Bianca Baldassari did her fellowship in our site at Central Visayan Institute Foundation (CVIF) in the Philippines.

Learn more about Bianca’s adventures below! If Bianca’s experience piques your interest in becoming a fellow yourself, apply here!

In a world brimming with innovation and discovery, the fusion of science and community has never been more vital. Recently, Science Corps had the incredible opportunity to send Bianca Baldassarri, a passionate fellow, to the Philippines, where she dedicated her time to teaching Research and Physics courses at a local site. Her journey is not just a tale of scientific endeavor; it’s a heartfelt story of connection, learning, and inspiration.

Bridging Cultures Through Science and Education

Bianca’s adventure began with her participation in the 10th Jagna International Workshop. Here, she engaged with a diverse group of scientists, educators and enthusiasts, sharing her insights and learning from others. One memorable moment was when she immersed herself in the local culture by learning to wear the “malong,” a versatile Philippine garment that can be used in myriad ways—from a head-dress to a cozy wrap. This simple act symbolized her openness to embracing new experiences and highlighted the beauty of cultural exchange.

Engaging Minds with Physics

Bianca’s primary mission was to ignite a passion for science in her students. With her dedication, she crafted Learning Activity Sheets (LAS) for both research courses and Physics performance tasks. Through engaging projects focused on the dynamics of forces and Newton’s Laws of Motion, she turned complex concepts into exciting challenges for her students. Every day, she would painstakingly handwrite lessons on the board, following the typical CVIF-DLP method, ensuring each student felt connected to the material.

One of her standout contributions was her talk, “Fun Topics in Physics,” delivered as part of the Maria Victoria Carpio Bernido Lecture Series to Grade 11 students. This wasn’t just a lecture; it was a heartfelt invitation to explore the wonders of Physics. Bianca aimed to inspire these young minds to consider careers in engineering and physical sciences, opening up a world of possibilities for their futures.

Celebrating Achievements Together

Bianca’s journey wasn’t just about teaching; it was also about celebrating milestones. She attended the graduation ceremony at CVIF, sharing in the joy and pride of the students’ accomplishments. This moment reinforced the impact of her work and the importance of nurturing young talents who will shape the future of science and technology.

A Journey of Friendship and Growth

Beyond the classroom, Bianca’s time in the Philippines was enriched by her friendship with Alfilgen, a fellow at the Bernido guesthouse. Together, they shared laughter, scheduled reading sessions, and found moments to exercise, creating a bond that transcended their professional roles. These connections remind us that collaboration and camaraderie are integral to personal and professional growth.

Exploring the Beauty of Bohol

After attending the 10th Jagna International Conference, Bianca had the chance to explore the breathtaking landscapes of Bohol, including the famous Chocolate Hills and the enchanting Loboc River on a floating restaurant cruise. These experiences not only filled her heart with joy but also deepened her appreciation for the vibrant culture and natural beauty of the Philippines.

Inspiring a New Generation

During her fellowship at the Central Visayan Institute Foundation in the Philippines, Bianca Baldassarri made a remarkable impact through her dedication to teaching and her ability to connect with senior high school students. By advising them on their research projects and sharing insights during career talks, she fostered curiosity and inspired the next generation of scientists in Physics and beyond. If you’re interested in the meaningful work Science Corps is doing to empower students and educators in underserved communities, check out the Science Corps website. Additionally, if you wish to support our mission to enhance STEM education, consider making a donation here.

The post Fellow Update! Bianca Baldassarri in CVIF, Philippines appeared first on Science Corps.

Our fellow, Kris Sales shares his experiences in our site at Rabat American School, Morocco.

Learn more about Kris Sale’s adventures below! If Kris’ experience piques your interest in becoming a fellow yourself, apply here!

1^st month

Why Did You Become a Science Corps Fellow?

My Science Corps Fellow timing was slightly unusual. Often, fellowships take place between the PhD exam and the next adventure, but I was two years into a researcher role when I spotted an advert on an Evolutionary Directory email list. Science Corps was attractive because it offered:

1. An experience abroad in a very different culture. I was ready for a change since my experience had been mainly laboratory evolutionary experiments, and I had spent nearly a decade learning and researching on the same University of East Anglia campus in Norwich (famous, among other things, for strong Colman’s mustard and the comedy character Alan Partridge).
2. Teaching as a core activity. While there wasn’t an expectation for PhD students to teach, I helped as much as possible. I loved sharing knowledge in classes where I was previously a student (like a Field Ecology course in Ireland) and getting school kids excited about the often astounding field of biology.
3. Promoting upward social mobility. Only two people in my extended family went to university, and I didn’t know what one was until I was 17. I’m strongly in favor of an inclusive meritocracy and support anything that facilitates this.

