SCIENCE EDUCATION PARTNERSHIP
Want to help link
teachers, lab work?
Be an SEP mentor!
 Would you consider being a mentor for SEP this year? So that you know what you might be
getting into, here's an overview of the program.
It started with the realization sparked by Barb Schulz, one of our founding teachers that few science teachers actually knew a scientist. Science teachers needed to spend time in a research lab,
become acquainted with a scientist and build a long-term partnership to enrich both the teacher's and
the scientist's professions.
Now in its sixth year, SEP enriches science education in a variety of ways. The lab experience
and connection with a scientist are still central to the program, and probably the main reason teachers apply to be SEP participants.
 What does SEP actually look like? Each year starts in January with the mailing of applications
to science departments in public and private schools in Washington, as well as to teachers who
request them. We distribute applications at meetings and target groups we would like greater repre
sentation from, such as Seattle Public Schools and teachers from under-represented minorities. The
application is designed to allow a diverse group to apply.
Applications are due March 1, and this is where the mentors first come in. The applications (52
last year) are copied and distributed to mentors at the Center and five partner sites: Immunex,
ZymoGenetics, molecular/cellular biology graduate students, and the University of Washington
departments of Genetics and Molecular Biotechnology.
Each mentor chooses a teacher to work with, checks with us to see if the teacher is available
and makes the phone call to invite the teacher to participate. SEP staff do not stipulate criteria men
tors use to choose teachers. Mentors choose for varied reasons (you don't need to tell us why!).
The 25 or so selected teachers first come to the Center May 18 for an all-day introductory
workshop. Participants get to know one another and us, become students as we model teaching
techniques we've found effective, and start using some of the kits they can borrow during the school
year.
Mentors and teachers meet in the late afternoon for snacks and a discussion of project possibili
ties during the lab phase. Content is flexible. The only requirement is that teachers be involved,
hands-on, in the lab and with their mentors.
The core of the program is from July 8-23, starting with three days of workshops and more
modeling of teaching strategies. Then there are five days in the lab, split by a weekend breather. The
last two days of the next week, teachers prepare curriculum projects, which they present to each
other on the final two days of the summer program.
The formal commitment from the mentors ends after the summer program, but we hope a
longer-term relationship is established, with advice from mentors on science questions, visits to
teachers' classrooms when possible and any number of interactions. The teachers' formal commit
ment continues with kit sign-up day on Sept. 21. Our by-then 125 participants will come here to
schedule their use of our 25 kits of equipment and reagents during the coming school year. We have
a selection of short workshops in the afternoon.
During the school year, much occurs, with kits going in and out, phone and classroom support
by SEP staff and volunteers, and visits by teachers and their students. The teachers' last official
activity is in an evaluation day in May. Teachers come back and evaluate the program, reflect on the
school year, and suggest changes to SEP.
Teachers return in future years to participate in workshops, borrow kits and just see how we are
all doing. Many mentors continue to participate in SEP, too.
If you have questions or would like to participate, please call Nancy Hutchison at Ext. 4486, or
me, at Ext. 4487.
Dr. Mark Hertle, SEP program coordinator
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