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Pruitt ’10 setting standards for science education Stephen Pruitt ’10 abandoned his original career plan of becoming an eye doctor after having his interest and imagination captured by a chemistry class during his freshman year of college. In a way, Pruitt finds himself at the intersection of those two very different disciplines in his new role as the director of science for Achieve, a non-profit and bipartisan organization based in Washington, D.C. In this role, Pruitt will lead the development of the Next Generation Science Standards. He will try to ensure that the country’s next generation of science education standards are formed with a clear vision. Pruitt, who completed a doctorate in chemistry education in 2010, will work with a core of educators and stakeholders to develop science learning expectations for American students. You had already worked your way into various leadership positions with the Georgia Department of Education. What made you want to earn a doctorate and what was it about Auburn’s College of Education that appealed to you? It was always a professional goal of mine to attain a Ph.D. When I was first deciding where I wanted to pursue my doctorate, I was living in Peachtree City, Ga. I realized Auburn was not too far away. What really sold it for me was [Dr.] Charles Eick [associate professor of elementary science education], who was my major professor and ended up being on my dissertation committee. That feeling of support, the feeling of “we’ll do what we need to do to help you out’’ made an impression. They made it very clear that it was going to be a rigorous degree, but they were willing to work with me as I continued working a demanding full time job. That philosophy continued throughout my time at Auburn when Dr. Carolyn Wallace became my major professor. Auburn clearly focuses on supporting students through a very demanding and challenging degree program. What do you see as the primary challenges of your job as director of science for Achieve? I think the first thing to understand is that the current science standard documents are approaching or have passed 15 years old. It’s time for those to be revised. The country as a whole is in a different place. So far, 30 states that have adopted the Common Core State Standards in English Language Arts and Mathematics. While my effort is not technically Common Core State Standards, the hope is that we’ll have such a good product that states will adopt the standards. … My job is to work with a core of educators and stakeholders such as the National Academies of Science, American Association for the Advancement of Science and the National Science Teachers Association to develop actual learning expectations for students. There seems to be a lot of pessimism, of late, about the United States’ status in terms of innovation and scientific achievement. So much is being said about countries like China and India. What needs to happen for the U.S. to remain a scientific superpower? I think the first thing is ensuring that we have a rigorous set of expectations and standards in our country and that we open access to all students; that students aren’t limited by race, by economics, by an adult making a decision for them, that they have access to quality education. It’s critical that they have an opportunity to engage in inquiry, scientific argumentation and scientific discourse and not just look at science as a list of facts that turns into intellectual bulimia. You have to give a level playing field to all students around the country. To do that, you have to partner with the leadership in each state and with important organizations like the National Science Teachers Association, the people who are on the ground working with teachers. continued on next page 4 8 K e y s t o n e V o l u m e V I I , 2 010
A l u m n i Is there a particular component of science education that seems to suffer from neglect? The importance of scientific inquiry and design, technical writing and supporting a claim or an argument with evidence are some things that are not always emphasized in classrooms, but those activities are key components of what scientists do. The content of science is always important, but a student’s ability to apply that knowledge is our goal. What can you take away from your experience at Auburn and apply to your new job? It seems that universities can play a significant role in improving science education at the K-12 level, whether it’s through teacher training or partnerships. I think one of the most impressive things I’ve seen is Dr. Eick taking time from his duties at Auburn to teach middle school science. I mean, who does that? To have a university professor go to work with middle school kids every day, that was just incredible to watch. From my experience with other Auburn faculty, he reflects that kind of spirit of wanting to be a part of the community but also of wanting to make the community better. That’s what kind of led me to Auburn, that feeling of commitment to content but also the commitment to improving the educational system. University faculty like Dr. Eick and Dr. Wallace (who did the same) are incredible resources and have the ability to impact K-12 education if they are engaged in the process of developing and implementing quality science standards. It also helps me remember that my work is about students. No matter where my career takes me, it should always be about making the best education possible for all students. Education alum Rouze ’85 named All-American Teacher of the Year Kelley Rouze ’85, a mathematics teacher at Loveless Academic Magnet Program High School in Montgomery, Ala., has been selected as a recipient of the All-American Teacher of the Year Award by the National Math and Science Initiative. Rouze, who graduated from Auburn with a degree in secondary mathematics education, was one of 18 chosen to receive the award in its first year. She teaches Advanced Placement (AP) calculus and serves as a coach and mentor to other AP math teachers in Montgomery’s five A+ College Ready program schools. The National Math and Science Initiative (NMSI) created the award to recognize outstanding math, science and English teachers for remarkable contributions to their students and profession. The award is presented to teachers in each state participating in NMSI’s Advanced Placement Training and Incentive Program (APTIP). Each winner received a cash award as well as recognition at an awards luncheon in Washington, D.C., in May 2010. While in D.C., Rouze was introduced to Alabama’s Congressional delegation. Mary Boehm, president of A+ College Ready, said Rouze exhibits all of the qualities the All-American Teacher of the Year Award represents. “Kelley truly makes a difference, not only for her students but also for her teachers,’’ Boehm said in a press release. “This initiative is about opening the doors of opportunity to more students, and she understands the life-changing impact possible when a teacher recognizes a student’s untapped potential.’’ Alabama Junior Academy of Science honors biology education alum Dr. Mark T. Jones ’91, a graduate of the College of Education’s biology education program and a secondary science teacher at Auburn’s J.F. Drake Middle School, received a year-long appointment from the Alabama Academy of Science. Jones was selected for the 2010-11 Teacher Fellow awarded by the Alabama Junior Academy of Science and the Gorgas Scholarship Committee. Through his fellowship, Jones will support the growth of statewide science competitions while also encouraging increased student and teacher participation in them. Jones, who earned a doctorate in biology education from the College of Education after earning bachelor’s and master’s degrees in zoology from Auburn, serves as chair of his school’s science program and coordinates the local and state championship-winning Science Olympiad teams for Drake Middle School, Auburn Junior High School and Auburn High School. He also teaches secondary science education courses as an adjunct instructor in the College of Education and has developed inquirybased experiences for middle school students on behalf of the Alabama Math, Science and Technology Initiative. That background makes Jones a comfortable fit for the Gorgas-AJAS Teacher Fellowship. His goals include developing web-based resources for teachers and students and creating a database of teachers interested in making presentations on experimental design and project-based science. A K e y s t o n e i n B u i l d i n g a B e t t e r F u t u r e f o r A l l 4 9
Page 1 and 2: Keystone VOLUME VIII, 2011 MAGAZINE
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