Jun 2, 2016

What Does a Scientist Look Like?

Drinking Water Act, Education, Public Water Systems, STEM 3 Comments

by Lisa Donahue

 Thirstin’s water cycle

Recently, I had the opportunity to be the introductory speaker for Girls in Science Day at a local public elementary school.  As the auditorium filled with a diverse group of girls and boys in kindergarten through fourth grades, I asked them to think, “What does a scientist look like? What does a scientist do?”  The young students shared their ideas: wears a white lab coat, works with chemicals, wears safety goggles, blows things up.  All good answers! I have no lab coat, but I have goggles, a hard hat, and safety shoes for field work.  I don’t, however, blow things up.

The goal of the students’ day was science exposure, so I talked about all the different disciplines I’ve studied and used in my job as an environmental scientist here in EPA’s mid-Atlantic drinking water enforcement program.  We talked about all of those “ologies” – biology, meteorology, toxicology, geology – and chemistry – and why you need to know about all of them to understand the water cycle and how contaminants move through the environment.

We also talked about where and how environmental scientists work: we work inside and outside; using computers and our scientific knowledge to ask questions and make good decisions about the environment. I even talked about the data we gather from public water systems to find out if they meet drinking water standards.

During my career as a scientist, I have spoken in classrooms countless times, and participated in events designed to foster girls’ interests in STEM topics.  The organizers always thank me for my time, emphasizing the importance of having a “real scientist” talk to the students.  Still, I always wonder: Will they remember anything about water pollution?  Will they absorb my enthusiasm for my work?

During this presentation, I was asked a question I wasn’t expecting: “At your work, who does the most important science, boys or girls?”  What a question!  For me, the answer was easy: I said that we all work together, because I work with so many men and women who do the important work of protecting human health and the environment.  I hope both the girls and boys remember that.

 

About the author:    Lisa Donahue is an environmental scientist in EPA’s regional office in Philadelphia, and has degrees in biology and environmental education.  In addition to her work in the Water Protection Division, she chairs EPA’s Federal Women’s Program National Council.  She’s proud to be one of the many men and women scientists in public service.

 

Editor's Note: The opinions expressed herein are those of the author alone. EPA does not verify the accuracy or science of the contents of the blog, nor does EPA endorse the opinions or positions expressed. You may share this post. However, please do not change the title or the content. If you do make changes, please do not attribute the edited title or content to EPA or the author.

EPA's official web site is www.epa.gov. Some links on this page may redirect users from the EPA website to a non-EPA, third-party site. In doing so, EPA is directing you only to the specific content referenced at the time of publication, not to any other content that may appear on the same webpage or elsewhere on the third-party site, or be added at a later date.

EPA is providing this link for informational purposes only. EPA cannot attest to the accuracy of non-EPA information provided by any third-party sites or any other linked site. EPA does not endorse any non-government websites, companies, internet applications or any policies or information expressed therein.

May 4, 2016

Gamify the Grid! New EPA game Generate! Helps Students Understand the Relationship between Climate Change and Energy Production

Air Quality Awareness Week, air research, climate change, climate change research, Education, energy efficiency, PECASE, STEM, Students and teachers, tools for school 2 Comments

By Rose Keane

When you’re teaching someone, sometimes you never know what’s going to stick. Some people need to hear the information, others might need to read it, but chances are the best way to get someone to remember is to have them try it themselves.

EPA researcher Rebecca Dodder is helping teachers provide middle school and high school students with these kinds of opportunities through her new Generate! game, a board game that requires the player to consider the costs and benefits of the type of energy we use and impacts on air quality and climate.

Hands-on learning! Kids play the Generate! game during Earth Day festivities at EPA’s campus in Research Triangle Park, N.C.

Having students actually grapple with the realities of financial limitations, carbon emissions, and limited natural resources makes the lesson much more tangible and long lasting. I had the chance to see these connections being made when students came to EPA’s campus in Research Triangle Park, N.C., to play the game during Earth Day festivities.

Here’s how it works.  In the first round, students select which sources of energy—for example, coal, natural gas, nuclear, solar or wind—that they would like to use given a finite amount of resources (in this case the number and types of energy pieces). Each energy source comes with its associated installation and maintenance costs, and the aim is to meet energy demands (filling up the full board space) while spending as little as possible.

The second round, however, made things a bit trickier. As with our energy sources in real life, there is a cost associated with the carbon emissions of each energy piece, with heavier costs for higher carbon-emitting sources like coal, and smaller or no carbon costs for the renewable energy sources. These costs refer to the idea that for each ton of carbon dioxide emitted, there are increased costs to communities from climate change. As students factored these numbers in, they realized their original plan was no longer sustainable and also way too expensive. You could practically hear the groans coming from each group’s table when the final tallies came in.

