I was reminded how different my previous experience had been as a former music education major. Everyone knew each other’s names and worked side by side through rehearsals. There, I felt part of a community. In science education, it turns out, that’s rare. Without a shared environment that draws students together, STEM majors can easily feel isolated, a sense that erodes confidence and belonging. For those pursuing STEM teaching — or science, technology, engineering and math — isolation can push them from the field, or discourage them from ever entering it, exacerbating the staffing struggle in schools across the state.

New Jersey’s STEM teachers shortage follows a national trend. The number of math and science teachers in the state has declined by approximately 9%, according to the , which analyzed data from 2013-24. Teacher exits, particularly retirements and unexplained resignations, have increased in recent years, while the ratio of newly certified teachers to those leaving the profession has decreased. That means reduced student access to quality instruction in science, math and computer science.

The day began with a special screening of at the nearby . Inspired by the film’s message about close looking and scientific wonder, students returned to campus to build their own wooden “observation frames,” tools they used throughout the day to explore nature the way scientists do, with attention, creativity, and intention.

A highlight of the experience came when the children met CSAM science majors face-to-face.

Ranging from first-semester freshmen to PhD candidates, the CSAM students served as Science Mentors, sharing why they fell in love with science, what they study in their courses and research labs, and how science shapes the way they see the world. Curious elementary students peppered them with questions about animals, space, geology, engineering, the brain, DNA, life in college, and what being a “real scientist” actually means.

For many Hillside students, the visit was powerfully affirming. As part of the day’s activities, the children read , a picture book emphasizing that anyone, regardless of race, ethnicity, language background, or gender, can grow up to be a scientist. Seeing a diverse group of CSAM scientists standing before them, studying subjects from ecology to chemistry to astrophysics, made that message vividly real.

“Representation matters,” said Dr. Scott Kight, Professor of Biology and Director of Professional Resources in Science and Mathematics (PRISM). “Today, our CSAM students weren’t just talking about science, they were real life scientists showing young children that the future of science can look like them.”

The event was organized by Hillside Elementary School science teacher Ms. Susan Bartol. The Hillside faculty and staff transformed every classroom into a mini-lab or maker space for the day. Children explored observation, inquiry, creativity, and problem-solving, culminating in their conversations with CSAM science majors, who encouraged them to stay curious, ask brave questions, and see themselves as part of the scientific community.

For the CSAM mentors, the experience was equally inspiring. Many had never worked with younger students before and left with a renewed sense of purpose, and a reminder of how powerful it can be to share their passion for science.

“This is exactly the type of community-engaged learning experience we want for our CSAM students,” said Kight. “Not only did they serve as role models today, they also grew as communicators, leaders, and ambassadors for science.”

Thanks to the enthusiasm, authenticity, and mentorship of ĚÇĐÄvlog science students, a whole new generation can see the dream of becoming a scientist as something within reach.

Killian’s recognition comes as no surprise to those who have worked with her. In her nearly two decades at Montclair State, she has played a vital role in advancing the mission of PRISM, supporting hundreds of professional development workshops for teachers across New Jersey each year. From managing budgets and coordinating logistics to securing millions of dollars in external funding from agencies like the National Science Foundation and the New Jersey Department of Education, Killian’s behind-the-scenes contributions have made her a cornerstone of STEM education efforts at the University.

“She is the glue that holds together a complex and multifaceted organization,” said Dr. Scott Kight, Associate Dean in the College of Science and Mathematics and Director of PRISM. “Colette makes sure that every program, event, and grant initiative runs smoothly and successfully. Her impact is immense—even if you don’t always see it.”

In addition to her work with PRISM, Killian provides administrative and grant support to numerous initiatives across the Colleges of Science and Mathematics, Education and Engaged Learning, and Community Health, including the PSEG Institute for Sustainability Studies, the New Jersey STEM Innovation Fellowship, and the Wipro Science Education Fellowship.

Montclair State congratulates Colette Killian on this well-deserved honor and thanks her for her outstanding and inspiring service to the University community.

The Balancing Acts routine is an approach to teaching the concepts of equality and equivalence, which span K-16 education and are fundamental to mathematics and the sciences. Without a solid grounding in these foundational concepts, students will find themselves unprepared for college-level coursework in mathematics and the natural sciences. This can be especially detrimental to STEM students, because without that foundation, they will be less likely to persist in a STEM major and enter the STEM workforce. It is in this regard that in response to an identified need in the math and science knowledge of incoming STEM students at Montclair, Dean Kight called on math education faculty to develop learning experiences to address this critical issue.

The Balancing Acts approach leverages a familiar and ancient technology – the balance scale – as a tool for embodied learning that teachers can use to teach the relational sense of the equal sign. The relational sense of the equal sign promotes a view of an equation as a comparison of two equivalent quantities, as in the equation “8 + 5 = x + 7,” which means that 8 + 5 is the same as an unknown number added to 7. While a variety of tools can and should be used to support students’ learning of equivalence, Dr. Panorkou and Dr. Greenstein hypothesized that the singular use of the balance model across multiple instances of equivalence in the curriculum gives students an “object to think with” that they can rely on to recognize equivalence as a big idea of math and science throughout their K-12 coursework. Here are screenshots of a few activities:

The Summer Institute was held at PRISM, the University’s STEM professional development provider. Its goals were to introduce the Balancing Acts approach to teachers, collaborate with them to design new activities that are tailored to their curriculum, and test and refine pedagogical practices for implementing them in their classrooms. Here’s some of the feedback the teachers shared with us:

I was very honored to be chosen to be a part of this fellowship and proud to share my ideas. The collaboration amongst teachers is inspiring.

I thought the activities were excellent – very engaging and fun. I think students would love them. I thought the sequential way the activities were ordered led to deeper and deeper understanding of the concepts.

The workshop was highly engaging, especially with the focus on hands-on activities, like the Balancing Acts. I found the practical approach and digital resources particularly valuable, as I believe these tools will be incredibly beneficial for the students. I’m looking forward to more interactive learning opportunities!

Dr. Greenstein, Dr. Panorkou, and their doctoral research assistants will continue their professional learning with teachers in monthly meetings throughout the year to further refine the Balancing Acts approach.