Bridging the gap: spanning the distance between high school and college education

?As graduate students, we are immersed daily i in the practice of evaluating and critiquing ? research and we have a good understanding of the scientific mindset. Why not share this insight with others who would benefit? In 2006, a National Science Board sur vey found that American adults lacked a solid founda tion in scientific concepts. Even more worrying, those surveyed were ill-equipped to rectify this knowledge gap: when asked about a simple experimental design, fewer than half understood the value of using a control to calibrate observations (NSF 2008). The methods that scientists use every day have applications far beyond the research lab. Sharing our understanding of creative and systematic methods of inquiry has the potential to bene fit more than just our scientific peers. The National Science Foundation (NSF) views educa tion and outreach as crucial to its mission. NSF supports projects designed to bridge the gap between young students (tomorrow's citizens) and educators (today's graduate stu dents and professors) with a passion for their studies. Through collaborations with teaching faculty at public schools (Graduate Teaching Fellows in K-12 Education), over 140 universities nationwide provide graduate students with an opportunity to express their enthusiasm for science to an audience in desperate need of scientific inspiration. These "GK-12" programs span many disciplines, including science, technology, engineering, and mathematics. Southern Illinois University Carbondale (SIUC) recently initiated a GK-12 program (www.siu.edu/ heartlandGK12/), to which the authors of this article (a pollination ecologist and plant biologist) belong. Other members of the first-year GK-12 team include graduate students in microbiology and geology. Working with stu dents studying environmental science, anatomy, biology, and the physical sciences at all age and achievement lev els, we facilitate learning both inside and outside the classroom and now have a better understanding of the challenges public school science teachers face. Without exception, public schools would benefit from increased graduate student outreach. Since we stand to gain as much as the public schools, the relationship is mutually beneficial. If outreach interests you, but you are unsure how to become involved, consider the following ideas. Does your university have a NSF GK-12 program? The easiest way to become involved with youth science edu cation is through previously established programs. Graduate students currently involved in outreach at participating universities will appreciate any ideas, assis tance, or supplies you can provide. If your university does not have a GK-12 program, consider approaching faculty about setting one up. Involve university science clubs. Set up a branch of your university's sustainability club for students, bring the insect collections of your entomology club to a class room, or provide opportunities for club members to act as judges for local science fairs. Those involved in clubs are inherently enthusiastic about their organization, and their excitement can inspire youngsters in ways tradi tional teaching may not. Be a liaison. The responsibilities involved in maintain ing a classroom leave teachers little time to stay informed about upcoming events at local universities. Informing teachers about guest lecturers, exhibits, or other activities provides an opportunity for teachers to arrange for young students to experience science outside the classroom. Volunteer to tutor. Public schools frequently provide after-school tutoring for students. Ironically, the students hardest pressed to find appropriate help are those in col lege-level classes. Many tutors are generally unequipped to help these advanced students. You, on the other hand, possess the appropriate knowledge base to help them understand complex science topics. Engage teachers and students in fieldwork. If your field work is carried out locally, invite teachers or students to volunteer their time; this is a valuable way for students of all ages to experience the joys of scientific discovery, and it means free fieldworkers for you! Give school presentations. With your expertise in a par ticular field, you are well-positioned to bring not only enthusiasm and passion for science to the classroom, but also current technologies, applications, and real-world examples illustrating its value. Volunteering time for outreach is not without cost. We ourselves have struggled to balance graduate and outreach pursuits. One of us (OM, the pollination ecol ogist) recently presented to a group of 4-H students. Even though the subject is one she knows well, it took time to prepare an engaging lesson with hands-on activ ities (they dissected flowers, found the sources of pollen and nectar, and discussed the importance of the spatial relationships between these two). Despite its success, she wondered later as she scrambled to finish a paper 221