Watch Your Mouth By Linda Allison, Rebecca Smith and Judy Diamond
Right now billions and billions of fungi, bacteria and viruses are coating your tongue, scumming up your teeth and flavoring your breath. There are more microbes in your mouth than there are people on earth. Horrible? Maybe. Healthy? For sure! Your mouth is home to amazing mix of tiny critters. Because it’s a wet, warm cave, washed with a constant food supply it’s a perfect place for microbes to thrive. Worried? Don’t be. In fact, having a good mix of microbes keeps you healthy. So open wide and discover, experiment, observe. Get friendly with your billions of secret micro pals. This book tells you how and why you will want to Watch Your Mouth!
STEM to Story: Enthralling and Effective Lesson Plans for Grades 5-8 by 826 National, Pañoringan, J. and Smith, R., Edited by Jennifer Traig. San Francisco: Jossey-Bass, 2015.
Bring STEM to life for students with zombies, rockets, celebrities, and more! STEM to Story: Enthralling and Effective Lesson Plans for Grades 5-8 inspires learning through fun, engaging, and meaningful lesson plans that fuse hands-on discovery in science, technology, engineering, and math with creative writing.
Occupied by Microbes by Martin Powell, Rebecca Smith, & Judy Diamond (writers). Illustrated by Tom Floyd (art) and by Nick Poliwko (inks and colors). University of Nebraska, Lincoln, 2014. App/PDF
Our bodies are home to more microbes than human cells. The balance of helpful to harmful microbes in our bodies can make us sick or healthy. The Biology of Human project focuses on helping people understand themselves by exploring scientific principles that underlie modern research in human biology.
Girls in Science: A Framework for Action by Liesl Chatman, Katherine Nielsen, Erin Strauss, and Kimberly Tanner with J Myron Atkin, Marjorie Bequette, and Michelle Phillips.
From 1994 – 2003, SEP led the Triad program with funding from the National Science Foundation. Triad brought scientists and teachers together to lead after-school science clubs with a focus on gender equitable science teaching. Participation in Triad required a commitment to extensive professional development on the part of both the teachers and scientists. The Triad community was highly collaborative, and participants together developed a framework for gender equitable science teaching and learning. This framework and reflections written by Triad teacher and scientist participants ultimately led to the publication in 2008 of Girls in Science: A Framework for Action by NSTA Press. Available through the NSTA Science Store.
“Example of Complementary Professional Development for Teachers and Scientists: Current Science Seminar Series” by Katherine Nielsen, Rebecca Smith, Andrew Grillo-Hill, Patricia Caldera, Chantell Johnson, and Laura Gibson. In Erin Dolan (Ed.), Education Outreach and Public Engagement (pp. 58-61). New York, NY: Springer, 2008.
See it on Google Books.
“Critical Moments” by Elizabeth Liesl Chatman, and “Girls in Science: Full Partners” by Patricia Kudritzki, book chapters in Dilemmas in Professional Development: A Case-based Approach to Improving Practice, Tania Madfes and Judith H. Shulman, editors; San Francisco: WestEd / US DOE Western Regional Laboratory, 2000.
Science Education Partnerships: Manual for Scientists and K-12 Teachers, edited by Art Sussman,University of California, San Francisco, 1993.
“Examining the Effects of a Peer-Learning Research Communityon the Development of Students’ Researcher Identity, Confidence, and STEM Interest and Engagement” Journal of STEM Outreach, Vol. 4, Issue 1, July 2021 byBon W. Koo, Shruti Bathia, Linda Morell, Perman Gochyyev, Michelle Phillips, Mark Wilson, and Rebecca Smith
“Looking Back to Think Ahead: Reflections on Science Festival Evaluation and Research” Visitor Studies, 23:2, 205-217, Karen Peterman , Monae Verbeke & Katherine Nielsen (2020), DOI: 10.1080/10645578.2020.1773709
“Fostering Pathways: 30 Years of Inspiring High School Students to Pursue Science Careers through Biomedical Research Experiences” Journal of STEM Outreach, Vol. 3, Issue 2, August 2020 by Lakisha Witzel, M.S.; Jean MacCormack, M.A.; Katherine Nielsen, M.A, M.S.; and Rebecca Smith, Ph.D
“Viruses, Vaccines, and the Public,” Museums and Social Issues, Vol.11, No.1, 2016 by
“Defining Success in Graduate School,” Molecular Biology of the Cell, Vol.25, No.13 2014 by Sean M. Bell, Jessica Blumstein, Katja Brose, Adam Carroll, Jean Chang, Julia Charles, Elizabeth S. Haswell, Melissa Michelitsc, Julia C. Owens, Christopher K. Patil, Rebecca Smith, Jon Tupy, Emily Walsh, and Tracy Ware.
“A Volunteer Army for Science,” Science. Vol.329, 2010 by Donald G. Rea and Katherine Nielsen.
“Injecting Inquiry into Photosynthesis Investigations,” Science Scope, 2008 by Irene Salter, Rebecca Smith, and Katherine Nielsen.
“A Natural Selection: Partnering Teachers and Scientists in the Classroom Laboratory Creates a Dynamic Learning Community,” The Science Teacher, 2005 by Marcelle Siegel, Susanna Mlynarczyk-Evans, Tamara Brenner, and Katherine Nielsen.
“Approaches to Biology Teaching and Learning: Science Teaching and Learning Across the School–University Divide—Cultivating Conversations through Scientist–Teacher Partnerships,” Cell Biology Education, Vol.2, No.4, 2003 by Kimberly Tanner, Elizabeth (Liesl) Chatman, and Deborah Allen.
“Approaches to Cell Biology Teaching: Cooperative Learning and Science Teaching – Beyond Students Working in Groups,” Cell Biology Education, Vol.2, No.1, 2003 by Kimberly Tanner, Elizabeth (Liesl) Chatman, and Deborah Allen.
“UCSF Partnership to Enrich Science Teaching for Sixth Graders in San Francisco’s Schools,” Academic Medicine, Vol.74, No.4, 1999 by Helen Doyle.
“A successful university-school-district partnership to help San Francisco’s K-12 students learn about science and medicine,” Academic Medicine, Vol.71, No.9, 1996 by Margaret Clark.