Michaela Conway
Non-partisanQ18 State education standards are periodically updated to reflect advances in scientific knowledge. Would you, and if so how, ensure that decisions about science standards and curriculum are transparent and based on established evidence? What sources, if any, (ex. scientific experts, educators, community members, etc) would you consider when developing science education standards?
“Yes. Science standards should reflect the best current evidence. Nebraska already has an established process for reviewing and updating standards. That process should be reviewed, and if it is working well, it should be followed consistently. If it needs improvement, those changes should be made openly, with public input.
Nebraska science teachers should be central to the work, along with scientists from our universities and the Department of Education’s content specialists. Parents, employers, and community members should also have a voice.
The content itself should be based on established scientific consensus. A clear, open process gives families confidence that what their children learn is accurate.”
KEYWORDS: Evidence, Collaboration, Teachers, Opportunity, Transparency
Q19 What opportunities, if any, do you see for partnerships between state government, universities, industry, and nonprofit organizations to strengthen scientific education?
“I love this topic because I love the prospect of growth for our kids and our communities.
As a local school board member, I see the value of career and technical education and dual credit firsthand. When schools partner with local employers, students get hands-on experience in fields like agriculture, health science, welding, and construction. When they partner with our universities and community colleges, students can earn college credit in high school, saving families money. In both cases, students leave better prepared for what comes next.
Nonprofits and industry partners can also help fill gaps, especially in rural districts, through equipment, mentorships, and teacher training.
These partnerships help keep young people in Nebraska. When students build connections with Nebraska employers and colleges in high school, they are more likely to stay here after graduation.”
KEYWORDS: Evidence, Collaboration, Teachers, Opportunity, Transparency
Q20 What investments, if any, do you believe would have the greatest impact on improving science education across the state?
“The greatest impact comes from investing in teachers. Nebraska faces real shortages in science teaching, especially in rural districts. Keeping good teachers starts with treating them as the professionals they are. Strong recruitment and retention efforts, along with ongoing professional development, make sure every student has a qualified science teacher in the classroom.
Equipment and lab resources also matter. Students learn science best by doing it, and not every district has the same access to labs, technology, and materials. Closing that gap helps ensure a student’s opportunities don’t depend on their zip code.”
KEYWORDS: Evidence, Collaboration, Teachers, Opportunity, Transparency
Q21 Please explain if and how you would support high-quality science instruction for students in both urban and rural schools, and explain why these are your policies?
“Every Nebraska student deserves high-quality science instruction, whether they live in a city or a small town. The Nebraska Department of Education already supports schools across the state. Where those efforts are working, I would support them. Where they aren’t, I would review them openly and work with educators, families, and communities to find the best way forward.
Urban and rural schools have different needs, and good policy should reflect that. For rural schools, that often means help recruiting teachers and access to lab resources. For urban schools, it can mean support for larger classes and a wider range of student needs. Building on what works and fixing what doesn’t is the most practical way to serve students.”
KEYWORDS: Evidence, Collaboration, Teachers, Opportunity, Transparency
Q22 Can you tell me about a time when you misunderstood something scientific, realized that you were wrong, and updated your understanding?
“Growing up, my grandma told me to stop cracking my knuckles or I would get arthritis. She said it hurt her just to hear it. I believed her for years. Then I repeated it to someone as an adult, and they laughed and corrected me. When I looked into it, I learned that studies haven’t found a link between knuckle cracking and arthritis. One doctor even cracked the knuckles on only one hand for more than 60 years and found no difference between his hands.
It’s a small example, but it stuck with me. Something I accepted as fact came from someone I loved and trusted, not from evidence. That’s how a lot of misunderstandings work. Good science education teaches students to ask questions, look at the evidence, and be willing to change their minds when the facts point somewhere new.”
KEYWORDS: Evidence, Collaboration, Teachers, Opportunity, Transparency