Program gives undergraduates taste of teaching

Long before Sara Cohen graduated from elementary school, she knew she wanted to be a math teacher. The first-year student from Redondo Beach, Calif., is now majoring in mathematics at UC Davis and already taking her first steps to fulfilling those early career dreams, thanks to the Mathematics and Science Teaching Program (MAST).

The program offers UC Davis students the opportunity to explore their teaching interests through hands-on experience in classrooms, and it supports a statewide initiative to help address the shortfall of qualified math and science teachers in California schools.

Students intern at elementary, middle or high schools in Davis, Woodland or Dixon; at the high schools, they assist in classes such as algebra II, physics, chemistry or biology.

In addition to working with small groups and individual students in the classroom, MAST students attend seminars on K-12 learning and complete case studies based on their experiences. The program also provides them with academic planning advice and information about scholarships and aid for prospective teachers.

Cohen is working in a fourth-grade class at Patwin Elementary School in Davis this quarter. While she loves the experience of seeing the light bulbs turn on when students grasp a subject, she said, the experience has taught her that she would prefer teaching in higher grades.

“A lot of the job at the elementary level is management, and I realize I want to focus more on the teaching aspects of the job,” Cohen said.

It is precisely that type of insight that makes the MAST program so valuable for undergraduates, said Mary-Betty Stevenson, MAST center director.

“Getting a real-world perspective lets students know whether this is a good path for them or not,” she said. “By giving students early experiences in the classroom, we help students tap into the joys of teaching.”

If math and science majors haven't experienced the inspiration of changing a younger student's life, many other higher paying career options in math and science often sway them into pursuing other fields, Stevenson said.

Shortage of qualified teachers

The lack of qualified science and math teachers poses a threat to California’s economic future, which is heavily dependent on science and technology. Unfortunately, students in K-12 are often taught by non-credentialed instructors, and those students rank at or near the bottom nationally in both subjects.

To address the critical shortage of math and science teachers, the University of California and Gov. Arnold Schwarzenegger launched the “California Teach” Initiative in 2005. Its goal is to raise to 1,000 — or quadruple — the number of credentialed math and science teachers that UC graduates each year.

To help meet the commitment, the UC Davis School of Education and the College of Letters and Science created MAST, now in its third year. This quarter, 51 students are enrolled in the program; as a result of some increased promotion, that number will jump to more than 100 next quarter. The program still has some opportunities available for the winter quarter, and it will also be offered in the spring quarter.

Exploring the classroom

“MAST gives students the opportunity to explore teaching in addition to other careers they are considering,” Stevenson said. “Although our advising provides a well-articulated pathway to the UC Davis math-and-science credential program, students are under no obligation to become teachers. We encourage them to keep their options open and find their passion.”

Ryan Mangan, a third-year physics major from Ukiah, Calif., always considered teaching as a career option. He started in the MAST program last winter. With experiences now in both a fourth-grade setting and in a physics class at Davis High School, Mangan has found more clarity for his future plans.

“Working with the younger students was a lot of fun, but I most enjoyed the high school students because I could challenge them and bring in material I had just learned at the university level,” he said.

Mangan is considering pursuing a doctoral degree in physics that could lead to teaching and research at the university level. To that end, he is working with Stevenson and another MAST student to set up an independent study course through which he would assist UC Davis undergraduates in the twice-weekly lab sessions for physics courses.

“Having that experience will really help solidify my plans to pursue a doctorate,” Mangan said.

Being a mentor

But no matter what future aspirations an undergraduate holds, Mangan stressed that students should give MAST a try — it’s a great experience and can help determine whether teaching is the right career path.

“Even if they discover teaching isn’t in their future, students learn so much from going back to elementary school as a mentor,” Mangan said. “It’s rewarding to see the younger students struggle with concepts and then learn something new.”