In the third round, students were offered pieces called “efficiencies,” which represent our behaviors, consumer choices, and energy efficient appliances. These pieces incur relatively small costs initially (for example, how much it would cost to replace your washer and dryer), but in the long run actually save the player money. “Think about it,” Dodder said to the students, “A lot of these big decisions are out of our control, like whether or not to build a nuclear power plant, for example. The thing about the smaller energy efficiency pieces is that’s all the stuff that we can change – it’s all in our control.”

Making climate change and its impacts tangible for younger generations can be extremely difficult, but games like Generate! make these kinds of activities fun, educational, and remind the students that their energy choices are in their hands. Educators can use this game to help their students recognize the relationships between energy usage and climate change, and encourage them to investigate their role in the carbon cycle further.

Dr. Dodder’s innovative approaches to educating the younger generation about science and her research contributions are being recognized today at a ceremony in Washington, DC where she will receive a Presidential Early Career Award for Scientists.

Learn more about the Generate! game and download your copy here.

About the Author: Rose Keane is an Oak Ridge Associated Universities contractor with the science communications team in EPA’s Office of Research and Development.

Editor's Note: The opinions expressed herein are those of the author alone. EPA does not verify the accuracy or science of the contents of the blog, nor does EPA endorse the opinions or positions expressed. You may share this post. However, please do not change the title or the content. If you do make changes, please do not attribute the edited title or content to EPA or the author.

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Feb 22, 2016

Mentoring for Science Technology, Engineering, and Math

Hatfield Marine Science Center, Oregon Sea Grant, Science Technology Engineering and Math, STEM 1 Comment

By Coral Tily

EPA researchers Cheryl Brown and Christina Folger were among the 45 volunteer science mentors that offered technical assistance to elementary school students preparing for the Newport Science Fair in Newport, Oregon. This science fair is one of the Oregon coast’s many STEM (Science, Technology, Engineering, and Mathematics) activities.

Lydia Miller with Anastasia Kaldy in front of the poster of Lydia’s group – influence of soil composition and retention

Students at Newport area elementary schools conducted experiments, gathered data, and compiled results. On January 21, the students shared their scientific discoveries with the public at a Science Fair held at the Hatfield Marine Science Center, home to one of EPA’s Western Ecology Division research laboratories.

The science mentors visited the classrooms regularly to assist the students with their investigations. Over 800 students from 33 classrooms at Sam Case and Yaquina View Elementary Schools in Newport participated; each class was matched with one or more science mentors. Oregon Sea Grant and volunteer coordinators organize the Science Fair in partnership with the schools. Cheryl and Christina (in her 5^th year volunteering as a mentor) worked at Sam Case Elementary School, helping to develop and conduct experiments investigating plant growth and factors influencing soil permeability.

Anastasia Kaldy in front of her group’s project – effects of soil types

Cheryl’s class tested the effect of different factors on plant growth and survival.  Each group came up with their own factor/hypothesis that they tested.  Factors selected included the effect of salt, detergent, soda vs diet soda, Gatorade, effect of soil type (dirt, sand, and coffee), if plants could grow on ramen noodles, and the effect of burning plant leaves, as some of the boys just wanted to burn something.

Christina’s class worked with how different soil composition influences water retention. Students used different materials (sand, clay, pine needles, pebbles, etc.) to create multiple soil treatments in plastic cups with holes in the bottom for drainage.  They ‘made it rain’ on the cups several times over the two week period and recorded the weight of each cup at specific times after the “rain” to see which combination of materials retained the most water.

The event was a great experience for students and mentors alike. It showed the promise of making the connection between working scientists and young people in science, technology, engineering, and math activities.

About the Author: Information services specialist Coral Tily wrote this post in cooperation with Cheryl Brown (oceanographer), Christina Folger (marine ecologist), and Joan Hurley (senior environmental employment grantee).

Read “Science Fair A Big Success,” an article about the Newport Science Fair in the local paper. 

Editor's Note: The opinions expressed herein are those of the author alone. EPA does not verify the accuracy or science of the contents of the blog, nor does EPA endorse the opinions or positions expressed. You may share this post. However, please do not change the title or the content. If you do make changes, please do not attribute the edited title or content to EPA or the author.

EPA's official web site is www.epa.gov. Some links on this page may redirect users from the EPA website to a non-EPA, third-party site. In doing so, EPA is directing you only to the specific content referenced at the time of publication, not to any other content that may appear on the same webpage or elsewhere on the third-party site, or be added at a later date.

