Jonathan Tannen

Maurice Telesford

 Photos on this page by Yischon Liaw, 1000 Views Studios

SHELLEY DEFORD

"Teaching is about asking questions.  It's about learning your students' perspectives.  It's about taking risks, and it's about sometimes failing boldly, all in the interest of getting your students to care and learn and grow a little bit more."

HOMETOWN:   Pleasanton, California

FIELD:   Physics

TEACHER PREPARATION PROGRAM:   University of California, Berkeley

ANTICIPATED DATE OF GRADUATION:  May 2010

PROFILE:  A 2008 graduate of Harvey Mudd College with a degree in physics, Shelley DeFord had initially planned to pursue a Ph.D. in the sciences.  During a 2006 college summer internship Shelley designed curriculum and taught 7^th grade biology to low-income students in Sacramento, California.  The next year, she interned at the MIT-Harvard Center for Ultracold Atoms, where she helped design and implement high school lessons in physics.  Both experiences reinforced her appreciation of teaching as a superb intellectual challenge and set her on her course of becoming a physics teacher.

A 2004 National Merit Scholar and Harvey S. Mudd Scholar, Shelley was on her college's Dean List for five semesters.  She was a volunteer crisis counselor for Project Sister in Pomona, California.  In the summer of 2008 Shelley will travel to Kenya to teach in an underdeveloped village school.  Teaching runs in Shelley's family:  her cousin is a high school mathematics teacher, her grandfather taught chemistry and her aunt teaches music.

WHY I WANT TO TEACH:  "Physics isn't hard to understand if you look at it logically; combine that with its intimidating reputation, and a solid grasp of physics becomes extremely empowering."

FUN FACT:   Shelley is a classically trained pianist and was an avid speech contest competitor in high school.

HEATHER MADELINE HAINES

"Dazzling is the one word that comes to mind when I think about science.  Science astounds and provokes me to constantly seek to understand the intricacies of nature."

HOMETOWN:   Chicago, Illinois

FIELD:   Chemistry

TEACHER PREPARATION PROGRAM:   Boston College

ANTICIPATED DATE OF GRADUATION:  May 2009

PROFILE:  A 2008 Wellesley College graduate with a Major in Chemistry and a Minor in Educational Studies, Heather Haines' infatuation with scientific discovery began when she was still in kindergarten.  In grades 10-12, she attended the prestigious Illinois Math and Science Academy where she was exposed to a variety of innovative, problem-centered, inquiry-based teaching styles.  Interested in the process of developing science curriculum, Heather joined a program offering science enrichment courses for 3^rd - 8^th graders in Illinois.  By her senior year of high school, Heather was a team leader in curriculum development for 3^rd - 4^th grade summer camp and taught 7^th - 8^th graders from Chicago's south side.

As a student worker and reader at the Wellesley College Board of Admissions, Heather was struck by how many perspective students - budding scientists -  mentioned a favorite science teacher who encouraged and challenged them.  The observation fueled Heather's enthusiasm to pursue a career in science education.  "I believe I can have a classroom full of students who will promise never to say, "I'm not a science person."

Heather is a National Merit Finalist and has won the Fox Valley Community Pride Award.  She has many teachers in her family, including her mother, grandmothers, grandfather, aunt and cousin She is a recent graduate of Wellesley College where she was inducted into Sigma Xi, the national research honor society.

WHY I WANT TO TEACH:  "It is my dream to teach students how to think critically, how to ask discerning questions, and how to learn from ordinary events such as observing the moon or watching a ball roll."

FUN FACT:   Heather has sung in choirs since she was four years old, traveling in the US and worldwide to sing with the Chicago Symphony Orchestra, at the American Choral Director's Association, and at the Vatican.

KELSEY JOHNSON

"Science should be taught as a dynamic art of problem solving in secondary classrooms to prepare the next generation of scientists and thinkers."

HOMETOWN:   Glenmoore, Pennsylvania and Dansville, Michigan

FIELD:   Chemistry and Earth Science

TEACHER PREPARATION PROGRAM:   University of Pennsylvania 

ANTICIPATED DATE OF GRADUATION:  May 2009

PROFILE:  A 2004 Pennsylvania State University graduate with a B.S in Geosciences, Kelsey Johnson went on to earn a graduate degree in Geological Sciences from the University of Michigan.  She participated in a number of research projects in atmospheric science, biogeochemistry and geology during her university career.  As she pursued her interest in Earth and physical sciences, she also realized that she was passionate about teaching.  "I had the opportunity to assistant teach university laboratory courses for four semesters and found it deeply rewarding to connect with students and help them expand their knowledge base, critical thinking skills and concept of quality work."

