Local Learning Communities
Date: Fall 2007
Reflection written July 7, 2008
Standard: National Science Education Standard E. Standard E states that science teachers will develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to learning science.
Describe: I have included two artifacts to demonstrate my involvement in the local community of learners.
Faculty Interdisciplinary Colloquium:
Each academic year, different faculty present their scholarly work during the bi-monthly faculty interdisciplinary colloquiums. The interdisciplinary nature of the meetings keeps the faculty engaged with the learning community of the school, which can be essential given the increasing specialization of each discipline. In the fall of 2006, I presented a synopsis of my doctoral and post-doctoral research to the faculty of Columbia Union College*. (For further details, please see my research interests.)
G.E. Peters Science Fair:
G.E. Peters has a school-wide science fair each spring. The winners of this science fair continue on to regional science fairs. In the spring of 2008, I participated in the judging for this school-wide science fair.
Analyze: I have included these artifacts in my teaching portfolio since they demonstrate my involvement in the local community of learners. A community of learners may be composed of the students in a particular course, or it may include all student and life-long learners in the local community. As a science teacher, it is important to aid in the development of these various learning communities since each science course is a part of the larger science learning community, which is in turn part of the broader educational learning community. My participation in these learning communities will strengthen my students’ connections to the community while also enhancing my professional growth and development.
The faculty interdisciplinary colloquium demonstrates my contribution to the school’s learning community. Professionally, it is important to stay connected to the interdisciplinary learning community of the school because these connections help prevent isolation of teachers and teacher burnout.
My participation in the G.E. Peters Science Fair illustrates my commitment to the local science community, reinforcing the community of science learners that is established by the Senior Seminar (BIOL 491) class in the fall of each year. In addition to the previously mentioned service-learning benefits achieved by the senior science majors, and the professional benefits of staying connected to the local science community, it is particularly important to support the science learners in elementary and middle-school since these are the future members of the larger science learning community. My participation in the G.E. Peters Science Fair reflects my commitment to enhancing inquiry-based science learning in elementary and middle schools.
Appraise: The faculty interdisciplinary colloquium demonstrates my contribution to, and connection with, the school’s learning community. By participating in the faculty colloquium, I discovered that contributing to this learning community helps me stay connected with my peers who have significant classroom experience and can aid my professional growth and development. For me, this experience reinforced the value of community for teachers, as well as for our students.
As mentioned, my involvement in the G.E. Peters Science Fair demonstrates my commitment to early childhood hands-on science. However, my participation in this event has also benefited me professionally. G.E. Peters is supported by a large number of highly educated parents who are committed to their children’s education. Many of the parents volunteer extensively at the school. During the science fair, I had the opportunity to meet a number of these dedicated parents as well as other local scientists. This expanded my own network of science contacts while reinforcing my connections with the local scientific community.
Transform: As mentioned, my involvement in the faculty colloquium reinforced, for me, the value of being a member of the school’s learning community. As a result of my presentation, I made connections with faculty in unrelated departments, and these associations have enhanced my teaching by providing ideas for classroom management and course development. These suggestions have been invaluable as I continue my professional growth and development.
My participation in the G.E. Peters Science Fair had similar benefits by enhancing my professional connections in the local science learning community. These connections will benefit my students as I encourage their growth as scientists in their learning communities.
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To view the announcement for the faculty interdisciplinary colloquium, click here.
To view the G.E.Peters Science Fair, click here.