Class standing: Junior

Major: Mathematics for Secondary School Teacher

SMI Leadership Roles: Peer Mentor, SMI Tier III Scholar

The main reason I’m pursuing a career as a STEM Educator is to instill a newfound confidence in students regarding the various concepts of mathematics. This is very important for students so that they are not afraid to pursue careers that require higher levels of math to be understood. Rather than being intimidated by these more advanced classes, I want them to be prepared for what is to come by building a strong mathematics foundation. 

I would say my high school algebra teacher was the catalyst for getting me thinking about teaching math. That was the first time when things started clicking and these topics weren’t just sporadic in their ideas or methods for the solution. His explanations of math concepts like limits on a graph corresponding to its equation helped me with this. Even as math classes ramped up in difficulty, I could always rely on my understanding of previous math concepts to thoroughly comprehend the coming topics.

SMI has helped me by changing my mindset about pursuing this career. Instead of just being a college student focusing on a degree without much foresight, I now understand where I am in the process of that pursuit and what I need to do to effectively reach the end goal. The verbal encouragement and financial incentive to further my progress on the path to a teaching credential program aided in my motivation. Taking California Subject Examinations for Teachers, education classes with teacher observation assignments, and a lead role in a program are all things I would not have been able to do without the help of SMI.

Class standing: Senior

Major: Biochemistry

SMI Leadership Roles: Peer Mentor, Exam Preparation Leader, NSF Noyce Scholar Apprentice

I always knew I wanted to pursue a career in the STEM field because of how much I enjoy science, especially Biology. Showing others how fun and interesting Science can be is something I enjoy immensely. I want to be a STEM educator specifically because I am passionate about helping students realize their intellectual potential. I believe that everyone is capable of academic growth with practice and hard work and it is my goal to help students accomplish this.

My parents inspired me to work hard and to pursue a career I know I will enjoy. I wouldn’t have made it this far into my educational journey without their unequivocal support. I was also inspired by my high school film teacher, who exemplified great passion in the subjects he taught and who always wanted each student to succeed. I too want to be an educator who is passionate about the subject I teach and go above and beyond to help students succeed.

SMI helped me gain confidence in my professional journey by showing me the steps necessary to reach my professional goals. SMI showed me many great resources that I hadn’t known about prior to joining. The peer mentor program, the guest speaker series and the CSET prep courses provided me with helpful advice from peers, information about grad schools and tools that helped me pass CSET exams. I’d be lost in regards to what I need to do to be successful after undergrad if it weren’t for the help of SMI.

Class standing: Sophomore

Major: Chemistry

Student Leadership Roles: Peer Mentor,  Student Office Assistant

There are a few reasons why I decided to become a STEM educator prior to entering college. One of those reasons was that my parents and most of my extended family were educators as well. Many of them have taught at the secondary level to upper education and have told me various stories of their experiences in the field. All of them had one thing in common, gaining joy and fulfillment while preparing the next generation for a new future. This sense of accomplishment was something I always looked for in life as I was constantly out there helping students and teachers in academics, assisting them in whatever they needed. For fellow students and peers, I was helping out as a tutor and TA, aiding their studies in the subjects they struggled with. For teachers, I was helping them grade assignments and assessments as well as preparing their classrooms for the next period. However, the reason for me becoming a STEM educator specifically was due to all of these activities involving math or science in some way, which only furthered my interest in these subjects. This combined with my enjoyment within my school’s AP Science and Math classes truly convinced me to become a STEM educator as not only would I be able to continue learning science and math concepts, but also engage and interact with others interested in the subjects as well.

My largest inspiration for me pursuing a career in being a STEM educator were my AP Chemistry and AP Physics 1 teachers. Both of them were extraordinary in connecting with students effortlessly, to maintain a light atmosphere in their classrooms while also investing their students in the course. Being able to do these two things seamlessly had me fully convinced that being an effective teacher would not only allow me to learn and teach what I was interested in, but also develop good social skills with others. Having the ability to properly socialize and connect with the younger generation also interested in these subjects would allow for the teaching of information to flow much more smoothly and allow for full interaction in the classroom. These attributes, which both my AP Physics and AP Chemistry teachers mastered, truly made me enjoy their classes and their passions for their craft.

