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Alexis specializes in writing, video, and social media. A senior at the University of Michigan, she studies Biopsychology, Cognition, and Neuroscience with a Minor in Writing. Outside of the classroom, she enjoys producing videos for her YouTube channel These Neon Hearts, playing mellophone in the Michigan Marching Band, and enthusiastically explaining science news to everyone around her.

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The Smithsonian Science Education Center uses inquiry science to change how classrooms look, feel, and work, and helps the nation's teachers rekindle their yearning to discover and learn. Deep relationships with teachers, educational leaders, and community partners through the Leadership and Assistance for Science Education Reform (LASER) model are changing the forecast for science education in our country and across the world. The LASER model describes the infrastructure necessary to create systemic, sustainable science education reform. When implemented to fidelity, this model helps schools, districts, and states provide opportunities for all students to succeed in their adult lives. Through this model we are preparing a scientifically literate citizenry equipped to take on some of the greatest challenges our society faces. 

Four billion people on the planet use a mobile phone, while 3.5 billion people use a toothbrush. In the past two years, 90% of all of the world’s data has been generated. NASA plans to set foot on Mars in the next 20 years, and driverless cars are already being tested in Europe. The future is here, and it requires a citizenry fluent in science, technology, engineering, and math (STEM).

The LASER Model is at the core of all of the Smithsonian Science Education Center’s work and requires five elements: research-based, inquiry-driven curriculum; professional development; materials support; administrative and community support; and appropriate assessment. A five year study demonstrated the LASER model’s efficacy in systemically transforming education through science.

Inquiry-based science is sometimes conflated with "hands-on" science. While we know that actively engaging children with "hands-on" science is important, it isn't enough. Inquiry-based science employs the diverse practices scientists use to study the natural world. A well-designed, inquiry-based curriculum is appropriate for all ages of learners and effectively teaches science content while developing scientific habits of mind at the same time.

SSEC offers opportunities to educators, administrators, and stakeholders aspiring to transform science education. Check out our upcoming events to see how you can get involved and make an impact!
effective inquiry-based STEM education 

An investment in the Smithsonian Science Education Center helps to advance our efforts in transforming science education. Your support has the potential to change hundreds of thousands of lives by nurturing the inner scientist in young people—tomorrow’s innovators and leaders. 

There are many different ways to implement LASER or be part of a professional development workshop. 

Since 1991, Ron DeFronzo has served as a science specialist to elementary and middle school teachers through the East Bay Educational Collaborative in Rhode Island. Prior to that, Ron taught high school physics for 17 years.

Cathy graduated cum laude from Duke University in May 2014 with a Bachelors of Science in Biology (concentration in Neurobiology) and two minors in Chemistry and Psychology. She graduated with distinction for a research project studying the progression of glioblastoma in an oncogenomics lab. During her time at Duke, she became interested in the pedagogy behind STEM education In K-8 classrooms while volunteering at Durham Public Schools with the American Red Cross.

Scott attended the 2014 Smithsonian Science Education Academies for Teachers on Biodiversity in Washington, DC. The year prior, Scott attended the “Energy: Past, Present and Future” SSEAT. Scott’s experiences at these Academies have empowered him to develop new and exciting units for his classroom and pursue funding to put even more ideas into action.

Kristin is a rising senior at Georgetown University studying Biology of Global Health and a volunteer tutor with Georgetown’s Math and Science Outreach and Enrichment program. Kristin plans to continue focusing on education for her senior thesis, during which she will be teaching Biology in a public high school in the District of Columbia.

John is a longtime LASER model and SSEC advocate and a former Advisory Board chair.

Karen attended the 2014 Smithsonian Science Education Academies for Teachers, “Energy: Past, Present and Future” in Washington, DC. During the academy, she spent a week behind-the-scenes in Smithsonian museums and national research facilities. Working with fuel cells as a new and emerging technology was an incredibly impactful experience for Karen, and led her to seek out new opportunities that she could share with both students in her classroom and students across the country.

A longtime proponent of the LASER model, Tom is a recognized leader in STEM education and a recipient of the National Science Education Leadership Association's 2010 Outstanding Leader in Science Education award.

A rising junior at Yale University, Julia loves writing about science and plans to study either biology or literature. In her spare time, she enjoys editing for the Yale Scientific Magazine, traveling with her singing group, and playing chamber music.

Ms. Romero has been an immeasurable asset to the LASER i3 project since the first summer of training in 2011. Ms. Romero has  demonstrated exceptional commitment to the program; she has supported and trained her fellow teachers, and she has been involved as both participant and faculty member at leadership development institutes.