EPA is providing this link for informational purposes only. EPA cannot attest to the accuracy of non-EPA information provided by any third-party sites or any other linked site. EPA does not endorse any non-government websites, companies, internet applications or any policies or information expressed therein.

Jan 27, 2016

Kid Scientists Shine at White House Event

air quality, air research, air sensors, SoStem, STEM 0 Comments

By Amanda Kaufman

Amanda Kaufman at the SoSTEM event.

President Obama’s last State of the Union address on January 12th called for giving everyone a fair shot at opportunity, including offering every student the “hands-on computer science and math classes that make them job-ready on day one.” The United States government, including EPA, is supporting this call by encouraging the next generation of scientists and engineers. There IS hope—and I experienced firsthand that hope with a group of young students at the White House just last week.

On January 13th, my colleague Joel Creswell and I demonstrated some of EPA’s emerging air sensor technologies research at a post-State of the Union event at the White House called the State of Science, Technology, Engineering, and Math Address (SoSTEM). SoSTEM brought in students from all over—the Bronx, Baltimore, DC, and more—to showcase innovative science and technology to excite the imaginations of the students and encourage them to follow their dreams and passions no matter how insurmountable they may seem. Over 150 students from 5th through 12th grade attended the event.

I was lucky enough to spend several hours with these kids while I exhibited a variety of portable, lower-cost citizen science air monitors. They also got to build their own air pollution sensors using LED lights, microprocessors, electrical circuitry, and particulate matter (PM) sensors using kits designed by EPA research engineer Gayle Hagler. These energetic students had lots of questions about the sensors and air pollution in general, and I was amazed by how much they already knew about both topics or just figured out as we played with the various devices.

This event also featured presentations by NASA, the Smithsonian National Air and Space Museum, the National Institutes of Health, and some words of wisdom and encouragement from White House Office of Science and Technology Policy Director John Holdren and U.S. Chief Technology Officer Megan Smith, as well as several others.

The day ended with a live question-and-answer video chat session with scientists working at the South Pole. The students lined up eagerly to ask questions about what it’s like to live at the South Pole and what kinds of challenges they face in such a harsh environment.

Throughout the day, I was constantly impressed by the vision and enthusiasm exhibited by each of the young people, which inspired me to think of what future discoveries they would bring. All this “controlled chaos of enthusiasm” was accompanied by inquiring student reporters making their rounds with thoughtful questions. It was great to see these kids link what they were seeing to school subjects, making the connection between the microprocessors used in the air sensors and those being used in their computer science or robotics classes.

With support from President Obama and others, these kids are a shining example of our future. The common message given to students throughout the day was to stick with their dreams, to never give up, and to never stop dreaming. Quoting John Holdren, “The spirit of discovery is in our DNA…You [the students] are at the core of President Obama’s vision for the future.”

Check out a few more resources and a video from this event, below:

EPA Air Sensor Toolbox for Citizen Scientists

Report to the President: Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) For America’s Future

About the Author: Amanda Kaufman is an ORISE participant hosted by EPA’s Air, Climate, and Energy national research program.

 

Editor's Note: The opinions expressed herein are those of the author alone. EPA does not verify the accuracy or science of the contents of the blog, nor does EPA endorse the opinions or positions expressed. You may share this post. However, please do not change the title or the content. If you do make changes, please do not attribute the edited title or content to EPA or the author.

EPA's official web site is www.epa.gov. Some links on this page may redirect users from the EPA website to a non-EPA, third-party site. In doing so, EPA is directing you only to the specific content referenced at the time of publication, not to any other content that may appear on the same webpage or elsewhere on the third-party site, or be added at a later date.

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Jul 28, 2015

Cooking Up Solutions to Climate Change

climate change, cookstove technology, EPA Air Climate and Energy Research, Indoor Air Quality, Science of Climate Change Workshop, STEM 0 Comments

By Natalie Liller

EPA’s 5th annual Science of Climate Change Workshop

June 15-19th, 2015 marked EPA’s 5th annual Science of Climate Change Workshop—and even more importantly, it summoned the latest group of talented high-school-aged students to learn about the science behind taking action on climate change. This year, the program focused on climate science and the impacts of climate change. World-class scientists, engineers, and policy experts demonstrated their research and led hands-on activities to encourage innovative thinking.

