By Maegan Murray, ���سԹ�

RICHLAND, Wash. – As part of a class at Washington State University Tri-Cities, adjunct education professor Cathie Tate picked up two simple objects: a popsicle stick and a paper clip. She asked the future teachers sitting before her how they would describe the objects to a young child.

With students describing traits such as color and material, she then asked her students: “Ok, how would you compare the two objects?”

It was a start of a lesson in showing the students how to describe mathematical concepts in a simple manner. It was also one of many lessons for the students in how to make teaching math less daunting and more fun. It is what many students describe as a talent of Tate’s.

Tate was recently recognized for her teaching accomplishments after being honored with a Crystal Apple Award by the regional Educational Service District. The award recognizes public school educators who have made a positive impact on the lives of their students.

Deisy Cardoso, a former student of Tate’s at Delta High School and now a current student majoring in education at ���سԹ�, said Tate is the person who inspired her to major in education with an endorsement in middle level mathematics.

“I was thrilled when presented with the opportunity to take her course here at ���سԹ�,” she said. “In that class, she provided me with the tools to confidently teach math to future students and encourage them to take responsibility for their learning.”

Nominator Judy Morrison, academic director of ���سԹ�’ College of Education, said Tate has a passion for making math an approachable subject, even encouraging a love for the subject in students – including those who were hesitant of teaching math at first.

“Many elementary teacher candidates are anxious about approaching mathematics as not only an adult learner, but as a future teacher who will be entrusted with helping pupils to understand and enjoy mathematics,” Morrison said. “Cathie uniformly takes these students from a state of anxiety about teaching math to one of excitement for the future.”

A yearning to teach

Tate has taught at ���سԹ� since spring 2009. She teaches math for elementary teacher courses through the ���سԹ� College of Education. In addition to

serving as an adjunct professor at ���سԹ�, she teaches full-time at Delta High School, educating students in the subjects of calculus and multi-variable calculus. She also presently serves as an adjunct college in the high school professor for Central Washington University and used to teach courses at Columbia Basin College.

At the K-12 level, and especially with the Pasco School District, Tate said she has worn many hats: middle and high school teacher, department chair, instructional coach and math facilitator. She was also on the planning committee for Delta High School in 2008. But what she loves most is the interaction with her students, whether that be students at the K-12 level or the college level.

“I can’t imagine not getting up each morning and going to teach,” she said. “Students, high school or college, inspire me to be a better version of myself. I want to bring my ‘A’ game to every class because that is what my students deserve. I joke with my students that the day I stop caring about bringing my ‘A’ game to class is the day I retire.”

Overcoming math stereotypes

Tate said she was inspired to go into a career teaching mathematics by an instructor she had at Columbia Basin College in the 1970s.

“She was the first female math instructor I had ever had,” she said. “In 1974 and 1975, mathematics was an unusual profession for females. She became a role model to me and encouraged me to become a math teacher.”

Tate said she was told many times that, as a female, she couldn’t do math.

“I chose to become a math teacher to change this perspective,” she said. “Along the way, I realized that our schools were filled with math anxious students and it was my job, as a high school math teacher, to eliminate that stress.”

Changing the perception of math

Tate said at the high school level, she was able to impact about 100 students in a year, but she felt that she could give even more. She said she was thrilled when she was offered the opportunity to teach mathematics for elementary school teachers at ���سԹ� so that she could try to make even more of a difference.

“How do I change an adult student’s perspective of mathematics?” she said. “I do this by asking them the first day of class to trust me. I explain that we will be looking at math through a different lens and that I am there to help them be successful. I inform them that they will be given more than one opportunity to succeed at a learning target. I also ask the students who have found previous math courses easy to open their minds to view math through the eyes of a struggling student.”

Tate said seeing the light in a student’s eyes when they first understand and embrace a concept is still the most rewarding part about teaching.

“It is indescribable and it still has the power to rejuvenate me as a teacher,” she said.

