This article was originally published in the Spring 2024 issue of the GFS Bulletin.

Science Department Chair Eva Porter spearheads a novel Upper School science course, "Science Research," which brings GFS students out of the classroom and into the working laboratories of scientists across the region. For Porter, who obtained a bachelor’s degree in biology before moving into education, science is something to not just be learned, but experienced.

"Science Research" is designed to facilitate just such an education over the course of two years. Starting in fall 2023, seven students enrolled in the course’s inaugural year, which focused heavily on preparing students for the rigors of scientific research. Meeting two times in an eight-day class cycle, science teacher Ania Mazurkiewicz-Munoz helped students learn how research questions and hypotheses are generated using slime molds. Next year, Porter wants the students to get more experience in performing literature reviews, and reading scientific articles.

The plan is that with such foundational knowledge in hand, students who elect to come back for a second year will be paired with working scientists at academic institutions to assist with their research. Fellow science teacher Caroline Fosnot is currently exploring potential connections between GFS students and researchers. 

However, students will be given wide autonomy–and responsibility–in seeking out scientists.

“They’ll have to research who the scientists are in Philadelphia or New Jersey who are doing the work they’re interested in. They’ll have to read their articles and the research they have done,” Porter says. “We’ll help them make the connections: help them with their resumes, cover letters, and emails. But it will be more of a student-driven effort.”

Once they’re paired with a scientist, students will spend their January Term off-campus, working directly with scientists on their research for the entire month. Porter also envisions students presenting about their research at the annual GFS Science Night in the spring and at external competitions, as well as potentially working more with their scientists over summer break.

Porter says the real-world emphasis of the class has two major benefits.

One is the resume-boosting credentials of working in an actual lab. But perhaps even more important is the understanding students will gain of how they can directly and positively impact local communities through science. While the first cohort of students are primarily focused on microbiology, Porter envisions the class expanding to other disciplines like the behavioral, physical, and environmental sciences. Hopefully, she says, that will foster interest from students of all aptitudes.

“If they are writers or artists but have an interest in science, maybe they’d want to work with someone at the Wissahickon to draw species for a biodiversity study. Or maybe a student is interested in videography or photography,” Porter says. “I want the Science Research program to be inclusive and welcoming to all students, including those who may not fit the traditional mold of 'science kids,' by empowering them to engage in their own sense-making processes to explore and uncover local scientific phenomena.” 

-Kyle Bagenstose