The program’s goal is to reach out to students with a keen interest in science and climate change and equip them with the knowledge and resources to go out into their homes, schools, and communities to raise awareness and to encourage others to act. EPA’s STEM (Science, Technology, Engineering, and Math) Outreach Program, under the leadership of Director Kelly Witter, is engaging these young, bright, and enthusiastic students to extend their knowledge on climate change and build their confidence to become the scientific leaders of their generation.

EPA’s Seth Ebersviller, Ph.D. shares the latest cookstove innovations.

As a part of their week-long education, the students were able to see sustainable energy being harnessed while speaking to the scientists and engineers about their work. During one session, the students learned about the technology behind biomass-burning cookstoves and solar ovens with Seth Ebersviller, Ph.D., an EPA Post-Doctoral Fellow. With this first-hand exposure, the students constructed their own solar ovens using recycled pizza boxes and aluminum foil and then baked cookies. These excited students were able to take their knowledge on solar power and apply it to an everyday need—cooking.

Unfortunately, it is not all “milk and cookies.” There is a monumental need for change on a global scale to combat the effects of climate change, present and future. Witter believes that students will be the largest advocates for climate awareness because “they understand and appreciate the science.” She hopes that through this program the students will take their “enthusiasm and passion for protecting the environment and share it with their peers to make a difference and help slow the impacts.” And they are doing just that—six program students are already working on educating their peers with hopes of creating a Climate Club chapter at their respective schools. Cassidy Leovic (Riverside High School) said that the goal of the clubs will be to “inform peers on what they can do,” focusing on energy conservation and sustainable food choices. EPA is thrilled to see these students taking action and looks forward to seeing them continue to foster this enthusiasm and change in the coming years.

About the Author: Natalie Liller is a sophomore at Appalachian State University, majoring in Political Science, Pre-Legal Studies and Environmental Science. This summer she is interning at EPA to focus on educating students on environmental science and climate change.

Editor's Note: The opinions expressed herein are those of the author alone. EPA does not verify the accuracy or science of the contents of the blog, nor does EPA endorse the opinions or positions expressed. You may share this post. However, please do not change the title or the content. If you do make changes, please do not attribute the edited title or content to EPA or the author.

EPA's official web site is www.epa.gov. Some links on this page may redirect users from the EPA website to a non-EPA, third-party site. In doing so, EPA is directing you only to the specific content referenced at the time of publication, not to any other content that may appear on the same webpage or elsewhere on the third-party site, or be added at a later date.

EPA is providing this link for informational purposes only. EPA cannot attest to the accuracy of non-EPA information provided by any third-party sites or any other linked site. EPA does not endorse any non-government websites, companies, internet applications or any policies or information expressed therein.

Apr 21, 2015

La Semana de la Educación Ambiental 2015

Estudiantes, maestros, premios PEYA, Semana Nacional de la Educación Ambiental, STEM 0 Comments

Por Stan Meiburg y Diane Wood

Esta semana del 19 al 25 de abril, la EPA y la Fundación Nacional de Educación Ambiental (NEEF, por sus siglas en inglés) están celebrando la Semana Nacional de la Educación Ambiental en conjunto con miles de estudiantes y maestros en todo el país. Mediante la educación ambiental, los educadores enseñan a los estudiantes cómo la ciencia es parte de sus vidas cotidianas, le enseñan destrezas para desarrollar un entendimiento más profundo acerca de los asuntos ambientales, y les instan a tomar decisiones responsables. El Día del Planeta Tierra, cae justo a mitad de la Semana de Educación Ambiental este año. Es un momento importante para reflexionar sobre nuestro impacto medioambiental y qué podemos hacer para proteger nuestro planeta.

Durante los últimos años, la NEEF ha dirigido los esfuerzos de la Semana de Educación Ambiental enfocándose en “Enverdecer las STEM” al alentar a los maestros y a los estudiantes a explorar la conexión entre el mundo natural y las STEM, la sigla en inglés que representa las ciencias, tecnología, ingeniería, y matemáticas. La educación en las STEM provee las bases para cuestionar, investigar, interpretar y finalmente proteger el mundo que nos rodea. Dentro del salón de clases de las STEM, la educación ambiental puede ayudar a los estudiantes a establecer la relación entre las fórmulas que aparecen en la pizarra con las experiencias del mundo real al aire libre. La educación ambiental y las STEM en conjunto equipan a los estudiantes con las destrezas necesarias para analizar críticamente e identificar soluciones eficaces a los problemas ambientales.

