TRACY NELSON > Outreach Educator & Coordinator
Outreach Educator & Coordinator for the University of Pennsylvania’s BioEYES program
FAMILY FROM | Zürich, Switzerland.
WORK | Outreach Educator and Coordinator for the University of Pennsylvania’s BioEYES program.
HOBBIES | Playing violin, cooking, organizing, and nature walks with my husband and 2 sons.
RECENT BOOK | The Clan of the Cave Bear series by Jean Auel.
FAVORITE FOOD FROM SWITZERLAND | Schoggistängeli (chocolate hazelnut bar), Gemischter Salat, Apfelsaft.
FAVORITE SPOT IN SWITZERLAND | Eating a Bratwurst from a cart along the Limmat River in Zürich.
How did you get started, specifically what drew you to the BioEYES science outreach program?
I taught 5th-grade Math & Science in Philadelphia for a few years and I actually had the BioEYES program come to my classroom as part of our unit on “Microscopes”. It was a great experience for myself and my students! I knew that if I ever decided to leave my 5th-grade classroom, I would want to be a part of an outreach program such as this. Not long after participating in BioEYES, they had a job opening and I jumped at the chance to apply. I was hired and started in 2011. I’ve been doing this for 10 years now!
BioEYES combines everything I enjoy about science and education; it is hands-on and gives students the opportunity to practice relevant science skills. Students get to work with living research organisms (the zebrafish and their embryos) while collecting real data and learning about genetics, development, and current research. The program is highly engaging and it also supports teachers, which is an element that I love. Being a former teacher myself, I know the high demands of the job. BioEYES provides a professional development session prior to the start of the zebrafish lab and then it also supplies an Outreach Educator (such as myself) who brings the lab materials and does all the setup, clean up, and teaching for 3 of the 5 days of the program. That alone is huge! It takes so much work off of the classroom teacher and in turn, they can spend more time observing their students and soaking up the science content. BioEYES works with elementary, middle, and high school teachers and students but for elementary teachers specifically, BioEYES makes doing a science lab less intimidating, for all the reasons stated above. Elementary teachers have the added challenge of teaching all subjects to their students and not necessarily having a classroom that is equipped to do labs. Having our help makes doing science a more realistic feat since they’re not in it alone, they have another adult to take on much of the work.
What was the biggest obstacle in your career and how did you overcome it?
One of the obstacles I personally face as an outreach educator is being the “stranger” when I first walk into a new classroom on Day 1 of the BioEYES program. Some students don’t trust me and they put on a tough front like they aren’t impressed with anything I might have to offer. I have to remind myself of my experience as a 5th-grade teacher. Students need to trust that you are genuine and sometimes that takes time. The BioEYES program is 5 days long so even though I don’t have loads of time with the students, it’s enough to gain some level of trust from them. BioEYES is also very engaging, fortunately. The program teaches genetics and development using live adult zebrafish, zebrafish embryos, and microscopes. Usually, by the end of Day 2, the majority of students have decided to accept me and “buy in” to the experience. I try to maintain a friendly disposition and not force anything on them either.
I think it’s also important to mention that Outreach Education, in general, has one major obstacle that presents itself yearly or maybe every couple of years. Even though largely everyone is a fan of outreach and BioEYES has received awards and lots of high-fives for the impact it has made in the field of K-12 science education, we still have to acquire funding. Securing funds is always a challenge we have to face. I am fortunate in that my supervisor is very experienced in grant writing and so I never have feared that our program would go under.
What has surprised you most working in your field?
It surprises me how many times the K-12 science curriculum and pedagogy get changed. I know the changes are always in the spirit of improvement but it seems every other year there is content that gets switched around and new teaching techniques that are being promoted. We align our program with Common Core state standards, Next Generation Science Standards, as well as the Pennsylvania State Science Curriculum, so we try to keep on top of the updates as best we can.
What led you to work with public school students in Philadelphia?
