Catfish and Shrimp: a Recipe for STEM Success

The brave new world, the seventh graders told me, was called “Super Jumbo Shrimp.”

This imaginary community was created as part of the National Engineers Week Future City competition, which encourages middle school students to explore science, technology, engineering and mathematics (known as STEM education). In 2004, I covered Sawyer Middle School’s entry for an article in the Las Vegas Sun.

The rules are fairly simple: Using computer simulation, build a city complete with viable businesses and industry, sustainable housing and transportation. All of the aspects must conform to the known boundaries of science. As one of the advisors explained to me, “you can’t violate the laws of physics–water can’t flow upward. And there is no alchemy allowed.” (Thus, the Hogwarts Academy’s entry was summarily disqualified.)

The students’ premise for Super Jumbo Shrimp was both deceptively simple and incredibly creative. A genetically engineered hybrid of catfish and shrimp would provide revenue from fish farming and a draw for tourists (The sea creatures would be friendly and safe for swimmers to frolic with, I was told). The catfish whiskers would serve as a filtration system and would keep the water clean.

Every detail was meticulously considered. The solar-powered monorail system would carry workers from their suburban residences to the outlying areas, reducing pollution. Burning the leftover waste from the plant that processed the shrimp meat would serve as clean source of power.

For a reporter, these are the kinds of science and technology stories that seem to write themselves. Gathered together in one auditorium is every necessary element: enthusiastic students and parents eager to talk about how they are applying classroom lessons to real-life experiences, fantastic visuals of the 3-D scale model cities and experts readily available and eager to talk about the technical aspects of the projects.

Things don’t always go this smoothly. Sometimes, when rushing on deadline, I didn’t have time to do all of my background reading on a less familiar subject, such as wind power. I didn’t have my best questions at hand. Trying to reach the researchers for follow-up after the official press conference was over proved difficult.

The education beat often crosses into STEM territory. As a daily news reporter I received multiple pitches on a regular basis for stories such as the latest version of “new” math, classroom technology, scientific studies or health reports. The stories that were most likely to get into the paper were those where I could show a direct connection to the daily business of education.

I was recently asked to talk to scientists, health experts and mathematicians about how to better communicate their work to the public. I thought it would be helpful to cast a wider net for input from those of you out there who are regularly asked to translate complicated technical writing into engaging stories for the “average” reader.

What is most helpful to you when you embark on such assignments? How often are you able to wade deeper in the report than just the executive summary? What are some examples of superior STEM stories you’ve come across? Are there any examples of ones that absolutely missed the mark?

Hearing from you will help me inform the very people we rely on to not only carry out this kind of important research but also to help us share it with our readers. I look forward to hearing from you in the comments section below, or by email at erichmond@ewa.org.

Oh, and one post-script: the biggest export for the city of Super Jumbo Shrimp, after the … super jumbo shrimp? Cocktail sauce.

Have a question, comment or confidential concern for the Educated Reporter? Drop me a line at erichmond@ewa.org. I’m also on Twitter @EWAEmily.