[…]telecommunications satellite during a senior project, I realized that long hours in a lab were not for me.” He found tutoring physics and volunteering with youth organizations to be much more fulfilling. Aaron joined the staff of King’s Academy, a local private school, after interning there for a year. As an intern, he taught physics, algebra, computer applications, and physical education, and also coached cross-country and basketball. He earned his teacher’s license and a master’s degree in physics from Ball State University in Muncie, Indiana. While at Ball State, Aaron was awarded a GK-12 fellowship from the National Science Foundation. […]
[…]am glad that I was given the opportunity to live in different cities, cultures, and climates.” Alison always knew that she wanted to become a teacher and she discovered her subject in high school. “By the end of my AP calculus class I knew that I wanted to major in math at the University of South Carolina, while also pursuing a minor in education.” As part of her master’s degree and teacher certification program, she worked with elementary level classes, high school students and college students. In her last year, she worked with four pre-calculus classes and two advanced placement […]
[…]Science Foundation Graduate Research Fellowship. She has coached Girls on the Run, a program for preteen girls that promotes healthy self-esteem while training for a 5K […]
[…]science and math coursework. Alex believes that supporting good teachers should be a priority for our society, “as they touch hundreds of students’ lives throughout their careers and have an incalculable value to our society.” […]
[…]strategies, joys and frustrations with her KSTF mentors and colleagues. Hobbies Laura enjoys cooking, baking, and eating. In her free time, she watches a lot of movies and reads a lot of books. Academic Background Teachers College, Columbia University (Master of Arts in Secondary Science Education) Swarthmore College (Bachelor of Arts in Chemistry and Asian […]
[…]the community and the environment into his classes. Ben spends much of his free time outdoors, “working with my hands in the beautiful public land that surrounds our rural western community.” Much of Ben’s food comes from his own garden. When he is not tending it, he is out riding a bike, exploring a canyon or climbing a mountain. Knowles Academy Courses Taught Engaging Math and Science Students in Engineering […]
[…]Liz has worked as a university teaching assistant and a high school outreach coordinator for Stanford’s Chemistry Department. When a student during an outreach visit posed a great question, Liz invited her to offer an answer and test her hypotheses. “With that prompting, she set out exploring on her own. She learned about the scientific process in addition to learning the answer to her question.” Liz has studied abroad and traveled extensively. She began taking ballet classes at age three and has been dancing ever since. She has studied many forms of dance from swing to Indian dance of Odissi […]
[…]posed by some club or organization. Students around the school often referred to this as their “free day,” but my group quickly learned that it was, in fact, a “whatever-Ms.- Wells-decides-we-are-doing” day. My plan was to use all four years to build my advocacy students’ motivation and capacity for engaging in service projects to address important issues of their choosing. This is something I have always wanted to be able to do, and the half hour of “whatever” time mid-week seemed like a golden opportunity. I need to say a few more things about why my advocacy students were so […]
[…]of an invitation to inquire into practice. So instead of being misunderstood and disrupting the comfortable nice atmosphere, I just nodded my head and moved on. As a result, I was always left alone to think about the places I wish I would have taken the conversation and the potential for relationships. I was often upset with my cowardice in these situations, especially because I knew that asking one thoughtful question could positively influence a student’s experience in a class and similarly, not asking that question could have the adverse effect. After taking stock of my own relationships, I realized […]
[…]to give our students the freedom to push the bounds of an in-class project perhaps beyond our own comfort levels. But the student engagement and empowerment that results is certainly worth the effort. We want our students to ask the right questions and to identify the right problems—that’s where the engineering starts. PHASE 2: DESIGN EXPLORATION BY KATHERINE SHIREY The second phase of the engineering design cycle is the most important in high school engineering: design exploration. It is here that the studentengineer develops a potential solution and where the direction of the classroom is steered away from the teacher […]
