[…]for them. They wanted me to provide safety. I wonder how many of them knew we were both looking for the same thing. Take a second and position yourself as a Black educator watching your students process the: Fear of staring at a gun in their face at school Uncertainty in not knowing what’s happening Stress of leaving school hours late when they have to pick up a sibling Cold freezing raindrops on their skin Anxiety of not knowing how they’ll get home or even inside their house. Imagine yourself feeling it alongside them because you know them. Because parts […]
[…]come together? Many of the stories in this issue were written before the pandemic or before we knew how long we would be here. But the deeper meaning of the stories is still relevant to our current situation. Perhaps this unique historical moment can offer us an opportunity to take stock, reflect, and grow. There are so many stories people could tell about this moment. There have been new technologies and the fatigue that comes with them. There are different routines to follow and the new normal that guides our lives. Many of the stories in this issue were written […]
[…]be more powerful if students could integrate the key NGSS science inquiry practices, such as: asking questions and defining problems; analyzing and interpreting data; and obtaining, evaluating, and communicating information. Through these considerations, I developed a lesson that can be modified to meet both middle- and high-school NGSS standards (see Table 1). Finally, I saw an opportunity to connect this experience to our real-world understanding of climate change. Phenology, the study of repeating yearly events observed in living things, is an excellent context for teaching climate change. This is due to the students’ ability to observe and make data contributions, […]
[…]20th Anniversary Gala, Ben Buehler reflects on how he’s often robbed students of the “doing” of science in his physics course. Ben helps us see that the role of an entertaining teacher, while often celebrated, pales in comparison to the role of a teacher who opens opportunities for students as people to learn with and from. He also explains how support from a robust professional community, like the one he’s found at the Knowles Teacher Initiative, can make all the difference in transforming teaching and learning. Watch Ben tell his story. Download Article Download Video Ben Buehler, a Knowles Senior […]
[…]the narratives surrounding individuals’ identities and definitions of success in mathematics.” Professional Experience Before beginning her teaching career, Michelle tutored students in lower-division mathematics college courses for two years and served as an undergraduate mathematics teaching assistant for one year at the University of Oregon. Michelle also co-authored a paper for the Journal of Urban Mathematics Education with Dr. Jennifer Ruef, University of Oregon, titled, Student or Teacher? A Look at How Students Facilitate Public Sensemaking During Collaborative Groupwork. Academic Background Stanford University (Master of Arts in Education) University of Oregon (Bachelor of Science in […]
[…]the 2020–2021 school year. Volunteer Experience John volunteers as a member of the program committee for Math Circles of Chicago, and as an organizer of the local Math Jam. He also sings bass with the choir of Our Lady of Mount Carmel church. Hobbies John enjoys making music, rowing and reading. Academic Background Relay Graduate School of Education (Master of Arts in Teaching) University of Cambridge (Master of Advanced Study in Mathematics) Indiana University (Bachelor of Science in Mathematics and Bachelor of Arts in […]
[…]and empower LatinX students to succeed in STEM. Sara’s most unique internship involved working for a research group that was developing affordable solar water heaters for developing countries. During this experience, she had the opportunity to work and live in Guatemala to build and field test these water heaters. This experience allowed her to apply the science and math concepts she learned in school to a real engineering project that had a positive impact on several families. Additionally, Sara worked as a tutor in math, science, and robotics while in college and while working as an engineer. Sara will begin […]
[…]a better educator but a better person. After finding teaching, all the pieces just fell into place for me.” Casey’s Story Teaching Discipline Biology Why Biology “I love learning about life and how complex and weird different life forms are! Biology allows me to ask questions about what I see in the world around me and test answers and solutions to these questions. The subject is easy to connect to the real world, showing students that we engage in science all throughout our lives. Additionally, biology incorporates many aspects of other science fields and can be applied to many situations— […]
[…]sharing that passion with my students.” Professional Experience Ashlie served with AmeriCorps for one year through a program called Advise Michigan, which places recent college graduates in high schools across the state of Michigan to assist students with post-secondary planning. She spent her time at Robichaud High School in Dearborn Heights, Michigan. In this role, she helped students and their families research post-secondary options, fill out college applications, and complete their Free Application for Federal Student Aid (FAFSA). For two summers, Ashlie worked with the National Student Leadership Conference, where she advised high school students in engineering projects and challenges. […]
[…]school year. Hobbies Kwesi enjoys spending time with his wife and children, walking, collecting comic books, and listening to podcasts. Academic Background University of Pennsylvania (Master of Science in Secondary Education) Rutgers University (Master of Business Administration in Information Systems) Pennsylvania State University (Bachelor of Science in Electrical […]
