab where
a biochemist and I work in her lab where we where we use protein crystallography
we where we use protein crystallography
we where we use protein crystallography to study the molecular details of
to study the molecular details of
to study the molecular details of important proteins involved in
important proteins involved in
important proteins involved in Alzheimer’s in glaucoma I’ve learned a
Alzheimer’s in glaucoma I’ve learned a
Alzheimer’s in glaucoma I’ve learned a ton about proteins like Maya saline and
ton about proteins like Maya saline and
ton about proteins like Maya saline and signal peptide peptidase or about
signal peptide peptidase or about
signal peptide peptidase or about experiments like high-performance liquid
experiments like high-performance liquid
experiments like high-performance liquid chromatography but the true magic
chromatography but the true magic
chromatography but the true magic happens when I return to my classroom
happens when I return to my classroom
happens when I return to my classroom every time I come back to my classroom
every time I come back to my classroom
every time I come back to my classroom from my own experience I am now equipped
from my own experience I am now equipped
from my own experience I am now equipped with those connections that can make
with those connections that can make
with those connections that can make learning meaningful for my students I
learning meaningful for my students I
learning meaningful for my students I can point to experiments in the textbook
can point to experiments in the textbook
can point to experiments in the textbook and say hey look guys I did this and I
and say hey look guys I did this and I
and say hey look guys I did this and I know why scientists do it and this is
know why scientists do it and this is
know why scientists do it and this is why they do it and in enough time my
why they do it and in enough time my
why they do it and in enough time my passion becomes my students passions
passion becomes my students passions
passion becomes my students passions even better in the more recent years I
even better in the more recent years I
even better in the more recent years I get to bring teams of my students with
get to bring teams of my students with
get to bring teams of my students with me for the summer they spend five weeks
me for the summer they spend five weeks
me for the summer they spend five weeks in the lab actually involved in the
in the lab actually involved in the
in the lab actually involved in the process designing the experiments using
process designing the experiments using
process designing the experiments using sophisticated million-dollar equipment
sophisticated million-dollar equipment
sophisticated million-dollar equipment collecting the results discussing the
collecting the results discussing the
collecting the results discussing the conclusions this picture is of Jose Jose
conclusions this picture is of Jose Jose
conclusions this picture is of Jose Jose was one of the first students that came
was one of the first students that came
was one of the first students that came along with me and I’m proud to tell you
along with me and I’m proud to tell you
along with me and I’m proud to tell you now that Jose as a student at Emory
now that Jose as a student at Emory
now that Jose as a student at Emory University studying forensic
University studying forensic
University studying forensic anthropology I am supremely confident
anthropology I am supremely confident
anthropology I am supremely confident that his experience that summer
that his experience that summer
that his experience that summer solidified what he thought about a
solidified what he thought about a
solidified what he thought about a career in science and helped to bolster
career in science and helped to bolster
career in science and helped to bolster his confidence to pursue that career
his confidence to pursue that career
his confidence to pursue that career I’ve kept this going now for six years
I’ve kept this going now for six years
I’ve kept this going now for six years and ever since I’ve started it I’ve been
and ever since I’ve started it I’ve been
and ever since I’ve started it I’ve been able to see the number of my students
able to see the number of my students
able to see the number of my students who choose STEM careers increased
who choose STEM careers increased
who choose STEM careers increased drastically
drastically
drastically just like I explained in the very
just like I explained in the very
just like I explained in the very beginning almost none of them shows
beginning almost none of them shows
beginning almost none of them shows anything to do with stem and out of all
anything to do with stem and out of all
anything to do with stem and out of all my classes I teach about sixty seniors a
my classes I teach about sixty seniors a
my classes I teach about sixty seniors a year I’ve seen the number of them
year I’ve seen the number of them
year I’ve seen the number of them increase every year until last year
increase every year until last year
increase every year until last year almost a third of my students have
almost a third of my students have
almost a third of my students have chosen stem as their major in fact some
chosen stem as their major in fact some
chosen stem as their major in fact some of them have already earned those
of them have already earned those
of them have already earned those degrees and have moved on to those
degrees and have moved on to those
degrees and have moved on to those careers now there are other ways to get
careers now there are other ways to get
careers now there are other ways to get involved at places like to think Academy
involved at places like to think Academy
involved at places like to think Academy in LaGrange Georgia or like our very own
in LaGrange Georgia or like our very own
in LaGrange Georgia or like our very own Career Academy in Douglasville the
Career Academy in Douglasville the
Career Academy in Douglasville the industry partners band together to fund
industry partners band together to fund
industry partners band together to fund innovative classrooms with industry
innovative classrooms with industry
innovative classrooms with industry relevant equipment and beyond that
relevant equipment and beyond that
relevant equipment and beyond that experienced professionals lend their
