[…]the issues. I decided to change course and try teaching strategies with which I was a bit more comfortable. I wasn’t ready to completely abandon the hope that all students were capable of thinking critically and discussing challenging problems with one another, but clearly what I had going on wasn’t working. I needed to see PBL in action. Around that time, our cohort was planning our fall meeting in Phoenix—home to 2012 Fellows Mary Chin and Ian Caldwell’s school, Arete Preparatory Academy, which uses Exeter’s problem-based curriculum. Mary and Ian had invited all Fellows interested to come to their school—this […]
[…]and choreographers, while others choose to record music or write lyrics. Others feel more comfortable behind the scenes with props. Whatever their role, they have chosen it and have time to think about how their contribution is essential to the project. Our extended debriefing process is central to making this week work. I need all students to be on the same page when we discuss our progress, contributions, and expectations each day. There are three main strategies I use to ensure students are ready to work the moment they enter class. First, I set aside time each day for students […]
[…]and then link those applications to their usefulness in jobs or in everyday aspects of their lives.” Timothy’s Story Timothy Converse grew up in upstate New York and was inspired to incorporate math into his future career as a high school student. He earned his undergraduate degree in applied mathematics and a minor in physics from the University of Pittsburgh. “Math was always my favorite subject and I enjoyed seeing its applications to events and parts of my life.” Tim, an avid musician, played with the university’s Pitt Varsity Marching Band. Tim went on to earn his master’s degree in […]
[…]considers public schools the pillars of our democratic society. “Facility in scientific thinking has become increasingly important in our society and I look forward to sharing my passion for biology with my future students.” Rebecca has a deep appreciation for music. She enjoys playing the piano and has been a member of her community and university […]
[…]and puzzles. I enjoyed the fact that math had concrete answers but also room for creativity.” At California Polytechnic State University in San Luis Obispo, Nicole wanted a major that could make the best use of her math skills. She chose industrial engineering. “My undergraduate courses were stimulating and fun, with many mathematical undertones and foundations.” Nicole completed several summer internships in order to gain work experience in her proposed field but realized that there was something missing. It was when she began tutoring and helping high school students with geometry, calculus and Scholastic Aptitude Test (SAT) preparation, that she […]
[…]how much I loved the act of teaching.” While it was always satisfying to see her jumpers complete a new trick, what she enjoyed most was “how contagious the energy and passion I had for jump rope seemed to be.” Madison feels the same energy and passion for mathematics and enjoys sharing that excitement with her students. Madison started her teaching career by returning to her alma mater, Long Reach High School in Columbia, Maryland, after earning a bachelor’s degree from the University of South Carolina, and a master’s degree and teaching certification from the University of Maryland. Before returning […]
[…]she realized that music brought more pleasure as a pastime. “I chose to focus on my passion for physics.” Her research experience included fieldwork in Australia and conducting physics experiments at the Cal Poly pier. “This is what led me to the teaching credential program; the more I learned, the more I knew I should be a physics teacher.” She enjoys spending free time with her husband, riding bikes or watching movies. “Every once in a while I get time to practice my […]
[…]get so excited they decide to become the next generation of awesome scientists changing the world for the better.” Megan’s Story Megan Fretz, a high school and middle school science teacher of 11 years, originally planned to go into research, but found a love for teaching following an experience as a TA for an undergraduate microbiology course. Megan graduated from Durango High School and earned a BS from Colorado State University. She believes that one of the most challenging aspects of teaching “is finding the time, support, and resources to develop new and innovative ways to engage each and every […]
[…]to them. This led me back to the Stanford School of Education to learn how to become a teacher.” Laura knew she made the right choice when her classes covered “what I originally wanted to learn after leaving Uganda—how to try to help every student in the classroom […]
[…]society in the country. Much later, “The George & Judy Wohlreich Junior Fellows Program,” for underserved youth, from below the poverty level, was established and has had a singularly successful history. He retired from the College of Physicians of Philadelphia, after a tenure of more than fifteen (15) years, on June 30, 2021. He received the Jacob Ehrenzeller Award (highest achieving former resident of Pennsylvania Hospital), the Barbara Bell Award of the Eastern Pennsylvania Psychiatric Association, the Lawler Award from the Philadelphia Psychiatric Society, and the President’s Award (the Society’s highest award) from the Pennsylvania Psychiatric Association. A Fellow of […]
