SEPAL Partnership Programs
QuickTi me™ and a
TIFF (U ncompressed) decompressor
are needed to see this pi cture.
(GK-12 Program & SEPAL Teaching Assistantships)
Scientist Application
2008 – 2009 Academic Year
With funds from the National Science Foundation, the SFSU College of Science and Engineering, and
the SFSU Department of Biology, SEPAL Partnership Programs support yearlong partnerships of SFSU
Master's level scientists with SFUSD middle or high school teachers to support inquiry-based science teaching
and learning. SEPAL scientists, drawn from all SFSU science departments - including biology, physics,
chemistry, and geosciences, spend five to ten hours per week (depending on which SEPAL program they
participate in) in the classroom with their partner teachers co-planning and co-teaching science lessons, serving
as role models for students, and learning science-specific teaching strategies. SEPAL partnership teams are
supported by monthly workshops where participants have the opportunity to share science lessons, reflect on
teaching challenges, and build knowledge about partnership and science teaching. There are two SEPAL
Partnership Programs: 1) GK-12 Partnership Program, 2) SEPAL Teaching Assistantships. These two programs
are similar in spirit, however the GK-12 Program requires a significantly more intense commitment.
The overarching goal of SEPAL Partnership Programs is to integrate pedagogical training into
the graduate school experience of future scientists and science educators. More specifically, SEPAL
Programs aim to: 1) develop a cadre of scientists with the experience, skills, and commitment to collaborate
with K-12 teachers and students throughout their scientific career, 2) support teachers in developing innovative,
inquiry-based approaches to science teaching, and 3) provide scientist role models and additional hands-on
science learning experiences for students. Essential qualifications include: Master’s student standing in an SFSU
COSE department, the potential to pursue a career in academic science, some teaching or mentoring experience,
and a committed Masters advisor and proposed plan of research. Additional desired qualifications include:
experience with populations underrepresented in science, second language skills, experience in SFUSD – as an
alumnus or volunteer, and other unique experiences or characteristics.
APPLICATION CHECKLIST…. Have you:
1)
2)
3)
4)
5)
Completed your Personal Information?
Indicated which program(s) you applying for?
Included your CV, transcripts, and two letters of recommendation?
Answered all four essay questions?
Read and signed expectations document for the program(s) you are applying for?
Questions? Contact Allison Busch, SEPAL Program Coordinator, akbusch@sfsu.edu or 415-405-3756.
Applications must be received by February 22, 2008!
Send your application package to:
Allison Busch
SEPAL Partnership Programs
Department of Biology
San Francisco State University
1600 Holloway
San Francisco, CA 94132
Or email application to:
kdtanner@sfsu.edu and akbusch@sfsu.edu
See what graduate student participants have said
about their experiences with SEPAL Partnership
Programs






I believe that what I have
learned from the students I
have worked with I will
carry with me for a long
time. They have inspired
me to be a better teacher
and mentor.
Participating in the SEPAL
Partnership Program I have
learned about inquiry based
teaching, cooperative learning,
equity strategies, the influence of
socioeconomic status in a
classroom, assessment, coteaching, and learning styles. All
of these ideas have laid a
foundation for my future teaching
endeavors and will influence me
for years to come.
Should I go on to a job
as a professor, I have a
much better idea about
how I would teach. I
would love to be a
beacon for institutional
change one day. That
would be such satisfying
work!
I learned that students, when
given the opportunity to do
science, are capable of truly
high achievement.
The most important thing I
learned from participating
in this program is that much
of what I learned will be
useful to my teaching
career at the college level.
One of the most important things I
have learned from my experiences
with SEPAL this year is that I am a
scientist. I have been a student for
nineteen years and as such have
been constantly surrounded by
people who know more than me.
The SEPAL program has enabled
me to realize just how much I
know.
The contribution I have made
as a result of being part of the
SEPAL Program has given
me tangible proof that as a
scientist I can make a
difference in our educational
system and it has greatly
influenced my desire to do so.