Durante esta Semana de la Educación Ambiental, oficinas de la EPA en todo el país están trabajando con sus comunidades para conectar a educadores, así como a jóvenes ambientalistas destacados—los nuevos ganadores del Premio Presidencial Ambiental Juvenil. Los ganadores de este año están restaurando ecosistemas degradados, explorando nuevas opciones interesantes sobre alternativas de combustible, y movilizando nuestras comunidades a apoyar las soluciones sostenibles a los problemas medioambientales. Luego este año, la Oficina de Educación Ambiental de la EPA anunciará las entidades que recibirán nuestras subvenciones de educación ambiental. Cada año, otorgamos $3.5 millones en subvenciones a distritos escolares, gobiernos locales, programas tribales educativos y a otros socios para apoyar proyectos de educación ambiental a fin de promover la concientización, la protección ambiental y el desarrollo de destrezas.

El Día del Planeta Tierra, el personal de la NEEF visitará la Escuela Elemental de Nizhoni en Shiprock, Nuevo México para inaugurar un nuevo laboratorio de las STEM en el patio escolar que será un espacio singular de aprendizaje donde los estudiantes y maestros podrán participar en actividades prácticas manuales que destacan el proceso de “enverdecer” las actividades de las STEM, incluyendo un invernadero para investigaciones científicas y estaciones al aire libre para realizar proyectos de ingeniería y mucho más.

Estas experiencias singulares son la esencia de la educación ambiental—el alentar a los estudiantes a combinar las destrezas de lo aprendido en el salón de clases con su curiosidad acerca del mundo natural. Nos toca a todos nosotros brindarles la oportunidad para descubrir soluciones a los retos medioambientales. Estamos muy entusiasmados de poder explorar las conexiones entre la educación ambiental y las STEM durante todo el año para ayudar a los maestros a encontrar maneras más atrayentes de enriquecer la educación mediante temas ambientales.

Hay muchas maneras en las cuales puede participar. Conviértase en un embajador de la Semana de la Educacion Ambiental. Salga al aire libre esta semana e aprenda algo nuevo acerca del mundo natural. Comparta su entendimiento e inste a todos a su alrededor a hacer lo mismo. Encuentre recursos para su salón de clases o para su hijo en y visite esta página para aprender más acerca de cómo se puede unir a las celebraciones de esta Semana Nacional de la Educación Ambiental.

Acerca de los autores: Stan Meiburg es el subadministrador de la Agencia de Protección Ambiental de Estados Unidos y Diane Wood es la presidenta de la Fundación Nacional de Educación Ambiental.

 

Editor's Note: The opinions expressed herein are those of the author alone. EPA does not verify the accuracy or science of the contents of the blog, nor does EPA endorse the opinions or positions expressed. You may share this post. However, please do not change the title or the content. If you do make changes, please do not attribute the edited title or content to EPA or the author.

EPA's official web site is www.epa.gov. Some links on this page may redirect users from the EPA website to a non-EPA, third-party site. In doing so, EPA is directing you only to the specific content referenced at the time of publication, not to any other content that may appear on the same webpage or elsewhere on the third-party site, or be added at a later date.

EPA is providing this link for informational purposes only. EPA cannot attest to the accuracy of non-EPA information provided by any third-party sites or any other linked site. EPA does not endorse any non-government websites, companies, internet applications or any policies or information expressed therein.

Apr 21, 2015

Environmental Education Week 2015

Education, environmental education, Environmental Education Week, National Environmental Education Foundation, peya, President's Environmental Youth Awards, STEM, student 1 Comment

This week, April 19-25, EPA and the National Environmental Education Foundation (NEEF) are celebrating National Environmental Education Week along with thousands of students and teachers across the country. Through environmental education, educators show students how science is a part of our daily lives, teach them the skills to develop a deeper understanding of environmental issues, and encourage them to make responsible decisions. Earth Day, which falls in the middle of Environmental Education Week this year, is an important time to reflect on our environmental impact and what we can do to protect our planet.

Over the past several years, NEEF has led Environmental Education Week by focusing on “Greening STEM,” encouraging teachers and students to explore the connection between the natural world and STEM—Science, Technology, Engineering and Math. STEM education provides the building blocks for questioning, investigating, interpreting, and ultimately protecting the world around us. Within the STEM classroom, environmental education can help students relate the formulas on the whiteboard to real world, outdoor experiences. Environmental education and STEM together equip students to critically analyze and identify effective solutions to environmental problems.

This Environmental Education Week, EPA offices across the country are working with their communities to connect with educators as well as recognize outstanding young environmental stewards—the new winners of the President’s Environmental Youth Award. This year’s winners are directly restoring damaged ecosystems, exploring exciting new alternative fuel options, and mobilizing their communities to support sustainable solutions to environmental problems. Later this year, our Office of Environmental Education will announce recipients of our Environmental Education Grants. Each year, we award $3.5 million to school districts, local governments, universities, tribal education programs, and other partners to support environmental education projects promoting awareness, stewardship, and skill building.

