April 5, 2002

Education and biology faculty join local school in enhancing teacher quality

By Lynette Roberson, A'03, Intern in the Offices of Public Affairs and Publications

While Benjamin Banneker Elementary School students learn to use the stereomicroscopes, smart boards, and flex cams in their new science lab, Loyola elementary education majors are learning to be teachers. A grant from the state's Center for Innovative Teaching and Learning (CITAL), dedicated to enhancing teacher quality, has helped create a fully integrated science lab at Banneker, where Loyola students visit and teach. Through the efforts of Loyola education and biological sciences faculty, there will be a lasting educational partnership between the two schools.

The new lab fulfills educational requirements for Loyola and Banneker students. While Loyola must adopt a local school (deemed a professional development school) where its education students can practice teaching, federal education standards require Banneker science classes to include inquiry-based instruction. Though the schools had collaborated on other projects in the past, Dr. Mary Ann Doyle, undergraduate education programs director and professional development school coordinator, moved to make the collaborations perpetual. In spring 2002, Doyle received the state grant to create a fully integrated science lab at Banneker. As long as students at Banneker are required to take science classes, Loyola education students plan to teach there.

Loyola biology instructor Beth Simon teaches inquiry-based elementary science courses required for education students, involving students in simple, scientific experiments. Simon encourages the students to use the activities after they graduate, first testing them at Banneker and among peers. Though at first this new endeavor intimidated her, Simon realizes that this project is beneficial for everyone involved. Banneker students and teachers now have access to Loyola science equipment and can integrate the latest educational technologies into their classrooms, an exciting complement to their traditional lecture-style lessons. Preparing Loyola students for careers in education is especially important to Simon, since she didn't have the same opportunity as a student to practice teaching. "I can see the same anxiety about teaching in the students' faces as I felt years ago," she recalls, "and helping them is fulfilling."

The creation of the lab has led to a unique collaboration between the university's education and biology facultya first for both departmentsmade successful through the support of the department chairs. Kevin Fall, chair of the Department of Education and Counseling, believes that the collaboration reflects positively on the Loyola community. "The initiative is exciting because it demonstrates how effectively Loyola works togetheracross disciplines and with local schools to prepare teachers," he says.

Thanks to the hard work, passion, and expertise of Loyola faculty members, the inquisitive young Banneker students are now creating biomes and chemical reactions in their new lab. Sister Marie Noel, M.S.C., professional development school coordinator and staff developer at Banneker, hopes this project will give the students a "better understanding of science in everyday life and they will learn to ask questions." Both schools will continue the professional development partnership with additional Saturday and summer institute programs. "This kind of cooperation requires commitment that we rarely see in higher education," Doyle says. "It places Loyola among the nation's leading teacher preparation institutions."