Since Wisconsin issued a Safer at Home order on March 25, I have been leaving my home exactly once a week. Every Tuesday morning, I drive to a small town outside of Madison to spend an hour monitoring a nest of bald eagles. I’ve been volunteering for Bald Eagle Nest Watch since the beginning of the year, and three weeks ago I got my first look at two newly hatched eaglets. Over the past few weeks, I’ve found that my time at the eagle nest is a wonderful relief from the stress of the pandemic and the confinement to my home.
I’m not the only person escaping to natural spaces for relief during the widespread lockdowns in response to COVID-19. Parks have been filled with people taking daily walks and enjoying fresh air when there are few places indoors they can safely go. Besides encouraging many people to visit local parks and forests, the COVID-19 pandemic has revealed many complexities of humanity’s relationship with the environment. The severe drop in human activities has resulted in decreased air pollution, as well as fascinating changes in wildlife behavior. However, the pandemic is also an important reminder that the environmental impact of human activity has drastic consequences for global risk of infectious disease. This Earth Day, it’s the perfect time to pause and examine how the COVID-19 pandemic and the natural world are influencing each other for better and for worse.
Paul Simon famously sang about what it was like to engage as a learner in a high school environment—though his lack of education certainly hasn’t hurt him any, I do wonder about reading the “writing on the wall”. Frequently, in Education, we talk about the challenges of preparing students for careers that have yet to be invented. What to do?
One major initiative within K-16 education can broadly be referred to as “21st Century Skills”—those that are needed for individuals to be successful contributors in a society where concrete goals are moving targets. Though we don’t know the exact details, we’re pretty sure that there are some basic elements that all people will need to be successful contributors to society.
Applying this model to educational programming takes a lot of innovation and hard work on the part of instructors as well as students. However, students who have the opportunity to engage with a teaching and learning system that makes use of these concepts can reap big rewards when it comes to being able to understand how their learning can be applied to solving problems. Here at the BTC Institute, we have been fortunate to work with the Dane County (Wisconsin) School Consortium to develop two offerings for high school students in the area of biotechnology that really work within this model and give students the contextualization they need to develop academic and career skills. Continue reading “Opportunities for High School Students to Learn at the BTC Institute”
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