Thinking about Your Role (adapted from BSCS, 2008)

By now you likely have some understanding of why science education should be improved, how inquiry-based learning is an important part of that reform, and why scientists must be involved in this effort. To look more specifically at the role you can play within science education, consider the following questions.

• Do you want to do presentations to students or teachers, or work behind the scenes?
• Are you comfortable speaking in front of an audience?
• Do you have already-established relationships that you could use as a point of entry into the educational system?
• Would you prefer a long- or short-term commitment?
• Would you prefer to work as an individual or as part of a team?
• Are you interested in learning more about educational issues?
• With whom do you want to interact— students, teachers, administrators, policy makers?

The tables below will help you determine avenues for involvement in science education. As you investigate different options, please take some time to look into local science education efforts that may already exist in your community or at your university. These efforts might include programs funded by the National Institutes of Health, the National Science Foundation, or Howard Hughes Medical Institute. Joining a program that is already under way is often an efficient approach.

You can become involved in many ways. You might consider your interests, time, and talents. Traditionally, most scientists think about visiting schools, doing demonstrations, and serving as role models. We certainly encourage this. We hope you will consider other ways that your expertise can contribute to science education, too. The tables below present a variety of opportunities that vary in time and level of involvement. The roles are grouped under advocating, serving as a resource, and becoming a full partner.