JEP STEM Education Programs

SPRING 2 0 2 1 CONTENTS Springing Back Into Remote Learning Springing Back Into by Sabrina Remote Learning With the COVID-19 pandemic still in full force in Los Angeles, YSP staff began fever- Wonderkids ishly preparing for the Spring semester of teaching. Since the Fall semester threw us into Medical STEM remote teaching, our staff was more than Program prepared to face the challenges associated with Zoom learning. Still, we had to adjust our STEM Moms plans to ensure that Spring instruction was also at-home-friendly. In preparation for this Green STEM Kits semester, YSP staff members spent countless Unfortunately, we were unable to hours revising lessons, finding household hold on-site workshops this semester, due to Program Staff materials to substitute for inaccessible COVID-19 precautions. In addition, our supplies, and making lesson accommodations semester was shortened to seven weeks of for online teaching. instruction. However, our staff was able to For example, several of our continue making lessons more accessible for fourth-grade lessons centered on the concept all of our partner schools. For classrooms that of electricity. For our squishy circuits lesson, were unable to receive live instruction, several the 4th grade staff decided to swap out D-cell staff members continued creating Youtube batteries, battery holders, and wire for coin videos that corresponded with weekly lessons. batteries and Play-doh, allowing us to illustrate In total this Spring, we created 60 the same concept with more easily obtainable new instructional videos: 45 of which were for materials. YSP, 9 for MSP, and six for Wonderkids. The Youtube Channel is called USC JEP STEM Follow us on social Programs. Furthermore, many of the staff and media to get weekly volunteers revised the kindergarten and first updates on all of our grade curricula and also created correspond- STEM Programs! ing Youtube videos to expand the virtual resources to share with our partner schools. @USCJEPSTEM Ninety-one percent of our student staff returned to teach this semester. Luckily, we were able to take on several new staff @STEMJEP Mr. Shaginyan, a second grade teacher members, including Max Moulton and Quetzal- from Foshay Learning Center stated “the li Vergara for YSP, and Lindsay Huerta for @JEP_STEM Young Scientist Program from USC has been a Wonderkids. great resource for my students and has This semester, JEP’s STEM Education allowed them to turn their personal spaces programs, which include the Young Scientists @JEP STEM into a science lab. Thank you for engaging my Program, Wonderkids, and the Medical STEM Programs students and for making online learning more program, are generously supported by the interactive!” Thanks to funding from the USC following individuals and organizations: the Good Neighbors Campaign for the Communi- USC Good Neighbors Campaign, Raytheon, ty Applying Systemic STEM Education to the Lau and Winn Family, the North Area Schools (C-ASSETS) we were able to send Neighborhood Development Council several local-LA staff members materials with (NANDC), Union Bank, and the USC Norris which they could assemble STEM supply kits Comprehensive Cancer Center. We thank that were later kindly distributed by our them for their continued support of our STEM partner teachers. programs! P A G E 2 Women in STEM Extravaganza by Dr. Dieuwertje Kast It is crucial to inspire and support the inclusion of Wonderkids targets Kindergarten through fifth BIPOC (Black, Indigenous, and People of Color) and grade students; however, due to the COVID-19 pandemic, women in STEM fields. Data show that in 2020, the majority like so many programs, our program was delivered online of STEM workers in the U.S. are white (69%); Blacks and for the Fall 2020 and Spring 2021 semesters. Student Hispanics are grossly underrepresented, making up only 9% enrollment this semester (Spring 2021) is 60% female at and 7% of STEM fields, respectively (Pew Research Center, the Kindergarten through second grade levels; and 50% at 2018). Disparities are even greater among women: only the third through fifth grade levels. This results in a major- 2.5% of women working in science and engineering fields ity of our participants being female, and 100% of students are Black and 2.3% are Latina (Catalyst, 2020). In light of identify as BIPOC. Our speakers this semester were these issues, the USC Wonderkids Program strives to 100% female; 83% self-identified as BIPOC individuals. provide an inclusive model of how to support women in The Animal Science Unit focused on habitats and STEM and scientists of color at all levels of the program. adaptations. Students eagerly matched animals to their The Wonderkids’ student-leadership level boasts respective habitats from all around the world, then creat- impressive marks--100% of the staff are female, and 66% ed animal themed murals with their results. The corre- identify as BIPOC, including two--new staffer Lindsay sponding speaker, Staci Wong, from the Aquarium of the Huerta and veteran staffer Jasmin Sanchez--who grew up in Pacific, introduced both an otter and a sea bird to thrill the South Los Angeles community and attended the same the students. elementary schools that host the Wonderkids program. The Polar Science Unit discussed penguins. Students created penguin models to pose with, along with the speak- er, Jocelyn Argueta, and her penguin counterpart, Ben. Argueta described her work in Antarctica with PolarTREC (Teachers & Researchers Educating and Collab- orating) and the National Atmo- spheric and Space Administration (NASA)’s Project Icebridge. The Dermatology Unit informed students about how to protect their skin from harmful sun rays; it included a scavenger hunt around their homes to discover simple items that could protect their skin from sun damage. Their speaker, Dr. Jessica So, aka “The Breakfasteur,” performed a playdough surgery that demonstrated how various skin lesions and cancers were excised. During the Anatomy Unit, Wonderkids (Spring 2021) Corresponding Topics and Speakers: students created their own • Animal Science - Staci Wong, an educator from Aquarium of the Pacific. Students were “anatomically correct” person introduced to Betty, an otter, and Sula, a red-footed booby with Q-tips for bones and • Polar Science - Jocelyn Argueta, Web Producer, NASA JPL playdough for organs. The speaker, • Dermatology/Surgery - Dr. Jessica So, Dermatologist Jamie Decker, who works with • Anatomy - Dr. Jamie Decker, Founder of Experience Anatomy Experience Anatomy, showcased • Stem Cells - Tal Rosen, graduate student researcher at Keck, USC real life organs. • Space - Dr. , Geoscience expert, Analog Astronaut, Astronaut for SpaceX Crew & Janet Ivey, Creator and CEO of Janet’s Planet, Inc. JEP STEM EDUCATION PROGRAMS P A G E 3

