Student participants in a pilot program begun this academic year have indicated that their experience in the program has helped steer them to a career in teaching high school math and science. The Teaching Scholar Partnerships (TSP) project, funded by the National Science Foundation (NSF), places college math and science majors, known as Teaching Scholars, in K-12 classrooms to assist teachers with math and science teaching. The project is directed by CIC Senior Advisor Hutch Bearce.
    The project includes ten community colleges affiliated with the American Association of Community Colleges (AACC), ten CIC institutions, and eight institutions selected by the Independent Colleges Office (ICO) in a unique partnership to improve student learning. The individual institutions were given substantial freedom in the design and operation of their projects in order to develop a collection of effective practices, which will support improved student learning.
    Program participants shared results of the first year of the project during a June conference held in Washington, DC, for Teaching Scholars, K-12 teachers, college faculty members, and representatives of NSF.
    Students who attended the conference were enthusiastic about the TSP project. Stephanie Harmon, a chemistry major and graduating senior from Central Methodist College (MO), said her experience as a Teaching Scholar was "the most important thing she did in college." She ran the laboratory sessions for the high school chemistry class where she served as a Teaching Scholar. She explained that the high school had recently burned down, and the college chemistry lab was the only place available for these activities. She said she is now "committed to teaching, probably at the high school level," as a result of her positive experience.
    During a recent visit to Stephanie's campus to observe the Teaching Scholar in action, CIC project director Hutch Bearce, himself a former college chemistry instructor, said Stephanie "exhibited impressive classroom and lab teaching skills." He said the high school students in her lab reported great enthusiasm for the day's lab work.
    Melissa Smith, who just graduated from Pfeiffer University (NC), indicated during the conference that her TSP experience was so rewarding that she has accepted a job at the high school were she served as a Teaching Scholar for the past year.
    Elementary and secondary school teachers who served on the leadership teams and attended the conference also were enthusiastic about the project. Several reported that, with the additional hands and eyes of the Teaching Scholars in their classrooms, they saw their students from a new perspective.
    "There is an enormous national need to strengthen student learning, in general, and math and science learning in particular," Bearce said. "Innovative approaches like the TSP project are needed to support K-12 teachers, as well as students. There is no substitute for hands on work, under the supervision of someone who loves the subject and the students. The CIC participants are on the cutting edge of this movement," he added.
    Richard Detweiler, president of Hartwick College (NY) and chair of CIC's Board of Directors, said "CIC colleges are playing a crucial role in attracting talented science students to help fill the national shortage of K-12 science teachers."
    Institutions selected by CIC to participate in the TSP program include: Carroll College (WI), Central Methodist College (MO), Drury University (MO), Millikin University (IL), North Central College (IL), Pfeiffer University (NC), St. Edward's University (TX), St. Joseph's College (IN), West Virginia Wesleyan College (WV), and Widener University (PA).
    The second phase of the program will continue next year with the same participants. A final wrap-up conference will be held next summer.

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Last updated: July 5, 2002
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