There is an urgent need for excellent science education in our nation—and your talent and training are in high demand. If you are considering graduate study in the biological or biomedical sciences in preparation for a career in academia or industry, consider Teach For America. By committing two years to teach in an urban or rural community, you can have a significant impact on students’ understanding of science and its real-world applications at a time when schools in low-income areas find it challenging to staff these departments with teachers who possess content expertise. By demonstrating to your students that science is relevant and engaging, while simultaneously leading them to meaningful academic growth in your class, you will plant the seeds for future scientists in schools that currently produce few students who successfully pursue such careers. When you then move on to a career in academia or industry, you will be better positioned to develop informed initiatives that will effectively expand and diversify the pipeline of future scientists and work as a credible lifelong advocate for systemic changes that will lead to greater equity in our public education system.
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I was the first in my family to go to college, and because of my education, I have had the chance to do fantastic things and meet great people. I know that this opportunity is missing for many people, so I applied to Teach For America because of my strong belief that education is empowerment.
Once I entered the classroom as a corps member, I realized that the academic achievement gap stems from complex social problems—and that education can go a long way toward solving those problems. I have always been interested in public health, and in my classroom I gained firsthand experience that deepened my interest. My school had many students with lead poisoning, and witnessing the effects firsthand brought home the importance of effective public health measures. I also learned that having a safe, healthy social environment is essential for success. In my classroom, I tried to foster the kind of community that would not only lead to better learning, but would also be applicable for my students in the real world.
One of my most rewarding experiences was coaching the school’s basketball team and tutoring the players so they could maintain good grades. Additionally, I was able to secure a scholarship for one of our star players to go to basketball camp at my undergraduate alma mater. That was the first time he had left Baltimore or visited a college campus.
My experience in the Teach For America corps gave me perspective, which has been the most valuable and enduring lesson I have taken with me from the classroom to the laboratory and all aspects of my life. After dealing with the gravity and responsibility of teaching, when I missed a couple of questions on a test or ruined an experiment in the lab, I realized it was not the end of the world. I have also found that the organizational skills required for managing research data are similar to those required for tracking grades and test scores.
Graduate schools and fellowship committees definitely look favorably on Teach For America alumni. I received a National Science Foundation Graduate Research Fellowship largely because of my corps experience. I chose to go to Princeton for graduate school and found that many successful people here did not go straight to graduate school. Joining the corps was the right decision for me and has further enabled me to achieve my life goals in the laboratory, in public health policy analysis, and beyond.
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As a ninth-grade biology teacher, my role was to encourage students to look carefully at the natural world around them, observe patterns, and ask questions starting with the words "how" and "why." To be successful, I had to find ways to personally invest my students in the questions so that they were motivated to pursue the answers. I also learned the importance of not keeping science and people in separate bins; that science should serve the people. My career choice has been built on my belief that students' enthusiasm for scientific experimentation need not be checked at the door when they enter college.
Learn more about alumni effecting fundamental change
The future success of the United States requires not only well-trained scientists, but also a public that understands the nature of science. To help create a more rational world, we will need scientifically trained leaders in all sectors of society. The scientific community must therefore pay much more attention to science education at all levels, from elementary school through the university, and we must work to steer our science students to many different career outcomes. In preparing thousands of our nation's most talented college graduates to teach in our nation's lowest performing schools, Teach For America is a major contributor to this ambitious agenda. Their corps members significantly impact the academic achievement of hundreds of thousands of students. And, as their alumni pursue careers in science, education, and other sectors, they will be much more effective as leaders because of the many skills they gain through their Teach For America experience.
- Dr. Bruce Alberts Professor, Biochemistry and Biophysics, University of California, San Francisco President, National Academy of Science, 1993-2005 Co-chair, InterAcademy Council President-elect, American Society for Cell Biology
A growing number of biological sciences graduate programs partner with Teach For America to offer special benefits for corps members and alumni, such as a two-year deferral to students who are admitted to the graduate program and choose to join the corps. They recognize that alumni have gone through a highly selective process and have engaged in a challenging professional experience.
Below is a list of of all biological sciences programs partnered with Teach For America. Click here to search our complete database.
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