The Sherman Experience
How to Apply
THE SHERMAN EXPERIENCE
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.
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.
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.
NEW for the 2008-09: Living-Learning Community for Aspiring
Please contact program staff for additional financial resource ideas.