What are people are saying about Systems Education Experiences?
Please enjoy this sample of testimonials on SEE programming. If you notice people in your area are involved and you would like to connect with them, please contact us. Also, please see our Impact page and the links below for more information. Use these shortcuts to navigate below to testimonials from:
Educators on SEE Curriculum | Educators on SEE Professional Development | Students on Curriculum Modules and CTE Course | Collaborators. Please see our High School Internship Pages for many more student quotes and videos.
Feedback from Educators on
SEE Curriculum Modules
“We are working on a new, phenomena based, integrated 9th and 10th grade course. SEE modules will be invaluable! The curriculum is very useful for addressing many Next Generation Science Standards at once and the equipment and materials required are inexpensive and manageable for any teacher and in any setting.”
– Mari Herbert, Lynden High School, WA
“The SEE modules are exemplary in bringing authentic research experiences to students, engaging and motivating them to develop a deep understanding of real-world biological and environmental problems.”
– Jennifer Duncan-Taylor, Port Angeles High School, Port Angeles, WA
“These kits have been very well designed so that teachers can fit the modules into their own curriculum and use the given modification to help meet their own unique student learning needs. . . They also allow me the ability to make sure that my students are experiencing inquiry and making connections while working with real-world situations.”
– Amanda Cope, Leaders in Learning High School, Monroe, WA
“The Systems Education Experiences inquiry-based learning curriculum fits perfectly with my teaching philosophy, and has the potential to empower scientists, students, educators and citizens to approach and resolve complex problems facing their communities.”
– Cadie Buckley, University of Washington, Seattle, WA
“One of the really outstanding characteristics of these modules is the degree of continuity from one to another. While each module can stand alone, the skills and competencies developed in one will be used in the next.”
– Dexter Chapin, Seattle Academy, Seattle, WA
“I think the system you built here is AMAZING, and I would recommend it to any teacher that wants to teach “real science”. It can also be used in parts, which makes it plausible to do at different parts of the curriculum throughout the year. Last but not least, I want to compliment you on your efficient responses, which made me feel like I am being taken seriously, and that my students are being supported with the issues they come up with.”
– Michal Kreiselman, Kennedy High School, Granada Hills, CA
“The modules allow for teacher flexibility based on student learning needs and the on-line resources allow for teachers to easily implement the program. The high level of student engagement and achievement when using the modules validated my professional opinion about the curriculum.”
– Tammy Fay, Masconomet Regional High School, Topsfield, MA
“Systems biology as a context will help my students get the big picture as why biology is important and connects to other important things that affect my students’ lives. As a way of thinking, teaching systems will bring relevance to those students who say they never intend to go into biology further – it will extend their science literacy regardless!”
– Anonymous from MolecularMe
“These modules continue to be amongst the favorite activities of the year with my students.”
– Tim Fowler, Olympic High School, Bremerton, WA
Feedback from Educators on
SEE Professional Development
“…the best teacher workshop I have ever been to, and I’m generally very critical of these things.” – George Bechara, Harry S. Truman High School, Federal Way, WA (5-day Systems Science Academy)
“Best session I have attended so far! Great blend of real curriculum and real science.” – Bay High School, Panama City, FL (NABT 2013 Presentation on Environmental Influence on Gene Networks (EIGN))
“This is all great! I’m so excited to get Halo experiments going!” – Christine Marshall-Walker, Phillips Academy, Andover, MA (NABT 2013 EIGN)
“I like the systems approach in solving problems with collaboration” – Plano Senior High School, Plano, TX (NABT 2013 EIGN)
“Opens my eyes to so many things. Excited to have students viewing things as a system” – Horizon High School, Thornton, CO (NABT 2013 EIGN)
“[The session was] very organized, I understand how to implement [these modules]” – Lone Star College, Kingwood, TX (NABT 2013 EIGN)
“I LOVED how there is actual curriculum” – Paxton School, Paxton, FL (NABT 2013 EIGN)
“This provides a new idea for teaching – so excited to try it” – Crestview High School, Crestview, FL (NABT 2013 on Ocean Acidification (OA))
“Realistic and relevant! Great for critical thinking and complex problem analysis” – Decatur High School, Decatur, GA (NABT 2013 OA)
“Sounds like great curriculum & inquiry labs” – Thousand Oaks High School, Thousand Oaks, CA (NABT 2013 OA)
“Learning about the instructional methodologies surrounding systems thinking!” – Phillip O’Berry Academy of Technology, Charlotte, NC (NABT 2013 OA)
“Fantastic ideas on cross-curricular project” – Edison Collegiate High School, Fort Myers, FL (NABT 2013 OA)
Feedback from Students on
SEE Curriculum and CTE Courses
“This was the most fun I have ever had in a science class.” – Sammamish High School Student, WA while completed the OA Module.
