You are a scientist with a daughter in the fourth grade that loves science. You don’t want that to change. You also have a heart for your career in scientific research. It’s enjoyable and you make a positive difference in the world.  You want young people to share your vision.

How can you intrigue youth with the study of science and stimulate their interest in a career in research? How can you facilitate activities that involve middle school science students in motivational educational activities that take advantage of the wealth of resources available at the local universities and the Research Triangle Park?  Such questions inspired the ideas that evolved into Sci-Blast.

Rita Hagevik, a middle school science teacher, tried to inspire students to explore career possibilities. In a grant-funded course, students did research about careers and created web pages. These students communicated with adults through email. The course didn’t hold the attention of the middle school students who took it, perhaps because its focus was too general. Hagevik felt that the idea was a good one. She narrowed the focus so those students who enjoyed science in school investigated careers in science.

North Carolina State University researcher Jay Levine sought ways to connect students with scientists. He wanted to motivate interest in science and inspire students to pursue a career in scientific research. Levine also wanted to provide alternative educational opportunities in which students developed skills and learned content by taking advantage of the wealth of scientific research conducted in the Research Triangle Park and at the surrounding universities. He envisioned an exploratory approach.

Sci-Blast began as a synergism of these ideas. It has evolved as a partnership of students, parents, teacher-facilitators, a university facilitator, veterinary students, and researchers throughout the Triangle. The club is sponsored by the North Carolina State School of Veterinary Medicine. Though the original ideas came from adults, Sci-Blast is successful because the students took ownership of the club and helped shape it.  The strength of the club lies in the partnership – all participants  contribute ideas and work together toward a common goal.

The opportunity to employ the Sci-Blast model of initiating and conducting an interview then communicating the information is not limited to the sciences. Artistic students could interview artists about their work and how they became professional artists. Students who enjoy writing or those who like to read could interview authors and illustrators. What an opportunity for students to explore career possibilities!