Kelsey has volunteered as a tutor and/or mentor with a number of different organizations, from being a Youth Helper at a summer camp and teaching karate, to mentoring high risk youth at the Centre County Youth Service Bureau and assisting in teaching a field course at the University of Michigan's Rocky Mountain Field Station.  She was awarded the Donald and Mary Tail Scholarship and the Benjamin F. Howell, Jr. Award from the Pennsylvania State University Department of Geosciences and received the Lockheed Martin Scholarship from Penn State Women in Science and Engineering.  Kelsey will student teach in a public school in Philadelphia and hopes to continue working in an urban school after certification.

WHY I WANT TO TEACH:  "Volunteering, tutoring and mentoring have been staples in my life since I was sixteen years old and led to my desire to become a teacher."

FUN FACT:   Kelsey holds a Black Belt in Tang Soo Do karate and has served as a children's service leader at a Zen Buddhist Temple.

KAITLIN LEE

"I hope to provide an environment of trust where students' natural curiosities are fostered, supported and strengthened in order to alleviate fear, allowing them to experience the exhilaration of the quest for truth."

HOMETOWN:   Minneapolis, Minnesota

FIELD:   Chemistry

TEACHER PREPARATION PROGRAM:   University of St. Thomas

ANTICIPATED DATE OF GRADUATION:  May 2009

PROFILE:  Since graduating Cum Laude from St. Olaf College in 2004 with a degree in Chemistry and English, Kaitlin Lee has traveled, worked and coached a girls' Nordic Ski Team.  She and her husband spent a year traveling and working in New Zealand and Thailand.  After returning to the U.S., Kaitlin took a job as a database administrator at a small catholic all-girls school. 

While she enjoyed her new job, Kaitlin felt like she was "losing the one thing I was most passionate about.  Realizing I could use my passion to help others reach their science potential led me to teaching."  Kaitlin hopes to help her students obtain power through thought, consideration, careful analysis, and discovery.

While at St. Olaf, Kaitlin was on Dean's list for three semesters.  She is an avid cross country runner and skier and has participated in track for six years.  Kaitlin's mother is also a teacher.

WHY I WANT TO TEACH:  "I want to teach science in order to share the beauty I have come to love throughout my education, the beauty of balance, blundering success, and phenomenal wonder that makes up scientific explanations and discovery."

FUN FACT:   Kaitlin loves to sing and has taken part in an all-girls choir.

CLARE K. MORGAN

"Earth Science is for every interest and every mind; it helps develop both the analytical and creative individual."

HOMETOWN:   Delmar, New York

FIELD:   Earth Science

TEACHER PREPARATION PROGRAM:   Hobart and William Smith Colleges

ANTICIPATED DATE OF GRADUATION:  May 2009

PROFILE:  Clare Morgan has always been passionate about the natural world, participating in nature activities and attending the Department of Environmental Conservation Camp Colby as a child.  As an undergraduate at William Smith College, Clare researched hydrogeochemistry and paleoclimatology and presented her findings, respectively, at the Geological Society of America and American Geophysical Union meetings. For two summers she served as a teaching assistant at the Environmental Studies Summer Youth Institute, a two-week academic enrichment program for high school students.

In 2001-2002, Clare traveled to California to take part in the AmeriCorps National Civilian Community Corps (NCCC), a ten-month team-based service program.  Upon graduating in 2006 with a degree in Geoscience and a minor in Environmental Studies, Clare worked as a donor specialist with the Red Cross and was a substitute teacher for two months before embarking on her Master's degree.

Clare received NCCC's Total Commitment Award and Hobart and William Smith Colleges President's Public Service Award.  She was inducted to Sigma Xi, an international Scientific Research Society and was awarded the Donald L. Woodrow Prize in Geoscience. In becoming a teacher, Clare follows in her mother's footsteps.

WHY I WANT TO TEACH:  "It is because I am exceptionally enthusiastic with regards to learning about the environment and the Earth that I am exceptionally enthusiastic to teach Earth Science."

FUN FACT:  Clare swam across the northern section of Seneca Lake three times.

SCOTT MURPHY

"I believe the true purpose of a science class is to create a new generation of scientists. I cannot wait to inspire the great physicists of tomorrow."