SMI has assisted me greatly in my professional pathway by not only providing me with resources such as an amazing peer mentor and a way to become a professional in the workplace, but also allowing me to meet others interested in the same path as me. Being able to meet and interact with those similar to me allowed me the opportunity to fully immerse myself with the teaching pathway as I was able to learn from the best and those who has the same passion as me. This allowed me to fully get adjusted to college and feel comfortable knowing that I did not have to learn how to pursue my career blind. In the case of my peer mentor, they were an amazing resource in helping me guide the virtual chaos of online school while being a freshman interested in so many things at the same time. They paced me to stay and move along my pathway while providing me tips on how to succeed and gain experience for my career.  This connection turned them from just a mentor into a close friend which I am more than grateful for. These gifts provided to me are irreplaceable and highlight just how much SMI has helped me in pursuing my passion along this pathway.

 Class standing: Senior

Major: Applied Mathematics, Environmental Sciences

SMI Leadership Roles: Peer Mentor, Exam Preparation Leader, NSF Noyce Scholar Apprentice, TTSM Secretary

I am pursuing a career as a STEM educator because I want to help students view math the same way as I do. To me, math is like a puzzle: I can visualize objects, I can solve problems in many ways, and I can take bits and pieces together to make a bigger picture. But I do understand that math is not for everyone and that teachers have a big impact on their students. And so, I want to translate mathematical concepts in a way students can understand, find interest, and apply in the real world. I believe that if I could help students develop a positive relationship with the subject, I would be very satisfied knowing that I am able to do something as impactful as this.

I’d say the main people who inspired me to pursue education as a career are my sisters and grandmother. As the eldest and the only one who likes math among my sisters, I help them a lot when it comes to math homework and seeing their expressions when solving a problem by themselves, or hearing the words, “Oh, I get it!” never fails to put a smile on my face. Same goes when I help my friends and extended family with homework. As for my grandmother, her stories as a principal and teacher back in the Philippines are what gives me confidence and assurance as I pursue a career in the Education field rather than a career my parents want me to pursue.

In the past year and a half, being a part of the SMI program has provided me with so many opportunities in such a short time, such as financial assistance when completing my CBEST and CSET exams, opening many doors to scholarships and fieldwork, and hosting workshops that range from professional development to introducing Teacher Credential Programs from outside schools to exam preparation. But most importantly, what I believe SMI provided that was the most influential to me is its warm and welcoming community. By being a part of this program, I was able to meet with many people who are planning to pursue the same career as me as well as have similar interests. Prior to joining this program, I didn’t know a lot of people pursuing a career in STEM education, however after joining, I understand that I am not alone and that I have a lot of people I can trust and rely on when I face a problem that is unique to our experiences.

Class standing: Senior

Major: Mathematics for Secondary School Teacher

SMI Leadership Roles: Peer Mentor, TTSM Community Chair

Ever since I was younger, I have been drawn to jobs and tasks that involve teaching others. I absolutely love that “Aha!” moment when students finally understand a concept that they have been struggling with. I think a lot of people come into high school with the notion that they either are or aren’t a “math person.” As an educator, I hope to challenge that notion and instead show students that everyone has the potential to be successful, it’s just a matter of finding the method that works best for you.

My mom, who is a junior high school science teacher, continues to inspire me. During the pandemic, I was especially impressed by the way she adapted the curriculum to meet the new needs of students. My mom consistently demonstrates patience and compassion in her classroom, and I hope to emulate that one day. Her dedication to her students’ success is what allows her to foster an effective educational environment. Though not every tactic is successful in the classroom, I believe that her persistence and patience is what best helps her students to succeed.

I am also very grateful for the various teachers that I have had who have encouraged and motivated me to try my best. I would love to implement the valuable things I have learned from them into my own classroom.

SMI has helped me in numerous ways. Prior to finding this program, I didn’t even know a single person in my same major. SMI connected me with a peer mentor right away who helped me navigate my classes and create a four-year plan. Also, I learned about the CSET exams through SMI. With the scholarships (and Leslie’s guidance and commitment), I was able to pass all my CSETs in a timely manner. I’m very grateful that I joined this program, because the valuable resources in SMI have helped guide me in my path to becoming a teacher.

