Solar Astronomy: Science in Service to Education

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Solar Astronomy Science in Service to Education
Kelly Beck (Haas Center for Public Service,
Stanford), Deborah Scherrer (Stanford Solar
Center, Stanford), Cherilynn Morrow (Space
Science Institute)
What? The Science in Service Program is a
groundbreaking science outreach program that is
based on the principles of service learning. It
is the result of a partnership between Stanford
Universitys Solar Observatories Group and Haas
Center for Public Service. The partnership was
developed under the auspices of the Solar Groups
Solar Dynamics Observatory (SDO) project for the
purpose of highlighting the science of the
Sun-Earth connection in the pre-launch phase of
the SDO mission. The goal of the Science in
Service Program is to engage undergraduates in
public service projects that communicate solar
science. The yearlong program consists of a
fall-quarter seminar in the Haas Center and
winter-spring fellowships in science outreach
with the Solar Observatories Group. The seminar
covers four areas 1) ethics and issues of public
service 2) science and civic engagement 3)
research-based methods for effective science
teaching (esp. k-12) and 4) an introduction to
solar astronomy. It is a combination of lectures,
discussions, and hands-on activities. Graduates
of this course will become Science in Service
Fellows. As fellows they will work with
scientists from the Stanford Solar Observatories
Group in outreach to schools and community
organizations. Target audiences include K-14
schools and community programs, especially those
that serve under-represented communities. The
Science in Service Program is unique among
science outreach efforts because of its emphasis
on the principles and ethics of community service
as applied to science and engineering outreach.
Why? Why the combination of science, community
service, and education? And why include a
diversity of fields? Listen to what our Stanford
students have to say
Who? Our Stanford Science Fellows represent an
extremely diverse group of potential
leaders! Number of Science in Service Fellows
11 Gender Split Class
Year Men 6 Sophomores 1 Women 5
Juniors 5
Seniors
5 Majors Biology Computer Science Earth
Systems Human Biology International
Relations Materials Science Philosophy Physics Sym
bolic Systems
Ive always divorced engineering (my academic
studies) from my strong personal sense of service
(my extracurricular activities). So, I am
definitely interested in learning how to do
public service while utilizing my engineering
background. I feel that after two years of
working hard academically, I want a non-academic,
community-based program in which I can invest a
lot of my time and become deeply involved. I
am also interested in pursuing a career in public
health post-graduation. For this reason, greater
access to the actual public and a better
understanding of what is needed in the world
around me can only benefit my career goals.
Academically, I also crave a class such as this,
which is small and creative, focusing on
real-life problems and doing something to solve
them aside from the separated efforts that are
usually employed in classes through extensive
reading or research. I believe that scientific
reasoning is a tool, and nothing more. If used
well and with care, scientific reasoning can
elevate the human condition. If used recklessly,
secretly, or selfishly, scientific reasoning can
bring great ill. I have studied many forms of
representation and problem solving in the
Symbolic Systems program, and I have learned much
about the global theater of human interactions in
the International Relations program. I expect
that the Science in Service Program will help me
to gain perspective on the healthy use of
scientific reasoning in international political
and public service pursuits. I am interested
in medicine and science research, but primarily
because of the potential effects their areas have
on improving service to communities. The
Science in Service Program would show me
different areas in which science and service
overlap and how to access these areas. I am
interested in educational software, so it is the
educational component of the Science in Service
program that Im most interested in. I think
interactive experience with students is vital to
being able to successfully develop software that
will be useful to students and that will engage
them to the extent that it will foster
learning. This program seems unique to me in
its ability to link both technological and
scientific endeavors with service and community
involvement.
My academic goal is to study interesting things
in my case, it is materials science and
chemistry. My personal goal is to make the world
a better place for the people I come into contact
with. My career goal is to somehow combine these
two. From an early age I was taught that a
strong background in the sciences is fundamental
to ones success in the future, and that I also
had a responsibility, as one who had been given
the resources to achieve, to share the knowledge
I have gained. This is especially important for
those groups who are missing quality science
support in school or home, in order to help them
fully appreciate the interesting applications of
science. Part of my studies in International
Relations includes the interaction between the
public sector and the scientific community. A
program such as this would give me the
opportunity to experience first hand how the
scientific and public communities exchange
ideas. The Science in Service program offers a
structured introduction to the roles of science
and technology, powerful tools indeed, within the
context of serving others. I hope to make my
life one of service to others, and I value both
the intellectual rigor of science and the
application of technology toward the satisfaction
of human needs. I also feel the need for a more
refined perspective from which to evaluate
existing and future science-related public
policy. I crave an opportunity for such an
innovative class, which looks at the problems we
study in such a different way. I want to go into
a life with some sort of public impact, and
starting that now would be an amazing
opportunity. As I hope to eventually work in
an environment where public interests and
scientific research come together, knowledge of
how such a partnership functions is
invaluable. I am majoring in philosophy and
minoring in physics and creative writing, hoping
to combine my interests into a career as a
bioethicist or possibly as a science writer. I
hope that, through this experience, I can explore
my interest in continuing to make the fundamental
aspects of our world accessible to all and find
out what options might be available for me in
pursuing my passion for physics and science
ethics.
Our program uses solar science as a hook to
intrigue students and the public as well as those
who wish to reach them.

• Project Goals
• Enhance the learning experiences that
  pre-college students, from
• underserved and underrepresented groups in
  particular, have in
• science and technology.
• Promote leadership in community service in the
  area of science
• and engineering among the next generation of
  scientists and
• engineers.
• Provide opportunities for science and
  engineering students to be
• involved with service, and increase the number
  of science and
• engineering undergraduates involved in
  service.

Heliospheric Magnetic Imager

• Community Service Issues
• Science and civic engagement
• What community service is and is not
• Ethics of serving communities
• Public service as an integral part of all
  professions
• Reaching diverse audiences
• The Civic Scientists role when dealing with the
  press and media

How?
Science

• Content Knowledge fundamental concepts
• Process Skills skills of inquiry observing,
  measuring, collecting data, analyzing data,
  reasoning, drawing conclusions from evidence
• Connections to other disciplines, society, life
• Intellectual confidence, enthusiasm for life-long
  learning, and curiosity about the world.

Community Service

• Science Professional Issues
• What is science literacy and why is it
  important?
• How does one use solar science as a hook to
  generate enthusiasm?
• Science Fellows come from a broad range of
  subject fields, though require similar
• basic science communication skills
• Science faculty offer access to good, in-depth
  understanding of solar science.
• Science Fellows are provided with sufficient
  tools, skills, and resources to
• communicate the basics and appreciate the
  results of scientific research

• Education Issues
• Research-based methods for effective science
• communication
• Learning theories
• Science Standards
• How to identify previous knowledge and address
• misconceptions
• Inclusive learning environments and cultural
  issues
• Inquiry-based science teaching methods and
  hands-on
• learning
• Multiple intelligences

The Haas Center for Public Service at Stanford
University connects academic study with community
and public service to strengthen communities and
develop effective public leaders. To accomplish
these broad objectives, the Center collaborates
with associated units at Stanford and implements
programs in many areas of work. All of the
Center's activities contribute to student
learning while providing value and service to the
public and the community.
Education
This presentation is available on the web
at http//solar-center.stanford.edu/presentations
/agu03-1208.ppt The authors can be reached
at kbeck_at_stanford.edu dscherrer_at_solar.stanford.ed
u camorrow_at_colorado.edu