HOMETOWN:   Philadelphia, Pennsylvania

FIELD:   Physics

TEACHER PREPARATION PROGRAM:  University of Maryland

ANTICIPATED DATE OF GRADUATION:  August 2009

PROFILE:  Building a laser detection system for the Department of Homeland Security is just one of the exciting projects Scott Murphy has worked on as a Physics major at the University of Maryland.  But all of his laboratory experiences pale in comparison to the joy he experiences when tutoring and teaching.

Scott grew up in a small town just outside of Philadelphia and has enjoyed learning and helping others to learn from an early age.  As an undergraduate, Scott spent three years teaching an introductory seminar for incoming freshmen, and leading discussion and lab sections as a teaching assistant.  One of his most rewarding activities has been mentoring younger students in a program designed to promote, develop and retain underrepresented students in mathematical and scientific fields of study.

One of Scott's greatest passions is basketball, a game he has played for as long as he can remember.  An essential part of his commitment to teaching is engaging with his students outside of the classroom, which he plans to accomplish by continuing to coach basketball and other athletics.  Scott earned his degree with honors in 2008 and is a University of Maryland Presidential Scholarship recipient.  His volunteer work includes serving as an Upward Bound tutor and chairing the Catholic Student Center Elderly Committee.

WHY I WANT TO TEACH:  "Teaching is the only profession that I can imagine joyfully calling me out of bed every morning for the rest of my life."

FUN FACT:   As a member of the scout team, Scott practiced with the University of Maryland's Varsity Women's Basketball team for three years and was a part of the 2006 National Championship team.  He has a ring to prove it.

Jordan Pasqualin

"Teaching in the sciences has a tremendous capacity to help create critical thinkers.  By its very nature, science leads to inquiry, observation, and evaluation."

HOMETOWN:   Flint, Michigan

FIELD:   Physics

TEACHER PREPARATION PROGRAM:   University of Michigan

ANTICIPATED DATE OF GRADUATION:  August 2008

PROFILE:  Jordan Pasqualin's career as a practicing engineer was well underway when the teaching bug bit.  Early successes in high school science and math had led him to the University of Michigan - Master of Arts with Certification (MAC) program where he completed a B.S.E. in Electrical Engineering in 2003 and a M.S.E. in Mechanical Engineering in 2005.  He went on to work for two years as a Vice President of Engineering Research at Industrial Optical Measurement Systems in Ann Arbor, researching laser measurements for manufacturing purposes on a grant from the National Science Foundation.

During his stint as a professional engineer, Jordan discovered that what he enjoyed most was giving seminars and presentations to the academic and business communities.  At the same time, he began working as a volunteer with Michigan Reach Out, a program that paired mentors with children in the Ann Arbor community to increase math and science literacy.  His experience as a mentor helped crystallize his decision to become a teacher.

Jordan returned to the University of Michigan to pursue a Master's degree in Education.  Positive experiences as a student teacher at Ann Arbor Huron High School confirmed he had made the right decision. 

Jordan enjoys travel, songwriting, playing the guitar, bass and drums, soccer, biking, and running.  He medaled in the Traverse City Bayshore Half-Marathon in 2006 and completed the Full Bayshore Marathon in 2007.

WHY I WANT TO TEACH:  "Teaching is a profession that serves a profound need and will allow me to make a difference almost every day.  I believe that it is the one career that I can do better than anything else."

FUN FACT:   Jordan is in the habit of saving memorable fortunes from fortune cookies and tucking them away for future reference.  He enjoys rediscovering old fortunes and being reminded of why they inspired him.

CHRISTOPHER PRIEDEMANN

"Chemical creations which had been labeled science fiction are beginning to find their place as legitimate areas of scientific exploration.  Bringing some of this cutting edge research into the classroom can show students that there is a place for dreamers and artists in the world of chemistry."

HOMETOWN:   Shoreham, New York

FIELD:   Chemistry

TEACHER PREPARATION PROGRAM:   State University of New York, Oswego

ANTICIPATED DATE OF GRADUATION:  Winter 2009-Spring 2010

PROFILE:  Chris Priedemann grew up in a German-speaking household on Long Island, New York, and spent many of his summers in southern Germany living with relatives.  He fell in love with chemistry in high school, where an outstanding team of teachers elegantly portrayed an exciting world of atoms, electrons and compounds - and instilled a strong appreciation for teaching and learning. 

Chris followed his fascination to Furman University in Greenville, South Carolina, where he received Bachelor's (Magna Cum Laude) of Science in 2007 and Master's of Science in 2008.  While at Furman, he tutored in local high schools, working primarily with students with little to no English ability.  As he worked with these "problem" students, he drew upon his facility with languages, forged individual connections with students, and found he could truly make a difference.

