Impact on Students. Random questionnaires to a
few classrooms have indicated that more than 90% of the
students assisted by RE-SEED Science Resource Agents
(SRAs) wanted their SRAs to return the next year. An
equal percentage of students said that they had learned a
lot of science from their SRA. Some students have written
letters of appreciation to SRAs, thanking them for their
role in helping them understand specific science concepts
and for what they mean. They also express their
admiration for the achievements of the particular SRA.
One wrote, "I can't believe that we have somebody
that teaches us that helped build a camera that went to
the moon. He makes things that are boring fun."
Another wrote, "He also taught me that science has a
lot to do with math. I still think science is awesome and
maybe someday I can be a science teacher like Mr.
Anderson."
Some teachers who have worked with SRAs for a number
of years have observed a change in their students'
attitudes toward science. One teacher said, "[I have
heard] many positive comments from students and parents
about [our retiree's] participation in our Science
Program. One or two unmotivated students particularly
connected with him and there was a huge attitude
change." Another teacher who worked with an SRA for
three years, commented, "The science teachers from
the high school told me that the students are entering
with a much higher understanding of the physical science
concepts. Our RE-SEED volunteer is responsible for
that."
Even parents of students have noticed changes in their
kids' attitude about science and have sent unsolicited
comments to the retirees: "Dear Mr. Anderson, My
children loved the days when you were at school. On those
days they would tell us very excitedly about what they
had done with you that day, and they often repeated the
experiments at home."
Impact on Teachers. Limited, random surveys
have indicated that the majority of the teachers consider
the SRAs to be very helpful to them and their students.
Commenting on ways their teaching has changed as a result, teachers
have said:
"I try to tie more
real world experiences into my lessons. I will
continue to look at science in this manner."
"[I do] more
experiments and demonstrations; less textbook
work."
"I am able to
understand the concepts better, which helped the way
I taught the students."
"[I have] new
knowledge. [I feel the ]excitement of scientific
process."
"I better understand
what I am supposed to teach..."
"The pupils enjoyed
science in action as opposed to reading about it.
They also became more inquisitive, asking 'Why?'
'How?' and 'What if?'."
Impact on Scientists. In their own words:
"I told my wife,
this is the second best thing I've done in my
life."
"My week revolves
around it now. I'm exhausted when I come out, but I
find it very satisfying."
"I enjoyed the
experience tremendously. I enjoyed working with the
students and teachers. In just this short time, my
appreciation for teachers has grown immeasurably. I
look forward to participating again next fall,
hopefully with the same school."
