Rice University’s Susanne M. Glasscock School of Continuing Studies is building relationships and connections in the greater Houston area that are resulting in novel learning opportunities for both students and teachers.
One of the latest examples is a campus visit from a local STEM-focused charter school, Katy’s Harmony School of Innovation.
Stephanie Gonzales, an advanced placement teacher at Harmony School, recently participated in a Center for College Readiness (CCR) program for new AP teachers called the New Teacher Community of Practice. Through this experience, she worked with CCR director David Johnston to bring her students to campus for tours, STEM experiences and for the Navigating the Pathway to College Admissions program that teaches students about the college application process, timeline and testing planning, college list-building, letters of recommendation, extracurricular activities, financial aid and transition planning.
“Stephanie is very much part of CCR’s broader vision of building teaching and leadership capacities in schools by leveraging multiple CCR programs,” Johnston said. “In this case, she has attended our AP Summer Institute … and is now involving her school in our Navigating the Pathway program as well as inviting her school’s leadership team to further professional development conversations.”
“As part of Rice Continuing Studies’ new strategic plan, the school’s Center for Education aims to be a transformative force in Houston-area schools,” said Brenda Rangel, assistant dean of the Center for Education. “We believe this happens by providing research-based, Rice-quality programming across the entire education community, including for students, teachers, administrators and parents. It’s very exciting to see that happening in events like this, where you have a teacher and all her students sharing Rice experiences.”
Gonzales said her experience in the New Teacher Community of Practice program was incredibly valuable, providing not only a supportive environment to share best practices and challenges but also practical strategies that she can immediately implement in the classroom.
“Collaborating with fellow educators and learning from their experiences has helped me refine my teaching practices, while the focus on reflective growth encouraged me to continually improve,” she said. “The Community of Practice program has truly enhanced my confidence and effectiveness as an educator.”
Through her students’ visit to Rice, they were able to soak in STEM presentations and participate in science-based activities as well as learn from college readiness experts.
“Exposing my students to Rice STEM programming has given my students a unique approach to inspire and broaden their horizons,” Gonzales said. “ It allows them to see firsthand how science is applied in real-world settings and to understand the endless possibilities that STEM careers offer. Interacting with Rice graduate students allows my students to gain insights into the realities of pursuing higher level education and research.
“I hope these interactions ignite a passion for STEM in my students.”
The STEM experiences were led by graduate students Paul Kim and Elijah Kritzell through Rice’s Office of STEM Engagement.
“Many high school students lack access to role models in STEM fields, making it difficult for them to see themselves in careers in these exciting fields,” said Carolyn Nichol, director of the Office of STEM Engagement. “Rice University’s STEM outreach programs aim to bridge this gap by offering students a chance to engage with Rice faculty and students and gain insight into STEM studies and, more generally, college life.”