In 2023 we had 21 incredible Research Experience for Teachers (RET) Participants from 17 different schools across 4 states. Below, you can learn about each teacher, read what they gained from this experience, and view the academic poster they designed at the end of the program.

    Joe Carey 

    Des Moines, IA
    Dr. Amy Kaleita
    RegenPGC Participant

    I have been teaching high school math for 36 years. Currently, I am teaching at Dowling Catholic High School. I obtained my bachelor’s degree from Briar Cliff University, a small school in Sioux City. I earned a master’s in school mathematics from Iowa State. I love being at the intersection of education, science, and research and discovering the strong parallels among them.

    I applied because… I love being in the role of the learner. It is great to have the opportunity to work with leaders of research who are curious and excited about what they do.

    I learned… The reimagine theme has given me a new lens through which I can view change. My perspective has shifted to one which is
    more focused on starting with the end in mind and then reverse
    engineering to obtain the desired outcomes.

    gwenellen corley

    Bladensburg, MD
    Dr. Marshall McDaniel

    I teach AP Biology and biogeochemical systems at Bladensburg High School in Bladensburg, Maryland. I received my Bachelor of Science in 1975 from Johnson C. Smith University. Previously, I have conducted pharmacological research at Howard University School of Medicine and studied the Genome Project with the National Institute of Health. 

    I applied because… I enjoy challenges and opportunities to live science. We want our students to do hands-on learning, why not teachers? In my space of learning I wanted to brainstorm with other teachers and re-
    search new scientific approaches. When you are in a classroom and you do not make yourself available to the anticipation of new
    ideas you may tend to find little meaning in your craft as you educate new learners. It is useful to learn and be introduced to best
    practices and evaluate shared strategies in teaching that have been tested and researched.

    I learned… the impact of moving away from teacher-centered learning towards learner-centered. I will be the educator that will be the
    catalyst of learning, where I do not get in the way. As a catalyst,
    I will use my skills in a way that will or may meet the learners in
    a flexible educational platform.

    sarmistha ghosh

    Charlotte, NC
    Dr. Lynn Clark

    I teach AP and Honors Biology and Honors Earth and Environmental Science at South Mecklenburg High School in Charlotte, North Carolina. I am also a vertical alignment specialist for my district. In 1995, I obtained a Master of Science in Botany (Biochemistry) from Uktal University in Bhubaneswar, India.

    I applied because… I wanted to acquire new skills and hone my existing ones. I intended to engage myself in an enriching experience and grow as a teacher and a human being. I wanted to learn new functional strategies
    and techniques to enhance my teaching skills and be more effective for my students to serve them better and the community at large. 

    I learned… The RET program experience was very interactive and engaging and gave me a bigger picture of relevant topics associated with my profession and as an individual catering to wholesome growth.

    melissa greene

    Albia, IA
    Dr. Yanhai Yin

    I am a science teacher at Albia Junior and Senior High School in Albia, Iowa. I have taught biology, microbiology, anatomy, and forensics, and I lead the Professional Learning Community for science teachers at Albia. In 2014, I graduated from Simpson College with a Bachelor of Arts in biology and minors in chemistry and secondary education.

    I applied because… connecting with a PI and research team is a wonderful opportunity to grow and challenge yourself in a way we don’t always get to do in education. This, combined with the amazing
    professional development we receive, are ways to push me to grow, and I will never pass by such a valuable learning opportunity. 

    I learned… that the research possibilities for what is perceived as a simple plant are nearly endless. Also, the Arabidopsis scientific community is very open, sharing information in hopes of helping others along the journey to a breakthrough.

    Jennifer Hanson

    Waco, TX
    Dr. Eric Underbakke
    BIORETS Participant

    I teach geometry and algebraic reasoning at University High School in Waco, Texas. In addition to normal classes, I also participate in Saturday School, a program that helps students make-up work and receive more intentional instruction. I obtained a master’s degree in applied mathematics from the University of Washington in 2014.

    I applied because… learning and reflecting on relevant pedagogical skills takes time and expertise. Being part of a teacher cohort with master educators and academics has allowed me to broaden my knowledge base and incorporate biological and technological applications toward high school mathematics. Developing allied content through access to
    world class ISU biotechnological research, academics, and the learning community of teachers has enhanced my teaching capacity and will provide my students access to new knowledge.

