SARSEF
Every Child. Thinking Critically. Solving Problems.
Programs and results
What we aim to solve
The Bureau of Labor Statistics predicts STEM related jobs in the US to increase by more than 600,000 by 2020. The future of the United States as a major innovator is completely dependent upon the skills of STEM-educated citizens. This is no less true in Arizona. Department of Education's latest reports show 50% of its elementary students have not yet mastered the most basic standards for Math and Science. This is particularly true for students who live in low socioeconomic areas or rural communities. Females and minorities are even further impacted. Yet 70% of the jobs Kindergarten students will hold have not yet been invented! So we much teach kids HOW to think - not just basic skills. SARSEF will create the critical thinkers who will be our nation's next generation of scientist and engineers that are our world's future workforce.
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
Critical Thinking and Problem Solving STEM Outreach Program
SARSEF motivates student investigation in fields of STEM throughout the year and encourage high-quality STEM projects from K-12 students and programs in Southern Arizona by recognizing their efforts, annually.
We seek out and teach students, particularly those that are under-represented or in areas of poverty, the scientific method and engineering design process as they engage in active, hands-on research and help the schools, teachers and parents support their efforts.
SARSEF’s year-round educational outreach facilitates skill development in critical thinking and problem solving for future professional excellence with a particular focus on underrepresented female and minority students in schools in areas of poverty. By surrounding the youth of our community with messages and instructional programs supporting the importance of their involvement in science, engineering, and technology research, the capacity of the future work force is reinforced.
Arizona STEM Adventure
Arizona STEM Adventure is an interactive math and science learning experience for 1,000 students and 50 teachers. Now in its 14th year, Arizona STEM Adventure introduces fourth- through eighth-grade students to diverse math, science and engineering principles.
The adventure – a collaborative effort involving the Pima Community College, Raytheon, IBM, local schools and other partners – gives students a hands-on, real-life perspective of the sciences.
Traditionally held in conjunction with the Southern Arizona Regional Science and Engineering Fair (SARSEF), AZ STEM Adventure enables professional scientists and mathematicians to create a variety of interactive, hands-on workshops to engage and stimulate students’ inquisitive nature.
Each year, the event attracts more than 100 professional scientists and engineers from a wide range of technology fields. During the festival, those experts interact with more than 1,000 students, teachers and parents.
Funfest began in 2002, as a small science festival held at a local elementary school. Since its introduction, it has become an increasingly popular destination for field trips, and each year the free event attracts more community support and school participation. Today, the large festival is open to the entire Tucson community.
Additionally, sponsors have donated more than $10,000 for buses to transport many different school groups and for supplies, and support, enabling a thousand students from around the city to attend.
ACES STEM Camp
ACES (Applied Career Exploration in Science) Camp
A 4-day summer camp for 50 middle school girls designed to expose them to a wide variety of careers, to provide a path to potential success, and to spark their interest in high education in the STEM fields. ACES stresses teamwork, use of technology, and hands-on learning, while giving our students a feel for the college experience at a critical time in their lives.
Preschool Pilot Program - Teaching Critical Thinking to our Youngest Students
Despite its 64 years of success in leading Arizona’s
Science
efforts, SARSEF has never before been addressed needs at the
pre-school level. This project would be unique not only in
Arizona, but the nation.
Pre-school students are often thought to be “too young”
for
scientific exploration. Yet, watch any child drop a spoon,
time
after time, off their high chair tray, and it doesn’t take
long
to figure out they are testing the reliability of their data
to
ensure, yes, the parent will come back and pick it up, each
and
every time.
Observe a preschooler sitting pouring sand in a sand box from
one
container to another, back and forth, time after time, and it
becomes obvious a young scientist is re-testing her theory
that
one cup will hold the same quantity of sand as the other.
Or peek around the corner as a toddler is crouched down
observing
ant hill. His skills of observation are forming rapidly.
Banging on pots and pans is not unique or innovative, but
helping
a child to hear the differences and labeling what is heard,
may
be. And knowing that your ability to grin and bear the pain
of
watching your remote control being disassembled, may be your
child’s first step towards their Nobel Prize, could make it
all
worth it.
The innovative idea in this project is less in changing what
the
preschoolers are doing, because we know they are already
doing
science and engineering. It is innovative in that it will
help
parents and teachers identify and label the scientific
thinking,
so that they can encourage it when they see it. Unless those
who
are most in contact with the children know the vocabulary and
“signs of science” they are helpless in making sure the
newly
forming identities are encouraged.
