THE SHERMAN EXPERIENCE

The foundation of the Sherman STEM Teacher Education Program is high achieving students with a demonstrated aptitude in the STEM disciplines, a desire to teach, a willingness to explore the high-needs school environment, and a commitment to quality education for all children.

Upon this robust foundation exists a model of multi-tiered support for our Scholars while students at UMBC and as alumni in the workforce. These support systems are:
Academic
Professional
Social
Financial
Alumni

ACADEMIC
A primary value of the Sherman Program is a dedication to education, which starts with the commitment to one’s own learning.  We believe great teachers are those who are always thirsty for knowledge and seek out learning opportunities.  Sherman Scholars are students first.

In addition to having discipline and education advisors, Scholars will meet with program staff for advising.  Formal meetings are scheduled each semester to discuss coursework, to strategize for optimal success (i.e. accessing campus resources, joining study groups), and to select appropriate service learning and fellowship placements; moreover, staff is always available to Scholars for informal discussions.

First and second year scholars are required to take FYS 102: Diversity, Ethics, and Social Justice in the Context of Education. This course is taught by Department of Education faculty and is an excellent preface to the teacher certification program.  Additionally, all Scholars attend workshops and seminars that enhance their academic and professional growth.

A Summer Bridge Program for new Scholars is in development.   We have three goals for this program.  First, scholars will get an academic jump-start, completing required and supplementary courses, experiencing and learning how to navigate the higher education academic environment and strengthening study skills.  Second, Scholars will begin to explore the social context from which schools, students, and communities categorized as high-needs arise through hand-on experiences and academic discussions.  Lastly, this time will be critical in building cohort identity and Sherman Community cohesion.

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PROFESSIONAL
The Sherman Program provides Scholars early, frequent, and meaningful experiences with youth and the community through relevant and practical experiential education placements and exposure to the teaching profession and professionals via the classroom, guest lectures, and roundtable discussions.  In the years that lead up to student teaching, Sherman Scholars will become active members of the Baltimore-area educational community through participation in service learning, fellowships, and symposia. 

Scholars will analytically reflect upon these experiences from various perspectives, such as discussing the political ideologies driving American education, the influence of the home and community on student learning, and the changing demographics that bring forward the potentials inherent in diversity.

Service learning is a three to five hour per week placement working in the community or schools tutoring and mentoring youth.  These experiences provide Scholars the opportunity to interact with youth, their families, and community members.  Scholars will participate in at least one service-learning activity during their first or second year in the program.

Fellowships are eight to ten hours per week during the academic year or full-time during the summer.  Academic year fellowships normally involve partnering with a teacher in during or after school academic activities.  Summer fellowships are an opportunity for Scholars to work in an academic setting, either directly with a teacher or supervised by teacher.  Building on the service learning experience, fellowships are the forum in which Scholars begin to practice creating an engaging learning environment through developing and delivering hands-on, inquiry-based, engaging lessons.  Scholars will complete at least one fellowship prior to their Phase I student teaching internship.

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SOCIAL
Like other successful national and local programs, the Sherman STEM Teacher Education Program utilizes a cohort model.  Annually we admit a group of students who progress through their UMBC experience together as a cohort, and all cohorts combine under the program’s umbrella into the Sherman community.  Scholars have numerous empathetic peers and colleagues with whom to share triumphs and challenges, to study, and to collaborate.  Additionally, while a student and as an active alumni, Scholars will have opportunities to cultivate relationships and create professional networks with teachers and other school personnel, community members, and experts in the field with the with whom they interact during service learning, fellowships, symposia, and workshops.

NEW for the 2008-09: Living-Learning Community for Aspiring Teachers! 
For more information on how to live in Harbor Hall with other future educators, please visit the Office of Residential Web site.

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FINANCIAL
Undergraduate Awards
Scholarship awards range from $5000 to $10,000 for undergraduate students.

Graduate Awards
Graduate student awards range from the cost of tuition and academic fees to full Graduate Assistantships.  For more information about Graduate Assistantships, please visit the Graduate School Web site.

Please contact program staff for additional financial resource ideas.

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