Cluster 10 final project:
but writing about it for others to experience is another. I am glad I could provide some insight
about this program through my unique lens. When I first came into COSMOS as a TA last year,
I was frightened; it was my first time helping to teach, and there’s nothing scarier to a new teacher
than being asked a question that you can’t answer!
material that often would push me do outside research to find answers. Maybe it was just me,
but I think starting my teaching experience in COSMOS and not in the college classroom was
the best choice. If it weren’t for the students’ smart, novel - sometimes ludicrous - questions,
I’m not sure if I would be as motivated to learn how to teach more effectively.
curiosity high school students have compared to college students - they ask more questions,
and more importantly, more “impossible” questions. From my personal experience in a college
classroom, I believe this as well. The COSMOS students showed me that there’s still this great
potential from curious students like them that just needs to be nurtured with the right environment.
As an example, I think COSMOS’ mix of science communication practice, hands on experience,
mentorship from professors and its commitment to encouraging failure is a paradigm to model -
particularly because I gained an appreciation for the rigor of the scientific method after going
through the lab process.
For their final project, one group asked if it was possible to make glowing yogurt, which made
my head turn. It’s not a scientific inquiry that most people normally ask at the undergraduate level
and above. However, it is the silly, and ultimately ambitious questions like these that drive science
and engineering advancement. Why not be bold? You might fail, but then you have more things to
experiment on, and that’s the beauty of science. The process never fails to entertain the mind of the
For these reasons, I’m glad that programs like COSMOS exist in order to let these young minds go wild. It’s not just the exposure to high level content; you can get that online easily without setting foot in a classroom. It’s empowering them with the tools to run their creative experiments, letting them feel disappointed when their hypothesis was wrong, and pushing them to keep going.