In a world that is growing increasingly complex, the ability to apply scientific thinking (or at least to understand what it is) to information evaluation and decision making can give meaning of one’s life and inspire greater responsibility in citizenship. As such, my goal as a science educator is not only to teach the history, facts and theories of science, but also, to build the critical thinking skills required for lifelong learning. I have worked with students in elementary school, high school, and college, and have found that providing interactive and inquiry-based opportunities are the most effective ways to create engaging learning experiences. I have attended many pedagogy courses offered by NSF and NASA and I was extensively trained to teach science as a National Science Foundation GK-12 fellow. Although the focus of the NSF GK-12 program was on educating students in grades K-12, many of the concepts that I learned from this program I have successfully applied to teaching students at the college level. As a fellow, I attended bi-monthly classes focused on science education, participated in scientific teaching workshops, worked with teachers and students in Hawaii to develop appropriate science curriculum, and traveled to Palau to work with teachers on constructing scientific curriculum based on the concept of scientific inquiry (learning the process of science by doing science). I apply the knowledge I learned from this and other programs to try to engage as many students as I can, effectively teach students with different learning styles, and create unique curriculum.

• biology
• environmental science

• science content-specific pedagogy courses
• urban education
• interdisciplinary approaches
• project-based learning

• psychology

• math content-specific pedagogy courses
• science content-specific pedagogy courses
• social justice education
• education in high need schools
• urban education
• interdisciplinary approaches
• project-based learning
• special education
• organizational culture
• professional expertise

• biology
• environmental science
• psychology

• science content-specific pedagogy courses
• education in high need schools
• project-based learning
• recruitment
• support structures
• organizational culture
• professional expertise

• math content-specific pedagogy courses
• science content-specific pedagogy courses
• social justice education
• education in high need schools
• urban education
• gender and education
• recruitment
• retention

I just retired from 22 years of teaching science and math in grades K-8 in Oakland Unified School District. Toward the end of this time I began taking Mills College student teachers. I loved the experience and the support from Mills staff, so when I retired I asked if I could work for Mills as a student teacher supervisor. They took me on, and Dr. Cossey invited me to accompany her to this CETE conference. I think my role here is to learn about the academic context and to find shared challenges and solutions. I was a science bug in K-12 who turned to the humanities, especially political theory, in college. My first authorization was multiple subject, and I did teach elementary school for nearly a decade, but as a science specialty teacher. When I moved to middle school I began to take more of an interest in organization and support. I became senior union representative at our school and began mentoring new teachers, at first informally and then through California's Beginning Teacher Support and Assessment (BTSA) program. My current work, aside from Mills, is with Oakland's innovative Team Science program. We mentor, gather curriculum and provide professional development for grade 6-12 teachers. I have six mentees and am on the steering committee. I'm also on the Peer Assistance and Review joint committee. We oversee support for low performing teachers with permanent status. I'm trying to synthesize what I learn from my three jobs. I'm also obsessed with acoustic steel string guitar, but our visit is too short to fly with one. If anyone happens to bring one, please look me up.

• retention
• support structures
• organizational culture
• professional expertise

• biology
• environmental science
• psychology

• science content-specific pedagogy courses
• interdisciplinary approaches
• project-based learning
• gender and education
• recruitment
• retention

Doug O'Roark is responsible for overseeing the training of secondary grade teachers in mathematics and science with the University of Chicago Urban Teacher Education Program. He participates in the design, implementation, assessment, and continuous improvement of the B.A./M.A.T. program in Secondary Mathematics and Science/Biology. In addition to managing and hiring program staff for this program, O'Roark collaborates with UEI staff, University faculty, and public school practitioners on a range of issues including, but not limited to, student recruitment and admissions, student financial aid, program design, and teaching or co-teaching of select program courses during the first ("Foundations of Education") and the second ("Internship") years of the program. He also directs the Summer Accelerated Math Camp for middle and high school students. O'Roark was previously the mathematics department chair and seminar program director at Walter Payton College Prep High School. O'Roark has been honored with multiple awards including The Edyth May Sliffe Award (MAA national award); T.E. Rine Award (Illinois Math Teacher of the Year); and named awards from the City of Chicago Math League and Walter Payton College Prep.