“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”– 2013 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.”– 2013 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 2013.
“Although my interests are not in bioinformatics I have learned more about myself and my own interests.”– Dynamic DNA Student 2013, 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 2013, 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 2013 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.
“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