Science education-related, from Science Outreach Program

Simona Giunta

“I grew up in a rural town called Dragona, on the outskirts of Rome not far from the seaside. We had goats, still have chickens, vegetables and fruit gardens, make our own wine, tomato sauce and cheese. I spent a lot of time sitting on a fig tree; I would climb to the highest branch I could reach and sit there reading. Everything in New York is almost the complete opposite, most noticeably the pace of life and concept of time.”

Latasha Wright

“When I was in high school, my science teacher, Robert Pursley, made learning science fun. He was this really eccentric person who used to do corny things like sing Christmas carols based on the periodic table. He was so enthusiastic about science that it was infectious. We used to do crazy experiments like making bubbles with gasoline and lighting them on fire. I guess I have always been curious and a bit mischievous. These characteristics came alive in chemistry class.”

Phillip Geter

Can you think of a specific time when you found science or pursuing science challenging? “My second year and part of my third year in graduate school. This is where the work truly begins, when your project begins to sink or swim. Sometimes being a good scientist means knowing when to change directions and ask a different question. Well, I was at that point and I thought my project was sinking. I went through every emotion from anger to depression. I talked about my project to several people and found a solution to my problem. And just like that my dissertation was born.”

Elizabeth Hubin

“During some stretches of time, when experiments are not working or when results are conflicting, research can be a serious struggle. When I first joined my current lab, I worked on a project for a year without being able to produce a thing—and that was pretty hard on me, both intellectually and emotionally. But my latest project has been incredibly productive and rewarding. The breakthrough moments are addictive and what every scientist lives for.”

Using music as a medium to teach science: what Rebecca Black and Lin-Manuel Miranda can teach us about science education

by Anna Zeidman In 2013, I diligently, eagerly learned the complete anatomy of the human skeleton. Today, I can barely recall the parts of the hip bone, much less identify their features. In 2011, Rebecca Black released her now infamous music video, "Friday." Five years later, I still can’t get through a Friday without thinking of Rebecca Black “kickin’ in the front seat.” Whether we like it or not, pop music is powerful. We describe pop music as “catchy” and call songs “earworms." Often against our wishes, music sticks with us.  But for every cringe-worthy teeny bopper hit we can’t get out of our heads, there is a musical gem that resonates with us so deeply that we can’t help but listen to it on repeat for days. Broadway sensation Hamilton won a record-breaking 16 Tony nominations by “changing the language of musicals” and “insisting that the forms of song most frequently heard on pop radio stations in recent years — rap, hip-hop, R&B ballads — have both the narrative force and the emotional interiority to propel a hefty musical about long-dead white men whose solemn faces glower from the green bills in our wallets (Ben Brantley, NYTimes)." Going further, Hamilton creator

Wiley Schubert Reed’s argument for the arts

by Wiley Schubert Reed Credit: Bill McConkey, Wellcome Images This is part of an ongoing series that aims to introduce young, aspiring scientists to topics that spark their curiosity. New York City high school student Wildman S. R. explored how art drives the creation of technologies that improve people's lives. More than 2,500 of the world’s leading business, government, academic and cultural influencers gathered this past January in Davos, Switzerland to discuss how new and emerging technologies will revolutionize humanity. World Economic Forum (WEF) Founder Klaus Schwab describes this Fourth Industrial Revolution as “a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres.” Moreover, Schwab asserts, “there has never been a time of greater promise, or greater potential peril.” New technologies have the power to change the world for the better, but also for the worse. Gene editing technologies like CRISPR have the potential to cure genetic diseases, but also create the possibility for bio engineered eugenics (The CRISPR Quandary). As digital networks expand and intertwine, the chance for cataclysmic systems failure expands as well: a single hack or act of cyber terror could shut down the power or crash the markets of

Ella Epstein on genome editing with CRISPR

by Ella Epstein This is part of an ongoing series that aims to introduce young, aspiring scientists to topics that spark their curiosity. New York City high school student Ella E. spoke with Dr. Kivanc Birsoy, Head of the Rockefeller University Laboratory of Metabolic Regulation and Genetics, to learn more about the CRISPR DNA editing system and its implications for the future. If you have kept an eye on the news lately, you have probably heard of a breakthrough discovery called CRISPR. Scientists are hailing this bacterial immunity system as the biggest step in genome editing since PCR, and it has been the topic of an international debate over the ethics of human genome editing. (For a quick primer on CRISPR and how it works, check out this great video by science writer Carl Zimmer). Dr. Kivanc Birsoy, Head of the Rockefeller University Laboratory of Metabolic Regulation and Genetics, uses CRISPR to study cancer and cellular metabolism. Specifically, his lab uses CRISPR to identify what metabolic pathways are best to target for therapy. “We basically design ways to knock out all the metabolic genes in the genome at once using CRISPR,” explained Dr. Birsoy. “We ask the question of which of these genes is important to

On Using a Makerspace for STEM Education

The Maker Movement has proved itself to be a valuable component of STEM (science, technology, engineering, and math) education ecosystem. The underlying philosophy of this movement involves open-ended creativity, development of critical thinking and intellectual flexibility, as well as instill confidence and a sense of accomplishment. The blueprints for building a makerspace are fairly straightforward, and usually incorporates a few key items like 3D printers, sewing machines, power tools, soldering gear, and maybe a laser cutter. But is it as simple as “build it and they will come?” To help answer the question of “So you have a makerspace, now what?” Jaymes Dec, middle school technology teacher and founder of NYC Makery, served up some valuable advice at our recent SOWING Circle Meetup (SOWING stands for Science Outreach Working to Inspire the Next Generation, and is a gathering for anyone who works as a STEM educator to share resources and brainstorm ideas). In his talk, Jaymes outlined a series of questions to help educators maximize the impact of making in STEM. What is a makerspace? According to Jaymes, a makerspace is simply a space where people use a set of shared tools for making things. There is usually a facilitator

For NYC High Schoolers, STEM Career Day Outranks Watching Netflix

"My friends are watching Netflix, I get to be here!" @NYCSchools #STEMmatters Career Day @RockefellerUniv #RockEdu pic.twitter.com/Cb9tkeUcJG — Science Outreach (@rockedu_) November 3, 2015 Over fifty NYC public high school students made the trek to The Rockefeller University for the Fourth Annual STEM Matters NYC Career Day on Tuesday, November 3. The NYC Department of Education (DOE) sponsors this unique opportunity to give high schoolers an inside peek into careers in science, technology, engineering, and math (STEM). Students could register for both a morning and an afternoon session, choosing from a diverse list of 23 companies including the American Museum of Natural History, CVS Health, and Murray’s Cheese. The Rockefeller University Collaborative Research Center (CRC) Along with a representative from the NYC DOE, I greeted students as they arrived at Rockefeller’s 66th Street gates. We spoke with students about their interests and goals related to STEM. The students’ eyes danced with wonder as they walked up towards the glass facade of the Collaborative Research Center (CRC). “All my friends are watching Netflix, and I get to be here!” one student beamed. Wasting no time, students signed in, took off their backpacks, and separated into lab tour groups. Scientists