On Earth Day, NEEF staff will visit Nizhoni Elementary School in Shiprock, New Mexico, for the unveiling of a brand new Schoolyard STEM Lab, a unique learning space where students and teachers can participate in hands-on activities that exhibit the “greening” of STEM activities, from a greenhouse for science investigations to outdoor stations for engineering projects and more.

These unique experiences are what environmental education is all about—encouraging students to combine the skills they learn in the classroom with their curiosity about the natural world. It’s up to all of us to give them the chance to discover solutions to environmental challenges. We’re excited to explore the connections between environmental education and STEM throughout the year and to help teachers find the most engaging ways to enrich education through environmental themes.

There are many ways to get involved. Be an Environmental Education Week ambassador. Get outside this week and learn something new about the natural world. Share your understanding and encourage those around you to do the same. Find resources for your classroom or your child at http://www2.epa.gov/students/lesson-plans-teacher-guides-and-online-resources-educators and visit http://eeweek.org/ to learn more about how you can join the environmental education Week celebration.

About the authors: Stan Meiburg is the U.S. EPA Acting Deputy Administrator and Diane Wood is the President of the National Environmental Education Foundation.

Editor's Note: The views expressed here are intended to explain EPA policy. They do not change anyone's rights or obligations. You may share this post. However, please do not change the title or the content, or remove EPA’s identity as the author. If you do make substantive changes, please do not attribute the edited title or content to EPA or the author.

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Apr 9, 2015

EPA’s National Center for Environmental Assessment , Nifty Fifty , Science Education , STEM , USA Science & Engineering Festival

EPA’s National Center for Environmental Assessment, Nifty Fifty, Science Education, STEM, USA Science & Engineering Festival 0 Comments

By Ken Olden, Ph.D.

 

EPA “Nifty Fifty” scientist Dr. Kenneth Olden

Is there something in this world that you would like to see changed? Disease, hunger, health care—I believe we all have things we want to change. That desire for change is how I got to the position that I am in today.

I grew up on a farm along the Appalachian Mountains in rural Tennessee, among the worst poverty in the United States. We were poor, hungry, and I didn’t like the environment in which we lived. I looked around my community and I knew that if we wanted something to change, one of us would need to break out and become a leader. So I thought, why not me?

I decided then that I needed to work hard, go to college, and keep going until I acquired the education to become part of the leadership class. I shined shoes before and after school for 15 cents a pair—that’s how I paid for my first year of college.

I started at Knoxville College in 1956 and earned a B.S. in Biology. Then I earned a M.S. in Genetics from the University of Michigan. After that, I earned my Ph.D. in Cell Biology and Biochemistry from Temple University in 1970.

I made history when I became the first African American to direct one of the National Institutes of Health, the National Institute of Environmental Health Sciences. Today, as the Director of EPA’s National Center for Environmental Assessment, I have a platform from EPA, one of the nation’s top environmental and health organizations, for addressing the issues and problems I’ve wanted to see changed since I was a kid.

Capital City Public Charter School, Washington, DC.

Recently, I had the opportunity to share these experiences with students at the Capital City Public Charter School. I was asked to speak at the school as part of the USA Science & Engineering Festival’s “Nifty Fifty (times 4)” program. The program is linking 200 noted science and engineering professionals with middle schools across the Washington, DC area. My fellow “Niftys” and I are sharing stories about our science and career paths throughout the current school year.

I asked the students if there was anything in the world they would like to see changed. One student wanted to change how people perceive hip-hop. Another wanted equality for women in the workforce. Every student agreed that there was something they wanted to see changed.

My question back to them was: “Why not you?”

You have your lifetime ahead of you to make a difference. Everything that has been discovered to date—it’s all just the beginning! There are just as many possibilities for discovery now as there was when I was in middle school. You can make those discoveries and you can make a difference.

I didn’t like seeing health disparity or people living in unhealthy environments when I was their age, and I wanted to change things. I set out in 1956 to make a difference and at 76, I can say I have lived a good life—I have had the opportunity to make a difference. Now it’s their turn.

About the Author: The Director of EPA’s National Center for Environmental Assessment, Dr. Ken Olden has published extensively in peer-reviewed literature, chaired or co-chaired numerous national and international meetings, and has been an invited speaker at more than 200 symposia.