“I really enjoyed learning biology as a system. It helped me realize how interconnected everything is. In addition to labwork, learning about careers helped me realize that working in a lab isn’t the only thing biology related work is.” – Dynamic DNA Student
”The WaNIC Dynamic DNA class really opened my eyes to a new side of science. The knowledge and skills we gained are invaluable and will forever help us succeed in a scientific pathway. I highly recommend everyone to take the class. The learning environment is so inviting and respectful. I will truly miss coming to class every day.”– Cassidy C., Issaquah High School
“This class was insightful and inspired me to direct my studies in biology”– Dynamic DNA Student
“Taking Dynamic DNA this summer was one of the best decisions of this year. I was engaged, interested and fascinated by all of the lessons”– Aaron J., STEM Tesla High School
“Dynamic DNA was everything I hoped it would be. The teachers were passionate, the work was engaging and I gained knowledge and experience that is applicable to the real world. I leave this class feeling like a true scientist”– Justin P., Eastlake High School
“Dynamic DNA is a class where I can further learn about networks and genes. In school, you just go on the surface on the subjects, but in this class you dig deeper into the subject/topics.”– Janice H., Newport High School
“Dynamic DNA gave me an opportunity that a lot of people talk about but don’t actually do – I got to meet and interact with real scientists. It was so refreshing to know that everyone was as eager to learn about the topic as I was.”– Dynamic DNA Student
“It’s funny because in all other biology classes that I have taken throughout high school, I have never felt so connected to biology and so prepared to go out and explore related careers. I’m not sure why but this class made me think that I can make an impact in the future of bioinformatics.”– Sarah W., Eastlake High School
“This workshop was an amazing experience. I enjoyed exploring different careers and going to ISB and Fred Hutch. My interest for science has definitely increased.”– Alisia C., Newport High School
“Dynamic DNA was an engaging, hands-on course that taught us all a lot about systems biology and careers in the field.”– Kanaad D., STEM Tesla High School
“Dynamic DNA is a very worthwhile class to take.”– Chris S., Dynamic DNA Student.
“Although my interests are not in bioinformatics I have learned more about myself and my own interests.”– Dynamic DNA Student, Mercer Island High School Student.
“Dynamic DNA has expanded my view in the different fields of science. The variety of sciences all interrelate into our lives yet we rarely notice it!”– Dynamic DNA Student, Newport High School.
“Dynamic DNA gives an opportunity to explore applications well beyond those in a typical classroom.”– Christopher Y., STEM Tesla High School
“Dynamic DNA introduced me to the biotechnology field and has definitely increased my curiosity on this subject.”– Melissa C., Dynamic DNA Student
“I never could have learned the things I learned in this class at school. We got to explore many different areas in depth and I learned a lot about my own science interests and how to explore them. I appreciate all the information about careers. That isn’t information that regular high school kids have access to, and I’m positive it will be extremely helpful when I continue to pursue this area of science.”– Anne R., Issaquah High School
“Dynamic DNA really expanded my knowledge of genetics. We learned the basics in sophomore biology, but Dynamic DNA taught us real life applications of DNA research. It was also so much fun to meet students from other schools, who we would normally not meet. The field trips to ISB and the FHCRC were fascinating and opened my eyes to a host of careers I didn’t know existed before. Dynamic DNA is an essential class for anyone who has any interest in biological science.”– Elisabeth R., Eastlake High School
“This class was very intriguing and taught me a lot about what scientists actually do in labs. It also taught me a lot about the equipment scientists use.”–Andrew L., Newport High School
Student survey answers on how they might apply the systems approach they learned through SEE Curriculum in other areas of life:
“Systems thinking would be useful in thinking of any complex scenario where it is difficult to understand how one thing changing can affect so much more depending on how that thing is connected to its system. For example, If one were to think of what would happen if we removed the Golgi apparatus from a cell, we must first ask what the Golgi affects. Once we have that answered, then we can ask what is indirectly connected to the Golgi through said cell parts that the Golgi affects. We continue this process of establishing more connections until a network has been developed as a hypothesis to test our thinking of the system the Golgi affects.”
“If the class were to look at an ecological system of a forest and only looked at the mouse –to– the owl then they would not learn very much about the system. With the full system available you can see what would happen if you cut out certain parts of the system such as grass and how that affects the owl. You learn much more in this system of thinking than you would only looking at one “system” or pathway.”
“Systems would be very useful in healthcare. By analyzing systems within the human body (immune, cardiovascular, respiratory, metabolic, gene…) as well as the human body system as a whole we can make medicine much more effective. They can be personalized to maximize effectiveness and minimize side effects.”
“When solving a problem involving drama and upset feelings in a group of friends it is important to have systems thinking. A lot of unknown or outside variables can affect people’s feelings towards one another (rumors you hear, something you unknowingly said, what is going on in their private life). If you can find out nearly all the details of what is going on in the group’s lives, you can better understand why people are feeling the way they feel, and why people are getting upset with each other.”
For Feedback from Students on Internships – please see our Internship Pages.
Feedback from
Collaborators
“Our program grows stronger partnering with the ISB and I know that science education will grow stronger with the implementation of the Systems Education Experiences program.”
–Adrienne Houck, Shoreline Community College, Shoreline, WA
“Based upon our previous, numerous collaborative research and training projects we are very familiar with the outstanding abilities of your team to plan, organize and deliver exemplary programs.”
–Theresa Britschgi, Seattle BioMed, Seattle, WA