BIOLOGY FOR LIFE
  • Syllabus
    • Core >
      • 1: Cell Biology >
        • 1.1: Introduction to Cells
        • 1.2: Ultrastructure of Cells
        • 1.3: Membrane Structure
        • 1.4: Membrane Transport
        • 1.5: The Origin of Cells
        • 1.6: Cell Division
      • 2: Molecular Biology >
        • 2.1: Molecules to Metabolism
        • 2.2: Water
        • 2.3: Carbohydrates and Lipids
        • 2.4: Proteins
        • 2.5: Enzymes
        • 2.6: DNA and RNA
        • 2.7: DNA Replication, Transcription and Translation
        • 2.8: Cell Respiration
        • 2.9: Photosynthesis
      • 3: Genetics >
        • 3.1: Genes
        • 3.2: Chromosomes
        • 3.3: Meiosis
        • 3.4: Inheritance
        • 3.5: Genetic Modification and Biotechnology
      • 4: Ecology >
        • 4.1: Species, Communities and Ecosystems
        • 4.2: Energy Flow
        • 4.3: Carbon Cycling
        • 4.4: Climate Change
      • 5: Evolution and Biodiversity >
        • 5.1: Evidence for Evolution
        • 5.2: Natural Selection
        • 5.3: Classification and Biodiversity
        • 5.4: Cladistics
      • 6: Human Physiology >
        • 6.1: Digestion and Absorption
        • 6.2: The Blood System
        • 6.3: Defense Against Infectious Disease
        • 6.4: Gas Exchange
        • 6.5: Neurons and Synapses
        • 6.6: Hormones, Homeostasis and Reproduction
    • Higher Level >
      • 7: Nucleic Acids >
        • 7.1: DNA Structure and Replication
        • 7.2: Transcription and Gene Expression
        • 7.3: Translation
      • 8: Metabolism, Cell Respiration & Photosynthesis >
        • 8.1: Metabolism
        • 8.2: Cell Respiration
        • 8.3: Photosynthesis
      • 9: Plant Biology >
        • 9.1: Transport in the Xylem of Plants
        • 9.2: Transport in the Phloem of Plants
        • 9.3: Growth in Plants
        • 9.4: Reproduction in Plants
      • 10: Genetics and Evolution >
        • 10.1: Meiosis
        • 10.2: Inheritance
        • 10.3: Gene Pools and Speciation
      • 11: Animal Physiology >
        • 11.1: Antibody Production and Vaccination
        • 11.2: Movement
        • 11.3: Kidney and Osmoregulation
        • 11.4: Sexual Reproduction
    • Options >
      • D: Human Physiology >
        • D.1: Human Nutrition
        • D.2: Digestion
        • D.3: Functions of the Liver
        • D.4: The Heart
        • D.5: Hormones and Metabolism
        • D.6: Transport of Respiratory Gases
  • IB Requirements
    • Learner Profile
    • Group 4 Project
    • External Exam
    • Internal Assessment >
      • Personal Engagement
      • Exploration
      • Analysis
      • Evaluation
      • Communication
    • Extended Essay
  • Investigation Skills
    • Lab Safety
    • Microscopy
    • Lab Drawings
    • Data Tables
    • Measurement
    • Statistics >
      • Descriptive Statistics >
        • Skew
        • Measures of Central Tendancy
        • Measures of Spread
        • Pearson Correlation
      • Inferential Statistics >
        • T-Test
        • ANOVA
        • Kruskal-Wallis
        • X2 Test for Independence
        • X2 Goodness of Fit
    • Graphing >
      • Graphing with Excel
      • Interpreting Error Bars
    • Error Analysis
  • Course Info
    • Above & Beyond >
      • Biology Club
      • Pumpkin Carving
      • Scavenger Hunt
      • Science News
      • IB Bio Dance
      • Wood Duck Project
      • Invasive Crayfish Project
    • Assessment >
      • Class Grading IB Bio I
      • Class Grading IB Bio II
      • Daily Quizzes
      • Lab Practicals
    • Class Photos
    • Recommendations
    • Supplemental Reading
  • Contact
  • About
    • Philosophy
    • Resume
    • Reflection
    • Site Feedback
    • Favorite Quotes
    • AEF Blog
  • Expeditions
    • Bahamas (2009)
    • Trinidad (2010)
    • Trinidad (2011)
    • Ecuador (2012)
    • Trinidad (2013)
    • Peru (2014)
    • Bahamas (2015)
    • Peru (2016)
    • Costa Rica (2017)
    • Costa Rica (2018)
    • Arizona (2022)
    • Florida (2023)
  • Summer Ecology Research

An attempt to "Flourish with Gratitude"

