Ten simple rules for partnering with K–12 teachers to support broader impact goals

Warwick, Alexa; Kolonich, Angela; Bass, Kristin M.; Mead, Louise S.; Reichsman, Frieda

doi:10.1371/journal.pcbi.1008225

Cited by 9 publications

(11 citation statements)

References 15 publications

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“…From the researcher's standpoint, the close collaboration gave us more insight into aspects of this project that needed improvement, which we may not have learned without extensive interactions. For those interested in developing similar collaborations, specific suggestions for developing fruitful teacher-researcher collaborations can be found in (Warwick 2020;Knippenberg 2020).…”

Section: Discussionmentioning

confidence: 99%

yEvo: a modular eukaryotic genetics and evolution research experience for high school students

Taylor

Warwick

Skophammer³

et al. 2022

Preprint

Self Cite

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Microbial experimental evolution paired with whole-genome sequencing allows researchers to observe evolutionary processes in real-time. The resources for carrying out and analyzing microbial evolution experiments have become more accessible. It is now possible to expand these studies beyond the research laboratory and into the classroom. We have developed a series of five connected and standards-aligned yeast evolution laboratory modules, called “yEvo,” for high school biology students. The modules have been designed to enable students to take agency in answering open-ended research questions. In Module 1, students evolve the baker’s yeast Saccharomyces cerevisiae to tolerate an over-the-counter antifungal drug, and in subsequent modules, investigate how evolved yeasts adapted to this stressful condition at both the phenotype and genotype levels. Pre- and post-surveys from 72 students at two different schools and one-on-one interviews with students and teachers were used to assess our program goals to iteratively improve these modules over three years. We also measured changes in student conceptions of mutation and evolution, confidence in scientific practices, and interest in STEM and biology careers. Students who participated in our experimental evolution module showed improvements in activity-specific concepts, including the importance of variation in evolution and the random nature of mutation. They additionally reported increased confidence in their ability to design a valid biology experiment. Student experimental data replicated literature findings on mechanisms of clotrimazole resistance and has led to new insights into this phenomenon. This collaborative endeavor will serve as a model for other university researchers and K-16 classrooms interested in engaging in open-ended research questions using yeast as a model system.

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Section: Discussionmentioning

confidence: 99%

yEvo: a modular eukaryotic genetics and evolution research experience for high school students

Taylor

Warwick

Skophammer³

et al. 2022

Preprint

Self Cite

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“…In total, these scientist recommendations all make sense and serve as further evidence of best practices for sustained and successful scientist-teacher partnerships in the future. In addition, a core best practice is to mutually respect both the teachers’ (Warwick et al 2020 ) and scientists' time, both sets of which have many other demands. In so doing, the partnership will be mutually beneficial.…”

Section: Discussionmentioning

confidence: 99%

“…(3) Partnerships organized around the concept of cultivating a sense of community (Johnson 2017;Warwick et al 2020). We will also see below that these best practices, generally developed from prior studies, also resonated from the scientists' point of view during the GABI RET.…”

Section: Best Practicesmentioning

confidence: 99%

Scientists benefit greatly from K-12 partnerships: the Panama Research Experiences for Teachers project

MacFadden

Vergara

Davey³

2022

Evo Edu Outreach

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Scientist-teacher partnerships are highly beneficial to K-12 STEM education. While much is known about the benefits for teachers in these partnerships, the corresponding benefits for scientists are less well known. With emphasis on the scientists’ perspective, here we describe our NSF RET (Research Experiences for Teachers) project consisting of five successive cohorts from 2012 to 2016. Coincident with a “once-in-a-century” expansion of the Panama Canal, the science research focused on the paleontology, evolutionary biology, and geology of this region to better understand the ancient Neotropical biota related to the Great American Biotic Interchange (GABI). In the field, scientists and teachers worked together collecting fossils and geological samples. Back in the K-12 classrooms, lesson plans related to their experiences were implemented and the teachers hosted scientist role-model visits. More than 30 scientists and 44 teachers participated in this Panama “GABI RET” project. Using a new validated survey developed during this project and focus groups, we explored the impact of this project, and in particular the perceived benefits accrued by the scientists. Our study confirmed that scientists felt they improved their communication skills, had a better appreciation for the K-12 teaching professions, greatly enjoyed working with the teachers, considered them colleagues, and many wanted to continue K-12 outreach as part of their careers. Overall, scientists perceived that they greatly benefited from these partnerships. In addition to describing their activities, they had numerous recommendations for similar partnerships in the future. For example, these include: (1) having more teachers participate in multiple cohorts, (2) continued opportunities for teachers to be involved in professional meetings, (3) ongoing webinars and face-to-face engagement, and (4) more diversity of racial and ethnic backgrounds, subjects taught, and regions represented. Although this case study was focused on the GABI RET, our results also potentially inform other projects that involve scientists’ education and outreach activities.

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“…Although academics fill a dual position as stakeholders and facilitators of engagement activities (Bogue, 2005; Laursen et al., 2007; Tillinghast et al., 2020), the students involved in their programs are the primary stakeholders. Without direct consideration of public‐school students and their teachers, scientists may focus the program around their own goals (Sadler et al., 2018; Warwick et al., 2020). As a result, no one's goals may be fully realized.…”

Section: Pedagogy That Is Inclusivementioning

confidence: 99%

“…The public‐school context is unique. Although many natural scientists agree that youth engagement is an important aspect of their work (Salguero‐Gomez et al, 2009), for partnerships to benefit all stakeholders, it is vital for HEI scientists to spend time understanding the needs and constraints of public‐school educators, including knowing what academic standards teachers are expected to address (Warwick et al., 2020). The challenge for scientists is to translate academic knowledge from one context to another, embrace opportunities to connect to prior knowledge or draw from funds of knowledge, and create enduring and meaningful experiences for learners that signal that all students can pursue STEM studies if they want.…”

Section: Introductionmentioning

confidence: 99%

Critical pedagogy of place to enhance ecological engagement activities

Cicchino

Weinberg

McMeeking

et al. 2023

Conservation Biology

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Scientists in higher education institutions around the globe recognize the importance of engaging with public stakeholders to share their enthusiasm, explain their science, and encourage primary and secondary students to enter the sciences. However, without direct consideration of students' and teachers' perspectives and interests, scientists may design activities around their own goals, limiting the impact on school stakeholders (i.e., students, teachers, paraprofessional staff, students' parents, and other caregivers). We drew from natural and social science research to describe how expanding the conception of place beyond the biophysical can help engage school stakeholders in meaningful ways. We describe the multidimensional PLACE framework that we developed to integrate perspectives, knowledge, and values of all stakeholders in engagement programming. The framework is organized around topics that stakeholders should discuss early on to ensure successful partnerships. We recommend that scientists identify and use pedagogy that is inclusive; language framed around dialogic communication methods; aims and motivations centered on engagement; cultural funds of knowledge of place (i.e., disciplinary, personal, or experiential knowledge); and evaluation of engagement based on meaningful metrics. Two case studies are presented to illustrate how the PLACE framework components, when addressed, can lead to robust, successful partnerships between scientists and schools.

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Ten simple rules for partnering with K–12 teachers to support broader impact goals

Cited by 9 publications

References 15 publications

yEvo: a modular eukaryotic genetics and evolution research experience for high school students

yEvo: a modular eukaryotic genetics and evolution research experience for high school students

Scientists benefit greatly from K-12 partnerships: the Panama Research Experiences for Teachers project

Critical pedagogy of place to enhance ecological engagement activities

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