Teacher Institute Abroad: Mexico 2016

Ecology & Sustainability:
Experiences with Mexico's Biocultural Diversity

Professional development institute for secondary and community college STEM and Social Science educators
 

Program Overview

During this 10-day summer course, teachers will go into the field in Mexico with the Center for Latin American Studies! Participants will work with scientists on research projects focusing on ecology, sustainability, and conservation science at Los Tuxtlas Tropical Biology Station in Veracruz, Mexico. Teachers will have the opportunity to work with science educators from the Graduate School of Education's Center to Support Excellence in Teaching (CSET) to develop unit plans, lessons, or units for use in their classrooms. Throughout the following year, teachers will reconnect to present classroom outcomes of their projects at follow-up coaching sessions with CSET science educators. These sessions will take place at Stanford University and Jasper Ridge Biological Preserve, with teachers outside the Bay Area connecting remotely.

Activities

• Participate in ecology, sustainability, and conservation science research (learning by doing) at Los Tuxtlas Tropical Biology Station

• Attend lectures and visits on resource management and sustainability at the Instituto de Ecología in Xalapa

• Visit an indigenous community to learn about conservation efforts of tropical rainforest ecosystems via rural ecotourism

• Engage in environmental education at Stanford University’s Jasper Ridge Biological Preserve

• Attend tailored pedagogy sessions while in Mexico with the Stanford Graduate School of Education’s Center to Support Excellence in Teaching (CSET)

• Receive follow-up coaching sessions throughout the academic year with CSET

Institute Leads

Faculty Instructor

Rodolfo Dirzo, Bing Professor in Environmental Science in the Department of Biology, Director of the Center for Latin American Studies
Professor Dirzo teaches ecology courses and leads the Dirzo Lab in the Department of Biology. He holds masters and doctoral degrees in ecology from the University of Wales (UK), and a B.S. in biology from the Universidad de Morelos. His field work focuses on tropical forest ecosystems of Mexico, Costa Rica, Amazonia, and, more recently, Africa (Kenya and Tanzania), looking at the relationships between defaunation (loss of megafauna) in savannah ecosystems and the risks of disease for local human communities. He is interested in the extinction of biological diversity, ecological processes, and cultural diversity. He has deep interests in the traditional knowledge of forest peoples such as the Popoluca in Los Tuxtlas region, the Maya in the Yucatan, and several ethnic groups in Oaxaca, Mexico. He is passionate about environmental education at all levels and he is engaged in bringing science education to under-served children in the Bay Area, California. 

CSET Instructors

Janet Carlson, Director
Tammy Moriarty, Professional Development Associate and Instructional Science Coach
Sharon Parker, Professional Development Associate and Instructional Science Coach
The faculty and staff of CSET design and develop professional-development programs grounded in research that connects teaching to student learning. Dr. Carlson's research interests include the impact of educative curriculum materials and transformative professional development on science teaching and learning. She began her career as a middle and high school science teacher and has spent the last 20 years working in science education developing curriculum, leading professional development, and conducting research. Ms. Moriarty and Ms. Parker conduct professional development with high school teachers for CSET's Hollyhock Fellowship program and provide online coaching and support to Hollyhock Fellows throughout the school year. Ms. Moriarty's experience includes being a secondary science teacher, a district science resource teacher, and school administrator. Ms. Parker’s 24 years of experience includes being an instructional science coach for a charter management organization, co-founder of a middle/high school and community science center in the Bay Area, and teaching high-needs students in the Bay Area.

Institute Coordinator

Molly Aufdermauer, Public Engagement Coordinator
Ms. Aufdermauer coordinates the development, implementation, and reporting of CLAS’ Title VI National Resource Center K-12 and community college outreach activities, focusing on professional development opportunities for teachers. Prior to her role at CLAS, Ms. Aufdermauer served in student affairs at the Stanford School of Medicine and taught English as a Second Language adult classes.

Program Cost:  $2000*

Included in program cost:

• Room and board (shared room) in Mexico

• Ground transportation in Mexico

• Educational materials

• Follow-up coaching sessions

Not included in program cost:

• International airfare

• Incidental costs such as passport fees, travel medical insurance (ITIC), immunizations**, etc.

* Subsidized price as a result of U.S. Department of Education Title VI National Resource Center grant funding
** Participants are responsible for ensuring they have the appropriate immunizations for the destination

APPLICANT SELECTION CRITERIA

• STEM or social science secondary, community college, or pre-service  educator

• Able to contribute to the group experience in regards to interpersonal and group-living skills

• Committed to sharing the institute experience and information with colleagues across district and state

• Committed to being a willing and respectful participant in institute activities and projects

• Committed to the timely completion of required projects and participation in follow-up coaching

• Basic Spanish speaking skills useful but not required

Applications will be reviewed by the Center for Latin American Studies.  
All qualified applicants will be considered in accordance with Stanford University's Nondiscrimination Policy.  

Application Process

Primary application due January 18

• Electronic application form (includes the following components) 

  • Applicant profile information

  • Resume (upload)

  • A 300-500 word statement of interest (type in electronic form or upload)
    Applicant: The statement of interest should address  why you are interested in the program, what makes you a good candidate, and how you plan to synthesize the knowledge and experience gained from this institute to maximize the benefits to your classroom, school, and district.

• ​Letter of reference (cover form and letter to be submitted by mail or email)
  Letter of reference should be written by a person in the position to evaluate the applicant, such as a principal, chair, advisor, or supervisor.

Supplemental materials due February 5 upon acceptance to program

• Copy of passport or confirmation that passport application has been submitted (submitted electronically)  

• Signed Materials Release (submitted electronically)

• Signed International Travel Waiver (submitted electronically) 

• Proof of international insurance: International Teacher Identity Card (submitted electronically)

• A $350 deposit (check made payable to Stanford University, postmarked by February 5) 

Program cost balance (check made payable to Stanford University) due March 4

Submit supplemental materials and checks to

Molly Aufdermauer
Public Engagement Coordinator
Center for Latin American Studies
582 Alvarado Row
Stanford, CA 94305-8545
email: mollyauf@stanford.edu

Applicant is responsible for confirming receipt of all application materials.

PROGRAM CONTACT

Molly Aufdermauer
Public Engagement Coordinator
Center for Latin American Studies
email: mollyauf@stanford.edu
tel: 650-721-5530