Investing in the next generation of scientists

Since Alexander Fleming discovered penicillin in 1928, the scientific community has continued to make strides that were previously unimaginable even the century prior. Today, more than ever, we look to science to solve some of our most pressing issues, ranging from the development of a COVID-19 vaccine to methods that can be used to sequester carbon to reduce some of the worst projections related to climate change. While national polling indicates that over time a significant portion of the American public has lost trust in science, it seems that when the going gets tough everyone clamors for a COVID-19 vaccine.

If the need for qualified scientists is increasing given the myriad of issues we are now facing on a global scale, it would be reasonable to assume that as a nation we are investing in the next generation of scientists. Yet studies consistently show that students in the U.S. continue to lag behind their counterparts in other developed counties in math and science. The Pew Research Center estimates that 38% of fourth-graders, 34% of eighth-graders and 22% of seniors are proficient or better in science, with 23 counties scoring higher than the U.S., including Estonia, Macao, Canada and Vietnam.

Why has this trend been so persistent for more than two decades? The answer is multi-faceted but a personal example might be useful.

As an undergraduate student, statistics was a core requirement for my major. I struggled through an abstract, uninspired class, counting the minutes until class ended on the clock in the over-stuffed lecture hall. Several years elapsed and once again I found myself taking statistics – this time at the graduate level. To my surprise, statistics became my favorite class. The professor was engaging and based our work on real world problems and exercises. I found that when applied to reality, statistics became not just meaningful but enjoyable!

All of this got me to thinking. Why not provide local students with an engaging and inspiring way to experience science and math? To this end, this summer Clearwater Resource Council (CRC) will host its first ever summer youth camp focused on conservation science. We will not be expressly discussing mathematical equations, biological processes or chemical constituents in a vacuum. Instead, scientific concepts will be presented and applied in the context of on-the-ground, real life examples. CRC's four-day camp, will feature a different topic each day including:

• Lake ecology/water quality, with students taking water quality samples at a local lake;

• Stream ecology/macroinvertebrates (aquatic bugs), with students visiting a local stream to assess aquatic biodiversity;

• Aquatic Invasive Species (AIS), with students conducting mock boat inspection, visiting with a K-9 AIS detection team and watching an underwater rover at work; and

• The intersection between science, arts and culture with students focusing on how art/design is integral to conservation messaging, with campers designing their own conservation art related to one of the three topics covered. Campers will also visit with a tribal representative to discuss topics related to native culture and environment.

The AIS segment noted above will even include an interactive exercise on geometric growth – a critical concept in the era of COVID-19.

CRC will also host a two-day weekend camp, which is an abbreviated version of the four-day camp. Camps are scheduled in late July and August but dates may be adjusted based on social distancing requirements.

Please check our website CRCmt.org for further information. We are excited to have the opportunity to work with the next generation of local scientists!