Spark a Passion for Science: Jamie Malchak



How long have you been involved in STEM and/or science education and in what capacity? Since the start of my career, in 2002, I’ve been a big believer that science is magic that works. I have attended Beckman, Foss and PEAK Science trainings. As a science coach in my district (four years), I helped organize science labs at our schools, replaced/filled supplies and assisted with teacher training. Additionally, I was part of a math program (three years) that aimed to improve student math achievement in grades 3 through 6 and build teacher leadership capacity, content knowledge and instructional strategies.

How are you currently emphasizing STEM education? Most people learn by doing, so that’s exactly the motto I’ve adopted for my classroom. I know that it is more memorable and motivating when students are engaged in hands-on activities, researching topics on the Internet, and trying to solve real-life situations cohesively as groups.

What do you see as the biggest single challenge in promoting and enhancing STEM education? What solution(s) would you recommend? Time! As an elementary school teacher, I am expected to deliver all subject areas every day. This is nearly impossible without the proper planning time. Almost all “specials” (library, music, computer, etc.) are nonexistent, so I am constantly with my students. This makes it challenging to properly prepare and set up for science experiments. Additionally, as a Title 1 school, most of our students are 1-2 years below grade level so it takes twice as long to get through complex science vocabulary and texts. But, even with all these challenges, I value STEM enough to take the time to make it a reality for these children. I’ve had to sacrifice a substantial amount of my own time, but I can’t sit here and wait for schools to get rich!

What would be the most successful outcome of your work? What impact would it have? I want my students to feel empowered and equipped to tackle today’s environmental issues. I want them to know that they can make a difference … a very big difference. We only have one Earth, and they will be responsible for helping to sustain it. I want them to be able to leave less of a foot print than my generation has.

Who or what “sparked your passion for science”? When did you make your career decision? I think my love for STEM has evolved over time. I’ve had many inspiring teachers and mentors, but surprisingly, I’m still not very confident in these subject areas. I can relate to how my students are feeling … excited and confused. For this reason, I make it a point to challenge myself and my students each day. I know I’m doing a pretty good job when I tell my class it’s time for science/math, and I hear cheers.

What part of your job gives you the most satisfaction? I love it when former students visit and get excited when they see what science experiment or math challenge I’m working on with my students. Their faces light up, and they begin talking about everything they recall from that particular experience. I am both shocked and delighted at how much they recall. I guess Confucious was correct when he said, “I hear, and I forget. I see, and I remember. I do, and I understand.”

Where did you get your undergraduate and advanced degrees? I received my bachelor of science in elementary education from the University of Maryland. I got a master’s degree in reading from National University.

What is the best advice you received that has helped further your career? Lead by example. If you want your students to show an interest in learning, being kind, or saving the world, they need to see that you’re serious about it as well.

What would you tell students – especially girls, who are underrepresented in science and engineering careers – who think that math and science are “too hard” and may believe that STEM careers are beyond their reach? Girls can get their hands dirty, too. Why should boys be the only ones who get to have all the fun? Girls, go get your smart on.

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