North American Chinese Educational Foundation

NACEF’s Biomedical Youth Science Program

Today's students who will come of age in the coming decades can expect more and greater scientific advances to affect their lives. American scientists of National Science Foundation (NSF) predict more discoveries will be made in the 21st century than in the 20th. Scientists have strongly urged our education system to adequately prepare students to face future challenges in a world that increasingly demands its citizens be scientifically literate. In the coming decades, science literacy may well be the defining factor for our success as individuals and as a nation. Indeed, the United States' global competitiveness rests firmly on its ability to educate a workforce capable of generating and coping with rapid technological changes. In order to adapt, each of us will need to be scientifically literate, not to become scientists, but rather to be able to act as responsible citizens and participate fully in a technology-driven age.

"Today's students are the ones who will be making, using and benefiting from the new scientific advances, so it's up to us to ensure that they're getting the best, most meaningful science education possible," explained Julia Moore, director of the Office of Legislative and Public Affairs, NSF.

We look to the school system to insure that our children receive the training in science they will need, and we look to our children's teachers to instill in them the knowledge, work habits and attitudes they will carry with them into adulthood. Policy experts tell us that however important science is for us today, it will be even more important for the next generation. But, just how do we - students, parents, elementary school teachers, K-12 science teachers, principals, scientists and human resource directors - view science and its importance? Please ask yourself a few questions:

1. How important is a basic knowledge of science for us and for our children?

2. How interested are we in science and how comfortable are we explaining science to our children?

3. How well do we currently teach science?

4. Does today's science education meet the needs of our workforce?

5. How can we make sure our children get the best possible education in science?

Despite the mass of available information, however, relatively few studies have asked those with the most to gain or lose what they think about science, how it affects and will affect their lives, if it is being taught and learned properly, and how they would improve it, if they could.

To better understand Americans' opinions about these and other science education issues, National Science Foundation's National Science & Technology Week and Bayer Corporation commissioned a series of public opinion surveys over a five-year period. Designed to give voice to those most affected, their surveys polled more than 6,700 individuals across every region of the country including human resource (HR) directors who need tomorrow's new employees; elementary school teachers, K-12 science teachers, and school principals involved in educating students; parents concerned about their children; Ph.D. scientists who have gone through the education system and selected science as a career; and, the students themselves. Some of the findings confirm established but often-ignored truths about American science education.

How important is a basic knowledge of science for us and for our children?

Facts:

A large majority of scientists (77 percent) believe it is very important for adults today to be science literate; ten years from now, even more scientists (86 percent) believe the same will be true.

Some 80 percent of scientists think it is very or fairly likely that most entry-level jobs in the future will require science literacy.

73 percent of scientists feel the pace of scientific discovery in the 21st century will be faster than in the 20th.

A full 75 percent of scientists believe the impact of science on society - of new scientific discoveries, new understandings, new applications of science to health, medicine and technology - will be greater in the 21st century than in the 20th.

Nearly 90 percent of all students say that science lets them be creative, brings out their curiosity, is part of their everyday life and not just school and that the best way to learn science is through observation and experimentation

More than 90 percent of all students disagree with the statement, "Science is for nerds"

50 percent of all students say science is at the top or near the top of their list of favorite subjects - despite the fact that only 20 percent say they get the best grades in it

Of all subjects, students ranked science the "coolest" - science (36 percent), math (21 percent), social studies (21 percent), English (15 percent)

Of all subjects, students say science the class they get to participate in most - science (31 percent), math (21 percent), English (20 percent), social studies (19 percent)

Of all subjects, students say science is the subject they are most curious about - science (42 percent), social studies (33 percent), math (13 percent), English (7 percent)

60 percent of all students believe science will be even more important to the next generation of students than it is now

86 percent of students believe that their parents consider science a very important or pretty important subject for them to be learning

89 percent of all students say the best way to learn science is to observe things and do experiments themselves

68 percent of students say using a computer to go online and communicate with scientists and other students; 64 percent say doing more hands-on experiments in class themselves; and, 45 percent say working on a project where they get to discuss and explore science ideas with other classmates would make them more "psyched" about science

How interested are we in science and how comfortable are we explaining science to our children?

Facts:

61 percent of scientists say they first became interested in science before the age of eleven.

72 percent of scientists say there was a significant positive factor - most often a parent (25 percent) or teacher (17 percent) - influencing their development of a childhood interest in science.

Other very important factors stimulating scientists' interest in science include school science classes (47 percent), science toys and equipment (46 percent), science in media (40 percent) and science experiments at home and visits to science museums, centers, and zoos (both 35 percent).

