Why math education?
Though I come from a family of educators, I did not realize the passion I had for teaching until I arrived at Bowdoin and enrolled in Contemporary American Education. I had always loved math and science, and figured I would study physics or environmental studies while at Bowdoin. After delving into a study of the major issues that historically and currently affect the educational landscape in America, I was engrossed in the philosophy, politics, successes, and failures of our education system.
Upon continuing my studies in education, I only became more inspired. I began to further reflect on the impact that countless teachers have had on my life, and my only desire was to reciprocate that feeling for future students. What proved perhaps most beneficial to me was how the students and faculty in the Education Department embodied a tremendously holistic view of teaching and learning. We never saw ourselves as distinct groups of just math teachers or just English teachers, but a group of peers with a common passion. This enabled us to focus on addressing the major challenges of education from a unique collective mindset, while contemplating our disciplines from a remarkably integrated viewpoint.
It would be difficult for me to say a single course influenced me more than another, because each one was uniquely special. The understandings I gained from Mindfulness in Education were distinct from those gained in Curriculum, just as the insights from Educational Psychology were distinct from those of Teaching and Learning. Together, the structure of the courses in the Education Department spiraled to a culmination with the practicum experience, which I feel enabled me to leave Bowdoin as an educator equipped to meet the challenges faced in 21st century classrooms.
ALUMNI UPDATE: Cully is teaching high school mathematics at the Washington Waldorf School in Bethesda, Maryland.
Where was your placement?
Greely High School (Cumberland, ME)