If SARSEF can begin to bridge the gap between what
preschoolers
do naturally and labeling critical thinking, it will be a
step in
the right direction to ensuring our future work force is not
misdirected nor turned off to STEM fields before they even
begin.
And that first step is often the hardest but the very best to
witness. If you help us you can claim the credit and
inspiration
for SARSEF’s first step.
This initiative helps students prepare at the earliest age
possible begin to be the problem solvers of the future. They
will
be the future workforce that integrates critical thinking and
problem-solving skills as they tackle the real-world problems
our
society faces. This is particularly critical to girls whose
STEM
identities solidify by age five. Although it may seem lofty,
and
somewhat distant, if we do not begin to create the change our
society so desperately needs now, it will not be ready in 20
years’ time, or ever.
The idea will directly impact two populations and be achieved
in
the following way (see details in the process to scale the
idea
- below):
1. Preschool students: SARSEF will:
• observe, identify and label scientific skills that are
most
frequently displayed by preschool children, and,
• identify strategist for encouraging and developing new
skills, test clarity and understandability (to a lay person)
of
communication of the concepts
• Write support curriculum, with recommended materials and
resources, and develop strategy to widely market.
2. Parents and Teachers of Preschoolers: SARSEF will
• develop a Preschool “Science Supporters Guidebook”
that
helps parents identify and label scientific thinking
• assist parents in observing and recognizing when children
display the “signs of science”.
Each of the above steps will be documented and refined
continuously based on feedback from pre-post surveys, focus
groups, and data collected during presentations. Evaluation
of
effectiveness will guide changes and alterations to content.
Racing the Sun
Racing the Sun (RTS) ©2020 is an exciting science, technology, engineering and mathematics (STEM) program that challenges high school students to design, build, and race solar-powered go-karts. It is open to all Arizona high schools.
Working with teachers and mentors, students spend nine months preparing for Race Day. Along the way, they apply physics, engineering, and energy. They solve real-world problems, using mathematical, analytical, and critical thinking skills. Students are exposed to working in teams and collaborating on ideas. They are challenged to translate their ideas into a working prototype, and along the way, they build leadership skills
Out of School Experiences
SARSEF removes the classroom walls, engaging students in the broader community.
Students will be hosted in our NEW SARSEF Outreach Labs at UofA – S.T.A.R. Labs – and see science in action with local industry partners and even a field research site at the American Museum of Natural History location in Portal, AZ! These experiences and more will allow students to explore STEM careers and serve as science ambassadors at Tucson’s favorite community events.
Teacher Professional Development
Teachers will gain confidence in teaching science and engineering while learning to integrate the new AZ Science Standards into hands-on research projects. Using phenomena-based learning, teachers will guide students to create quality research projects by identifying meaningful and relevant real-life challenges. Teachers will explore thought-provoking activities, lesson design and resources to make science and engineering experiences accessible to all students.
Professional development to teachers covers:
critical thinking using the scientific process and engineering design process
integrating state standards into hands-on research
managing a research classroom.
What Do You Wonder? A Community of Young Scientists
The recent SARSEF Fair made it clear: the young people of southern Arizona are thinking deeply about the wellbeing of their families and their communities, their pets, the natural environment and the future. Since the fair, a virus has changed how we interact and SARSEF is responding to that challenge!
We love problem-solving using science and engineering. We value your curiosity and thinking. Together we can put you in the position of lead scientists for a month-long virtual research team. We will discuss and identify your interests, select a single research question from your collective wonderings, design a method for gathering data to answer the question and together analyze and evaluate the results to get a snapshot of our southern Arizona community in April/May 2020. We are so EXCITED!
How will we do this? After signing up on our waitlist, you will be ask to share your wonderings and register on our What Do You Wonder Survey. We will create age-appropriate lab groups that will gather together for biweekly virtual lab meetings, just like professional researchers. You do the wondering, we will unite curious minds to investigate! See you in the next round of virtual lab meetings!
Where we work
Awards
Copper Cactus 2017
Tucson Metro Chamber of Commerce
Affiliations & memberships
Chamber of Commerce 2018
Association of Fundraising Professionals - Member 2018
Peter Drucker Institute - Top Ten Non-profit 2017
Tucson Business -Top Small Nonprofit CEO 2018
Tucson LGBT Chamber of Commerce 2021
Planned Giving Roundtable of Southern Arizona 2021
External reviews
Photos
Videos
Our results
How does this organization measure their results? It's a hard question but an important one.