Originally, I was heading out to the American School of Tangiers in early 2021, but like for most of the globe, Covid forced other plans. It was only possible this year to finally reach Morocco after travel restrictions eased and my life stabilized. In total, it was four years between applying and flying out! My new destination was the Rabat American School…

How’s the 1st Month Gone?

It’s been an adventure! This fellowship is quite unique. It’s the first Sci Corps placement here, which means plenty of solution-finding and negotiating through uncertainties over logistics and a teaching ‘niche’ (excuse the biology pun).

It’s instantly impressive how passionate, experienced, friendly, and socially aware the teachers are. It’s also impressive how busy the school timetable seems! Even from day one, a week before students arrived, most of my time was filled with training sessions like positive discipline. As a host, RAS is well-resourced and well-connected.

My Science Corps Fellowship placement attracted much intrigue from the teachers. To help give more context to the staff, I gave presentations about the charity, my research and teaching experience, and potential directions for my time here. I also sent out a Google poll survey for staff to vote on future collaborative activities and topics I could offer. The outputs from the fellowship will likely be an interaction between Sci Corps aims, my background, and RAS’s needs; I’m very keen that resources are translated and distributed to other schools. I aim to repeat the survey with the students, too. I hope that teachers will approach me for help on specific modules and lessons, and I can provide school-wide support on broader research projects and topics. Some direct connections with other local schools and charities may also form.

Besides helping build resources for biology lessons and acclimatizing, I have been learning about the local ecologies and have started to survey the local biodiversity. It’s at about 100 species so far! The iconic Monarch butterflies, which migrate thousands of kilometers across the Americas, seem to have set up residence here, which surprised me. I’ve also encountered beautiful, yet potentially deadly, fat-tailed Androctonus scorpions. The recent earthquake had a devastating effect between Agadir and Marrakech, and the school has not been immune to its wider repercussions, with some of the community’s friends and relatives being impacted. If the quake had happened two weeks later, the secondary school classes would have been on a week-long ‘Week Without Walls’ camping trip in that area.

2^nd month

Preparation, Presentations, Plants, and Ponds

After presenting to all teaching staff about the charity, my background, and potential ideas for the school, I followed up with a questionnaire to determine how my time should be best spent. The most popular answers from around 50 topics were:

• More information about the species on the school’s campus
• Nature walks
• Promoting upward social mobility. Only two people in my extended family went to university, and I didn’t know what one was until I was 17. I’m strongly in favor of an inclusive meritocracy and support anything that facilitates this.
• How do non-animals communicate?
• Extinctions (especially from climate change)
• Animal behavior
• Dealing with online misinformation
• Cool parasites
• Fixing the school’s pond
• Fixing the school’s community garden

These will now form the core areas that I will focus on.

I gathered or created over 150 resources that I have shared with teachers so far. Phew! These have mainly supported lesson topics such as food webs, evolution, plant taxonomy, making infographics, statistics, and climate change. I’ve helped diagnose the likely issues behind the garden and the pond, and I have designed improvement plans for student volunteers and maintenance staff to implement.

I’ve been sharing research news about female Moroccan scientists, insect sentience, and biases in artificial intelligence. It’s been great when teachers come to me with photos of creatures to identify, research papers to be translated into simpler messages, and requests for my research to be included in their lessons. Students have also been approaching me with some great science questions!

Perhaps the most impactful and nerve-wracking thing I did this month was presenting and then being interviewed at the elementary school’s assembly; an audience of over 200 children, parents, teachers, and the director. I made sure to slow down and simplify my language, include body language, audience participation, and lots of pictures and video clips. My main messages were: 1) scientists are now diverse, and any of the children could become one; 2) it’s OK to change what they want to do as they get older; and 3) not to touch wild animals, as it’s stressful for the animal and could be dangerous.

3^rd month

Work: Field Ecology, Evolution, Climate Change, Statistics, and Infographics

The past weeks have been busy. All the classes at the school have had introduction scientist talks, and I’ve been creating resources across several projects.

The ecological surveying continued, with almost 200 species found within 5 km of campus. The plan is to turn this data into a spreadsheet with their locations and various aspects of their biology. Questions and pictures from teachers about nature at the school have continued to come in. Excitingly, teachers from other state-funded schools have started reaching out through mutual colleagues or the RAS’s Fulbright network.

The social science faculty requested my help with infographics after they saw an animated video on my research during the staff talk. They wanted to improve the effectiveness of projects where students design posters and infographics to share their research with the public. I collated two dozen examples from my previous work with annotations for my choices of colors, shapes, and layouts, as well as information on science communication.

A teacher running field trips to Svalbard, Norway, saw that I had worked there as a marine biologist for several months and requested I put together lessons on climate change, ecology, and conservation issues in that region.

