Become Involved with a Specific Project refer to the resources, including online alliance databases and university outreach offices that help connect scientists to particular projects. Consider personal strengths and limitations when assessing what role to play.

• In order to ensure that involvement with specific projects results in the greatest impact on student toward and achievement in STEM subjects, draw on knowledge of research and professional development.
• For specific references of ways to get involved, contact the NSRC.
  • The NSRC has worked with over 1,200 school districts across the United States and around the world.  The NSRC can connect scientists and engineers to existing research-based education initiatives and identify specific roles that need to be filled in different programs.
• For additional ways to get involved with a specific program, consider the following types of organizations;
  • A number of Scientific and Engineering Professional Societies have established networks of alliances or outreach programs. For example:
    • The American Society of Human Genetics sponsors the Geneticist Educator Outreach Network (GEON) to facilitate connections between genetics professionals or advocates who can serve as resources and interested K-12 science educators: http://www.ashg.org/education/k12_geon.shtml.
    • The Society for Neuroscience sponsors a Neuroscientist-Teacher Partner Program to put members in contact with science educators interested in enrichment activities: http://www.sfn.org/index.cfm?pagename=neuroscientistTeacherPartners.
  • Many Universities include Outreach Offices in order to coordinate activities between the university and the community. Contact the director or facilitator of your institution’s office to learn about ways to get involved in the community. For example:
    • Stanford University has a specifically designated Office of Science Outreach, which runs a number of programs in which scientists and engineers can become involved.
  • National Education/Public Outreach directories compile the contact and project information from interested individuals and offer a venue to connect providers with interested partners.
    • NC State K-12 Directory. The Science House. http://www.cgibin.ncsu.edu/sh-bin/k12-directory/visitor.pl 
    • Broker Partnership Directory. Education and Public Outreach Partnership Directory. http://www.scientistsineducation.org/index.php.htm. Space Science Institute, 2005.
  • Science museums and science centers offer additional opportunities to become involved with informal science education and inspire student interest in science outside the traditional classroom setting.
    • Research suggests that partnerships between science centers and scientists and engineers may be most successful when volunteers draw on their own strengths rather than receiving training specific to the science center. Look for opportunities to contribute personal knowledge and strengths to science centers.
      • Randi Korn & Associates, Inc. The New York hall of Science. Volunteers Try Science (VolTS). Front-End Program Evaluation. 
  • The NSF Graduate STEM Fellows in K-12 Education (GK-12) program provides funding for a year-long partnership between STEM graduate students and K-12 educators. Involvement in the program includes work with other STEM graduate fellows and faculty, teachers and students in K-12 environments, and community partners.
    • In this program, as the graduate students bring their cutting-edge research and practice into the K-12 classroom, they gain these skills which enable them to explain science to people of all ages, ranging from students to teachers. The graduate students also inspire transformation in the K-12 formal and informal learning environments and stimulate interest in science and engineering among students and teachers.
    • For additional program information, refer to: http://www.gk12.org/nsf_gk12_program.php.
    • University faculty members can become involved with the GK-12 program by initiating a GK-12 proposal to connect the university to local school districts.
      • McElroy, M. (2009). Program for Graduate Students Spurs Communication Skills and Expands Career Options. AAAS News Archives, April 29, 2009.
  • The Math Science Partnership Initiative supports projects to improve math and science education through partnerships, which include, at a minimum, a high-need Local Education Agency and the mathematics, science, or engineering department of an Institute of Higher Education. This program is designed to improve the content knowledge of teachers and the performance of students in the areas of mathematics and science.
    • STEM faculty members play a significant role in project initiatives by disseminating information to K-12 teachers and enhancing the chain of professional knowledge that will be conveyed to students in order to increase student achievement in STEM fields.
    • Evaluation of the MSP initiative reveals positive outcomes of faculty involvement for both K-12 teachers and STEM faculty.
      • Effect of STEM Faculty Engagement in MSP—A Longitudinal Perspective: A Year 4 RETA Report. Prepared by Westat, May 2008, for the National Science Foundation.
  • Additional opportunities for involvement can be fostered through personal contacts, such as family members, corporate partners, or colleagues.
    • Successful outreach efforts use personal connections as a basis for partnership between a scientist and engineer and a classroom, club or stakeholder group and apply best practices to convey information to the audience. Sustained partnerships between these groups can impart more significant improvements in student achievement and attitude, so the personal connection can be a starting point upon which to expand and strengthen.