´ºË®ÌÃÊÓƵ the PISEC Program
![group of kids outside jumping rope with an extension cord](/outreach/pisec/sites/default/files/styles/large_image_style/public/page/img_20190312_150812866_hdr.jpg?itok=XiEwNJYn)
Research on PISECÂ has demonstrated a number of benefits for students who participate, including gains in conceptual understanding of physics, increased sense of agency and ownership over their scientific learning, and increased interest in science, as well as benefits for the university volunteers, including increased content mastery, development of science communication skills, and a sense of belonging to a community.Ìý
PISEC's goals
Cultivate and sustain students’ interest in science
Support students’ science identity development
Engage students in authentic scientific practices
Create environment where students have agency over their scientific learning
Blend play and learning
Facilitate pathways into STEM disciplines
Broaden participation in science and expand what counts as science
Build meaningful relationships between student participants, CU volunteers, schools / community organizations, and CU
Program Volunteers: The University Educator
One of the core aspects of PISEC's design, central to all instantiations of PISEC, is the University Educator, or UE.Ìý University Educators are PISEC's mentors, typically undergraduate or graduate students in physics, chemistry, engineering, and other related disciplines.Ìý These volunteers are recruited from the University each semester for participation at one of PISEC's partner sites and receive research-based training in physics pedagogy in outside-of-class settings, science communication, curriculum content, and issues of equity, diversity, and inclusion.ÌýÂ
PISEC's design is meant to benefit not only the student participants but its volunteers as well.Ìý University Educators are recruited for a single semester at a time, but many UEs choose to return to PISEC as a result of the benefits they receive through participation.Ìý UEs typically express high satisfaction with their PISEC experience, citing not only increased ability to engage in science communication but, often, a broadening of their conception of informal physics education and its place in the broader scientific community. As part of its efforts to support and benefit its volunteers, PISEC strives to maintain an active community for UEs even outside of volunteering hours, supporting regular social events and ongoing trainings.ÌýÂ
Support & Collaborations
PISEC is supported by the National Science Foundation through the , the , and the . We collaborate with , and are also a member of the .Ìý