A reflection on the value of teacher professional development at SURF

The mission of the Sanford Underground Research Facility (SURF) includes the effort to inspire learning across generations. For this reason, SURF provides annual professional development courses for hundreds of teachers in Science, Technology, Engineering and Math (STEM). 

When I signed up for the Understanding Energy course at the Sanford Underground Research Facility and Black Hills State University, I expected to learn more about energy and collect a few new classroom activities that I could bring back to my students. By the end of the week, I realized I had gained something much more valuable. I came away with a different way of thinking about science instruction. Instead of teaching students definitions first, I want them to experience a phenomenon, ask questions, investigate, and develop explanations based on evidence. This course continually modeled the type of learning environment I hope to create for my own students.

One of our first activities was using ChatGPT in small groups to create a poster explaining what energy is. I appreciated that AI was presented as a tool to support learning rather than replace student thinking. We still had to discuss ideas, question the information, and decide what was scientifically accurate. That activity reminded me that technology is most powerful when it encourages conversation and critical thinking instead of simply providing answers.

We spent a great deal of time discussing kinetic energy, potential energy, and the many ways energy is transferred and transformed. Rather than sitting through lectures, we learned by participating in activities. During an energy scavenger hunt around the Black Hills State University campus, we searched for examples of energy in everyday life. I found myself looking at buildings, sunlight, moving objects, electrical systems, and even people differently because I was constantly asking, “Where is the energy coming from and where is it going?” It reinforced the idea that energy is everywhere if students are taught to observe carefully.

Another important focus was three-dimensional science instruction. We explored how the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts should work together rather than being taught separately. That was probably one of my biggest professional takeaways. Instead of memorizing isolated facts, students should ask questions, build models, test ideas, collect evidence, and revise their explanations. That approach better reflects how scientists and engineers actually work and gives students ownership of their learning.

Leroy Little Bear's podcast on Indigenous Ways of Knowing was another experience that challenged my thinking. His discussion reminded me that scientific models are useful, but they are still models. They help explain the world without capturing every detail. I appreciated hearing a perspective that emphasized relationships, observation, and respect for different ways of understanding the natural world. It encouraged me to think about creating classroom discussions where multiple viewpoints are welcomed while still grounding explanations in evidence.

The hands-on investigations throughout the week kept us actively engaged. We played soccer and dodgeball to experience energy transfer as balls changed speed and direction after every kick, throw, and catch. We built LEGO ducks in different ways and reflected on how engineering problems often have more than one successful solution. Horton Hears a Who became an opportunity to discuss ecosystems and how living systems can exist at different scales. We also rotated through numerous energy stations where we investigated melting ice, reusable hand warmers, electrical circuits, dancing beans responding to sound, Clacker Balls, and several other demonstrations. Instead of immediately being told the answers, we first recorded careful observations and discussed patterns we noticed. I plan to use this approach more often because it naturally creates curiosity.

We were also introduced to Doodle Notes as a strategy for helping students organize information visually. Creating a mnemonic to remember the electromagnetic spectrum reminded me that students often remember concepts better when they create their own memory tools. Small strategies like these can make difficult science concepts much more approachable.

I especially appreciated our discussion about water as a source of energy. That conversation immediately made me think about a Soo Locks engineering lesson I have taught previously. Until this course, I viewed it primarily as an engineering and transportation lesson. I now realize it is fundamentally an energy lesson. Students can investigate how gravitational potential energy stored in water is used to raise and lower massive ships. Rather than simply telling students how the locks work, I want them to discover that the water, not the gates, the ship's engine, or a hidden platform does the work.

The highlight of the week was visiting the Sanford Underground Research Facility. The day before our trip, one of the research scientists introduced us to the LUX-ZEPLIN dark matter detector and explained the purpose of the experiment. Having that background made the tour much more meaningful. The trip underground was surreal. After putting on our safety gear, everything suddenly felt very real. As we walked toward the cage elevator, I honestly kept expecting someone to tell us, “Never mind!”

Instead, the doors closed and we descended 4,850 feet below the surface. Standing nearly a mile underground is an experience I will never forget. Walking through the area where Ray Davis conducted the pioneering solar neutrino research that earned him the 2002 Nobel Prize in Physics truly felt like walking into history. Our guide-the research scientist who can to speak to us, explained the engineering and science behind the LUX-ZEPLIN project, and I gained a much greater appreciation for the teamwork required to conduct research on that scale. Returning to the surface and sharing lunch with scientists from around the country was equally inspiring. It reminded me that science is driven by curious people who continue asking difficult questions.

As I reflect on the week, I realize my biggest takeaway is not simply a better understanding of energy. Instead, I have a better understanding of how students learn science. Students remember what they experience. They remember the questions they ask, the models they build, the investigations they conduct, and the discoveries they make. My goal is to continue creating STEM lessons that encourage curiosity, problem solving, collaboration, and reflection. I am excited to redesign my Soo Locks lesson so that it becomes an investigation of energy transfer rather than simply a lesson about transportation. I left this professional development with new ideas, renewed enthusiasm, and a deeper appreciation for the importance of helping students experience science rather than simply read about it.

It’s worth noting that any of the thousands of students inspired each year by incredible teachers like Brenda Mizenko could be the scientists, educators, technicians, engineers, or administrators leading SURF tomorrow. 

K-12 educators interested in taking part in can learn about teacher professional development opportunities at SURF.