Evaluation documents
Download evaluation reportsNumber of children who have knowledge of quantitative concepts, spatial relationships, and sequencing. Children show interest and the ability to apply measuring, categorizing, and sequencing in real-life situations.
This metric is no longer tracked.Totals By Year
Population(s) Served
Women and girls, Children and youth, Ethnic and racial groups
Related Program
Critical Thinking and Problem Solving STEM Outreach Program
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Increasing
Context Notes
Making decisions on data and using evidence to form conclusions is essential to the success and quality of all people's lives.
Number of students showing interest in topics related to STEM
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth, Ethnic and racial groups, People with disabilities
Related Program
Critical Thinking and Problem Solving STEM Outreach Program
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Increasing
Context Notes
Students who solve a problem in their community or their own lives throug STEM contribute to our society. and make this lanet a better place to live.
Number of youth who demonstrate critical thinking skills (e.g., reasoning, analysis)
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth, Ethnic and racial groups
Related Program
Critical Thinking and Problem Solving STEM Outreach Program
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Increasing
Number of parents/guardians engaged in student activities
This metric is no longer tracked.Totals By Year
Population(s) Served
Adults, Parents, Ethnic and racial groups
Related Program
Critical Thinking and Problem Solving STEM Outreach Program
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Increasing
Context Notes
SARSEF surrounds each students with support. This begins with the parents who directly impact their child's furuter success life in STEM early on. SARSEF provide parent workships.
Number of teachers involved in school-wide decisions about student learning
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth
Related Program
Critical Thinking and Problem Solving STEM Outreach Program
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Context Notes
SARSEF provides Professional Development to teachers in integrating the AZ State Standards, managing a SATEM classroom, and provides hands-on resources.
Number of teachers who demonstrate effective teaching practices
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth, Adults, People with disabilities
Related Program
Critical Thinking and Problem Solving STEM Outreach Program
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Increasing
Number of individuals applying skills learned through the organization's training
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth, Parents, Ethnic and racial groups
Related Program
Critical Thinking and Problem Solving STEM Outreach Program
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Context Notes
The total number of students impacted by the School Outreach program grows each year.
Number of teachers who report feeling prepared to address diverse student needs, including learning disabilities and limited English proficiency
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth, Ethnic and racial groups, People with disabilities
Related Program
Critical Thinking and Problem Solving STEM Outreach Program
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Increasing
Context Notes
Staff providing the contect for Professional Development are certified in Special Ed and Bilingual Education. All programs are inclusive of these populations and differentiated based on needs.
Our Sustainable Development Goals
Learn more about Sustainable Development Goals.
Goals & Strategy
Reports and documents
Download strategic planLearn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
Goals of SARSEF:
• Goal I: Teach STEM (Science, Technology, Engineering and Math) critical thinking and problem solving to currently underrepresented students in Southern Arizona by teaching them the scientific method and engineering project design as they complete a research project.
• Goal II: Primarily focus on Title I schools in need of assistance in teaching STEM skills in order to increase number of disadvantaged students participating in SARSEF activities.
• Goal III: Continue to increase the reputation of Southern Arizona as a vital force in Science in Arizona, the nation and internationally by increasing the level of students' skills in STEM.
• Goal IV: Continue to provide K-5 opportunities and teach STEM skills at the Elementary level while increasing the number of high school students participating, which contributes to Goal III.
What are the organization's key strategies for making this happen?
Preparation
• Hire staff and volunteers assisting with STEM Educational Outreach
• Design colorful (so less intimidating and more inviting to areas of STEM) graphic hand-outs to use with students, parent guides for assistance with adults, teachers hand-outs and brochures for personal use and for professional development.
• Ensure the eight, student hand-outs are differentiated by grade levels, and inclusive of both special education and ESL support
• Print and pick up hand-outs, prepare for distribution to schools when presenting
• Prepare Power Point for training of volunteers, inclusive of effective ways to actively engage students, management of students, ways to handle difficult situations
• Prepare Power Points for delivery of instruction in schools by Board members (multiple based on levels)
• Train volunteers who will serve as Mentors or presenters or both
Identification
• Contact areas Superintendents, principals, and invite participation, encourage with reasons and benefits
• Make contact with targeted Title I schools, encourage participation
• Schedule presentations in schools (Parent Nights, Professional development in Faculty Meetings, and classroom or school presentations)
• Assign board volunteers based on schedules, levels and areas of expertise.
Delivery and Follow-up Support
• Deliver initial instruction on:
o the scientific process,
o engineering design,
o and how to conduct ethical research
inclusive or printed hand-outs, and guides, using Power Points and hands-on demonstrations and experiences.