Three of my larger projects included: 1. Turning evolutionary biology concepts into card and dice games; 2. Developing new lessons on the impacts and solutions of climate change; and 3. Conducting workshops on how scientists use data and statistics to draw conclusions, reach a consensus, and then share conclusions with the general public. Satisfyingly, enough resources and demonstrations were provided for the teachers to run these sessions without my presence.

A highlight was being invited on the elementary overnight trip to Khemisset, a rural area between Rabat and Meknes. Armed with a butterfly net, pots, and identification resources, I opportunistically caught insects and sampled plants to prompt short hands-on talks about how to identify them and what their significance is. The morning of the second day started with unveiling a moth trap (a bright light over a black box). It was filled with live moths and highlighted that they aren’t all boring brown ones that feed on clothes! It was satisfying to see teachers break off into small groups and run through problem-based exercises based on nature observations and ecological concepts that I’d created. We also visited a co-operative farm and the local souk (market), which presented some challenging animal welfare scenarios. Here, I was keen to promote respect for nature and conservation alongside an appreciation of the natural world.

4^th month

Holiday: 1,100 km Moroccan Road Trip

With my wife visiting over half-term, we decided to adventure by looping around North Morocco. From the current capital, Rabat, we traveled east through the Maamora Forest. This ancient woodland, extending 133,000 hectares, is the largest expanse of cork oak internationally. The forest is a valuable resource for Moroccans, providing cork, timber, and acorns. It’s also important for life generally, capturing atmospheric carbon and providing habitat. Some of the more charismatic residents include gazelles, booted eagles, ravens, and Greek tortoises.

The road to Meknes was a gentle incline into an increasingly arid red-beige sandy landscape. Morocco has three historic capitals, and Meknes is relatively less known, having been the capital in the 1600s. Many of the attractions relate to projects initiated by Sultan Moulay Ismail, including his mausoleum, a grain store that could house 12,000 horses, and a prison said to be such a labyrinth that bars and doors weren’t necessary. The city’s vibe was distinctly non-tourist, with the medina (town center) souks (markets) being mainly filled with food and modern items.

With my background in forestry, our next stops at Azrou and Ifrane, high in the Middle Atlas mountains, were spectacular. Growing up to 40 m and with blue-green needles, Atlas cedars are common centerpieces in UK parks and manor gardens; however, Morocco has 80% of their global range.

Nurturing Curiosity:

During his fellowship at the Rabat American School in Morocco, Kris Sales made a profound impact by engaging primary school children in the exploration of local flora and fauna. His interactive lessons ignited a passion for the environment among young learners, fostering curiosity about the natural world. If you’re interested in the meaningful work Science Corps is doing to inspire students and promote STEM education, check out the Science Corps website. Additionally, if you wish to support our mission to enhance STEM education in underserved communities, consider making a donation here.

The post Fellow Update! Kris Sales in RAS, Morocco appeared first on Science Corps.

Our fellow, Ilyada Karada shares her experiences in our site at City University, Bangladesh.

Learn more about Ilyada’s adventures below! If Ilyada’s experience piques your interest in becoming a fellow yourself, apply here!

1^st month

Becoming a Science Corp Fellow

As someone who had never taken a gap year in my 24 years of continuous full-time education and had always yearned to, when I came across the opportunity to become a Science Corps Fellow, I was ecstatic to be accepted at the start of 2023. At the time, I expected to have completed my PhD thesis before heading out to Bangladesh, but like many other students, the writing phase took longer than anticipated. I was still finishing things up when I headed for Bangladesh at the start of September. Upon arriving at City University, I became a member of the Mechanical Engineering Department.

The Rain

Bangladesh is known for experiencing six seasons, and when I first arrived in the country, it was towards the end of their rainy season (Barsa Ritu). As a Brit, rainy days are something I’m very familiar with; however, the wet weather in Bangladesh was a whole different experience. No light drizzles—only torrential downpours. Thunderstorms were very frequent and closer than I had ever experienced. It was incredible to see how the weather conditions, which would be seen as extreme in the UK, completely unfazed the locals. You would see people going about their days as normal, with children playing in the flooded streets.

Singapore

Therefore, it was a momentous occasion when I finally submitted my thesis at the end of my first month in Bangladesh. However, the euphoria was rather short-lived as I found out on the day of my submission that the visa I had arrived with could not be extended and that I would need to leave the country immediately. It wasn’t all bad, though, as I packed my bag and headed to Singapore for a short trip and a new visa. I experienced quite a few visa hurdles and frustrations throughout my time in Bangladesh, which were incredibly humbling and led me to realize how much I take for granted the strength of my passport.

2^nd month

Lecturing

In my second month, I had the privilege of beginning to co-lecture the Metallic Materials Course. This was my first experience lecturing, and it was very exciting. As someone hoping to pursue a career in research and academia, lecturing was something I found very daunting, but the whole experience was very positive, and I look forward to leading courses next semester. I enjoyed being able to teach the theory by relating it to real-world problems. As several of the students were part-time students already working in the engineering industry, they were able to bring their own experiences to the discussions.