During elementary school years, 71 percent of scientists say their science teachers played a very or somewhat important role in stimulating their interest in science; 68 percent also indicate their father and 60 percent indicate their mother as having played a very or somewhat important role.

During high school years, 91 percent of scientists say their teachers played a very or somewhat important role in stimulating their interest in science; 65 percent also indicate their father and 58 percent their mother has having played a very or somewhat important role.

How well do we currently teach science?

Facts:

Nearly 70 percent of teachers believe that schools should increase their level of science education

Only 36 percent of grade school teachers consider themselves "science literate"

Only 32 percent of parents consider themselves "science literate"

Teachers feel less qualified to teach science than other subjects

Nearly 70 percent of parents strongly believe science education is important

About 80 percent of parents think science is not taught in an "interesting, exciting" way

96 percent of parents say they want to help more with science education at home

About 90 percent of teachers claim parents are not involved in science education at home

Nearly 80 percent of teachers believe that hands-on activities are the best method for teaching science

Facts:

More than 60 percent of executives say students lack the skills needed for entry level jobs

Only 33 percent of executives thought the schools were doing a satisfactory job teaching such skills as experimentation, real world problem solving and critical thinking

75 percent of the executives, and nearly 50 percent of principals, predicted that the level of skills will decline in ten years

90 percent of executives and 98 percent of principals agreed that science literacy is important today for entry level jobs

84 percent of executives and nearly 100 percent of principals agreed that science literacy will become a job requirement in ten years

90 percent of principals said science should be taught as a fundamental subject in school, along with reading, writing, and arithmetic. 70 percent said science should receive the same emphasis as English and math

70 percent of principals said, if given the choice, they would put more funding into science than English or math programs. 44 percent said they'd put the money into fortifying science teaching staffs.

99 percent of executives and 94 percent of principals agree that hands-on science teaching is the most effective

78 percent of executives believe inquiry-based learning will "best serve future employees." Other skills cited: hands-on experimentation (80 percent), real world problem solving (78 percent) and critical thinking (75 percent)

A majority of elementary school teachers say they want to see an increased emphasis on science education in school. Three-quarters of scientists, two-thirds of the principals and more than half of the human resources directors agree that science education should have the same priority as reading, writing, and math, and nearly all of them concur it should be taught as a fundamental subject from the earliest grades.

Many of the survey participants support the reform efforts that call for widespread use of hands-on, inquiry-based teaching and learning. Most scientists say they support science education reform and, if they were to design an elementary school curriculum, would include many of the components of hands-on, inquiry-based science education advocated by the reformers. Most elementary school teachers believe that the amount of hands-on science teaching should increase, and a similar proportion of principals believe that hands-on, inquiry methods are the most effective way of teaching and learning science. When described to human resources directors, more than two-thirds said that schools should adhere to the National Research Council's National Science Education Standards, which strongly support inquiry methods.

Nearly all K-12 science teachers say that science education reform will only succeed if all stakeholders - teachers, school administrators, parents, the business and scientific communities - come together and actively support change.

K-12 science teachers say scientists are particularly valuable at stimulating student interest in science and helping them better understand science content. Additionally, teachers say they, too, derive benefits from working with scientist-volunteers, including having renewed motivation and enthusiasm for their teaching, marked improvement in their teaching and a better grasp of science content.

Agreement on the need for better education and training in science for teachers is best illustrated by the elementary school teachers' own concerns about their inadequate preparation. Few define themselves as science literate and nearly half do not feel their training adequately prepared them to teach science. Additionally, nearly half of the elementary school teachers feel they face substantial obstacles that prevent them from using a hands-on teaching approach, including time conflicts with other subjects, lack of equipment and supplies, and an insufficient understanding of science itself. Asked directly about barriers to implementing science education reform, a large number of K-12 science teachers identified insufficient planning time, inadequate science materials and resources, and a lack of financial support as key factors.

Students themselves strongly support the elements of science education reform. In many ways, they reaffirmed what good teachers know: students of all ages like science, particularly when it is taught with hands-on methods that support students' creativity and curiosity. Most students had specific, concrete suggestions for improving science education, including more interactivity, more hands-on activity in and out of the classroom, and more inquiry-driven science.