experienced professionals lend their
experienced professionals lend their expertise to teach unique classes
expertise to teach unique classes
expertise to teach unique classes designed to increase workforce skills
designed to increase workforce skills
designed to increase workforce skills and prepare students for advanced
and prepare students for advanced
and prepare students for advanced careers like manufacturing these
careers like manufacturing these
careers like manufacturing these programs have been shown to have an
programs have been shown to have an
programs have been shown to have an overwhelmingly positive effect on
overwhelmingly positive effect on
overwhelmingly positive effect on helping students know what careers
helping students know what careers
helping students know what careers they’re getting into listen I know I’m
they’re getting into listen I know I’m
they’re getting into listen I know I’m not the only one I am not the only
not the only one I am not the only
not the only one I am not the only teacher interning in a lab I’m not the
teacher interning in a lab I’m not the
teacher interning in a lab I’m not the only one doing something unique to
only one doing something unique to
only one doing something unique to connect my students to their careers and
connect my students to their careers and
connect my students to their careers and career academies aren’t the only way
career academies aren’t the only way
career academies aren’t the only way that industries can get involved but
that industries can get involved but
that industries can get involved but what I hope is by telling these stories
what I hope is by telling these stories
what I hope is by telling these stories they might motivate others who are not
they might motivate others who are not
they might motivate others who are not yet involved to become engaged make no
yet involved to become engaged make no
yet involved to become engaged make no mistake this is a call to action I’m
mistake this is a call to action I’m
mistake this is a call to action I’m sending out a charge for every
sending out a charge for every
sending out a charge for every University researcher every industry
University researcher every industry
University researcher every industry professional out there to find just one
professional out there to find just one
professional out there to find just one classroom that you can partner with in a
classroom that you can partner with in a
classroom that you can partner with in a meaningful way visit their school on
meaningful way visit their school on
meaningful way visit their school on more than just career day and then open
more than just career day and then open
more than just career day and then open the door so that they can come and visit
the door so that they can come and visit
the door so that they can come and visit you in your place of work to actually
you in your place of work to actually
you in your place of work to actually see what you do when that happens we
see what you do when that happens we
see what you do when that happens we will see our students step out on a much
will see our students step out on a much
will see our students step out on a much firmer foundation on sure footing as
firmer foundation on sure footing as
firmer foundation on sure footing as they make career decisions we will see
they make career decisions we will see
they make career decisions we will see them much more enthusiastic about their
them much more enthusiastic about their
them much more enthusiastic about their learning and we can see them have that
learning and we can see them have that
learning and we can see them have that confidence to pursue these careers and
confidence to pursue these careers and
confidence to pursue these careers and as I close
as I close
as I close I want to share with you that I think
I want to share with you that I think
I want to share with you that I think this model can impact every subject not
this model can impact every subject not
this model can impact every subject not just em what would it look like if the
just em what would it look like if the
just em what would it look like if the local newspaper reached out to the
local newspaper reached out to the
local newspaper reached out to the eighth-grade English teacher and said
eighth-grade English teacher and said
eighth-grade English teacher and said we’re going to reserve a weekly column
we’re going to reserve a weekly column
we’re going to reserve a weekly column for nonfiction articles from your
for nonfiction articles from your
for nonfiction articles from your students how many of those students will
students how many of those students will
students how many of those students will get the experience of what it feels like
get the experience of what it feels like
get the experience of what it feels like to be a journalist to organize my
to be a journalist to organize my
to be a journalist to organize my thoughts to get my point across
thoughts to get my point across
thoughts to get my point across succinctly to edit my article
succinctly to edit my article
succinctly to edit my article appropriately even to get my article in
appropriately even to get my article in
appropriately even to get my article in on time and then how many of those same
on time and then how many of those same
on time and then how many of those same students will grow up thinking wow I
students will grow up thinking wow I
students will grow up thinking wow I want to be a journalist we need more of
want to be a journalist we need more of
want to be a journalist we need more of this and not less so promise me that you
this and not less so promise me that you
this and not less so promise me that you will help us harness the potential of
will help us harness the potential of
will help us harness the potential of meaningful school University industry
meaningful school University industry
meaningful school University industry partnerships that you will help us build
partnerships that you will help us build
partnerships that you will help us build a bridge for our students from the
a bridge for our students from the
a bridge for our students from the classrooms they sit in to the careers
classrooms they sit in to the careers
classrooms they sit in to the careers they want to join thank you
they want to join thank you
they want to join thank you [Applause]
”
Be First to Comment