Class standing: Junior

Major: Mathematics for Secondary School Teacher

SMI Leadership Roles: Peer Mentor, Exam Preparation Leader, SMI Tier III Scholar Apprentice

One of the main reasons for pursuing a career as a STEM educator is to show students that with the right attitude and diligence, anyone can overcome challenges that they face . While going through my middle and high school years, l had heard my classmates complain about how hard their STEM classes had been and that they regretted taking those classes. l want to try to change this perspective that STEM classes are simply too difficult. lt is neither the students' nor the teachers' fault for something being too challenging, rather, it requires efforts from both sides so that everyone can learn and reach their goal in their own way.

My AP Calculus AB teacher Ms. Chua inspired me to pursue this career during my junior year of high school. Despite everyone saying that this math class was one of the most difficult at my school, l loved how she was always willing to help us with any little confusion we had. Even before knowing it ourselves, she would detect our struggles and help us in an instant. She was optimistic about us getting really high scores on the AP exams, and because of her persistence to help us feel ready to take it, everyone was happy about their results. She never gave up on us and saw our potential to do well. l want more teachers to be like her, and l will strive to model after her as a teacher. l actually told her this myself, but she responded to me with "l know that you will be an even better teacher than me," which gave that final push for me to begin this career path. 

SMl has helped me in my professional pathway in ways l never would have imagined. l did not know the first thing about how to become a math teacher, and the moment l entered the Peer Mentor Program that SMl offers, ! learned so much just from that. Everything from school fieldwork to Math CSETs, SMl opened my eyes to this exciting career. Although SMl helped me out a lot with their financial assistance through scholarships and reimbursements, the best thing l think that l got from SMl was the connection to many peers who are on the same or similar career path as me. l have people who are always looking out for me, which is something that is hard to find in such a big university, and l am thankful for each and every one of them.

Class standing: Junior

Major: Mathematics for Secondary School Teacher

SMI Leadership Roles: Peer Mentor, Exam Preparation Leader, SMI Tier III Scholar Apprentice

My main reasons for pursuing a career as a STEM educator came from a combination of two things. Firstly, ever since I was a kid, there was something about mathematics that always drew my attention; whether it was formulas or computations, the processes involved in math sort of reflects the way that I approach life: through problem-solving and critical thinking. Secondly, I always loved helping out anyone and everyone in school; from peer-to-peer interactions to my “freelance” tutoring, it always gave me satisfaction that I am able to provide a resounding impact on anyone who I helped. Thus, there was absolutely no doubt that the best way for me to pursue these two passions of mine is becoming a future mathematics educator. 

My desire to become a STEM educator was inspired by my elementary teacher. Not only did she manage to keep me focused and learning constantly, but the amount of dedication, work, and care that she put forth in order to develop my work ethic and my success is something that I always looked up to. I strive to follow in her steps; the extent she went to in order to make me successful is the mindset that I want to use in order to ensure the success of our future generation, and I want to provide a long-lasting impact that will hopefully inspire them the same way my elementary teacher inspired me.

SMI has, without a doubt, provided me with numerous resources that have helped me build up the self-confidence/content knowledge that educators possess, and it has also really helped me develop new networks with experienced professionals. From teacher development events, educational courses, guest speaker seminars, test prep workshops, and opportunities to work with teachers hands-on, SMI has really bolstered my teaching passions/skills and provided me with more in-depth looks at the dynamics of STEM educators.

Class standing: Senior

Major: Mathematics for Secondary School Teacher

SMI Leadership Role:  Peer Mentor, Exam  Preparation Leader, SMI Tier II Scholar Apprentice

I believe that I will be able to serve my community and the youth to the best of my ability by being a STEM educator. Not only will I teach different strategies to help students solve real world math problems, I will mentor them with compassion and empathy. I know what it is like to attend a Title 1 school, to take English Language Development (ELD) electives, and to carry the hopes and dreams of immigrant parents as a first-generation student in the U.S. Whether or not my future students come back to visit me after high school, I desire to make a difference in each and every one of my students’ lives. I have always believed that public schools needed more knowledgeable, adaptable, and caring teachers, and I realize that it is better to be a part of the solution.

