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Brian Dempsey Bone collecting as a youth in the foothills of the Smokey Mountains inspired Brian Dempsey's interest in biology. Now in his 12th year as a science teacher, Dempsey's goal is to make learning fun and relevant by connecting experiences in the classroom to the outside world. Dempsey's students have worked with a local conservation commissioner to learn about wetland ecosystems and to build a bog on the school's nature trail. Students in his advanced placement biology classes visit hospitals, biotechnology companies and a marine rehabilitation center to investigate possible biological careers. His classroom contains live organisms for students to study, including a student-assembled aquarium of fish and frogs, in addition to fruit flies and mice that they use to investigate heredity and behavior. Dempsey received the Outstanding Biology Teacher of Massachusetts award in 2006. "My goal is for students to see themselves as part of global community of scientific investigators," he says. |
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Shari Fedorowicz The sciences, particularly biology and physics, have fascinated Shari Fedorowicz since childhood. She strives to pass that fascination on to her students. It's her responsibility, she notes, to communicate an understanding of the process of science, point students down the path toward uncovering new knowledge and help them develop higher-order thinking and problem-solving skills that they can use in the real world. "I convey that science isn't limited to the classroom — it takes place everywhere in all different forms," says Fedorowicz, now in her fifth year of teaching. "Keeping students engaged in the classroom with creative ways to learn is a constant challenge and requires constant reflection and evaluation." |
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Sarah Juhlin In just five years of teaching, Sarah Juhlin recognizes that students enjoy anything "gross" and "disgusting." Therefore, Juhlin has developed a "gross and disgusting" curriculum for her science classes. During her introduction to human body systems, for example, she places previously dissected organs in numbered trays around her classroom and asks students to guess their name and location. "Some, of course, are easy — the heart, the lungs, the brain," she says. "Others, like the spleen, pancreas and reproductive organs, always get a wide variety of guesses and never fail to stimulate a discussion. It's extremely important for students to get the opportunity to experience these hands-on labs to help cement the connection between the paper-and-pencil concepts and the actual information we want them to retain." |
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Brian Palm As an environmental science teacher for close to 10 years, Brian Palm says it's crucial that he keeps up with the latest articles and books, along with the environmental trends in business and new markets. "At times, it can be overwhelming," he says. "More often, it is inspiring. It's the connection to the larger world that provides the most substantial hook for each one of my students." Palm demonstrates real-life science applications through various class projects. In fact, his students recently worked with the school's facilities and kitchen staff to reduce food waste. Following the students' recommendations, including the elimination of lunch trays, the staff has reduced food waste by 50 percent and liquid waste by 40 percent, providing the school with a $20,000 cost savings. "Throughout the year, I work to consistently raise the standard of expectation," Palm says. "This creates a productive environment where students come to expect constant challenge." |
