"I had to beg my child to go to the first club meeting, but after that he can't wait for Tuesday's MESA club meeting. He comes home talking about what they did that session."


"The kids have a special and incredible opportunity of weekly physics based and hands-on learning that they would never have otherwise. I know all of the kids are engaged in the activities and many of them are flourishing, are changed by the opportunity, and have a higher interest in the sciences. This is an interest that was nurtured with the constant weekly and year-long physics activities; it is an interest they would not have had time or opportunity to explore so richly in just a regular K-12 education. It is an opportunity that peaks their interest and informs them of future careers they may seek in this area of study- which they would have not considered or known of otherwise."

"I think the program has been a very positive thing for our students. Since we are a Title school, they don't have a lot of the time in the day to do science activities. They love the different hands-on activities and the CU mentors that work with them. I hear very positive comments from the parents and the kids. I like how they are incorporating the scientific process with the different lessons so they get a real feel for how science experiments should be done. Our ELL (English-Language Learners) students enjoy the materials and new vocabulary that they are exposed to. It seems to help them connect a lot better with what they do in school."

"The program that we have from CU is amazing. The students learn about the content but more importantly, they start to learn how to think like scientists. And for our students... having the instruction and attention from the university students gives them a sense of how they can be in the future. The more exposure the children get to people who go on to higher education and into careers in science, the more likely they will be to consider the possibilities. We are really appreciative."

"I am a 4th / 5th grade ESL (English as a Second Language) and literacy teacher at a Title 1 school. English language learners struggle to communicate what they know. As I have observed these students in MESA I'm amazed at how well they've learned to communicate their thinking processes both orally and in written form with the guidance given by the CU students. This is also carrying over into my classes and has given them more confidence in themselves. They are beginning to take risks in my class to express themselves in front of the whole class."

PISEC Fellows

"I have really enjoyed participating in the PISEC program. I feel that it has helped me develop my teaching skills and helped me realize that, as teachers, we can make science fun. The program has shown me the need for after school programs for minority students and I have realized that I would like to teach minority students as a future career. It is one of the most rewarding experiences to see the way a student's face lights up when they have just understood a concept. I love seeing children having fun while learning science in the PISEC program."

"Being a PISEC Fellow has been an incredible experience for me in so many ways. I have learned so much about how people learn, myself included, and about how to teach to best fit a diverse population's needs. Leading sites has made me far more organized and I feel that I have become a strong leader through my experiences. The most important part to me, however, is knowing that I am truly changing lives by brining science and technology in a fun and unique way to students who don't usually have the best resources available to them. Through my research I have seen them grow as students, and it's amazing to know that I have contributed to their learning."

"Participating in PISEC has been a vastly rewarding experience. Working through science activities with minority children has not only helped me grow as a teacher, but has also opened my eyes to the many wonderful ideas, attitudes, and interests these children have about science. Through my experiences in this program, I have become aware of the great benefits informal science programs provide for children of all ethnicity, and the even greater benefits they provide for diverse children who are typically discouraged from pursuing careers in science. By participating and leading PISEC sites, I was given research opportunities to study the benefits of the PISEC program on children. The research I did was the singular most rewarding experience of my undergraduate career. PISEC has provided me with unparalleled opportunities and skills, but what is perhaps even more impressive is that PISEC benefits all who participate. Not only do the children grow from their experiences, university and K-12 instructors also grow. This program is truly vital to the university and to the community."