Preparing the world’s future educators at ���سԹ�

At ���سԹ�, Tate said she enjoys being able to interact with a new generation of teachers and hopefully inspires in them a passion for math.

“In my role at ���سԹ�, I am able to show adult learners that math is fun,” she said. “If future teachers can have fun in math class, this will impact the students they will someday teach.”

Tate also inspires students’ parents, of which sometimes double as current students.

Anna Arthur, a previous education student of Tate’s at ���سԹ� and the parent of a student of Tate’s at Delta High School, said Tate is a favorite teacher of both her son and herself.

“She has a way of teaching you with respect, which becomes mutual and deserved,” she said. “Learning how to teach math was a fun, entertaining and educational experience because Cathie knows what she is talking about and how to create an environment of learning that takes the fears away about mathematics.”

“She can effectively speak to her students about the academic topics while still reaching a level of mutual respect and friendship, but still maintaining a professional manner,” Arthur’s son Stuart said.

Tate accepted her Crystal Apple Award from ESD 123 earlier this month.

By Maegan Murray, ���سԹ�

RICHLAND, Wash. – Students and families at four elementary schools in Pasco will benefit from after-school programming and extracurricular learning experiences thanks to $2.5 million 21^{������}Century Community Learning Center grant to Washington State University Tri-Cities.

The school program, supported by the five-year grant, provides students with homework help and access to programs including LEGO Robotics, drama, chess, archery, Minecraft, field trips, fire safety, rocketry and English language learning. Schools also provide a four-week summer program focusing on the science, technology, engineering and mathematics (STEM) fields.

This is ���سԹ�’ third time receiving a 21^st Century Community Learning Center grant from the Washington Office of Superintendent of Public Instruction. Each grant received by ���سԹ� has served a different cohort of students.

The four Pasco schools to benefit from the new grant include Mark Twain Elementary School, Marie Curie Elementary School, Captain Grey Elementary School and Robert Frost Elementary School. The other grants awarded to ���سԹ� through the program also served Pasco schools.

The program aims to achieve four goals:

• Increase academic achievement among target students in reading and math.
• Provide high-quality learning opportunities that lead to increased positive student behavior among target students.
• Increase parent literacy levels and opportunities for educational development.
• Increase the number of community partners who collaborate with the program.

“���سԹ� can provide services to students in the community beginning at third-grade, and continue to engage students through their sixth-grade year,” said Jay Scott, director of the 21^stCentury Community Learning Centers program. “If the university continues to receive grants in the future, we can put new grants in place in the high schools and re-enter the middle schools, allowing ���سԹ� to potentially create a pipeline of STEM-ready students.”

In addition to supporting students at the elementary schools, the program also stands to benefit preservice teachers in the education program at ���سԹ�.

“Students wishing to pursue the elementary education degree at ���سԹ� can use the experience to gain exposure to classroom life and to work with students in the after school program,” Scott said.

Scott said he plans to work with the grant’s principal investigator, Kate McAteer, assistant vice chancellor of academic affairs, to develop a partnership with ���سԹ� students so that they can work in the 21^st Century Community Learning Center programs to gain real-world experience in the classroom.

���سԹ� was one of 10 proposals accepted for the grant program and received the highest funding award allotment allowed by the Office of Superintendent of Public Instruction.

“I am confident we are changing students’ lives for the better in the schools where we serve,” Scott said. “I am proud of all of the accomplishments my staff have achieved thus far. We want to achieve more during the 2018-19 school year. We know that if we are successful, then the students and the families we serve will be successful.”

 

Contacts:

• Jay Scott, director of 21^st Century Community Learning Centers, 509-222-7000 x5794, jscott@earlyoutreach.wsu.edu
• Maegan Murray, ���سԹ� public relations specialist, 509-372-7333, maegan_murray@wsu.edu

By C. Brandon Chapman, College of Education

PULLMAN, Wash. – Thanks to a state grant, Washington State University is providing greater access for paraprofessionals to become state-certified teachers.