I have had the privilege of having many amazing teachers throughout my 12 years of being in the American public school system. Teachers like Mrs. Enriquez, Ms. Parra, and Mrs. Tran showed me that a teacher can display disciplinary and nurturing behaviors just as a parental figure would. Students spend about one-third of their day at schools, which means that for about eight hours or more their parents or guardians won’t be present to look after them. I see it as a responsibility to inspire the youth through my speech and conduct; sometimes, children and teenagers both feel as if a specific teacher of theirs is the only individual they can reach out to.

SMI has helped me find a purpose in my life while finding clarity in my professional ambitions. Coming into college, I thought I wanted to major in neuroscience in order to help people like my father who has a disability. At some point, I realized that I could help people as an educator rather than as a doctor. More importantly, I found joy in tutoring young students and shadowing teachers both in an in-person classroom and in a distance learning classroom on Zoom. It amazed me how the two teachers I was mentored by, through the EDUC 3 and EDUC 4 courses, were determined to ensure that their students would be successful. Services like peer mentoring and CSET workshops provided by upperclassmen peers in SMI were tremendously beneficial for me. It was such an easy process signing up for exams and understanding the requirements from the California Commission on Teacher Credentials. Currently, having the opportunity to be a SMI Scholar excites me because I get to further expand my knowledge and equip myself with the experience on lesson planning, classroom management, and etc.

Class standing: Junior

Major: Biology

SMI Leadership Roles: Peer Mentor,  SMI Tier III Scholar Apprentice, Student Office Assistant

My main reason for pursuing a career as a STEM educator is my mother, who was a math and English teacher back in Cambodia. Education was scarce in Cambodia, so being able to learn was a luxury during that time. Throughout my childhood, she told me stories about how the children would bring her gifts to show their appreciation and admiration of her and her teaching. Having such an impact on these children made my mother love teaching because it is essential to communities and a self-rewarding career. My mother never pushed a teaching
career upon me, but her passion that beamed from her stories imprinted on me as a young student.

The SMI Program has helped guide me along my professional pathway through various different opportunities. My EDUC 003 fieldwork allowed me to shadow and observe a high school Chemistry class. From this experience, my instructor gave me the privilege to be able to plan and teach lessons to a classroom full of students. Not many EDUC 003 students had the same opportunities in their fieldwork for teaching is not required, so earning this hand-on teaching experience early on in my path has allowed me to demonstrate my commitment to teach. SMI granted me two quarters of fieldwork, and I have been lucky enough to receive a year-long fieldwork assignment this year to expand my experience and observations in a classroom. Additionally, the SMI Peer Mentor Program has gifted me a long-term mentor that I can reach out to for guidance. Mentors are contracted for one year; but my mentor and I have kept in contact past our year requirement, and she continues to lend me guidance along my path. I am fortunate that I joined the SMI Program during my freshman year because it has given me a jump start towards becoming an educator just like my mother.

Class standing: Senior

Major: Environmental Sciences

SMI Leadership Roles: Peer Mentor, Exam Preparation Leader, Peer Mentor, NSF Noyce Scholar Apprentice

For as long as I can remember, I have always had an eager interest to study and understand the natural world around me. Ever since my early science fair projects as an elementary student, I have always loved science. My passion for the physical and natural sciences have only grown during my undergraduate experience here at UCR.

Everything we know about the universe, from the greatest star to the tiniest atom, is the result of curiosity and scientific research. I have dedicated my life to understanding nature, and now my passion is to teach - I want to cultivate the next generation of brilliant minds and innovative thinkers in my local community.

The demand for highly qualified science teachers is only increasing. I graduated from a largely Hispanic high school, and I have seen many friends fail biology and chemistry because of poor teachers and a lack of motivation. I want to change this; I want to give back to my community by becoming a chemistry and physics teacher in the near future. 

The SMI program has given me the amazing opportunity to realize my educational goals and career path. I have had the privilege of observing and participating in a wide variety of school sites in the local area. The peer mentoring, exam reimbursements, scholarships, and field work experience have all contributed to my success as a future teacher. I am truly grateful for the generous financial support and the incredible academic resources provided by the SMI program. There is truly no greater way to explore the world than through the lens of science and mathematics!

