WANTED: NEW JERSEY SCIENCE TEACHERS

November 12, 2008

A native of northern China, Donghong Sun graduated with a BS in Chemistry from the University of Beijing in 1992 and moved to the United States to pursue her PhD in Chemistry at Columbia University. After graduating from Columbia, Sun conducted postdoctoral work a Rutgers University and landed a position working on pesticide formulation for Rohm and Haas. She decided to leave industry after her first child was born. Following a discussion about Rider University’s Graduate-Level Teacher Certification Program (GLTP) with the mother of one of her daughter’s classmates, Sun decided to pursue a teaching career.

Currently in her second year as a chemistry teacher at Montgomery High School in Skillman, Sun is one of hundreds of second-career seekers who have participated in the Rider University’s GLTP. Graduates who have completed all the requirements of an approved program in teacher education are eligible to receive a New Jersey Certificate of Eligibility with Advanced Standing, which authorizes the individual to seek and accept offers of employment in New Jersey schools. After a year of mentorship on the job in a New Jersey school, the certificate becomes valid for the lifetime of its holder.

“The Rider program came so highly recommended and it opened up a whole new way of thinking about teaching for me,” recalls Sun. “I like the fact that the program puts the student at the center of active learning versus sitting passively taking notes which was the norm when I was a student,” Sun added.

“There is certainly a shortage in science teachers and we are trying to bridge the gap,” stated Sandra Alberti, Director of the Office of Math and Science Education in New Jersey, “We recognize the need for our students to have a strong foundation in life sciences in order to contribute to the future well being of the economy. That’s why we are promoting best practices in math and science education and have already mandated that New Jersey students must now take biology as one of the core sciences courses in high school.”

The primary goal of the Office of Math and Science Education is to strengthen skills of all students, increase the number of math and science graduates from colleges and universities and develop initiatives that will increase the number of certified math and science teachers. “Ultimately, our goal is to develop a world class workforce by assisting students and job seekers in obtaining the skills and education that are needed in a competitive economy,” added Alberti. Rider University’s GLTP program is just one of the programs that encourage individuals to pursue teaching careers in math and science. Launched in 2003, the New Pathway to Teaching in New Jersey (NPTNJ) also offers a statewide alternate route teacher preparation program for candidates who already possess a bachelor’s degree and certificate of eligibility. Candidates take NPTNJ coursework at local NJ Community Colleges using a curriculum created jointly by New Jersey City University and the Community Colleges. NPTNJ includes a pre-service component that incorporates classroom management techniques, lesson planning, and on-site classroom observations. Once individuals receive a teaching position, they take coursework essential for the development of excellent teachers.

“Of the nearly 400 individuals who have participated in the 2007-2008 NPTNJ program, approximately 28% represented math and science teachers,” stated Darlene Yoseloff, Director of School Relations, Middlesex County College.

Liberty Science Center is also focused on strengthening the quality of science teachers. Through its Gateway program, Liberty Science Center offers a unique approved Regional Training Center for alternate route science teachers. Alternate route science teachers who have their first school contract in the state are eligible to participate in the training. The majority of the training is completed during an intensive 20-day summer program before they enter their first teaching assignment. Participants observe and teach lessons in a local summer school program and receive onsite coaching visits once they are actually working in their school.

Mary Ellen Clark is Executive Director of the Central New Jersey WIRED Bio-1 initiative. Bio-1 focuses on retaining and expanding high quality jobs in the biosciences sector, as well as exciting young people about the biosciences and laying smooth education and career pathways to increasing bioscience workforce development through training and transformational graduate programs.

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ACS Science Policy Fellow: Barclay Satterfield

October 30, 2008

During her fellowship, Barclay has had the opportunity to work on a number of policy development and advocacy efforts with ACS, ranging from the congressional briefing series to the ACS policy website.  In particular, the fellowship has offered her several excellent avenues to work on environmental policy — an issue that has long been her primary professional and personal interest.

Satterfield Video Interview

Satterfield Video Interview

 

View a video interview of Barclay

Barclay Satterfield is the Science Policy Fellow in the American Chemical Society’s Office of Legislative & Government Affairs.  She completed a B.S. in Chemical Engineering from Yale University in 2002 and a Ph.D. in Chemical Engineering from Princeton University in 2007.

As a graduate student, she worked with polymer membrane fuel cells, helped run a student organization, Greening Princeton, and completed a certificate in Science, Technology and Environmental Policy through Princeton’s Woodrow Wilson School of Public & International Affairs and the Princeton Environmental Institute.

The Science Policy Fellowship in the American Chemical Society’s Office of Public Affairs experience offers a broad exposure to the workings of the office, the Society, and the science policy world as a whole.

Barclay’s projects have included staffing an ACS-sponsored workshop on non-technical barriers to sustainability in the chemical industry and helping use the workshop results to craft a viewpoint article that was submitted to the journal Environmental Science & Technology.  In addition, she has contributed to two policy statements for the Society: one on visa policies for visiting students and researchers and the other on sustainability in the chemical enterprise.

Barclay has helped develop and organize three congressional briefings as part of the Society’s Science & the Congress briefings project: one presenting the science, policy, and business perspectives on climate change, one on measurements and impacts of the disappearing Greenland ice sheet, and a third on including nanotechnology in science education.

In addition, Barclay has been in charge of developing the office’s policy webpage —www.acs.org/policy.   This has been a chance to learn and share advice and ideas for members to become involved, help organize policy activities at the local section level and ensure successful advocacy meetings with their elected officials.   The web project has also offered an excellent motivation to study the office’s goals, methods, and history of achievements and to grapple with effective ways to communicate these to Society members and the public.

Finally, during her fellowship Barclay has had many chances to promote science policy as a career path for scientists and engineers.  At ACS national meetings, she has staffed the Legislative Action Network booth, both recruiting LAN members and answering questions for those interested in applying for an ACS Public Policy fellowship.  She has also traveled to appear on two career panels in the graduate chemistry departments of Northwestern University and the University of Illinois, Urbana Champagne.  She has also described her experiences for the internet audience in a recent www.act4chemistry.org video and in this blog.

The ACS Office of Public Affairs is now accepting applications for its 2009-2010 public policy fellowships.  The application deadline is December 31.  To learn more about this exciting opportunity click here.