Background: What Is ESEP? ESEP is a two credit science course for college students with a science background and a program that works with elementary teachers to help them learn how to use modular science kits. From their contact with a college science partner, teachers learn how to enhance science time and how to use inquiry and hands-on methods. The program has helped devise a kit-based science curriculum for the Atlanta Public Schools (APS) and provides college partners and scientist mentors a way to get involved in the community.

ESEP was started in the fall of 1994. It is nowa partnership between the Atlanta Public Schools (APS), Clark Atlanta University, Emory University, Georgia Institute of Technology, Georgia State University, Morehouse College, Morehouse School of Medicine, Morris Brown College and Spelman College. ESEP’s goal is to enhance science teaching in the APS elementary schools by providing science materials and helping kindergarten through fifth grade teachers to use inquiry-based instruction instead of traditional didactic approaches that involve textbook-driven lectures and rote memorization. ESEP is presentlyfunded by the National Science Foundation (NSF) and Emory University. The Eisenhower Foundation was also one of ESEP's sponsors.

What is a Science-Partner? College science students are recruited from participating campuses to sign up for the ESEP course. ESEP is offered through the Anthropology, Biology, Chemistry, Physics and Psychology departments at Emory and through similar departments at Georgia State, Georgia Institute of Technology, Clark Atlanta, Morehouse, Morris Brown and Spelman Colleges and Universities. Students are assigned to an elementary teacher, and attend a series of ESEP training sessions to help them learn about inquiry-science, develop skills in active-learning instructional methods and become acquainted with age-appropriate science activities from assigned kits. The science-partners work with their teacher each week to prepare lessons for the week. They then spend 3-4 hours in the classroom team-teaching those exercises and experiments with the teacher. The science-partners serve as role-models; they help children develop skills in problem solving and critical thinking and an understanding of the scientific method. They aid teachers in making science fun, exciting and relevant. They solidify their own science knowledge, gain valuable field experience and enhance their skills in communication and working with diverse groups. Science-partners who have completed the course can apply to be an ESEP student council member and gain leadership experience.

These statements are quotes from ESEP science partners:

“ If I left Emory without ever having taken ESEP, I would not have learned as much for my science career.”

“You really feel as if you have made a contribution to the children’s future. You are a teacher, but most importantly, you are a role model.”

“ I know this experience has given my kids a greater confidence in themselves. I have also gained more confidence from this experience. The benefits are overwhelming . . .”

Universality An important adjunct to our pedagogical view is the idea that all children can benefit from inquiry-based science instruction, irrespective of gender, culture or socio-economic background. The ESEP/APS partnership serves a population of over 30,000 children and some 1600 classroom teachers in 69 elementary schools. Most of the children live in the inner city; 91% are African-American; 76% qualify for free or reduced-priced lunches. To facilitate our understanding of diversity in learning modes related to ethnicity, gender and socio-economic status, and to promote acceptance among teaching and learning styles, ESEP utilizes expertise from the fields of cultural anthropology and developmental psychology in training our staff and science-partners

Achievements: To date over 900 college partnerships have been formed. There have been five Emory student councils that have helped to promote and maintain the integrity of the partners program. Nineteen Emory and two GSU summer ESEP interns have worked with many aspects of the program. There are 62 Emory and 5 GSU scientist mentors who act as consultants for students and teachers. Over 1200 elementary teachers have been trained in the use of modular science kits, 948 who are still in the system. Principals, instructional and media specialists from all schools have been oriented in ways that are integral to ESEP’s success. Fifty two elementary teachers have been prepared as lead teachers for other teachers at the kit workshops and within schools.

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