Class standing: Senior

Major: Mathematics for Secondary School Teacher

SMI Leadership Roles: TTSM Treasurer

I want to pursue a career as a STEM educator because I know how much of an impact teachers have on  their students’ lives. I empathize with students who are dealing with outside struggles and I wish to bring  some sort of peace into their lives. I want to make math and school more enjoyable, knowing the stigma  attached to both.  

My high school calculus teacher is the one who’s inspired me to pursue teaching. He’s shown me the  ropes and what it takes to be the best.  

SMI has provided me with the best opportunities for my future and has solidified my plans for the next  five years. Through SMI, I’ve learned about different credential programs, different scholarships, and my  timeline to take grad school exams. Overall, my biggest regret is not joining this program earlier.  

Class standing: Senior

Major: Chemistry

SMI Leadership Roles: Peer Mentor, Exam Preparation Leader, NSF Noyce Scholar Apprentice,  Student Office Assistant, TTSM President

All my life, I’ve loved science. I love just being able to learn and explore how the world works. It gives me the chance to think about something much bigger than myself. I had the coolest science teachers growing up, and they’re the ones that really got me into science. They helped me to mature and expand my mind and to think about more than my own drama. I want to be able to do that. I want to help kids grow, learn, and explore their own person. I want to do it through science. I want my students to learn to love science like I do, and to use it to broaden their horizons. I believe, as a teacher, I will make a difference in the lives of my students, and hopefully help them to make a difference in their own lives. 

I was inspired both by my teachers, and by myself. My teachers helped me to learn what I needed, and they did it in a fun, exploratory way. They took my thirst for knowledge and gave it a fuel to power it. I always had a love of science, mostly chemistry and astronomy, my teachers just escalated it.

SMI has helped in so many ways. Going through the peer mentor program as a mentee introduced me to everything and got me going down the path towards graduate school and teaching. As a mentor, it taught me a lot about effectively communicating and building a relationship with peers and students. I also learned a lot about record keeping and attentiveness. Through the early fieldwork courses, I got to participate in a real high school science class again. Rather than studying coursework, I got to study how to present it. This was very eye opening for me, and it taught me both how difficult it really is to teach, but also that it’s worth it. Lastly, the financial support this program has given me has helped me so much in my progression in the program. The scholarships and reimbursements have both helped me pay for life and college, as well as given me motivation to continue my progression through the program. I cannot thank SMI enough for all the program has done for me!

Class standing: Senior

Major: Mathematics for Secondary School Teacher

SMI Leadership Roles: Peer Mentor, Exam Preparation Leader, SMI Tier II Scholar Apprentice, TTSM Public Relations Chair

I have always had an interest in helping students, especially through tutoring. I love seeing people’s faces brighten up from happiness after understanding a concept they initially struggled with. I want to be able to create a safe space for students to freely ask questions and be the best versions of themselves. I hope that I can help guide students along their path to success.

My community college trigonometry professor inspired me to teach because of the way she taught and interacted with her students. She taught me that every student learns math at different speeds, and that it was okay to take each step slowly. I have never experienced a teacher like her that truly cared for each student. She had an ability to create an everlasting connection with her students. From her, I learned the importance of creating a safe space in the classroom for students to ask questions.

SMI has helped in my teaching career by providing resources that I can access on a daily basis. They provided CSET workshops and office hours, so I can fully prepare for my teaching exams. SMI also provides fieldwork opportunities that allow me to be in the classroom and do my observations under the guidance of mentor teachers. Mentor teachers are wonderful at giving advice and people to look up to. Additionally, I appreciate all the new friendships with other students that are in the same major as me. I will always appreciate SMI and the ever-lasting friendships I have created.

Class standing: Senior

Major: Mathematics for Secondary School Teacher

SMI Leadership Role: Peer Mentor, Exam Preparation Leader, SMI Tier II Scholar Apprentice

I’ve had STEM educators that have fostered my passion for Math despite it being an unpopular subject. It's something that I have struggled with in the beginning, but with the help of my peers and teachers, I was able to push through its negative stereotypes and excel in it. I enjoy Math a lot now even though it can be difficult sometimes. I want to be able to share this passion with others and encourage others to pursue careers in STEM as well.

