The William C. Friday Summer Fellowship Program
The William C. Friday Summer Fellowship Program provides financial assistance for faculty to pursue professional development projects during the summer that will directly strengthen them as teaching professionals in their field(s) of expertise.
Summer 2018
Betsy MacDonald, Upper School Design and Programming Teacher, received a fellowship to hone her skills in 3D modeling and gaming and to use that learning to redesign the curricula for the electives she teaches in this domain. Betsy plans to write a set of mini-units with step-by-step examples to teach the various techniques she has targeted and to create a buffet of project options for students to choose from.
Jasmine Powell, Dance Teacher, received a fellowship to begin an intensive year-long training program leading to certification as a Pilates teacher. This training will help Jasmine to more confidently teach Pilates in a variety of contexts, from the upper school Movement for Athletes class to the middle school Yogalates Club to optional classes for employees.
Gray Rushin, Upper School Chemistry Teacher and Outdoors Club Advisor, received funding to support his participation in a thru-hike of the Pacific Crest Trail. Participation in the hike will help Gray expand the outdoor education opportunities at Cary Academy to include longer, more advanced treks. Gray also plans to use the experience to design a training course for students in leading wilderness adventure trips.
Katie Taylor, Middle School Language Arts Teacher and Department Leader, received funding to attend the Writing Institute at the Teacher’s College at Columbia University. Katie will apply this experience to creation of a set of materials to support writing instruction throughout the content areas in the 6th grade, in accordance with the writing checklist developed collaboratively by the 6th grade team.
Innovative Curriculum Grants
The Innovative Curriculum Grant provides financial assistance for individual faculty members or teams of faculty to work over the summer to create new courses, substantial new course modules or other significant new programs that embody the school’s strategic vision.
Summer 2018
Rachel Atay and Matt Greenwolfe, upper school physics teachers, received a grant to develop a new introductory physics course in Waves, Light and Electricity, which will explore the physics of everyday phenomena in a hands-on, collaborative environment. Rachel and Matt will employ a “standards-enhanced” grading system to encourage work toward mastery, and the course will include an applied project at the end of each trimester, such as building a practical electrical circuit for a specific purpose or making an optical device like a telescope, microscope or camera.
MaLi Burnett, upper school biology teacher, received a grant to develop a framework for implementing mastery learning in a new introductory biology course (Biology: Ecological Focus). MaLi will create a framework for assessment and feedback in the course rooted in mastery of scientific literacy skills, meaning the demonstrated ability to apply scientific knowledge in real-world contexts.
Robert Coven and Conrad Hall, upper school history teachers, received a grant to create a new conceptual modeling unit on the U.S. Constitution for the United States History course. The new unit will be designed to extend conceptual modeling from the classroom into the community by engaging students in current state and national issues related to the Constitution and by expanding research from electronic sources to person-to-person contacts with community leaders, governmental representatives, and Constitutional scholars.
Fred Haas and Allison McCoppin, middle school science teachers, received a grant to redesign the 7th grade science curriculum to reflect the overarching theme of “Spaceship Earth.” More and more scientists talk about Earth as a complex system–one that humans must aggressively monitor, manage, and sometimes re-engineer, like a spaceship. The goal of the curriculum redesign is to provide students with an understanding of the needs of our planet and the STEM practices and concepts required to effectively measure and manage real-world environmental problems. Students will explore how our planetary life-support system works and what they can do as citizen scientists to promote sustainability.
Craig Lazarski and Kristi Sergent, upper school math teachers, received a grant to develop a new course in Advanced Statistical Theory and Applications. This course will extend the curriculum of the current Advanced Statistics course by going into more depth on current topics and exploring topics at a Calculus level. Craig and Kristi plan to work with students in this course to create a statistics consulting group that anyone on campus can use, and they also hope to give students a choice of taking either the AP exam or an Actuary exam, the latter being more of a real-world experience.
Trish Yu, upper school Chinese teacher, received a grant to develop a new advanced-level trimester elective course in Business Communication in Chinese. The goal of this course is to improve students’ proficiency in the use of Chinese for business purposes, with an emphasis on logistical and cultural hurdles to be overcome, etiquette, and the art of subtle communication. Students will explore authentic case studies and produce written letters and email messages for real world audiences.