• Schedule return visits for follow-up support and in-class demonstrations, assistance and further instruction..
• Identify which schools and individuals (teachers or students) need more intensive support
Analysis and Identification for Following Year
• Gather metric data to determine results
• Analyze where results indicate a further need for increased involvement
• Identify schools and areas in need of further assistance.
• Repeat all above stages.
What are the organization's capabilities for doing this?
Our Board members are all professionals and have a background in science, technology, engineering, leadership and education. They are skilled in their respective fields and when combined are a powerful force. See Board Members. Additionally, we have over 400 other judges and volunteers to call on every year (see Other Staff -Volunteers). Our staff consists of retired teachers, STEM specialists and scientists and engineers.
What have they accomplished so far and what's next?
All objectives and milestones are being accomplished according to schedule thus far. Outcome One: Over 32,747 students, teachers, and parents thus far correctly demonstrated an understanding of the steps of the scientific method and engineering design process at the conclusion of the classroom presentations, Professional Development, and Parent Science Nights. A count of the number of all participants was made at the start of each presentation. Evidence of understanding was demonstrated using active engagement strategies, which allowed the presenter to check for understanding at the conclusion of each step. Then at the end of the presentation, a review check for understanding of the process as a whole was made. If more time was required, it was scheduled at that time.
Outcome Two: All 32,747 students and 915 teachers who participated in the project thus far are in the process of using scientific thinking skills of: critical thinking, problem-solving and research protocols to successfully complete a research project of high-quality that contains evidence of using the scientific method or engineering design protocols in one of the STEM areas. All participating schools are required to report this number, and, visits to verify numbers/quality are being made at each the schools.
Outcome Three: It is our goal to match the success that we are already seeing in schools that we are serving through SARSEF and our early phase of Educational Outreach project. The report from last Spring show that the scores on the state assessment of Science standards in participating schools were higher than those of others in the region and state (see charts at end). The scores for every school that participated in the AIMS Science assessment were obtained and schools participating in SARSEF were isolated. Participation was separated by those schools that sent students to compete at the regional fair, and by those schools that received Educational Outreach, which targeted underrepresented students and Title I schools.
Outcome Four: It is our goal to match the pre-post results that we are already seeing in schools through our Educational Outreach project, overall. Students and teachers will be asked three REQUIRED questions when registering a research project for competition at SARSEF. These questions focus on skills (such as math and technology) gained while completing a project as well as the student's intent to pursue higher-level coursework in order to major in a STEM field in college, and their intention to select a career in areas of STEM as a result of this project.
How we listen
Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.
-
How is your organization using feedback from the people you serve?
To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve
-
Which of the following feedback practices does your organization routinely carry out?
We collect feedback from the people we serve at least annually, We take steps to get feedback from marginalized or under-represented people, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We act on the feedback we receive
-
What challenges does the organization face when collecting feedback?
It is difficult to get the people we serve to respond to requests for feedback, Staff find it hard to prioritize feedback collection and review due to lack of time
Financials
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Operations
The people, governance practices, and partners that make the organization tick.
Connect with nonprofit leaders
SubscribeBuild relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.
- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.
Connect with nonprofit leaders
SubscribeBuild relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.
- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.
SARSEF
Board of directorsas of 07/06/2023
Mary Fosdick
Tucson Electric Power
Term: 2021 - 2022
Betsy Bolding
retired -Tucson Electric Power
Mary Fosdick
Tucson Electric Power
Daren Layton
Waterfall, Economidis, et al
Roberta Lopez-Suter
Trico Electric Cooperative
Nadira Mitchell
University of Arizona
Eric Pickney
Sonora Quest Laboratories
Jeremiah Pate
Lunasonde, Inc
Casey Carrillo
University of Arizona
Christopher Schuck
Leonardo Electronics
Dana Gunnn
Marcus Engineering
Board leadership practices
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
-
Board orientation and education
Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes -
CEO oversight
Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes -
Ethics and transparency
Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes -
Board composition
Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes -
Board performance
Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes
Organizational demographics
Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.
Leadership
The organization's leader identifies as:
Race & ethnicity
Gender identity
Transgender Identity
Sexual orientation
Disability
No data
Equity strategies
Last updated: 10/29/2021GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more
- We review compensation data across the organization (and by staff levels) to identify disparities by race.
- We ask team members to identify racial disparities in their programs and / or portfolios.
- We disaggregate data by demographics, including race, in every policy and program measured.
- We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
- We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
- We have community representation at the board level, either on the board itself or through a community advisory board.
- We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.