A tale of five cities Sharing experiences, plans and expectations

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Roderick Gilbert
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1 A tale of five cities Sharing experiences, plans and expectations Forum Fulbright Portugal 2012 Lisbon, Instituto Camoes, 4 th January Alexandra Manaia DNA Learning Center Cold Spring Harbor Laboratory USA

Lisbon, Instituto Camoes, 4 th January Alexandra

2 My Subway Line New York Paris Heidelberg Porto Lisbon

3 First 2 stops: Lisbon & Porto Porto 1 year research training (JNICT scholarship) Immunology Lab, ICBAS, Porto Lisbon Graduation in Biology Faculty of Sciences, Lisbon

4 3 rd stop: Paris Paris PhD in Developmental Biology Blood cell formation (mouse embryo) Institut d Embryologie Cellulaire et Moleculaire CNRS/College de France & Universite Paris 7

5 3 rd stop: Paris Paris PhD in Developmental Biology: Broader interest in science Realized I enjoyed communicating science more broadly than just with scientists Post-Doc: Taught undergraduates (Medical/Biology students): Discovered & enjoyed the power of classroom interactions Decided to turn my professional path towards Science Education

Post-Doc: Taught undergraduates (Medical/Biology students): Discovered & enjoyed the

6 4 th stop: Heidelberg Heidelberg Science Education Officer European Molecular Biology Laboratory (EMBL) Coordinated Professional Development Program aimed at European high school teachers

7 4 th stop: Heidelberg Heidelberg Science Education Officer European Molecular Biology Laboratory (EMBL) Met many European Science Education professionals Was specially impressed by the Eastern European teachers I met -regardless the difficulties they faced, showed particular resilience and creativity. - Sensed there were important lessons to learn from professionals working in particularly adverse conditions. Felt the need to learn more about the links between Education & Development

difficulties they faced, showed particular resilience and creativity.

8 5 th stop: New York Master in International Education Development Columbia University/ Fulbright scholarship

9 5 th stop: New York Master in International Education Development Columbia University/ Fulbright scholarship Academics: -Faculty and student cohort quality; diversity of geographic origin & background/professional experience; great network -More active/participative learning: -participation in class; -learn & use: professional experiences while studying- taking part in meetings/conferences; internships, volunteering, etc -Versatility: Variety of learning formats e.g. Global Classroom; group work; different types of assignments (essays, critique, review, editorial, policy brief, etc) - Choice: courses outside of own College (e.g. SIPA, Public Health School, etc); professional experiences while studying (internships, TA, Graduate research etc- UN experience); conferences on campus (World Leaders etc) -Academic advisor; Fulbright Tutor, IIE Program Officer, International students Office Quantity/quality balance; Number of students/course

meetings/conferences; internships, volunteering, etc -Versatility: Variety of learning formats e.g. Global Classroom; group work; different types of assignments (essays, critique, review, editorial, policy brief, etc) - Choice: courses outside of own College (e.

10 5 th stop: New York Master in International Education Development Columbia University/ Fulbright scholarship Non-Academics: Cultural & Social: Learning about different cultures/ different approaches -Columbia student card: free Access to libraries, to all main NYC Museums; -College and Columbia tickets: discount tickets to all sorts of cultural events (Opera, Ballet, Theatre, Cinema, etc) -International students Office: cultural tours, gatherings for mixed (international) or specific groups (Chinese etc) -IIE/ NYC Fulbright/ One-to the World: meals, walks, sports, out of city programs; tickets; conversations with Fulbrighters. - PAPS: Portuguese American Post Graduate Society - Art Institute & Portuguese circle

(Opera, Ballet, Theatre, Cinema, etc) -International students Office: cultural tours, gatherings for mixed (international) or specific groups (Chinese etc) -IIE/ NYC Fulbright/

11 5 th stop: New York Master in International Education Development Columbia University/ Fulbright scholarship Introduce Portuguese culture in the US -Academics: -in class participation; assignments, internships, etc - Colleagues: books, food, music, movies; invite to Portuguese events (e.g: Portugal day; Portuguese circle; World Leaders); -Non Academics: -Friends: books, food, music, movies; invite to Portuguese events (e.g: Portugal day; Portuguese circle); Introduce US Culture in Portugal -Academics: promote exchange/connections; -Non-Academics: Inform family/ friends (politics-elections; food, movies, books)

g: Portugal day; Portuguese circle; World Leaders); -Non Academics: -Friends: books, food, music, movies; invite to Portuguese events (e.

12 5 th stop: New York Working at DNA Learning Center Cold Spring Harbor Laboratory Supported by a grant from the Alfred P. Sloan Foundation

13 5 th stop: New York Working at DNA Learning Center Cold Spring Harbor Laboratory Science education: important not only to prepare for science related careers but for all citizens- gain of thinking & action structure essential to perceive, reflect, decision making. Challenges: Access, Quality: -Exclusion (intrinsic or extrinsic): high impact for individual and society Urban Science education Targets underrepresented communities in urban settings The UBP aims at engaging science high school students, especially those from minorities that are underrepresented in science, in real scientific projects.

Challenges: Access, Quality: -Exclusion (intrinsic or extrinsic): high impact for individual and society Urban Science education Targets

14 NEXT:? -6M $ Donation DNALC: creation of center in Manhattan invitation to stay but visa restrictions Areas of interests: Access to Education- Socio-economic, gender; ethnic, Education Quality: teacher training; indicators of quality/ evaluation (student achievement; teacher performance). Science education Interface formal/informal Formal: Secondary Education/Higher education (PhD Programs) Gender & science : girls and women in science) Possibilities: -International Organizations (UN related; EU-related); NGOs; National bodies (Public- Ministry/ Private-Foundations/) - Scientific Institutions/Organizations: International/ National - Science Museums/ Science Centers; Create my own job: Funding from EU/Foundations: Sloan Foundation interested in expanding UBP beyond NYC- USA/Europe

training; indicators of quality/ evaluation (student achievement; teacher performance).

15 Paris Incorporated values for future path New York Heidelberg Open mind Confidence Commitment/Responsibility/Accountability Participation: Volunteer, entrepreneurship Porto Synergy/ Collaboration Apply: Learn & Use Lisbon Efficiency: work by objectives/evaluation

Participation: Volunteer, entrepreneurship Porto Synergy/

16 PORTUGAL New York Heidelberg Paris My country is where I am: I bring my roots with me and let them grow wherever they are Is it? Roots & responsibility: contribute from abroad or from within? Porto Lisbon Challenges: Mentality -Solutions expected always from outside (government, EU, etc): What can each one do? -Absence of culture of accountability: criticize but not apply to own behavior e.g. corruption is not perceived as corruption when it benefits own interests -Lack of examples/references -Low confidence/ exaggerated pessimism: low knowledge of Portuguese/world history; too focused on Portuguese realityregardless of current instability, looking at the world map Portugal is the privileged side of the world Many talented people working in Portugal; successful stories of people who studied abroad and returned

-Absence of culture of accountability: criticize but not apply to own behavior e.g.

Summer Undergraduate Internship Program

Summer Undergraduate Internship Program in the Biomedical Sciences Biomedical Graduate Studies University of Pennsylvania "The support and guidance I received from Penn faculty has given me the confidence