It's awards season here at CityClub! As we gear up for the Jefferson Awards by asking you to vote to choose our National Nominee, we're also excited to host a luncheon honoring the Washington State LASER Science Education Advocate Award winners for the third year in a row.

The LASER website explains it best: "the awards are presented to up to five individuals, organizations, or project teams, who have exhibited outstanding advocacy for science education in the state of Washington by promoting the importance of science education among the general public or the education system."

This year, we'll ask the winners to weigh in on a new "buzz" term in the education world: STEM education. STEM stands for Science, Technology, Engineering and Mathematics - but what does it mean for Washington State's education system? Our winners will join us in conversation:


Congratulations to this year's winners - learn more about them after the jump!




Dr. Peter Finch, Assistant Superintendent, West Valley School District, Yakima

"Teachers are using common approaches to instruction, such as the use of an instructional model that has students focus their learning on the scientific content, explore the scientific concept, reflect on their learning, and then apply their learning to real-world problems--this coordinated, systemic approach to instruction is helping students to develop their logical and creative thinking. 

I believe we will see an increase in community support for education in the future because community members will see the positive results of students who are making a difference in their community.  And I believe that our graduates will be more engaged in the educational process and provide support for education in the future because they will value the experiences that they had in the PreK-12 system. 

The ultimate outcome for science education will be that our next generation will be well-prepared to face the challenges of the future and they will lead our society with creative innovations that have not yet been imagined."

Dr. Danny Grünbaum, Associate Professor of Biological Oceanography, University of Washington, Seattle

"As a boy, I loved engineering and biology because I was fascinated by the clever details that make biological and man-made systems work. I am ... very fortunate because Oceanography is such a sweepingly interdisciplinary field that I can combine biology, engineering and many other areas of science in my research and teaching.

Interdisciplinary science provides numerous opportunities to introduce students to new ways of thinking.

Most students we work with have never before been asked, What is interesting to you about this biological system? Asking them this question presents them the opportunity to function as real scientists, individualizes their learning experience, and enables them to act as expert communicators and teachers to their peers."

Heritage High School Energy Smart program, Evergreen School District, Vancouver

"Heritage High School and the Evergreen School District are in the process of evaluating and optimizing the scope and sequence of science education. While scientific concepts and fundamentals remain steadfastly important, and we continue to increase the rigor of our courses and course offerings, we believe that the Energy Smart Program is creative, resourceful and innovative in creating truly unique opportunities for our students to apply their scientific abilities.

Very often, science applications and experiences are contrived for predictable outcomes. This does not replicate real world work and problem solving experience. While such applications and experiences are essential and needed for demonstration of science concepts, a high school graduate entering higher education or today's job market needs to have experience with creative application, problem solving, intellectual teamwork, organization, dependability and follow-through. The Energy Smart Program at Heritage High School is seeking to address all of these real-world graduation requirements."

Science Education Partnership, Fred Hutchinson Cancer Research Center, Seattle

"Now 20 years into our work, the Science Education Partnership remains, as it began, focused at the grass roots level of secondary science teachers.

If the magic wand of science education was ours to wave and “make it so,” we would see a blurring of boundaries for who is teacher and who is the learner, for who is the scientist and who is the student. Teachers would have many strong connections to people in science-rich organizations from research labs to biotechnology companies, to professors and staff at all levels. They would have access to rich, active learning experiences for their students far beyond the textbook or worksheet. With these, students would be excited to be learning and would learn in ways that support their most effective learning styles. Most of all, learners would be learning science by doing science, not learning “about” science or learning disconnected facts, and they would experience the many ways that science intersects with mathematics, politics, economics, health, and society.

In our make it so world, it would be common for scientist volunteers to assist in classrooms and they would have some background in how to be helpful there. Students would see many kinds of scientists and many roles for themselves in the world of science-related work including animal care, molecular imaging, lab research, instrument design, and wide-ranging clinical support and patient care opportunities, to name just a few examples."

Dr. Stamatis Vokos, Professor of Physics, Seattle Pacific University, Seattle

"Effective science education contributes to the scientific literacy of all participants in a democratic society, fosters the flourishing of scientific investigation in our state, and promotes the college preparation and workforce preparedness of students who will tackle scientific and social challenges of as yet unimagined local and global complexity I believe that all students deserve the opportunity to learn science deeply, authentically, and meaningfully.

For this to occur, multiple systems have to combine efforts. Higher education institutions; school systems; science, technology, engineering and mathematics professionals; the business community; state accreditation agencies, and policymakers must work together to ensure that exemplary science education is available for all.

In Washington State, we are blessed in having a vibrant community of individuals, institutions, organizations and agencies that work together to support science education reform."