Janel Michels knew she was in the different world when she went to work and it was quiet.
Normally, as the teacher of all sciences at the Hiaki High School in Tucson, Ariz., she spends her mornings making copies, talking with other teachers and dealing with swarms of students. But this summer, Michels is doing an internship at Texas Instruments.
Now, she comes to work, puts on a smock and goggles and spends quiet hours in a lab, where she uses acid to burn through the packaging of devices in a cell phone to find out why a component failed.
The internship is part of a pilot program in Arizona that puts math and science teachers in the field over the summer to get a taste of industry life. For eight to 10 weeks, 20 teachers have been working for businesses in science, math, engineering and technology (STEM) fields. As a partnership between the University of Arizona College of Education, Tucson Values Teachers (TVT), and Science Foundation Arizona, the three-year program benefits both educators and businesses: Teachers get real-world experience that they can bring back to the classroom; and by working with these dedicated interns, employers have a chance to influence the instruction of tomorrow’s workforce.
“We don’t have enough students going into those fields,” said Julia Olsen, director of the Southern Arizona Science and Math Internship Center, a Master of Arts program within the UA’s College of Education. “They don't consider math or science or engineering as careers, and the country is hurting.”
The timing of the program coincides with U.S. Education Secretary Arne Duncan’s recent push for salary increases for math and science teachers. Duncan also stated that industry professionals should work with teachers so that classroom lessons equip students with the skills necessary to succeed in the field.
But historically, educators and business leaders haven’t exactly been the best of friends. Business leaders have grumbled that the education system fails to properly train students for industry jobs. At the same time, educators feel that they haven’t had the support from the business community.
By collaborating, program organizers hope the relationship between the two groups will last beyond the summer and affect teaching in the classroom — with the ultimate goal to direct more students toward STEM careers through hands-on projects.
“As a first-time teacher, I spent a lot of time going over standards and making sure they were ready for tests,” Michels said. “But problem-solving skills are the most important thing you need. I want to bring back problem-based learning.”
The origins of the program go back about two years when Raytheon Missile Systems, a missile producer for U.S. and allied forces, brought a university professor and a middle school teacher on board to show them what the company was looking for in a future workforce.
