KG: When I was in junior and high school, we did a lot of memorizing and then regurgitating those answers on tests. MK: What sort of teaching style have you preferred during your time as an educator? (More importantly), I get to interact with teachers and students and that’s where I (always) really wanted to be: somewhere that was helpful, instead of just doing research that somebody may or may not ever read. It really has been an excellent fit for me because I get to use my love of science and my teaching background. I didn’t even know about this instructional coordinator position when I started that PhD program, (but) I heard about it and applied. I was working with a geneticist and other female scientists (and) educational researchers, but I still (felt) there was something lacking. Then, I moved down to Athens for a postdoc research position in the genetics department at UGA. KG: I decided to do my PhD in science education, because I wanted to go further with education, but didn’t want to be a superintendent (or) a principal. MK: How did you get started at Clarke Central High School? So, I went back to the University of Oregon and got a teaching certificate in middle and high school science. I guess I thought I was going to do something different, when really, it’s just who I am as a person. I knew (that) all along, but I was trying to pretend like I was going to be something other than a teacher because my parents (already were). KG: (While working as an archaeologist), I taught at a community college (and) substitute taught. MK: How did you get started as an educator? I guess I thought I was going to do something different, when really, it’s just who I am as a person.” Photo by Aza Khan “I knew (that) all along, but I was trying to pretend like I was going to be something other than a teacher because my parents (already were). I realized that I did like to teach, Green said. “(While working as an archaeologist), I taught at a community college (and) substitute taught. Despite filling different roles throughout her life, ultimately, Green felt her calling was to teach. ![]() Science Instructional Coach Katie Green assists Science department teacher Scott Swain in Room 183 on March 30. I (then) went on another dig in the Canary Islands, where we excavated at a pyramid site. (I got to) see the caves that I had worked on the bones from, which was kind of crazy. I did more scientific work analyzing these bones, and then I got the opportunity to go to Easter Island and work on a dig right after I graduated, which was awesome. (I studied) Easter Island, and I looked at faunal remains from two sites there. ![]() KG: I did a master’s in anthropology from ‘95 to ‘97 at (the) University of Oregon, and there I studied Pacific island archaeology. MK: What kind of experience did you gain while in the field of archaeology? She’s one of the reasons why I loved the class so much, (and archaeology) kind of lent itself to my nature. I took an archaeology class with a woman who ended up being my favorite professor– every time I go back anywhere near that university, I go see her. I was always collecting rocks and climbing trees and things like that, so I guess it wasn’t surprising that when I got to be an anthropology major in college, I went for one of the more scientific subfields, (which was) archaeology. ![]() Science Instructional Coach Katie Green: When I was a kid, I always liked to play outside. News Staffer Mykolas Kumpis: Where did your passion for STEM come from? Katie Green speaks on her experience with archaeology, her time at CCHS and the future of science education. “(I believe) the direction that science education is going in (is) student centered learning, where it’s not the teacher lecturing and the students taking in the information, but instead it’s the students constructing their own knowledge while the teacher facilitates.” Photo by Aza Khan So, a lot of the things that I learned, I forgot, because if I didn’t need to know it for the test, then I would forget it afterwards,” Green said. “When I was in junior and high school, we did a lot of memorizing and then regurgitating those answers on tests. ![]() With decades of experience as an educator, Green felt that the future of science education will revolve around hands-on teaching techniques. Science Instructional Coach Katie Green conducts an experiment in Room 173 on March 30.
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