The grant comes from the state’s Professional Educator Standards Board (PESB), which is responsible for oversight of the state’s teacher preparation, certification and continuing education. While there is a traditional route to becoming a teacher, such as through the College of Education’s teacher preparation program, PESB also has four alternative routes.

The award is for $140,000 at ���سԹ� and is giving paraprofessionals in the area an alternative route to becoming certified teachers. It’s a second grant award to this project, which was successfully implemented two years ago. It’s been especially important in high-needs areas where teaching shortages have been prevalent, such as bilingual education, English Language Learner and special education. Additionally, there are some geographic areas of the state that have struggled to recruit and retain teachers. The Tri-Cities area is one of them.

Using past experience toward certification

For paraprofessionals, there’s a common denominator in what they lack to become state-certified teachers: course work and theory.

In a traditional teacher preparation program, the college students complete their course work, which includes vast amounts of theory in teaching practice, curriculum, classroom management and cultural-responsiveness. They are then placed in a school for practicum and student teaching.

These paraprofessionals already have varying experiences in the classroom, including instruction with small groups of students. However, they don’t have the theoretical background that students with traditional training have.

Lindsay Lightner, coordinator of the Tri-Cities alternative route project, said their project helps resolve that issue.

“A project such as ours gives them the opportunity to take classes and get that theoretical background,” Lightner said. “It’s been beneficial for paraprofessionals to understand why they have been doing X, Y and Z in the classroom.”

Many paraprofessionals have taken some college classes, including teacher preparation classes, but weren’t able to continue and get the full state certification.

“This program has been nice for those who haven’t been able to make that jump toward being a teacher yet,” Lightner said. “It gives them that little boost to make it past the finish line.”

No placement needed

Many paraprofessionals don’t require placement into a teacher preparation program, since they’re already in their home communities.

“We don’t have to go out and recruit people to move to the area,” Lightner said, “instead we’re helping those who already have roots in the schools to progress toward state-approved certification.”

By promoting paraprofessionals to teachers, Tri-Cities project co-director Judy Morrison said, it has made things easier on those districts.

“The districts have had to do less recruiting to try and find certified teachers,” she said.

But there’s one component that might be more important — relationships.

Traditionally, once preservice teachers finish with their teacher preparation program and student teaching, the interaction between the program and the school districts end.

“This has really strengthened our partnerships with multiple school districts,” Morrison said. “The way the grant is set up, not only do we get money to support the project, but districts get money, as well. We depend on their support in the schools, which has led to really important conversations, and has led to stronger relationships and stronger partnerships.”

 

 

Media Contact:

• Brandon Chapman, communications director, College of Education, 509-335-6850, b.chapman@wsu.edu

By Maegan Murray

Wine is a $2 billion industry in Washington state, but many students will not be exposed to the science behind the field as a possible career option until they reach college. Thanks to the Partners in Science program, however, one high school teacher had the opportunity to shadow and complete research alongside a renowned wine science researcher and professor at Washington State University Tri-Cities – the science behind the experience, of which, he is now introducing to his high school students.

Fred Burke, a teacher at Chiawana High School, had the opportunity to shadow and complete research with Tom Collins, wine science researcher and assistant professor of wine science at Washington State University Tri-Cities.

“This experience has allowed me to show my students how the nature of science is more than what they experience through a text book and allow them to experience the techniques and capabilities of it in a real-world setting,” Burke said. “It has not only allowed me to participate in research that will have an impact in the wine industry today, but it also it makes doing science a lot more fun for my students.”

Through the Partners in Science program, which is supported by a $15,000 grant from the MJ Murdock Charitable Trust, high school teachers are paired with a university professor in their field and the pair spends two consecutive summers completing research. During the end of each summer experience, the teachers prepare a presentation on their research and how they plan to implement what they learn into their classroom setting. The university professors also get the value of an additional hand in the lab and in the high school teacher’s second summer, an experienced lab researcher to help with their studies.

