What People Are Saying About PRISM

PRISM inspired me to change how I define effective teaching and to question the traditional methods used to measure effective teaching. I gained insight and experience in truly engaging students in student-centered learning and was able to experience first hand the challenges and successes that can arise when implementing such learning methods in young students. Furthermore, PRISM encouraged me to engage in in-depth reflection on my own teaching style, my expectations of students, and my expectations of myself.
- Graduate Fellow, 2003-2004

PRISM ... has given me professional training in active-learning education that I wanted but would not have received within the regular Emory graduate program.
- Graduate Fellow, 2003-2004

Since my involvement with the PRISM program, I now look differently at all attempts to communicate ideas. I think much more about the best way to communicate ideas, rather than just how everyone else does it.… Everything we learned is so applicable to science careers, not just teaching high school kids, but presenting posters, talks, everything!
- Graduate Fellow, 2003-2004

It has been a rewarding experience to finally see students that dread chemistry, biology and physics [become] really enthusiastic about each new case. The PBL pedagogy that is used makes the student crave more information and emphasizes the importance of science in everyday life. Now understanding science is attainable and less intimidating.
- Graduate Fellow, 2003-2004

The Center for Science Education and the PRISM program truly are exceptional-- proving that it is possible to create a learning environment that takes science seriously and attempts to teach students at every level about the great mysteries and paths of discovery that motivate us to be scientists. PBL provides a framework that illustrates the foundations of science (e.g., identifying facts, questions, hypotheses, learning issues) and teaching students how to engage in this process of discovery will, I hope, inspire the next generation of scientists, leading to new questions and uncovering further mysteries that keep us all up at night and deepen our appreciation for the amazing world we live in.
- Graduate Fellow, 2005-2006

Creating relationships with grad students and professors [made me] feel connected with the ‘academic world.’ It was great to be part of the bridge between academia and public education.
- Teacher Fellow, 2003-2004

I could see how much the kids learned in just one week about global warming, fossil fuels, greenhouse gases and the North Atlantic Current. I loved how the kids went from not knowing much about these subjects, to arguing about what could happen if we have an ice age.… Kids have so much more fun learning when they are allowed to research and work together as a group instead of just reading a boring old textbook. I think we should utilize Emory and their resources as much as possible in the future.
- Case Facilitator and Parent of 6th grader, 2004

At 2:53pm we began our PRISM case. I was so excited. I just wanted to jump out of my seat. When I walked into the class I was shocked. A man was lying on the floor foaming at the mouth.
- 6th grader, 2004

I had a great time. This is something I always wanted to do. Investigating is one of [my] dreams and goals. I can not [wait] any more until Emory University comes again. In the future I will be a student at Emory.
- 6th grader, 2004

I didn’t know there was so much chemistry in real life!
- 12th grader, 2003