Teaching Scholar Partnerships Programs

Carroll College's Teaching Scholars will be paired: one student will be a mathematics or science major with a declared interest in high school teaching while the other will be a math or science major who has not decided on a career route. They will work together with a college professor and a high school teacher to develop and deliver inquiry-based learning experiences.

Central Methodist College's Teaching Scholars will assist in instruction in K-12 classrooms of the local public school district. They will design and conduct laboratory activities and help design new high school science facilities.

Drury University will use its undergraduate Teaching Scholars to strengthen its already strong partnerships with center-city K-12 schools by creating collaborative research projects involving middle and high school students, their mathematics and science teachers, Teaching Scholars, and Drury faculty members.

Millikin University's Teaching Scholars will plan, develop, and implement an enriched curriculum of lessons and activities that emphasize a hands-on, inquiry approach. They will work with K-12 teachers and students in a city school district with unusually grave needs.

Teaching Scholars at North Central College will work with K-4 school teachers in suburban and inner-city school districts of Chicago in developing inquiry-based mathematics and science activities for students in these grades and will be actively involved in classroom instruction using these materials.

Science teachers in the schools collaborating with Pfeiffer University have identified those concepts that they find most difficult to teach and with which their students have the most difficulty. Teaching Scholars will work with the teachers and college faculty members to develop materials and approaches that address these concepts and will participate with the teachers in the use of these new approaches in the classroom.

St. Edwards University's Teaching Scholars will work in pairs with middle school science teachers and students in three school districts. They will participate in the planning, coordination, and facilitation of hands-on activities designed to enhance classroom learning opportunities by introducing additional materials and experiences. They will seek to use this program as a pilot for an innovative model for an alternate K-12 math/science teacher certification process.

The Teaching Scholars at St. Joseph's College will work with their professors and with middle and high school mathematics teachers to develop and implement activity-based instruction in which students observe mathematical phenomena, analyze and mathematically model what they observe, and write about their results.

West Virginia Wesleyan College will divide its Teaching Scholars into three two-student teams, one each in math, biology, and chemistry. Each team, assisted by a faculty member and a high school teacher, will design interactive classroom instructional units and present them in the public school classrooms of three school districts.

Widener University science majors who serve as Teaching Scholars will be trained to use the Full Option Science Study (FOSS) inquiry-based materials. They will then help in the training of science teachers in the local school district and will instruct K-8 students in the local school district.