51 percent of science teachers believe it is very important for students to be exposed to scientists and/or engineers; 29 percent believe it is essential

95 percent agree that contact with scientists and/or engineers is an effective way to help students better appreciate science and engineering as careers

48 percent say they have experience with programs that bring scientists and/or engineers into schools to work directly with students, making class presentations or demonstrations, or assisting students with projects

For those who participated in such a program, 75 percent say it helped their students better understand science content; 87 percent say it peaked their students' interest in science; 92 percent say it provided their students with positive images of scientists and/or engineers; and, 85 percent say it provided useful information about science careers

71 percent of science teachers who have not had experience with these types of programs say they would like to

Of those who would like to participate, 87 percent believe it would provide students with useful information about science and/or engineering careers; 83 percent believe it would provide positive images of scientists and/or engineers; 83 percent believe it would peak student interest in science; and, 65 percent think it would help students better understand science content

36 percent of science teachers report participating in programs that give teachers the opportunity to work directly with scientists and/or engineers on science curricula or other professional development activities

Of those participating, 90 percent believe it helped them better understand science content; 87 percent say it improved their teaching of science content; and, 92 percent report it bolstered their motivation and enthusiasm for teaching

60 percent of science teachers who have not participated in these types of programs say they would like to

Of those who have not participated, 78 percent believe it would help them better understand science content; 72 percent think it would improve their teaching of science content; and 78 percent report it would bolster their motivation and enthusiasm for teaching science

 

In respect to above facts, North America Chinese Educational Foundation (NACEF) initiate a Biomedical Youth Science program based on one key philosophy-a hands-on, inquiry-based science curriculum could be the most effective factor in preparing students for their upcoming roles as adults. We are excited about the biomedical theme not only because it is important in its own right, but because it allows us to take students with a wide range of professional interests. It will also allow students to better compare the various professions, to make better decisions regarding their aspirations. The future biomedical field will need bright people with training in law, business, science, engineering, ecology, marine biology, zoology, medicine, politics, development, and public service. And it simultaneously needs people who understand the needs of low-income underserved communities.

NACEF’s Biomedical Youth Science program is an in-depth research experience-rich program which will enable academically gifted high school students to participate in experimental "colloquies" that bridge the gap between the science taught in high school and the training provided in university science courses. In the colloquies, small teams of students will perform in-depth experiments in biomedical fields and they will discuss their investigations with other participants and experienced Ph.D/MD research scientists and science educators of NACEF.

As a good start, we begin this brand new program based on an biomedical theme-allowing underserved, low-income students with a range of career aspirations to participate. The Biomedical Youth Science program will encourage underserved students to try to become associated with a scientist in the laboratory to find out what goes on there. It will encourage them to explore different phenomena and develop a healthy curiosity of natural phenomena. Minorities may find them more difficult to succeed in biomedical science. Often times the job opportunities that would be there are not made available to a number of minority scientists. Opinions from minorities often aren't perceived with the same kind of respect or consideration as the opinions that may be launched by a majority scientist.

We would like to emphasize that the program is need-based, both by design and by designation of our foundation sponsors. This is central to NACEF’s mission. We want to help underserved students who otherwise might not be exposed to quality higher education, or even the application process. Need will be one of most important criteria, along with academic performance, intelligence, curiosity, maturity, perceived potential, perceived benefit to the student, and the quality of the application. We expect many applications this year, so middle and upper income students will not be competitive in the pool. Most of our finalists will be minority students, but low-income Caucasians are welcome and encouraged to participate. Since intercultural education is also part of the curriculum, we attempt to create a good mix where this can take place.

Purpose: 1) To introduce gifted, low-income high school students to biomedical issues and future professions through the research work/study program at NACEF. 2) To increase the enrollment of truly underserved students in the country's best universities, graduate schools, and professional programs-particularly where they can influence biomedical science and policy. 3) To expand biomedical education into communities and local schools through program participants who will help develop educational programming. 4) To foster noble thought and action, and inner growth in conjunction with educational and professional achievement.

Students from underserved communities traditionally have not pursued biomedical careers, though their neighborhoods are often hardest hit by health problems. By exposing these students to national experts on the biomedical field and assisting them into and through college to top graduate and professional schools where they can make a difference, Youth Biomedical Science Program will foster future biomedical leaders.

The NACEF’s Biomedical Youth Science Program seeks to achieve the following goals:

To introduce talented teenagers to research   activities in science and technology.

