Biographies: Boston University
Mark Greenman, 2012-13
Mark D. Greenman has recently served for 2-years as an Albert Einstein Distinguished Educator Fellow at the National Science Foundation within the Division of Undergraduate Education (2009-2011). He is a recipient of the Presidential Award for Excellence in Mathematics and Science Teaching, the American Association of Physics Teachers (AAPT) Paul W. Zitzewitz Award for Excellence in Pre-College Physics Teaching, the Massachusetts’ Council for Technology Education Path Finder Award, the Massachusetts Association of Science Teachers (MAST) Teacher of the Year Award from Essex county, an inductee into the Massachusetts Hall of Fame for Science Educators, and profiled in the Salem News "North Shore 100: Local Leaders Making a Difference in Our Future."
Mark serves as a science consultant to Massachusetts’ "Race to the Top Developing Model Curriculum & Curriculum Embedded Performance Assessments" initiative, and is recipient of several grants from the Massachusetts Department of Elementary and Secondary Education, providing content institutes in physics, chemistry and Earth science to Massachusetts’ teachers. The objectives of these institutes are to deepen content knowledge and improve the use of researchbased pedagogy by Massachusetts’ science educators. His laboratory-based professional development institutes have served over 400 teachers, are highly sought after and always result in many more applicants than available seats.
Mr. Greenman sits on the board of the newly formed American Council of STEM Educators (the ACSE is presently comprised of former and current Einstein Fellows dedicated to making a positive impact in STEM teaching and learning on the National level). He serves on the American Public Land-Grant University (APLU) Advisory Board for their Mathematics Teacher Education (MTE) Partnership initiative, the Leadership Council serving Lesley University and is current President of the North Shore Science Supervisors Association.
Mark has served as a district-wide science director, math director and computer director, and he has effectively taught physics, chemistry and mathematics at all levels from calculus-based physics to conceptual physics for the "mathematically challenged."
Mark holds a M.S. in physics from Syracuse University, a B.S. in physics with a minor in mathematics from Hofstra University, and he is a member of Sigma Pi Sigma and Kappa Mu Epsilon the national physics and mathematics honor societies. He has published journal articles ranging from topics in teaching methodology, teacher preparation, computer education, and technical papers on electrodynamics and electronics and he has presented dozens of workshops at regional and national conferences.
Juliet Jenkins, 2011-2012
I am excited to be the first Teacher In Residence (TIR) at BU. My inspiration to become a physics teacher comes from many important figures in my life. As my teacher from the age of six through my high school graduation, my dance teacher focused on each child’s strength, whether it be on the stage or behind the scenes (me!) My high school physics teacher was always accessible to help me hurdle the challenges of playing with previously unseen equipment. In college, my advisors welcomed me into their offices, aware that I was an unlikely candidate to continue into their research world.
At Newton South High School, I have taught all levels of physics, from our inclusion classes with small groups and aides to our most academically challenging advanced placement physics.
In my classroom, I focus on building community and camaraderie, similar to a sports team or a performing group. It is my goal, with every class, to ensure that the students reach out and stretch intellectually.
In addition to classroom duties, I enjoy being involved in curriculum development, selection and infusion of new lab equipment, and textbook choices. Through our MCAS prep program, I tutored small groups of students who were struggling with the new science graduation requirement from the DESE. Most importantly, in collaboration with our team of physics teachers, I worked on a successful initiative to create a more unified experience for our freshmen Introductory Physics Course.
From my work as a high school physics teacher at a stellar and demanding high school in the greater Boston metropolitan area, I have seen the potential for innovation in teaching and learning that exists in a well-supported district like Newton Public Schools. I am consistently amazed at the ability of a public school to provide exciting offerings such as inquiry-based labs, peer tutoring, student-centered classrooms, and abundant 21st Century technologies for the classroom.
One of the things I love about teaching is that we, as teachers, always have the ability to continue learning and to make our teaching even better. I enjoy helping people unravel seemingly mysterious concepts. It is so much fun when the confused student finally "gets it." As TIR, I aim to help others realize these same wonderful teacher moments and inspire others to consider a career in teaching.