Personal Information
Name:
SFSU Department:
Thesis Advisor:
Daytime phone:
Preferred email address:
Home address:
Home phone:
I am applying for the following SEPAL Partnership Program(s):
___ GK-12 Partnership Program ___ SEPAL Teaching Assistantships
___ Both Programs
Academic and Professional Background
Please attach:
1) A current curriculum vita or resume
2) Transcripts from all undergraduate and graduate work (unofficial is fine)
3) Letters of recommendation from: 1) your major advisor and 2) another professional
colleague of your choice
Application Essay Questions
Please write a letter of interest addressing the following questions and attach to this
page. Please limit your answers to 300-500 words for each question.
1. What do you hope to learn by participating in a SEPAL Partnership Program? How do you
think collaborating with a middle or high school science teacher would support you in
learning this? If you are a current SEPAL Scientist, applying for a second year award,
please describe what you have gained from your experiences to date and what you hope to
learn from a second year.
2. Describe your Masters research (or your planned Masters research) and its significance to
your field, in language accessible to a non-scientist audience.
3. What are your career goals, and where do you see yourself in 5 years?
4. What previous experience (if any) do you have working with K-12 students?
Responsibilities for SFSU graduate student participants in the GK-12 Partnership Program,
referred to below as Scientists, are as follows:
1) Scientists are responsible for spending ten hours per week with their partner teacher in the classroom during the
school year. Scientists are expected to submit a weekly log that details their time at the school site and the activities
accomplished during that time. In addition, Scientists will submit a weekly narrative reflection on their partnership
experiences throughout the school year.
2) Included in the ten hours per week at their school site, scientists are expected to spend approximately two hours per
week planning and preparing lessons both independently and with their partner teacher. It is expected that at least one
planning meeting per week will occur with their partner teacher outside of classroom time. SEPAL program staff will
attend partnership team planning meetings over the course of the school year.
3) Scientists will enroll in Sci 750: An Introduction to Science Education, Pedagogy and Partnership, a graded, 2-unit,
GAP-eligible seminar course in the fall semester that introduces scientists to issues of partnership, pedagogy, lesson
planning, assessment, classroom equity, and literature in the field of science education. Sci 750 meets Mondays from
4:00 – 6:00 PM. Scientists will also receive 2-units of non-graded credit (SCI 751) in conjunction with their fieldwork
in classrooms. Additionally, Scientists will enroll in Sci 850: Explorations in Science Education, Pedagogy and
Partnership, a graded, 2-unit, GAP-eligible seminar course in the spring semester that engages scientists in group
reflection and collaborative problem-solving around issues of science teaching and learning. Each GK-12 Scientist
must also be enrolled in a minimum of 4 additional units each semester to remain eligible for their fellowship award.
4)
Scientists are expected to attend a monthly SEPAL Community Gatherings held on Tuesdays from 4:30 – 6:30 PM.
A primary goal of these workshops is to develop a community of scientist educators and K-12 teachers. All scientistteacher partnership teams will participate in sharing the lessons they have co-planned and co-taught.
5)
Scientists are required to attend a 3-day Partnership Orientation, tentatively scheduled for August 12th-14th, 2008,
in which they meet their partner teacher, explore inquiry-based science learning, learn more about project goals and
resources, and begin planning partnership activities for the year. At the end of the year, all Scientists are expected to
present a formal poster on their SEPAL experiences at the SFSU COSE Research Day poster session.
6) Scientists are expected to make satisfactory progress in their research towards the Master’s degree and discuss
their SEPAL efforts with their graduate advisor and colleagues. A major goal of SEPAL Partnership Programs is to
integrate science education into the training experience of SFSU science graduate students and to support SEPAL
Scientists in their development as scientific researchers prepared for and committed to fostering partnerships with the
K-12 science education community throughout their careers.
7) GK-12 Scientists will receive a $30,000 award for the academic year. Stipends will be paid in four equal
installments, at the beginning and end of the fall and spring semesters in 2008-2009. Scientists are expected not to take
on any additional employment or assistantships during the tenure of their SEPAL award or risk forfeit of the
fellowship. All payments must be authorized by the Project Director upon the successful completion of fellowship
responsibilities and the submission of all requested documents. Stipends will be prorated in cases of unapproved
absences.
8) Each school site team shall have separate, specified materials budgets for consumable supplies. Teams shall provide
project staff with original receipts for all reimbursements or arrange to use SFSU purchase orders in advance. Each
school site shall have access to centralized educational materials and lesson plans through the SEPAL Resource
Center.