Cricket Mania

I was shocked at the extent of their love for the sport as a nation. The national kit can be spotted everywhere, and down narrow streets where you would expect to see kids kicking around a ball, they had a game of cricket going. I was there during the Cricket World Cup, and it was being screened on every television. People stopped to watch the game in shop windows; they gathered around a tiny TV at the gym, and it was even projected across the wall in the mechanical engineering offices.

3^rd month

Lecture Series on Research Work

As I had just submitted my PhD thesis while out there, I was interested to see some of the research that was being carried out at the university. Reading through past theses that had been submitted for the degree of Bachelor of Engineering, I noticed a trend. The research being carried out was great but was let down by the presentation. I began developing a lecture series focusing on critical thinking, which I was able to present in my third month on-site.

The lecture series targeted two groups of students: those who were at the very start of their projects and were required to write a research proposal, and those who were almost at the end and were writing up their work. The size of the lectures ranged from batches of 15 to 40, including young adults and mature students. The students were very engaged and brought up great questions. At the end of the session, many used the Q&A portion to ask about further education, and it was lovely to see how many of them were interested in taking their studies further. Many of the academics in the department attended the lectures, and they will continue to present the series each semester to students once I have departed.

Earthquake Experience

In my third month in Bangladesh, I experienced my first earthquake tremor. It was a small one, and I didn’t understand what was happening until it had passed. It was a very strange experience. The best way I can describe the sensation for those of you from a rather unmoving country, such as myself, is as though a high-speed train is passing by and causing the building to shake, but it goes on for just a little too long, and there is an eerie silence that accompanies it as everyone is trying to piece together what they are feeling.

Empowering Future Leaders:

During her fellowship at City University in Bangladesh, Ilyada Karada made a significant impact by engaging with university students to support their thesis work. Her dedication to fostering academic growth inspired students to dive deeper into their research, cultivating a new generation of leaders in STEM. If you’re interested in the transformative work Science Corps does to empower educators and students around the globe, visit the Science Corps website to learn more. Additionally, if you wish to support our mission to enhance STEM education in underserved communities, consider making a donation here.

The post Fellow Update! Ilayda Karada in City University, Bangladesh appeared first on Science Corps.

She is currently an American Association for the Advancement of Sciences (AAAS) Fellow at the US State Department. Betsy felt that her Science Corps fellowship was extremely useful and her current position is involved in technology engagement in several countries, including India.

The post Catching Up with Science Corps Alumni Betsy Melenbrink appeared first on Science Corps.

First up, we’d like to introduce Tanvi Chheda! She will be starting a remote fellowship in partnership with CVIF. Here is a short bio about her – Tanvi is finishing her PhD in Geology, with a PhD minor in Management Science and Engineering at Stanford University. She has a Bachelors in Mathematical Geoscience from Cornell University, and is grateful for values like cultural empathy that she imbibed during scientific expeditions in countries across the spectrum of the Human Development Index.

Tanvi hopes to apply her technical skills in the environment or social realm full-time, starting with building STEM capacity in underserved communities through Science Corps.

The post Meet the Fellow! Tanvi Chheda appeared first on Science Corps.

Here’s an update from Matt on what he’s been working on the last few weeks –

“I have recently completed my Ph.D. at Stanford University in physics, and I was thrilled to start as a Science Corps Fellow shortly after. Unfortunately due to the COVID-19, I am unable to be at CVIF in person. However, I am thankful that Science Corps has been flexible and is allowing me to do a fellowship remotely with plans to send me to CVIF in the future when it is safe to go. I am able to remotely work on developing course content that will be used at CVIF and many of the surrounding schools in the Philippines.

I have been working on developing a computer programming course for senior high school students. This course was started by two previous Science Corps Fellows – Victor Sojo and Hyunjin Shim. I am currently developing the curriculum within the framework of CVIF’s Dynamic Learning Program (DLP), which is also designed to be flexible in the face of unexpected events like a global pandemic. The course will include a basic introduction to coding in python and then will guide students into analyzing real world data such as climate change, genetics, epidemiology, astrophysics, and much more.”

The post Meet the Fellow! Matt Solt appeared first on Science Corps.

One major task of Science Corps fellows at CVIF is to develop Learning Activity Sheets, which have been made available to students across the country as instruction moves online and teachers cannot directly interact with students. Our current fellow, Matt Solt, has been working on an online computer programming course to contribute to these efforts of online instruction.

Here is an article from the Department of Education about the Dynamic Learning Program at CVIF and another article that fellow Matt shared about a similar teaching style as described by Nobel Laureate Carl Wieman at Stanford University.

The post The Resilience of Dynamic Learning Program Materials at CVIF appeared first on Science Corps.