The Stem Cell Unit included students discussing The impact on the students has not gone unnoticed by and recreating the transformation of stem cells into their families. One parent remarked “The Wonderkids varying types of cells utilizing playdough. Speaker, Tal Rosen, Program has grasped my son’s curiosity and taught him to spoke about her stem cell research and did a “day in the life use science to solve problems.” - Heather M. (Mason M’s of a scientist”. Mom). Another parent, Patricia P. said “I cannot express 3, 2, 1 BLAST-OFF! During our space week, how I feel about WonderKids. I have two daughters Nicole students tested out ways to eat in zero gravity. Students and Sophia in WonderKids. Their confidence and self-es- used their imagination and creativity to figure out ways to teem has increased tremendously. They always look keep food on a plate in an environment where everything forward to every class. The teachers validate their floats. Our speakers for space week were Dr. Sian Proctor opinions and creativity.” Lastly, Zoe-Marie R.’s mom Jodie Y. and Dr. Janet Ivey. Dr. Proctor, a geoscientist, explorer, said “the WonderKids class has been a unique experience space artist, and science communication specialist with a among virtual classes for my daughter in Kindergarten. She passion for space exploration, has completed four analog looks forward to her science class that challenges her mind missions, including an all female mission. She was also beyond what I, as her mother, thought she was capable of. chosen to go to space as an astronaut this fall with The class structure allows for personal attention and small SpaceX’s Inspiration4 Crew. Our other space speaker, groups that keeps her engaged and excited.” Janet Ivey, is the Creator and CEO of Janet’s Planet, Inc. and Wonderkids covered a wide variety of STEM showed students all about lunar landings. fields this semester! Thanks to the generosity of the USC Good Neighbors Campaign, this year's Wonderkids JEP STEM EDUCATION PROGRAMS program was fully funded. P A G E 4 Medical & Cancer STEM Programs: A continued success story in virtual times by Anupam Singh & Dr. Dieuwertje Kast The second unit of teaching was centered around topics related to Dermatology. The main topics covered included the harmful effects of ultraviolet radiation (UV) on skin and cancers associated with it. Students learned the basics of skin cancer diagnosis using ABCDE’s - Asymmetry, Barriers, Color, Diameter and Evolving - as the differentiat- ing factors between a benign vs a cancerous mole. The last unit was Pulmonology, where students learned how lungs function, how pollutants persist in the air we breathe and how smoking can cause diseases, especially cancer. The last lesson this semester emphasized the importance of using filters like masks to protect oneself from airborne-pathogens and was very relevant to continue to protect oneself from COVID-19. MSP TAs Yvonne Hernandez (on the left) demonstrating 3D Teaching online has been fun but also an immense models of healthy (pink) vs unhealthy() lung models and Eduar- learning experience for C-SEPP’s MSP team. Using the do Lopez (on the right) teaching students about common lessons learned from Fall 2020, we have incorporated causes of lung cancer. physical movement to encourage students’ participation Since 2018, the USC Norris Comprehensive and engagement in various lessons. For example, one of Cancer Center (NCCC) has supported the implementa- our TA’s, Jisu Kim, would incorporate movement breaks tion of a cancer education curriculum with five second during her lessons, such as neck stretches and jumping grade classrooms through a program called the Medical jacks. STEM Program (MSP), which is a component of USC We concluded teaching in the classrooms by NCCC’s Cancer-STEM Education Partnership Program inviting guest speakers to each of the classrooms. The (C-SEPP) . This includes virtual programming because of speakers for Spring 2021 were: DJ Fernandez, a PhD the COVID-19 pandemic. Spring 2021 marks the second Candidate studying HPV induced cervical cancer in Dr. W. online semester for the program, which focuses on Martin Kast’s lab at USC NCCC, Rachel Klaus - Anatomist concepts in the cancer biology field. We thank our partner from Experience Anatomy, Lisa Welter, a PhD Candidate in teachers (Ms. Robles, Ms. Ramirez, Mr. Nakama at Vermont Molecular Biology studying breast cancer at the Michelson Elementary, Ms. Finnon at Weemes Elementary and Ms. Kim Center, and Dr. Evanthia Roussos Torres, Assistant Profes- at the Dr. Theodore Alexander Science Center School) for sor of Medicine who studies immune-oncology with a their continuous support and for hosting MSP in their specific focus on breast cancer. LAUSD Zoom Rooms. All of the program’s hands-on in The speakers were amazed at the children’s person curriculum had to be reimagined for the virtual curiosity, participation and familiarity with the biology of world and for this semester, three units were taught over cancer. This format of the program has helped the students the course of the semester including laboratory science, get an all-around perspective of cancer education and how dermatology and pulmonology. scientists and doctors are integral to the field. One of the Centered around the basics of laboratory speakers, Dr. Torres, said “I really enjoyed getting to talk to research, the first unit covered topics like liquid volume the students about cancer. The kids were great and fun to tools, measuring mass and a dedicated lesson on micro- talk to!” Another speaker, DJ Fernandez, said “I care deeply scopes. Abstract concepts like measuring volume and mass about encouraging kids to think critically and scientifically were taught to the students by asking them to fetch and will always have time for it. I had a blast”. Lastly, Lisa objects in their homes that could be measured for their Welter stated that she “loved that some of [the children] volume and mass. As the teaching progressed, we utilized actually are thinking of becoming engineers, scientists or online video resources to make the lessons more interac- doctors and I really hope that they will find the strength tive. For example, the microscope lesson was completely and means to pursue their dreams.” video demonstration-based and was also the most popular lesson amongst the students. JEP STEM EDUCATION PROGRAMS P A G E 5 STEM Moms Represent by Dr. Dieuwertje Kast