Dr. Olden has won a long list of honors and awards including the Presidential Distinguished Executive Rank Award, the Presidential Meritorious Executive Rank Award for sustained extraordinary accomplishments, the Toxicology Forum’s Distinguished Fellow Award, the HHS Secretary’s Distinguished Service Award, the American College of Toxicology’s First Distinguished Service Award, and the National Minority Health Leadership Award. From 1991-2005, he served as the Director of the National Institute of Environmental Health Sciences (NIEHS) and the National Toxicology Program (NTP) in the U.S. Department of Health and Human Services.

Editor's Note: The opinions expressed herein are those of the author alone. EPA does not verify the accuracy or science of the contents of the blog, nor does EPA endorse the opinions or positions expressed. You may share this post. However, please do not change the title or the content. If you do make changes, please do not attribute the edited title or content to EPA or the author.

EPA's official web site is www.epa.gov. Some links on this page may redirect users from the EPA website to a non-EPA, third-party site. In doing so, EPA is directing you only to the specific content referenced at the time of publication, not to any other content that may appear on the same webpage or elsewhere on the third-party site, or be added at a later date.

EPA is providing this link for informational purposes only. EPA cannot attest to the accuracy of non-EPA information provided by any third-party sites or any other linked site. EPA does not endorse any non-government websites, companies, internet applications or any policies or information expressed therein.

Apr 9, 2015

You Can Make A Difference: How I Became a “Nifty Fifty”

EPA’s National Center for Environmental Assessment, Nifty Fifty, Science Education, STEM, USA Science & Engineering Festival 0 Comments

By Ken Olden, Ph.D.

 

EPA “Nifty Fifty” scientist Dr. Kenneth Olden

Is there something in this world that you would like to see changed? Disease, hunger, health care—I believe we all have things we want to change. That desire for change is how I got to the position that I am in today.

I grew up on a farm along the Appalachian Mountains in rural Tennessee, among the worst poverty in the United States. We were poor, hungry, and I didn’t like the environment in which we lived. I looked around my community and I knew that if we wanted something to change, one of us would need to break out and become a leader. So I thought, why not me?

I decided then that I needed to work hard, go to college, and keep going until I acquired the education to become part of the leadership class. I shined shoes before and after school for 15 cents a pair—that’s how I paid for my first year of college.

I started at Knoxville College in 1956 and earned a B.S. in Biology. Then I earned a M.S. in Genetics from the University of Michigan. After that, I earned my Ph.D. in Cell Biology and Biochemistry from Temple University in 1970.

I made history when I became the first African American to direct one of the National Institutes of Health, the National Institute of Environmental Health Sciences. Today, as the Director of EPA’s National Center for Environmental Assessment, I have a platform from EPA, one of the nation’s top environmental and health organizations, for addressing the issues and problems I’ve wanted to see changed since I was a kid.

Capital City Public Charter School, Washington, DC.

Recently, I had the opportunity to share these experiences with students at the Capital City Public Charter School. I was asked to speak at the school as part of the USA Science & Engineering Festival’s “Nifty Fifty (times 4)” program. The program is linking 200 noted science and engineering professionals with middle schools across the Washington, DC area. My fellow “Niftys” and I are sharing stories about our science and career paths throughout the current school year.

I asked the students if there was anything in the world they would like to see changed. One student wanted to change how people perceive hip-hop. Another wanted equality for women in the workforce. Every student agreed that there was something they wanted to see changed.

My question back to them was: “Why not you?”

You have your lifetime ahead of you to make a difference. Everything that has been discovered to date—it’s all just the beginning! There are just as many possibilities for discovery now as there was when I was in middle school. You can make those discoveries and you can make a difference.

I didn’t like seeing health disparity or people living in unhealthy environments when I was their age, and I wanted to change things. I set out in 1956 to make a difference and at 76, I can say I have lived a good life—I have had the opportunity to make a difference. Now it’s their turn.

About the Author: The Director of EPA’s National Center for Environmental Assessment, Dr. Ken Olden has published extensively in peer-reviewed literature, chaired or co-chaired numerous national and international meetings, and has been an invited speaker at more than 200 symposia.

Dr. Olden has won a long list of honors and awards including the Presidential Distinguished Executive Rank Award, the Presidential Meritorious Executive Rank Award for sustained extraordinary accomplishments, the Toxicology Forum’s Distinguished Fellow Award, the HHS Secretary’s Distinguished Service Award, the American College of Toxicology’s First Distinguished Service Award, and the National Minority Health Leadership Award. From 1991-2005, he served as the Director of the National Institute of Environmental Health Sciences (NIEHS) and the National Toxicology Program (NTP) in the U.S. Department of Health and Human Services.

