[…]are consumed by the moment, taking everything personally. Taking in feedback about ourselves is uncomfortable, and it can give way to endless thoughts of self-doubt and obsession. On the other side of the tightrope is the complete opposite—building a wall around ourselves and telling the story that we don’t care what others think. If you build the persona of not caring what others think, then you protect yourself from any kind of critique or possible shame. If we are going to walk this tightrope of vulnerability, we must toe the line between caring too much and caring too little about […]
[…]good to hear another teacher say it out loud and be reminded of it, especially when we take on informal and formal leadership roles in the teaching profession. – Sharon Johnson, Knowles Senior Fellow Recently, I learned to communicate with colleagues, other teachers, and staff at times that considered more than my own schedule and immediate needs. I accidentally learned this through interaction with different Knowles program officers between years three and five of the Fellowship. One program officer would respond to texts almost as shockingly fast as I do, while another would respond at a later time. This was […]
[…]the experiences of women, people of color, and LGBTQIA scientists into the curriculum. In “Unpacking Human Migration,” David Upegui describes his set of lessons connecting biology to the current state of human migration in the world. While teaching students, we are also using the hidden curriculum to shape their experience. In Michelle Lo’s piece, she discusses how her first year of teaching in a pandemic disrupted her views on power in the classroom and how she hopes to find a new balance. “Authentically Connecting Students’ Home Lives with the Classroom” shares John Walker’s approach to teaching each student as a […]
[…]dissertation won the 2012 Outstanding Doctoral Research Award from NARST, a global organization for improving science education through research. Melissa has authored or co-authored over 20 journal articles and book chapters, and she co-authored a widely read and influential book, Ambitious Science Teaching (2018), through Harvard Education Press. Her research aims to understand more about how teachers learn to teach science across multiple contexts for professional learning including pre-service preparation of teachers in coursework and field experiences, professional learning in designed settings such as professional development for teachers, and professional learning that takes place ‘on the job’ in the day-to-day […]
[…]the next steps.” Christy’s Story Teaching Discipline Biology Why Biology “Biology has always come easily to me. I loved labs and setting up experiments, which led me to working in a research lab in college. My love for sharing how and what I did with others led me to pursue science education as a career.” Professional Experience For nine months, Christy worked as a staff research associate at the University of California, Los Angeles Department of Pediatrics: Infectious Disease. In this role, she participated in HIV clinical research studies involving infants, children, and mothers. Additionally, she managed specimens by organizing […]
[…]New York State Chemistry Teacher Course Load Distribution. The project looked at science teacher certifications in New York State (NYS) and what percentage of NYS teachers were teaching a science they did not major in based on their primary science certification. Additionally, an article she wrote, “Building a Nuclide” was published by the American Association of Chemistry Teachers. Meredith will begin her second year of teaching at Darien High School during the 2021–2022 school year. Hobbies Morgan enjoys spending time at the beach and finding new things to watch on Netflix. Academic Background Stony Brook University (Bachelor of Science in […]
[…]those same skills and thought processes to all media, especially in today’s climate of disinformation.” Michael’s Story Teaching Discipline Chemistry Why Chemistry “Chemistry really helps to explain everything that is happening around us, and why so many things work the way that they do at the most fundamental level. Being able to show students how they can question and make sense of the world around them through this entirely new lens is just a fun process!” Professional Experience During his undergraduate studies, Michael worked as a food and research discovery intern at The Hershey Company. In this role, he conducted […]
