As of 2017, the DIG has reached 171 teachers across 23 states and over 12,000 students. We expect this number to continue to grow every year.
After their experience with the DIG, our participants have gone on to develop their own lesson plans, author books, write plays, and serve on our board of directors. Interested in what others have to say about the program? Read below for testimonials from DIG participants.
“The DIG Field School is unlike any professional development I have attended. It is the most impactful and effective way I have experienced in extending my understanding of scientific concepts and practices. What I learned during my four days in the field were profound on both a professional and personal level. By engaging in actual research – doing something real – I was inspired by my own abilities and became passionate about sharing this feeling with my students. The DIG increased my confidence and competence to both do and teach science.“ — Andrea, grades K-4, King County, WA
“As I have been describing my experience with the DIG to family and friends I have used words and phrases include: intellectually stimulating, life-changing, exhilarating, and exhausting. It truly was a one-of-a-kind experience.” — Mike, 5th grade, Clark County, WA
“Honestly, I enjoyed every single minute of the experience – so much! I will be a better teacher for being your student. I am grateful for the opportunity to learn content in the field. The intangibles are perhaps what make the DIG program most valuable for me. Everyday is a reminder about the excitement of discovery, getting to feel smart by learning and applying something new, the importance of having gracious time to process ideas and to make mistakes, and the social endeavor that is science – from all the people who support the DIG both during the program and behind the scenes. It’s a reminder that these are things that should happen in our classrooms every day.” — Mary, grades 9-12, Lynnwood, WA
“I found that spending time with scientists and researchers in the field, getting to ask them questions, learning about their methods, and assisting in real scientific research helps me as a science teacher see the big picture and communicate it to my students.” — Beth, grades 6-8, Seattle, WA