9) All SEPAL participants shall contribute to project evaluation involving interviews, surveys, observations, and written
feedback. Both SEPAL program staff and external evaluation team members will visit and make formal observations
of classroom lessons and team planning meetings.
10) Scientists will be responsible for complying with Tuberculosis Testing documents and Fingerprinting requirements of
the SFUSD.
I have read and understand the extensive commitment involved in participating in the GK-12
Partnership Program.
Name:
Signature:
Date:
Responsibilities for SFSU graduate student participants in SEPAL Teaching Assistantships,
referred to below as Scientists, are as follows:
1) Scientists are responsible for spending five hours per week with their partner teacher in the classroom during the
school year. Scientists are expected to submit a weekly log that details their time at the school site and the activities
accomplished during that time. In addition, Scientists will submit a weekly narrative reflection on their partnership
experiences throughout the school year.
2) Included in the five hours per week at their school site, scientists are expected to spend approximately two hours per
week planning and preparing lessons both independently and with their partner teacher. It is expected that at least one
planning meeting per week will occur with their partner teacher outside of classroom time. SEPAL program staff will
attend partnership team planning meetings over the course of the school year.
3) Scientists will enroll in Sci 750: An Introduction to Science Education, Pedagogy and Partnership, a graded, 2-unit,
GAP-eligible seminar course in the fall semester that introduces scientists to issues of partnership, pedagogy, lesson
planning, assessment, classroom equity, and literature in the field of science education. Sci 750 meets Mondays from
4:00 – 6:00 PM. Scientists will also receive 2-units of non-graded credit (SCI 751) in conjunction with their fieldwork
in classrooms. Additionally, Scientists will enroll in Sci 850: Explorations in Science Education, Pedagogy and
Partnership, a graded, 2-unit, GAP-eligible seminar course in the spring semester that engages scientists in group
reflection and collaborative problem-solving around issues of science teaching and learning. Each SEPAL TA must
also be enrolled in a minimum of 4 additional units each semester to remain eligible for their TA-ship.
4)
Scientists are expected to attend a monthly SEPAL Community Gatherings held on Tuesdays from 4:30 – 6:30 PM.
A primary goal of these workshops is to develop a community of scientist educators and K-12 teachers. All scientistteacher partnership teams will participate in sharing the lessons they have co-planned and co-taught.
5) Scientists are required to attend a 3-day Partnership Orientation, tentatively scheduled for August 12th-14th, 2008,
in which they meet their partner teacher, explore inquiry-based science learning, learn more about project goals and
resources, and begin planning partnership activities for the year. At the end of the year, all Scientists are expected to
present a formal poster on their SEPAL experiences at the SFSU COSE Research Day poster session.
6) Scientists are expected to make satisfactory progress in their research towards the Master’s degree and discuss
their SEPAL efforts with their graduate advisor and colleagues. A major goal of SEPAL Partnership Programs is to
integrate science education into the training experience of SFSU science graduate students and to support SEPAL
Scientists in their development as scientific researchers prepared for and committed to fostering partnerships with the
K-12 science education community throughout their careers.
7) Scientists will receive a TA stipend of $10, 000 for the academic year. Stipends will be paid in four equal
installments, at the beginning and end of the fall and spring semesters in 2008-2009. All payments must be authorized
by the Project Director upon the successful completion of TA responsibilities and the submission of all requested
documents. Stipends will be prorated in cases of unapproved absences.
8) Each school site team shall have separate, specified materials budgets for consumable supplies. Teams shall provide
project staff with original receipts for all reimbursements or arrange to use SFSU purchase orders in advance. Each
school site shall have access to centralized educational materials and lesson plans through the SEPAL Resource
Center.
9)
All SEPAL participants shall contribute to project evaluation involving interviews, surveys, observations, and written feedback.
Both SEPAL program staff and external evaluation team members will visit and make formal observations of classroom lessons and
team planning meetings.
10) Scientists will be responsible for complying with Tuberculosis Testing documents and Fingerprinting requirements of the SFUSD.
I have read and understand the extensive commitment involved in participating in the SEPAL
Teaching Assistantship Program.
Name:
Signature:
Date: