statistically significant growth in students’ interest in
STEM.
Last year we were awarded a National Science
Foundation grant for $750,000 over five years.
We worked with youth service coordinators across
the area to identify underrepresented students that
would benefit from camp. We target any student that
may have an interest in STEM or whose teachers
believe would benefit from the camp, not just those
that excel academically already. During the next
five years we will track the students in the camp
and see how they fare compared to a control group
in terms of their success in STEM in school and
career choices. While this camp won’t fully solve
the problem that Gladwell outlined, it does help to
provide a solution.
Q: What drove you to seek your Ph.D.? How have
your academic studies impacted your work as a
middle school teacher?
A: After my first year of teaching, I knew I wasn’t
an effective teacher with all students and I wanted
to be better. I enrolled in the master’s program at
UK armed with a year of experience and willingness
to learn and change what I was doing. I finished
this program in a year, and my mentor, Dr. Doug
Jones, convinced me to stay in the program and
pursue my Rank I (this is 30 hours beyond your
master’s). Having a disposition for learning and
already in school, it made sense to keep going. At
the end of the second year I only had a handful of
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hours remaining for the Ph.D., so I decided it was
now or never. I went for it always planning to return
to the classroom to use what I had learned (I didn’t
realize at the time how rare that was). Six years
later I am still there. With my academic background
and connections, I have developed a cadre of great
researchers and educators that share my passion for
STEM and reaching underrepresented populations.
I’m able to publish and share innovative instruction
with others across the nation.
Q: It sounds like you are driven to go beyond
minimum requirements in your personal and
professional lives. Where does the ambition come
from and what does it mean to you?
A: The ambition for me comes from my mother
and father. Both grew up in poor families in rural
communities, but they didn’t let that set them back.
They always worked tirelessly for our family. They
instilled in me a drive to do the best I can. I continue
that today. I view my students as my family. I want
the best for them and I work tirelessly for them.
I’m recently a father and I want every opportunity
for my children as well. I think it has driven me
even more in my professional work. I don’t want
any parent to have the perception I am not fully
extending myself to help a student. Through my
work I hope my children will benefit as well. Even if
they don’t go into STEM, undoubtedly I want them
to view me and my wife as mentors that go above
and beyond for others. «