"Teaching Students Outside the Classroom," January 2013
Chandra Harvey, The Chesapeake Bay Trust
"Jodie Kavanaugh, a YWYB teacher at Hamilton Elementary/Middle School, recently wrote, 'my students are still talking about how ‘cool’ BioEYES is, even after two years!'... What do students learn? 'That a lot of pollution can kill fish,' one student remarked. Another echoed a sentiment of many of our students that 'there are things that everyone could and should do to help the environment.'"
"BioEYES: Inspiring Youth to Pursue Science," September 2010
Valerie Butler, The Node
"Most of us, I’m sure, can remember that AHA moment in school when we realized that science is pretty cool. Imagine how it might be for a student enrolled in a school lacking the resources to teach science well, or who was never given the opportunity to excel in anything, let alone science. What if the opportunity for an AHA moment never arrived? This is, unfortunately, the truth for many primary and secondary school students, and it is especially so for low-income and predominantly minority communities. Students from disadvantaged backgrounds often carry stereotypes that scientists are old, white men who are out of touch with society, and many youth believe that science careers are out of their reach. The challenge then, is how to excite children about science such that they want to make a career of it?"
"Outreach: Empowering Students and Teachers
to Fish Outside the Box," June 2009 (PDF file)
Jamie Shuda and Danielle Kearns-Sixsmith, Zebrafish
"For most students and teachers exposed to Project BioEYES curriculum, this series of laboratory activities offers both measurable and immeasurable reactions. For students, the experience has provided a 'glimpse into their own bodies and a more meaningful understanding of organ systems, often generating a strong visceral reaction, unlikely to be duplicated by a video or picture'...."
"High school students, TJU minority groups, and inner city summer science programs all made their way through our cramped, noisy, humid space to see several thousands of our research subjects. The tour would culminate with a view through the microscope at the larval beating heart. I later learned, mostly through letters from the departments sponsoring these tours, that the visit to my laboratory was often the highlight of the day. I also learned, as is often the case in a large institution, that if you do something well you usually get asked to do it again. As I became more involved, however, I realized that I could not sustain this kind of effort alone. This was, in part, my motivation for starting Project BioEYES."
"Breaking Down the Stereotypes of Science
by Recruiting Young Scientists," October 2004
Jamie Shuda (as Jamie Schaefer) and Steven A. Farber, Public Library of Science (PLoS)
"If you ask the average ten year old in America what a scientist looks like, they almost always describe an older man with crazy white hair and a lab coat. If you ask a group of adolescents how many have looked through a microscope, few raise their hands. If you discuss the implications of genetic research with a group of high school students, they're likely to cut your next class. The reason why these students have such profound stereotypes of scientists and are less than enthusiastic about science's impact on society is simple—the lack of exposure they receive during their pre-college education."