Occasionally in our newsletter, we feature alumni It is important for us to highlight and celebrate spotlights of the STEM Programs of the Joint Educational the work of women in STEM and to be representative of Project (JEP). They usually include the professional careers them in their roles not only in the STEM fields, but also as that many of our alumni transition into including: doctors, moms. To that respect, we have three new moms within a science performers, teachers and more! year's time: Cecily Pulver, Anupam Singh, and Dieuwertje This time, we are featuring another important “DJ” Kast. role many women in STEM come to assume during their Cecily Pulver (middle photo), a former YSP coor- lifetime--the role of motherhood. Motherhood can mani- dinator and instructor (2017-2019), currently works as an fest in various ways, including, pregnancy, surrogacy, foster- Upper School Chemistry and Biology Instructor at ing/adopting kids under the age of 18 and many more. Worcester Academy. Cecily gave birth to Daniella Irene Many also struggle with fertility issues and treatments for Tapper, at 11:28 pm on July 10, 2020. She weighed in at 7lbs years in attempts to gain this role. 1oz, and measured 19 inches. Women are still highly underrepresented in Anupam Singh (right photo), a graduate student in STEM fields even in 2021. Studies show there is “substan- molecular and computational biology, is the current coor- tial attrition of new mothers--43% of women leave dinator of the USC Medical STEM Program (MSP) at JEP. full-time STEM employment after their first child.These Her little one is due June 2021. gender differences hold irrespective of variation by Last, but not least, Dr. Dieuwertje “DJ” Kast (left discipline, race, and other demographic factors” (Cech & Photo), Director of STEM Education Programs of JEP, is Blair-Loy 2019). expecting her first, and long anticipated bundle of joy, Representation, support, and flexibility with work August, 2021. responsibilities and caregiving are crucial in retaining new We look forward to seeing these STEM moms parents in the STEM fields. flourish in their new roles and stand as examples to show that moms can be powerhouse scientists, and simultane- ously raise and nurture our STEM program’s class of 2040.