Editor's Note: The opinions expressed herein are those of the author alone. EPA does not verify the accuracy or science of the contents of the blog, nor does EPA endorse the opinions or positions expressed. You may share this post. However, please do not change the title or the content. If you do make changes, please do not attribute the edited title or content to EPA or the author.

EPA's official web site is www.epa.gov. Some links on this page may redirect users from the EPA website to a non-EPA, third-party site. In doing so, EPA is directing you only to the specific content referenced at the time of publication, not to any other content that may appear on the same webpage or elsewhere on the third-party site, or be added at a later date.

EPA is providing this link for informational purposes only. EPA cannot attest to the accuracy of non-EPA information provided by any third-party sites or any other linked site. EPA does not endorse any non-government websites, companies, internet applications or any policies or information expressed therein.

Feb 20, 2015

Chasing the “WOW!” With Citizen Schools and EPA Science

Citizen Schools, Generate board game, Lowes Grove Middle School, Neal Middle School, STEM 0 Comments

By Andrew Murray

Students share their final presentations.

When I was first asked to lead an after school Citizen Schools apprenticeship, I was fairly apprehensive. Sure, I had taught plenty of episodic classroom presentations and felt comfortable around kids, but committing to teach the same 20 students every week? It was a bit intimidating at first, especially since I’ve never been trained as a teacher and just graduated from college myself.

I was quickly reassured that Citizen Schools is all about having non-teachers teaching; thus the reason it’s called “Citizen” Schools. Volunteer “Citizen Teachers” teach after school hands-on apprenticeships on topics from their careers and expertise. The apprenticeships are taught for 90 minutes, once a week, for 10 weeks, with a final showcase at the end of the semester. The Citizen Schools program targets low-income middle schools to close the “opportunity gap” through academic enrichment and career insight. EPA has been participating in the Durham, NC Citizen Schools program for seven years, at both Neal Middle School and Lowe’s Grove Middle School.

Last fall, I was lucky enough to join a team of veteran EPA employees teaching at Lowe’s Grove. Our apprenticeship was called “Power Play,” which focused on studying various energy generation methods, and their relations to pollution and climate change.

Once we decided on what we were going to teach, we pitched our apprenticeship at the Citizen School Apprenticeship Fair. The students then get the opportunity to sign up for the apprenticeships that interest them. I watched the veterans pitch the apprenticeship a couple of times, and then took my first swing at it. After seeing the kids get excited, my own excitement and confidence grew and, suddenly, I was hooked.

Over the following ten weeks, we would meet with the students every Wednesday after school and teach them about energy and the environment. We built solar ovens, wind turbines, and water wheels, and learned about energy consumption and modeling through an Energy Generation board game developed by EPA colleagues.

“Generate,” a board game developed by EPA researchers.

Every week was mentally challenging, but extremely rewarding. It all lead up to the final presentations – the WOW! event where the students had the chance to “teach back” to the public, their teachers, and their families. For me, the WOW! was what made teaching the apprenticeship addicting. After seeing what the students took away and how excited they were to present it and teach it to the public, I realized what a difference the citizen teachers make in the lives of these students.

The new semester of Citizen School is about to start, and I will be teaching with the same team again at Lowe’s Grove. We will be leading an apprenticeship on “Making Sense of Air Quality,” while another team leads an apprenticeship at Neal on “Environmental Sensing.” I’m so excited to get back in the classroom to make a difference in the lives of another class of up-and-coming environmental experts!

About the Author: Andrew Murray is a Student Services Contractor for EPA’s Office of Research and Development. He graduated from the North Carolina School of Science and Mathematics in 2009, and a received B.S. in Environmental Science from NC State University in 2014.

Editor's Note: The opinions expressed herein are those of the author alone. EPA does not verify the accuracy or science of the contents of the blog, nor does EPA endorse the opinions or positions expressed. You may share this post. However, please do not change the title or the content. If you do make changes, please do not attribute the edited title or content to EPA or the author.

EPA's official web site is www.epa.gov. Some links on this page may redirect users from the EPA website to a non-EPA, third-party site. In doing so, EPA is directing you only to the specific content referenced at the time of publication, not to any other content that may appear on the same webpage or elsewhere on the third-party site, or be added at a later date.

EPA is providing this link for informational purposes only. EPA cannot attest to the accuracy of non-EPA information provided by any third-party sites or any other linked site. EPA does not endorse any non-government websites, companies, internet applications or any policies or information expressed therein.