To spark students' interest in and enthusiasm for the biomedical sciences

To provide students with scientific research experience

To teach students university-level biology, cell biology and molecular biology science

To have students work effectively in groups, as well as individually

To bring together a diverse group of students from a variety of backgrounds

To allow students to meet and interact with distinguished scientists of national and international renown

To have students use their Biomedical Youth Science Program experiences to promote these goals among their friends and schoolmates in their home towns

To help students build a network of peers for their university years and beyond

 

At NACEF’s Biomedical Youth Science Program, students will get in-depth experience with advanced topics in the biomedical science, through a combination of research work, guest speakers and field trips. The NACEF’s Biomedical Youth Science program is an ungraded year-round enrichment program which is in combine of a five weeks summer extensive session and then extending to a year-round after-school research activities. It is an intense program in which the students are expected to participate in their choice of one laboratory course in either biology, cell biology, biochemistry, molecular biology and protein chemistry, and extensive to engage in team research projects in one of the above five major discipline areas. The students have the opportunity to take elective research projects which may extend for a year-round research efforts. Projects are conducted in the NACEF's research laboratory, and make use of world class research facilities. Students work individually or in small teams on a project of their choice, supervised by members of the NACEF's research staff.

The Biomedical Youth Science program will focus on hands-on scientific research. The first five week extensive program will prepare students for basic knowledge on the project of their choice, outline research plans and familiar with scientific research methods and get trained in general research lab procedures. It is intended to challenge even the best students for their research interest. Projects will be deeply discussed with NACEF’s research scientists and the research project will be conducted in the NACEF's research laboratory, students will be helped and supervised by members of the NACEF's research staff. At the end of five weeks, students and their teammates will have acquired experience with the collection, analysis, interpretation, and presentation of scientific data. The students with a strong interest on a project will have opportunities to carry out an original hands-on research project continuing at a year-round after-school hours until finish the project.

So the program design is that students will not be just an intern or lab assistant for part of a project. Students and their teammates will choose the object to observe and will perform all the work; the success of their project depends entirely on themselves.

The NACEF Biomedical Youth Science Program in the Bay Area, California is the sole project of North America Chinese Educational Foundation (NACEF). NACEF are looking for its support from all sources:

Contributions made by individuals or other friends of the Biomedical Youth Science Program.

Gifts or grants from corporations, foundations, endowments, other public charities, and government agencies that support the cause of science education and that value the Biomedical Youth Science Program's sustained emphasis on classic "learning how to do science".

Foundations, endowments, corporations, public charities, and government agencies: Please contact the Chairman of NACEF's Board of Directors, Dr. Mike Mao, at mikemao@nacef.org for information about making a grant to NACEF.

North America Chinese Educational Foundation (NACEF) is a California nonprofit public benefit corporation and is exempt from federal income tax under section 501(f) of the Internal Revenue Code as an organization described in section 501(c)(3). Contributions to NACEF, less the value of any benefits you receive, are deductible in calculating federal income tax as provided by law.

For more information about NACEF’s tax-exempt status, please don’t hesitate to contact NACEF.

* Special! A Biomedical Youth Science Program supporter has pledged a two-for-one matching grant for gifts made now to NACEF. During this matching grant period, your gift counts double! With a corporate match, your gift counts quadruple! This grant is limited in duration and size at the Biomedical Youth Science Program.

REFERENCES

AAAS (American Association for the Advancement of Science). 1993. Benchmarks for Science Literacy. New York: Oxford University Press.

AAAS (American Association for the Advancement of Science). 1989. Science For All Americans. New York: Oxford University Press.

Bayer Corporation. 1995. The Bayer Facts of Science Education I: An Assessment of Elementary School Parent and Teacher Attitudes Toward Science Education. Pittsburgh: Bayer Corp.

Bayer Corporation. 1996. The Bayer Facts of Science Education II: Today's Students and Tomorrow's Workplace: An Assessment of What Businesses Will Need and What Schools Can Provide. Pittsburgh: Bayer Corp.

Bayer Corporation. 1997. The Bayer Facts of Science Education III: A U.S. Student Report Card on Science Education. Pittsburgh: Bayer Corp.

Bayer Corporation. 1998. The Bayer Facts of Science Education IV: Scientists on Science for the 21st Century. Pittsburgh: Bayer Corp.

Bayer Corporation. 1999. The Bayer Facts of Science Education V: Science Teachers Speak. Pittsburgh: Bayer Corp.

National Commission on Excellence in Education. 1983. A Nation at Risk: The Imperative for Educational Reform. Washington, DC: U.S. Government Printing Office.

National Research Council. 1996. National Science Education Standards. Washington, DC: National Academy Press.

Contact Information

North American Chinese Educational Foundation(NACEF) is a section 501©(3) charitable organization dedicated to the purpose of public education. Accordingly, your donation to North American Chinese Educational Foundation is tax deductible, If you have any question, please contact us through  address bellow.

Telephone

415-509-1799

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866-964-2589

FAX

888-225-1868

Postal address

762 San Aleso ave, Sunnyvale, CA 94086

Electronic mail

General Information: hope@nacef.org