Seattle Pacific University Project Report 2007
Teacher-in-Residence
Successes
- The TIR taught a Physics course for non-science majors and recruited two of the students to be Learning Assistants.
- The TIR has been able to bring practical experience and knowledge of young learners and K-12 education to the projects and programs for prospective and practicing teachers.
- The TIR co-taught four sections of the Elementary Science Methods course and one section of the Physics content course for elementary teachers during the academic year.
- The TIR developed and taught two workshops for teachers of middle school students that focused on 5th and 6th grade physics and physical science concepts in the Yakima School District (a heavily minority district in eastern Washington).
- Through the TIR’s strong collaborative relationship with the Mathematics, Engineering, Science Achievement (MESA), which provides programs for minority students, she has been able to share related resources for elementary students with the physics education faculty.
- The TIR also taught a one-day workshop for MESA teachers in the Seattle School District on questioning in the context of Astronomy. Through the growing relationship with MESA, two of their curriculum coordinators visited a SPU science methods class to share with our students the mission and resources of the MESA program.
Challenges
- Finding time and teachers to mentor given the teaching responsibilities of the TIR.
- Becoming familiar with physics majors and participating in the LA preparation and introductory physics courses because of commitments to education program courses.
Sustainability/Physics Department Buy-In
- The TIR has helped to create a strong collaborative relationship with the Seattle School District, the Yakima School District, and MESA. She has shared her particular expertise with resources relevant to the elementary setting with the Joint Education/Physics Faculty.
- During the 2007/2008 academic school year, the TIR will solo teach three of the courses previously co-taught with the Joint Education/Physics Faculty, thus reducing the amount of money needed from outside the university to fully fund the TIR.
Lessons Learned
- It will continue to be the mission of the TIR to build on the success and proven record of projects/programs that have preceded or that are executed in parallel with those we initiate.
- Collaboration with organizations that have needed expertise can be extremely valuable and need not compromise the success or integrity of a project.
2006-2007 TIR
Lezlie DeWater; She held positions; in the Seattle School District as an elementary classroom teacher; an elementary science specialist, an assistant to the district science coordinator, a science resource teacher; and liason between the science program in the district and the Physics Education Group at the UW and the Physics Department at SPU for 31 years.
- The TIR’s affilitation with the Seattle School District and continued participation in most of the professional development opportunities in science afforded to district employees keeps her informed of current science education research, state learning expectations, and teaching strategies being endorsed and supported at both the district and state levels.
- The TIR and Joint Education/Physics Faculty shared unique key features of their science education courses at the annual spring meeting for university faculty in Washington State who prepare K-12 teachers to teach science.
- The TIR partnered with the Mathematic, Engineering, Science Achievement organization (MESA, a national organization that provide opportunities in mathematics, engineering and science for underrepresented students in grades K-12. Using exemplary materials and instructional approaches, the TIR piloted a three-day field investigation immersion experience for eleven female minority students in the upper elementary grades.
Typical TIR Activities
- Teaching courses at SPU. (~40 hours per week depending on the week and the quarter)
- Grading assignments/projects/tests
- Evaluating course/instruction/assignment effectiveness and reflection
- Planning/designing/debriefing course activities
- Locating/contacting resources
- Gathering equipment, preparing materials
- Student interactions- tutoring, advising, responding to email
- Attending physics department, school of education meetings (~1 to 3 hours per week)
- Communicating with collaborators outside of the SPU community person-to-person or by phone (~1 hour per week on the average)
- Reading/responding to relevant email not including student queries (~5 hours per week)
- Attending professional education activities (~6 hours per month on average)
- Designing, preparing for, conducting workshops outside of SPU (~ 8 hours every other month)
- Reading relevant research and resources (~2 hours every week)