I was lucky enough to have the same math teacher for three consecutive years. She inspired me to develop my love and understanding for math. I had the same peers for all three of the years and we all grew a strong relationship with each other which lasted through college. Although not all of us ended up pursuing careers in STEM, we still all pushed each other into becoming the best versions of ourselves that we are today.

SMI has provided me with the resources and mentoring I didn’t even know I needed before. Because of this support, I am so much more prepared and confident for what’s up ahead. From the professional development workshops to the peer mentoring program, SMI has fueled my love for STEM and becoming a STEM educator.

Class standing: Junior

Major: Neuroscience

SMI Leadership Roles: Peer Mentor, SMI Tier III Scholar Apprentice

My main reason for pursuing a career as a STEM educator is because students tend to be intimidated by topics that fall under this branch. Although it can be a difficult category, I would like to facilitate the learning process for other students because it can make the students discover new things for themselves. Ultimately, I feel like that would spark an interest in the students and may want to be inclined to pursue a career in STEM.

I was inspired to pursue this career because I’ve had many incredible teachers in the past who have challenged and pushed me to be the person I am today. I would really like to take those things that my past teachers and mentors have taught in the past and pass them on to the next generation.

SMI has helped me in my professional pathway because it allowed me to have the first hand experience needed in order to explore this career choice. I was able to observe high school and middle school classrooms, carry out lesson plans, and lead labs in science classes.

Class standing: Junior

Major: Mathematics for Secondary School Teacher

SMI Leadership Roles: Peer Mentor

There are two main reasons why I am pursuing a career as a STEM educator. One of those reasons is to leave a positive impact on the lives of children and inspire them to achieve their goals. The other reason is to show students the beauty of mathematics and to provide them with knowledge of mathematical principles. In the past, I have had incredible educators that heavily influenced and impacted my life. Due to these past experiences, my drive for having that same impact on students has driven me to pursue a career as a STEM educator. I want to be a person that provides knowledge, guidance, support, and encouragement to young students, just as my past educators did for me. They helped guide my career pathway in life.

Early on in life, I knew teaching was my calling. Seeing teachers throughout my academic career have all inspired me to pursue a career as a STEM educator. The extraordinary teachers provided me with support and encouragement to fulfill all my desired goals in the classroom and outside the classroom. Even the not so pleasurable teaching experiences allowed me to have the motivation to want to become a better teacher for my future classroom.

The SMI program has given me the great opportunity to structure my career progression and the educational goals needed to fulfill my dream career. Being involved in the program has allowed me to observe high school math teachers in the classroom, network with faculty, and to ultimately meet and engage with peers who are also pursuing a teaching career in STEM education. Along with these amazing experiences, the SMI program has great financial support and amazing academic resources to assist in the pursuance of a STEM teaching profession. I am extremely grateful and appreciative of the impact the SMI program has had on my professional pathway.

Class standing: Senior

Major: Mathematics for Secondary School Teacher

SMI Leadership Roles: Peer Mentor, Exam Preparation Leader, NSF Noyce Scholar Apprentice, Student Office Assistant, TTSM Vice President

Each and every one of my teachers have shaped my passion to become an educator in STEM as I have witnessed and experienced the long-lasting impact teachers had on my peers and my own life. With STEM negatively stereotyped as some of the more difficult subjects in K-12, my hope is to create a positive environment that provides better pathways and accessibility for students to become better equipped with the skills necessary to succeed - especially in math. I hope to expand on the ways my teachers have shaped me as a student both in and out of the classroom. 

Both my grandmother and my mother inspired me to pursue teaching, as they were both educators themselves. The passion and joy they poured out into the lives of their students led me to want to do the same and carry on the tradition. 

Being a part of SMI has opened so many doors for my professional pathway to becoming a teacher with opportunities like field work, testing resources, and support that I wouldn’t have otherwise been able to find myself. This program has guided me through the steps I needed to take to become a teacher, providing me with the information and skills I need to be successful in my career.