As part of his research experience, Burke worked with Collins to characterize wine grape varieties using sophisticated research techniques known as gas chromatography and mass spectrometry. For the techniques, the researchers use devices that allow researchers to look into the intricate chemical and other properties of each type of grape for classification and categorization. Burke also had the chance to work with Collins to start a study analyzing the impact of wildfire smoke on wine grapes, which could hinder the taste and overall quality of the wine.

“Both projects are relevant to the classes we’re teaching,” Burke said. “In environmental science, we’re able to look at how the smoke impacts not only the wine grapes, but also the chemical components and properties of the wine.”

The study of the impact of wildfire smoke on wine captured the interest of the Washington wine industry, with Collins stating that since they announced they were completing the research, he gets calls throughout the year on updates for the research, results they’ve tabulated and generally how they can protect wine grapes from the exposure. The interest grows each year as the summer wildfire seasons commence.

“We got three calls today, alone, regarding smoke taint,” Collins said. “The fact that Fred has been able to be a part of this project provides him with a great in-depth look at how lab and field research have a substantial impact on industry. The Washington wine industry increases exponentially year, with the mid-Columbia region being a hub for the industry. So this research is crucial for our area’s winemakers.”

Last summer during Burke’s first of two summers working with Collins in the lab, the duo set up experiments at the WSU Prosser Research Extension to test different amounts of smoke on grape vines. They are now in the process of analyzing samples collected from that experiment. Collins plans on continuing the study for at least the next several years.

“Just being able to look at all the parts that go into a real-life field of scientific study has been immensely beneficial,” Burke said. “I get to share that with my students and they benefit from that real-world application. Within their science classes, our students have to conduct procedures, collect data and analyze that data through labs and lessons. This real-world experience allows me to show them that what they’re practicing in class can be applied out into the field, as well as provide them with concrete examples of stuff we’re actively doing in the labs.”

Burke also had the opportunity to bring some of his classes out to the Ste. Michelle Wine Estates WSU Wine Science Center to see how the research is conducted and get an idea of how a research lab operates.

“Science in agriculture is kind of one of those unknowns for many of my students,” he said. “They see people planting and watering, but they don’t know the science behind it. This provides them with an in-depth look. It’s a career option that most of my students probably have never even considered.”

Burke plans to apply for a supplemental grant from the Partners in Science program, which would extend his research partnership time frame with Collins and provide Burke with dollars for science equipment for his classroom.

“It would provide us with more money for use in the classroom, which would allow my students to conduct some research of their own,” he said. “It’s a great opportunity.”

By Maegan Murray, ���سԹ�

RICHLAND, Wash. – Washington State University Tri-Cities, in partnership with the Pasco School District, was awarded a $500,000 21st Century Community Learning Centers Program grant to enhance before and after school programming at several elementary schools in Pasco.

The purpose of the federal grant is to support the creation of community learning centers that provide academic enrichment opportunities during nonschool hours. The program also provides support to families to increase family literacy and involvement within the school.

“This award is especially exciting because there were only nine grants awarded within the entire state, and this grant had one of the highest dollar amounts awarded,” said Jay Scott, director of 21st Century Community Learning Centers.

Funds will support enhancing before and after school programming at Emerson Elementary School, Longfellow Elementary School, Rowena Chess Elementary School and Virgie Robinson Elementary School, all of which are in the Pasco School District.

Some examples of topics that could be implemented in the after school programs include: drama, chess, homework help, LEGO Robotics, archery, Minecraft, field trips, fire safety, rocketry and English language learning programs. The schools also will provide a four-week summer program focusing on the science, technology, engineering and mathematics (STEM) fields.
“All of these programs would provide additional extracurricular and supplemental support for current classroom curriculum focuses,” Scott said.

���سԹ� will provide the space for summer programming for all four sites, in addition to providing general oversight of the programming and grant funding use and allocation.

Contacts:
Jay Scott, director, WSU 21st Century Community Learning Centers, jscott@earlyoutreach.wsu.edu
Maegan Murray, ���سԹ� public relations specialist, 509-372-7333, Maegan.murray@tricity.wsu.edu