I have been working with Philadelphia students since 2006 when I started my Master’s program in the Graduate School of Education at Penn. I did my student teaching in two Philadelphia schools and I have stayed in the area, professionally, ever since. The University of Pennsylvania is committed to making a positive impact in its community and it has numerous partnerships with the School District of Philadelphia. The BioEYES program is just one of them.
What do you think is the most important quality to have to work with students in a scientific capacity?
It goes a long way when the “teacher”, or adult in the room, demonstrates their own curiosity in front of students. For example, if you continue to ask questions, wonder what your students are thinking and what results they’re getting, and have a desire to try new scientific equipment, the students will catch on and the vibe in the room will be very positive.
It is also important to promote diversity in the sciences and steer away from reinforcing old-fashioned stereotypes of what a scientist is or looks like. Refer to all students as scientists, talk about and show images of scientists from all backgrounds, and help students understand what pathways lead to a career in science.
What does the process of getting back into the classroom after Covid look like?
As I write this we are still figuring it out. Because things are always changing regarding Covid, we have to be flexible. We will always consult with the school/school district first on what their rules are, before entering any building. We were delivering our program mostly virtually to students during 2020-2021. This coming school year we hope to see more students and teachers in person. I know that we will be masked, disinfecting our supplies regularly, wiping down each microscope after use, giving ample space to each other when using shared materials, and possibly working individually or in groups of 2 rather than groups of 4 students.
What’s the most interesting response you’ve experienced from students working with zebrafish?
There are many! Because I talk about genetics so much with students, they are always asking if genes can be combined from different species to come up with new hybrid species. A common question our team gets asked, which we find to be very funny, is “Can you eat the zebrafish?”. Students are always thinking about food! They also ask to name the parent fish and each egg (there are hundreds of eggs). And then there are some students who challenge the idea of using zebrafish for scientific research, which I think is very brave of them to do and it leads to some good discussion.
Do you have any advice for people in the sciences hoping to make a positive impact with their work?
I would say that if you are a scientist who is not currently in a classroom, remember that you are still a valuable resource to your local K-12 youth and teachers. You can inspire and excite! There are various ways to engage in your own outreach. For example, consider reaching out to a local science teacher or school to set up a time when you can give a “science talk”. Now that we’re all familiar with Zoom, it is easy to give virtual lab tours to groups of students. You can also ask around and see if your department is willing to host summer interns. Some high schools have internship courses that are built into the school day, allowing students to leave school and go to the internship site once a week. You could consider being a mentor and host one of these high schoolers. Any opportunity you can create that allows one or more students to get a glimpse into the current field of science is a win.
Can you talk a little bit more about your connection to Switzerland and your family there?
My mother was born and raised in Zürich. She met my Italian-American father in Geneva back in the '70s and they married and moved to the U.S. where my sisters and I were born. My mom’s side of the family still lives in Switzerland. I have Swiss citizenship and so do my sons. Growing up, my family vacationed in Switzerland almost every summer. We spent time in Zürich and then would rent a chalet in the mountains with my Swiss relatives. Each year it would be a different mountain location; Lenk, Wengen, Ticino, etc. Some years we were in Switzerland for the August 1st celebration. One year we went in Spring and participated in Zürich’s Sechseläuten which is a holiday that includes a parade featuring various guilds and their historic dress costumes. My family is part of the “Waag” guild which is the hat makers and linen weavers. As my sisters and I got older, we weren’t able to visit Switzerland every summer. Our visits grew more spaced out. On our most recent trip we spent time in Zürich and Zermatt and I was able to show my husband Switzerland for the first time.
What do you love most about Switzerland?
I really love the tram. I grew up in the suburbs and never took public transportation anywhere. Riding the tram in Zurich is so convenient and fun. I love that it is above ground so you can see the city as you ride. Of course, I also love the mountains and scenery in Switzerland. Nothing beats riding a chair lift or gondola up to the top of a mountain and having a meal at the restaurant that you will inevitably find there.
W | www.bioeyes.org
IG | @bioeyes
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