Community Science is anchored by four signature programs: STEMplus, Independent Research, the ‘Āina-Informatics Network, and Pa‘ēpa‘ē o Waikolu. Each program builds capacity for Community Science as a whole. While STEMplus develops teachers, Independent Research shepherds students. The ‘Āina-Informatics Network makes available state-of-the-art equipment and expertise to support genome science and Pa‘ēpa‘ē O Waikolu’s stream assessment and stewardship model provides a blueprint for place-based curricula making a measurable impact. Much of Community Science’s success can be attributed to its robust network of scientists and scholars willing and eager to collaborate with teachers and students. “We, as a high school lab, can do a lot more research here that is in alignment with — and also in partnership with — outside labs,” said ‘Iolani Community Science Genomics Specialist Eric ‘Iwakeli‘i Tong. Spotlighting spaces where community groups are actively managing their lands or have biocultural restoration projects in progress, Tong further explained, “It’s not just the academic connections, but also the community connections. I think that’s the formula here in the Office of Community Science that has made our students really strong contenders. Not every school is pulling all those threads together for their students to pursue.” Professional development for teachers is also key since research projects are often limited by a teacher’s capacity. Community Science offers training that can help teachers stay up to date as technology changes and science advances. Additionally, STEMplus provides a forum for linking classrooms and community. Through bimonthly workshops exploring relevant issues — from detecting coconut rhinoceros beetles to protecting seabird habitats — project coordinators have the opportunity to promote awareness and recruit student scientists to assist in their causes. “Teachers know a lot about how to teach kids,” said Chan, who is also the John Kay Teaching Chair in Research Science, explaining why it is essential to have educators on board helping students navigate the research. Scholars in academia understand the science, but not necessarily how to help young people grasp it. They’re mechanics who can retool the research engine, but they’re often not equipped to regulate the research drivers. Research shouldn’t be conducted in a vacuum, added Dr. Rafael Peres-David, an epigenetic specialist and science teacher for Community Science. There’s a destination, and when you arrive you want others to be able to get there, too.
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