An award from the White House. A fellowship at NASA. A new job helping physics teachers across the U.S.
These are just a few of the recent, remarkable achievements in the young career of Rebecca (Wenning) Vieyra ’07, an Illinois State physics education alumna.
Earlier this year, the former high school teacher completed her 11-month Albert Einstein Distinguished Educator Fellowship at NASA. And this summer, she was one of just 108 math and science teachers nationwide to receive the prestigious Presidential Award for Excellence in Mathematics and Science Teaching.
Rebecca Vieyra, an Illinois State physics education alum, also attended University High School.
Vieyra now lives in Washington, D.C., where she works as the first K-12 program manager for the American Association of Physics Teachers (AAPT). She supports activities and programs that AAPT offers to physics teachers around the nation, and works to strengthen AAPT’s positive impact in the K-12 physics teaching community. She also serves as a part-time contractor to NASA.
STATEside recently asked Vieyra to talk about her early career success:
Tell us about your Albert Einstein Distinguished Educator Fellowship at NASA?
Vieyra: The Einstein Fellowship places K-12 STEM teachers at federal agencies in Washington, D.C. My placement was at NASA HQ in the Aeronautics Research Mission Directorate, the segment of NASA that works to fundamentally improve our air system on Earth. During that time, I published three educational resources: Aeronautics for Pre-K, Aeronautics for Introductory Physics (in collaboration with the American Association of Physics Teachers), and a NASA’s Educator Resource Guide for Living in the Age of Airplanes, an IMAX movie in theaters now.
I was also able to do a lot of educational outreach, provide educational guidance during the development of museum exhibits and planetarium shows, and serve as the NASA point of contact for the International Forum for Aviation Research (IFAR).
What did it mean to earn the Presidential Award for Excellence in Mathematics and Science Teaching?
It was an honor to be recognized as the Illinois science winner by the president of the United States. The application for the award was quite rigorous, as I had to demonstrate high quality teaching through a video portfolio and reflection, as well as through evidence of impact on student achievement and my own leadership.
Vieyra, center (in black), with President Barack Obama (back to camera) at the White House. (Photo from the White House)
Why are you so passionate about physics education?
Scientific literacy is absolutely necessary for a thriving, vibrant culture. In historic periods or regions where science has traditionally not been valued, people have suffered (or continue to). Physics education is a way to encourage critical thinking skills that can have real implications not only for technological advancements, but for social and civic behavior as well.
What I think sets physics apart is that, in under a year, it is possible to guide students along the global evolution of thinking about the physical world in what would be equivalent to multiple millennia of scientific development. Physics really allows students to take ownership for many of their ideas, often indirectly independent of the scientists who have come before them.
How has your Illinois State education contributed to your success?
ISU contributed on two levels, both as a University High School alumna for my high school education and then again for my undergraduate degree.
“I appreciated the ‘small college’ feel of ISU, because it gave me room to really stand out and take on leadership roles I know I otherwise would not have had.”
At U-High, I was inculcated with a deep love for interdisciplinary subjects by teachers who “lived richly” and who also had passions that extended beyond their teaching fields. I particularly recall the “Pioneers of the Past” integrated project we had at the end of my freshman year that tied together each of our five primary courses. I also had a number of exceptional teachers—notably, my physics teacher Thomas Holbrook. The U-High experience also allowed me to begin taking university coursework while in high school, which led to a natural connection to ISU.
As an undergraduate, I enrolled in the Department of Physics as a physics education major. I appreciated the “small college” feel of ISU, because it gave me room to really stand out and take on leadership roles I know I otherwise would not have had, like the chance to engage in undergraduate research, serve as an undergraduate physics lab instructor, or work on a National Science Foundation-funded PRISM teaching grant.
Although my primary professor (who happened to be my father, Carl Wenning) clearly had a big impact on my trajectory, I branched far outside of my focus area as well, to take courses in international relations, philosophy, non-Western musical systems, Italian language, and even flower arranging. I have used skill sets from each of those areas in my professional life in the last year alone! Although I lived off campus, ISU gave me the room to engage as a leader in multiple levels, through organizations such as Rotaract, a National Science Teachers Association student chapter, and a variety of other academic and cultural activities.
Vieyra speaks during her Albert Einstein Distinguished Educator Fellowship at NASA.
What could policymakers or national education leaders do to encourage even more girls and young women to pursue STEM careers?
While policymakers and national education leaders can do more to bring awareness to girls about STEM (Science, Technology, Engineering, and Mathematics) careers that are available and to make them feel welcome in the field, I think that the issues really hit closer to home. Research has shown again and again that mentoring (i.e. a personal relationship between an existing STEM professional and young adult) is one of the most effective ways to recruit and retain girls interested in STEM. What’s best is that anyone in STEM can be a mentor—that person need not be a “policymaker” or “national education leader.” We really need more local action.
And we can’t forget that we lose young women at all levels: in high school, undergraduate education, graduate education, and in the careers track. Women need mentors even in adulthood. This brings me to a final point on this matter: Sometimes the most direct connection a girl or young woman has to the STEM fields in through her teacher. While I absolutely encourage girls to consider a STEM career, I encourage them to also consider a STEM teaching career, so they can serve as mentors to many other girls.
Do you have plans to return to the classroom?
Although I did leave Cary-Grove High School to pursue my permanent position at the American Association of Physics Teachers, my heart will be in the classroom. It is my great hope that through my new position I will be able to have regular contact with K-12 teachers and their students.
Ryan Denham can be reached at rmdenha@IllinoisState.edu.