To encourage more students from Furman University's chemistry department to get involved, Chris created a new tutoring program as secretary of the American Chemical Society's student affiliate chapter.  Within the program's first year, thirty of his fellow students had gone out into the local schools as classroom assistants and tutors.

Chris comes from a long line of teachers, including two grandparents, two aunts and an uncle.  His awards include Omicron Delta Kappa (National Leadership Honor Society) and the John Sampey Award in Chemistry.  

WHY I WANT TO TEACH:  "While I may never receive a Nobel Prize in chemistry, I hope to inspire my students to become the Nobel laureates of the future."

FUN FACT:   Chris fought for and successfully overturned Furman University's Condom Policy so that the infirmary could distribute condoms to students.

KRISTINE SCHLEIBAUM

"Teaching challenges me while allowing me to empower students of a variety of skill levels and backgrounds, enabling them to read their worlds."

HOMETOWN:   Burke, Virginia

FIELD: Chemistry

TEACHER PREPARATION PROGRAM:  Stanford University

ANTICIPATED DATE OF GRADUATION:  June 2008

PROFILE:  Kristine Schleibaum's desire to become a teacher began with her passion for chemistry. Kristine fell in love with the subject when her high school teacher explained that a door was not just a big piece of wood, but millions of tiny atoms, which led her to see the world as a coherent and orderly place. "I choose to teach chemistry because it allows me to see the full complexity and beauty of the world around me." Kristine received a B.S. in Chemistry from the University of South Carolina in 2007 and went on to Stanford University to pursue a Master of Arts in Education.

While at Stanford, Kristine began to appreciate the importance of knowing students and teaching for equity.  She recently completed her student teaching of chemistry at Hillsdale High School in San Mateo, an experience which allowed her to experience the full complexity of teaching. "Teaching is challenging but I look forward to making a difference in the lives of my students."

Kristine has worked as a resident advisor and a supplemental instruction leader at the University of South Carolina, as well as a substitute teacher in Fairfax, VA and San Mateo, CA. She has gone on mission trips to the Dominican Republic and Costa Rica.  Fluent in Spanish and French, Kristine is a recipient of numerous scholarships and awards, including Stanford Education Scholarship, McKissick Honors College Scholarship and Bouknight Scholarship for Teaching.  She was in Who's Who for American Colleges and Universities in Spring 2007.  Kristine will begin teaching in Chesterfield County, VA, this fall.

WHY I WANT TO TEACH: "My passion for chemistry is driven by the feeling of elation that results from understanding scientific explanations. I want to share this joy and understanding with the world." 

FUN FACT:  During the mission trip to Costa Rica Kristine was inspired to learn Spanish and discovered the joys of ziplining.

JONATHAN TANNEN

"Understanding physical science is about so much more than memorizing Newton's Laws or being able to read the Periodic Table.  It is about the most basic human task of understanding the world around us and answering our daily questions." 

HOMETOWN:  Philadelphia, Pennsylvania

FIELD: Physics and Mathematics

TEACHER PREPARATION PROGRAM: University of Pennsylvania

ANTICIPATED DATE OF GRADUATION:  June 2009

PROFILE:    Jonathan Tannen is a 2007 Harvard University graduate with a B.S. Cum Laude in Physics and Mathematics.  While in college, Jonathan felt a strong disconnect between the school community and the city at large.  He began working at the Mission Hill After School Program, tutoring young people from local housing developments.  The Mission Hill community changed his life.  "I found the youth's excitement invigorating and began to spend more and more of my time working on the program." By his sophomore year, Jonathan was director of the program, supervising 16 coordinators and 100 volunteers in providing a safe, academic and fun environment for the Mission Hill youth.  The program helped Jonathan realize he wanted to become an educator. "The excitement, passion, and potential of youth made me want to become a teacher." 

Jonathan is currently earning his Masters in Education while teaching science at West Philadelphia High School. His awards and recognitions include the Teach for America Amgen Fellowship, awarded in recognition of scientific academic achievement and commitment to teaching, and the Stride Rite Senior Recognition Award, given to Harvard seniors who have demonstrated exceptional commitment to public service.  

WHY I WANT TO TEACH: "I realized that working with teens gave me the opportunity to participate in that exciting time of their life where they are first realizing their power as agents of change, and I would be lucky to teach in that environment every day."

FUN FACT:  Jonathan enjoys tennis, skiing, and music.

"The fascination of how things are created goes hand-in-hand with how I view the power of chemistry from my chemical engineering background."