    I learned…  to embrace the complexities and discernments of education and teaching as a profession. I have learned to intentionally pause, considering intentions and potential effects, before enacting experiments and crafting content. Working with deliberate introspection has afforded me opportunities for iterative optimization and discovery in both research and pedagogy, allowing for development and adaptation. I
    gravitated toward the notion of a ‘teacher as a student’, empathizing with our learners’ perspective. Shifting from isolated, classical content toward interdependent, phenomenological quandaries with no single solution is paramount to authentic education.

    James happe

    Urbandale, IA
    Dr. Dior Kelley
    BIORETS Participant

    I am a science teacher at Metro West Academy in Urbandale, Iowa. As the sole science teacher, I have taught general science, biology, and earth science, and I develop the class content and inter-curricular activities for students. I graduated from Iowa State University in 1995 with a degree in agronomy.

    I applied because…  I want to bring new ideas and methods into my classroom. I will share with my students the research I did and have
    them perform some of the same activities. Hopefully this will show them that they can do some of the same things that researchers do, giving them a sense of accomplishment.

    I learned… what it’s like to be the student again. When new information is presented to a student, it is very important to try and explain it in a way that connects with that student. I will be mindful in my classroom to not move on before students can demonstrate understanding of the topic.

    mATThew harder

    Graettinger, IA
    Dr. Corrinne Grover and Tracey Stewart

    I teach mathematics at Graettinger-Terril High School in Graettinger, Iowa. I teach a variety of math courses, including Algebra 1 and 2, Geometry, Consumer Math, and Pre-Calculus. In  2013, I graduated from St. Ambrose University in Davenport, Iowa, with a degree in math education.

    I applied because… I am eager for the opportunity for high quality and long lasting professional development. From conversations I have had with a coworker who has been a part of the RET program previously, the RET program is one of the best ways to work with other content professionals to push each other to do ever better work. It is my desire to hone my craft by working with other professionals. I can only imagine the possible avenues of new techniques, ideas, and mindsets that could arise from extended conversations about the profession.

    I learned… how fascinating the learning mindset of science professionals is. They often ask the question “What story does the data tell us?” Perhaps that story is different from the original goal of the research, or even contrary. A beautiful part of science is that sometimes our hypotheses are wrong, but we can still learn something from the results that we acquired. If that were the only message I could take back for my students, this experience would have been more than worth it.

    lindsay jackson

    Ames, IA
    Dr. Zengyi Shao

    I am a biology teacher at Ames High School in Ames, Iowa. In addition to teaching biology, I am a member of the Multi-Tiered Support System Committee and a cooperating teacher for practicum through Iowa State. I graduated with a Master of Secondary Science Education from Western Governors University in 2011.

    I applied because… I chose to spend my summer participating in the RET program for the 5th year in a row because I LOVE IT! It brings together a cohort of teachers who are passionate about STEM education. The pro-
    gram combines exceptional classroom professional development with hands–on research lab experience.

    I learned… that research and industry experience are easily accessible for
    teachers and students, and they provide authentic learning experiences and help students use relatable and relevant resources. I also learned to expect the unexpected: unexpected failure isn’t a failure, it’s a new beginning!

    Malissa Jeffrey

    Spencer, IA
    Dr. Jeanne Serb
    BIORETS Participant

    I teach 8th and 9th grade physical science at Spencer High School. I graduated with a bachelor’s degree in biology from the University of Northern Iowa in 2012, and then earned a degree in secondary education from Buena Vista University in 2016.

    I applied because…  after three summers with the RET, I know how valuable the program is for reminding me how it feels to be a learner. It can be overwhelming or intimidating to work with experts in their field, but I feel it is essential to experience those emotions to better empathize with my students and build trusting relationships. This
    program also provides me with a network of other STEM teachers that have supported me through every aspect of teaching – from lesson planning to a safe place to talk.

    I learned… that “mistakes” are made a lot in research, but there is always something to learn from it. The expectation of immediate perfection isn’t a reality, and I feel that this has changed the way I will approach my personal life and my classroom.

    Lori Kriz

    Iowa City, IA
    Dr. Michelle Soupir
    BIORETS Participant

    I am a third grade teacher at Hoover Elementary School in Iowa City, Iowa. As an elementary school teacher, I teach all disciplines, but I also serve as the science advocate for my building. I received a master’s degree from Graceland University in 2010.

    I applied because… I wanted to challenge myself to do something new and unfamiliar. I knew I would encounter new challenges in my own academic learning. I assumed that working with other teachers would give me inspiration to come back to my own classroom in the fall, ready to try new approaches, with a refreshed outlook.