JEP STEM EDUCATION PROGRAMS P A G E 6 Green STEM Kits Engage and Excite Students at home by Kyla Kelly, Emma Case, Dr. Dieuwertje Kast In 2020, USC’s Joint Educational Project (JEP) was Emma Case, a junior at USC and co-author of awarded a grant from the North American Association for this article, developed additional lesson plans to supple- Environmental Education (NAAEE) to bring “Green ment the use of these green STEM kits in virtual STEM” education to students and teachers in the Los classrooms. As an Environmental Studies major, she Angeles Unified School District (LAUSD). The Green enjoyed using her expertise to contribute to the project: STEM team developed upper elementary grade-level “It was such a joy to be able to combine my passions to lesson plans with exciting hands-on activities to teach create these lesson plans. Ever since I was a kid, I’ve been students about fossil fuel emissions (CO2), the green- super interested in and passionate about our planet and house effect, and reducing their carbon footprints. finding ways to protect it. When I got to college, this trans- Equipped with knowledge of how individuals can reduce lated into pursuing a degree in Environmental Studies. To their carbon footprints, students were going to design be able to share this passion with kids while also teaching “greenification projects” to implement in their schools them about issues that are so important to the future of (e.g., composting, hydro/aquaponics systems, community our planet was very fulfilling, and I’m so glad I got to partic- gardens, etc.). ipate in this project.” As the global pandemic began and in-person school shut down, JEP, along with the rest of the world, scrambled to find ways to adapt. We revised our plan by hosting a professional development program to familiarize teachers with climate change and green education to build confidence in teaching these concepts to their students. Because we were unable to implement greenification projects, we sent teachers Green STEM Kits -- fun gadgets powered by alternative energy that teachers used to demonstrate different types of alternative energy and how they can be used. The grow-a-maze kit demonstrated how sunlight fuels plant growth, which in turn absorbs atmo- spheric CO2 via photosynthesis. The windmill kit showed students that wind can be used to capture energy, as indicated by the windmill’s ability to power a small lightbulb. Lastly, the solar robot kit, equipped with a solar When teachers were surveyed prior to using the panel to capture energy from the sun, walked around green STEM kits and lesson plans in their classrooms, 98% when placed outside on a bright day! agreed that they felt concerned about the environment and that their students should also care about the environment, yet only 65% believed that their students were knowledgeable about environmental issues. Despite the perceived knowledge gap of their students, only 45% of teachers had taught any environmental curricula in their classrooms this school year. After using the kits, teachers reported that they felt these lessons helped increase their students' knowledge about environmental issues: "My kids love growing plants and can't wait until day to celebrate the planet! Thank you for the fun learning grow- ing experiments with GROW-A-Maze. It really teaches the power of nature and all we need to protect." We hope that continued use of these kits and lessons for green STEM education will inspire the next generation of environmentally conscious students!

JEP STEM EDUCATION PROGRAMS P A G E 7 STEM Programs Staff

Young Scientists Program

Wonderkids

Medical STEM Program

JEP STEM EDUCATION PROGRAMS JEP STEM Education Programs

Joint Educational Project JEP’s STEM Education Programs--including the Young Scientists Program, WonderKids, and the Medical STEM program. All of the programs bring STEM Education hands-on and inquiry-based STEM experiences to students in each of our Programs seven partner schools: Thirty-Second Street Performing Arts Magnet, Foshay 801 West 34th St. Learning Center, Norwood Street Elementary, Lenicia Weemes Elementary, Los Angeles, CA Vermont Avenue Elementary, John Mack Elementary, and Dr. Theodore T. 90089-0471 Alexander, Jr. Science Center School.

Office: 213-740-1837 They are generously supported by the following individuals and organizations: Fax: 213-740-1825 Email: [email protected] the USC Good Neighbors Campaign, Raytheon, the Lau Family and the Winn Family, the North Area Neighborhood Development Council (NANDC), Union Bank, and the USC Norris Comprehensive Cancer Center. We are grateful for their ongoing support.