Table Talk Facilitators
Each poster presented is a showcase of learning and direct impact in STEM teaching and learning.
Attendees circulate and engage with poster presenters as they ask questions and consider how the experience and findings being presented might inform their next initiative.
2023 POSTER PRESENTERS
Kyle Chi (he/him)
I am currently an undergraduate student at University of California, Irvine, where I am working on a Bachelor's degree in Biology/Education. Through the UCI CalTeach program, I am aiming for a single subject credential in biology. Through my preparation program, the thing that has been driving me, and my guiding principle is that I truly wants to do what best I can to become a competent teacher in order that I might do right by my future students.
POSTER:
Google Forms for Formative Assessment
How might you apply the versatility of google forms to be used as a data collection tool to inform instructional practice?
Haley Snow (she/her)
I am a fourth year BioSci/Education major. After I graduate, I plan to travel and eventually teach English in Europe before settling down to teach Middle School Science in Oregon. I am eager to discover the variety of educational strategies that are practiced around the world, and immerse myself in new language, culture and philosophies that I can endorse in my own classroom.
Esther Flores (she/her)
I am currently a middle school science teacher at MacArthur Fundamental Intermediate. This year, I am completing her 25th year of teaching for Santa Ana Unified, 14 of which were in elementary school and the rest in middle school. Thanks to STEM community members in Orange County, I've honed my teaching skills to reflect a connection between her classroom and local STEM careers. A quote that summarizes my teaching mindset is: "For in the end, we will save only what we love, we will love only what we understand, and we will understand only what we are taught" - Baba Dioum.
POSTER:
STEM Nights
The STEM Night poster I brought to the UCI Showcase reflects several years of my attempts at bridging the gap between my classroom and careers in STEM. I owe a great deal of my success in planning these events to the OC STEM community, some of which are listed on the poster. This community has made me aware of college and career pathways and has fostered my pursuit for more scientific and engineering knowledge, which I bring back to my classroom.
Phoebe Arista (she/they)
I am a current CalTeach student pursuing a degree in Biology/Education and a minor in Civic & Community Engagement. As a queer student, I am dedicated to using my knowledge and passion for Queer Studies to discover liberating practices and foster inclusive environments for LGBTQ+ students. Through my research and advocacy, I strive to make a positive impact by encouraging other educators to recognize, support, and celebrate the unique experiences of my LGBTQ+ identifying students.
POSTER:
QTEEA - Queer Talk: Educators Enabling Action
Building on previously collected survey data, their research project aims to explore aspiring teachers' perceptions of gender and sexual orientation inequities in education and how they plan to address them in their own classrooms. Through their research experience, Phoebe has found that teachers often lack knowledge related to LGBTQ issues and practices that affirm the identities of their LGBTQ students. To address this, she believes that adopting knowledge of LGBTQ-related issues into pre-service teacher programs is a crucial step toward social-justice oriented pedagogy that challenges hegemonic oppression and positions teachers as advocates for the well-being of their students.
As part of this effort, Phoebe has established a queer affinity space called Queer Talk: Educator’s Enabling Action (QTEEA) to provide CalTeach students who are passionate about learning about LGBTQ+ issues with an outlet to collaborate and identify liberating practices for their LGBTQ+ students. This space, alongside their research project, aims to inform the CalTeach program and other teacher preparation programs to create inclusive learning environments that acknowledge both STEM and queer identities, and help future teachers promote the representation of LGBTQ+ students in STEM careers.
Hunter Rojas (he/him)
I am a 5th year Biology/Education student in UCI’s CalTeach program. I am currently a student teacher at Magnolia High School within the Anaheim Union High School District under the supervision of Dr. Daniel Lieu. I teach human anatomy and physiology. In August, I am excited to have my own biology, chemistry, and/or earth science classroom!
Daniel Lieu (he/him)
I am the science department chair and teacher at Magnolia High School in Anaheim, CA. I've taught biology, chemistry, CTE engineering, CTE biomedical science, and anatomy & physiology in Los Angeles and Orange County and love seeing how every subject is interconnected.
POSTER:
ST+MT Reflection Tool
One of the largest barriers to reflection and growth is the complexity and formality of reflection forms. Hunter and Daniel designed a weekly reflection tool that is intended to simplify reflection to help teachers actively reflect on teaching practices in an organic and streamlined approach. This poster summarizes the experiences and effectiveness of this collaborative reflection tool in encouraging educators to grow in their teaching practices daily. As educational philosopher and reformer John Dewey stated, "We do not learn from experience...We learn from reflecting on experience." Learn how this small tool had big impacts on our growth as educators!
Sebastian Liu (he/him)
I am a 5th year Biology/Education Major in the Calteach program. Currently, I am student teaching at Westminster High School teaching Biotech. A dream of mine is to be a respected and talented teacher like my hero, Huy Pham.
Huy Pham (he/him)
I am a science teacher and STEM program herald at Westminster High School in Westminster, CA. I am an anteater through and through earning my bachelors in biology, bachelors in chemistry, masters in chemistry and teaching credential at UCI. I currently teach biotech and AP Bio while consulting for the chemistry courses. In addition to my teaching duties, I coordinate the school's "diamonds in the rough" STEM program, MERITS, and guides students to actively apply their knowledge of STEM through various STEM related projects, internships and outreach events.
POSTER:
OCSEF
Science teachers try to convey the content of science as active and relatable as possible, by implementing phenomenon based labs into the curriculum. At Westminster High School, science is made active and even more relatable for students by providing outside opportunities to pursue real hands-on science through OCSEF. OCSEF, better known as the Orange County Science and Engineering Fair, is a great opportunity for students to DO science of their own and, with help of CalTeach Mentor Match program, these students really get the hands-on experience of what it means to do science. Learn about how you can be part of the OCSEF CalTeach Mentor Match Program.
Gisselle Aguirre (she/her)
I am currently an undergraduate at the University of California, Irvine, where I am working on a bachelor’s degree in mathematics/education. Though the UCI CalTeach program, I am aiming for a single subject credential in mathematics. I support the teacher preparation program by co-facilitating the SOS affinity space. I am currently student teaching at TeWinkle Middle School and am excited to have my own classroom teaching 7th grade math at Virgil Middle School.
Brianna Bejune (she/her)
I am currently an undergraduate at UCI majoring in biology/education and working toward my single subject credential in biology through the CalTeach program. My goal is to create a student centered classroom with a focus on equity when I become a teacher.
POSTER:
SOS: An Affinity Space for Seniors
Our poster focuses on the impacts of an affinity space for aspiring teachers in CalTeach called, Senior Only Space (SOS). Affinity spaces have shown promise in contributing to participates’ sense of belonging, their social justice stances and may increase teacher resilience and early career persistence. This space is designed to be a reflective community of support for CalTeach student teachers that also attends to student teacher well-being. We explore the reported benefits voiced by SOS community members after one quarter of participation. Our work will inform the design of the next SOS community for CalTeach student teachers. Moreover, this work will have implications on how teacher preparation programs broadly can support teachers once in the classroom to improve teacher retention and support their well-being.
For questions or comments, please contact Naehee Kwun at nkwun@uci.edu
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