    I learned… how it feels like to be a learner again. It was challenging to have so many questions and to not know quite where to begin. It was exciting to know I was constructing new learning and understanding concepts and processes that had recently been confusing. Additionally, it was reenergizing to make connections between the learning in my third grade classroom and a real world setting.

    Cameron Krumm

    Pleasant hill, IA
    Dr. Ken Moore
    RegenPGC Participant

    I have just completed my first year of teaching at Grinnell Middle School in 8th grade science. Next year, I will be teaching 9th grade physics and earth/space science at Southeast Polk High School. I graduated with a bachelor’s degree in biology and secondary education from Iowa State University. I like helping students how to think for themselves and be able to problem solve so that they are better prepared for whatever route their future takes them. Research helps me be able to have real experiences that I can bring into the classroom and form many meaningful connections.

    I applied because…  I wanted to learn from master educators from around the country on how they engage their students in STEM classrooms, while also being able to explore my interests in agronomy through researching a system that could dramatically change what agriculture in America has looked like for the last 150 years.

    I learned… more about the experimental design process and the level of preparation that it takes to design a solid experiment capable of delivering useful information to help guide an answer for your hypothesis.

    Julia little

    Fayetteville, NC
    Dr. Steven Hall
    BIORETS Participant

    I teach Honors Chemistry, Honors Physics, and Physical Science at Westover Senior High School in North Carolina. In addition to classroom teaching, I am the Science Department chair and the Science Olympiad head coach. I have a medical degree from Harvard Medical School and a bachelor’s degree in chemical engineering from Virginia Tech.

    I applied because… I wanted to work in a laboratory with undergraduate and graduate students, my second favorite place to be in the world after the operating room. I also gained empathy for my students when I had absolutely no earthly idea what my principal investigator or laboratory manager were talking about, even if I had read background information
    and should have been informed. The outstanding professional development with the Biotechnology Outreach leaders and the RET/REU teacher support network is important to my success in the classroom. Lastly, establishing a partnership with my lab members for classroom collaboration and taking home ideas for my science department makes my classroom and the district a more effective learning environment.

    I learned… the importance of student accountability for their own learning under the guidance of a kind, supportive, relationship–building teacher. As well, I better understand the need for individualized learning approaches for students with personal life challenges, for English language learners, and for students with individualized education
    programs, especially from a diversity, equity, and inclusion
    mindset.     I have also grown in my enthusiasm for summative assessments that are definitely not multiple–choice tests, but reflect students’ deep understanding of science concepts, such as honors
    research projects with posters, problem-based learning products, case studies, and diagrammatic explanatory models.

    Jared Martinsen

    Johnston, IA
    Dr. Sara Lira
    RegenPGC Participant

    I currently teach 10th -12th grade students biology with embedded environmental science at Johnston High School in Johnston, Iowa. I have just completed my 9th year of teaching science. My educational degrees include an Associate’s Degree in general science from Portland Community College, a Bachelor’s Degree in Biochemistry from Portland State University, and a Master’s of Arts in Teaching from Concordia University Portland.

    I applied because… I had heard great things about the program and also experienced excellent Professional Development paired with real world opportunities to practice research with scientists. This program both supports good teaching practices and builds real world content knowledge to enable growth in the teaching profession.

    I learned… a great deal about using Excel to demonstrate large data sets in easily viewable ways. I used outside consultation and online research to construct a calendar dashboard that could be applied to the 4 different probe locations at each of 2 different farms and then show either temperature or moisture at the the upper soil level. The calendar also showed either air temperature or daily rainfall for each day. Using this approach reminds me that curiosity driven researchers can make sense of phenomena and data collected to create impressive products that synthesize and communicate the outcomes of the committed work.

    Beatrice ndikum

    Bladensburg, MD
    Dr. Matthew Hufford

    I am a biology teacher at Bladensburg High School in Bladensburg, Maryland. Also, I am a mentor teacher at Bladensburg. I received my Master’s in Education from University of Yaoundé in Yaoundé, Cameroon. 

    I applied because… I wanted to learn more about STEM and gain some research experience as I planned to start my doctorate in the fall. I sincerely appreciate this program’s many learning opportunities. I look forward to participating in more RET activities.

    I learned… the importance of working with a team of very dedicated professionals through my research. This has greatly inspired me to incorporate inquiry-based learning in my classroom. It was an authentic experience of what “ The Nature of Science” and “Thinking like a Scientist” should sound like and look like in my classroom. I took science skills and practices for granted when I taught my students, but following this research experience, I am better equipped with the knowledge and skills to take my students above and beyond into the scientific world.