7/27/2018

 
Since my birthday is on New Year's Eve, January 1 resets both the calendar year and my age. I am a big-time resolution writer (emphasis on writer, because I am not necessarily a big time resolution keeper!).  Each January I invest in a new , high quality journal and write about my goals for the year ahead.  For 2018 my mantra was to “Flourish with Gratitude.”  I chose this because it combines two of my favorite words:
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First page of my 2018 resolution journal
On my daily round trip Metro commute to and from the DOE from our temporary home in Arlington, I listen to podcasts and I play Two Dots on my phone, but mostly I just sit and think.  I love the ability to have the "choice of what to think about" as author David Foster Wallace spoke about in his "This is Water" commencement address (2005).  Ever since I heard that speech, subtitled "some thoughts...about living a compassionate life," I've made an attempt to be more aware (mindful, to use the lingo of the day) of the minutia of thoughts that fill the void.  So, anyway, while on the metro I often just sit and think, reflecting on my experiences as an Einstein Fellow and internally question if I have been able to use my short time in DC to Flourish with Gratitude. I think my answer is YES - and here’s why:
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Me thinking while on the Metro!
REASON 1:  I've was in a "particularly favorable"  (see definition of flourish)  fellowship placement.  

While DC is not currently a “particularly favorable environment” for me politically, my specific fellowship placement was “particularly favorable” for me personality.  Within the DOE I had the time and opportunity to both feel like I was making a meaningful impact towards a successful National Science Bowl while also being able to explore my own learning and professional growth.  It’s the opportunity for learning that was “particularly favorable” for my attempt to flourish while in DC. According to the Gallup Character Strengths analysis we completed at the beginning of the fellowship, my #1 character strength is LEARNER
, meaning that I have, “a great desire to learn and want to continuously improve.  The process of learning, rather than the outcome, excites [me].” Facts.  In hindsight, I can also say that the DOE placement also matched well with my other top strengths:  harmony, discipline, input and achiever.  Thank you Jan, and others in the DOE Office of Workforce Development of Teachers and Scientists, for your part in making my fellowship year a success. 
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My top character strengths according to the Gallup StrengthsFinder analysis.
REASON 2:  I have a "particularly favorable" family.  

Everyone who knows me knows that I married to the most supportive, wonderful person.  Over our 24 years together, Curtis has always been the first to say "do it" when I mention a new challenge or opportunity.  He doesn't balk at my chances or immediately think of the hassle to him personally.  The Einstein Fellowship was no different; he supported me and our little family throughout this crazy time; moving across the country, learning a new town and moments of feeling isolated or lonely.   It's been a super busy work year for Curtis, but even when he's not home we take time each night to talk about the best parts of our days.  Thank you, Curtis.

Maybe there is something genetic, but our son Carrick has been equally as supportive.  Even though he's "only" 13, Carrick has (at moments) been wise beyond his years.  I know I was asking a lot of a kid to leave the comfort of school, friends, team and routine to move across the country and be plopped into a new habitat.  There have certainly been moments of frustration for him, but overall he's displayed a real sense of adventure and openness to new experiences.  There is no doubt in my mind that one of the best parts of this year has been the chance for Carrick and I to spend so much time together without the distraction (for lack of a better word) of school commitments and/or social lives.  The time has been a gift and I've loved spending it with our kid.  Thank you, Carrick.


As Curtis and I raise an only child, I can't help but think of my parents and what it was like for them to parent me, also an only child.  I am so very appreciative for all of the "gifts" (not tangible) my parents have given me throughout my life.  Their support of me throughout the fellowship has been no exception.  From editing my application essays to filling their garage with our moving boxes, my parents are both emotionally and practically supportive of this adventure.  Thank you, Mom and Dad. 
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My people.
REASON 3:  I am part of a "particularly favorable" fellowship cohort.  

​One commute morning this past spring, I was listening to a TED Radio Hour podcast and the host, Guy Raz, was interviewing John Koenig, author of a dictionary of made up words, called "The Dictionary of Obscure Sorrows."  His dictionary aims to fill the gaps in the English language with terms to describe emotions.  I was caught off guard when Guy asked John to define the word "Monachopsis" because this "fake" word perfectly defined moments of my Fellowship.
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The pretend word I've adopted as real.
Being in a relatively isolate fellowship position, without the hustle, bustle and vibrancy of a classroom, without the chitter-chatter of the science department lunch table, without the pressure of planning daily lessons and balancing too much grading with not enough time - I was feeling out of place, out of my "intended habitat".  There were moments of this fellowship in which I felt "out of place", but as the definition of monachopsis states, I was able to "huddle in the company of other misfits"... my fellow fellows.

We are a group of twelve math and science teachers, brought together to experience a year out of our norm, collectively working toward improving STEM education for the kids in our classes and in our nation.  We were able to learn together, laugh together, challenge each other and grow together, professionally and personally.  It's been a pleasure to get to know each of them and I look forward to the social media tracking and "real life" reunions we are sure to have in the future.  Thank you, Kim. Thank you, Ruth Ann.  Thank you, John.  Thank you, Lisa.  Thank you, Chris.  Thank you, Jennifer.  Thank you, Becky.  Thank you, Kelly.  Thank you, Michael. Thank you, Evan.  And especially, thank you, David.
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REASON 4:  I have "particularly favorable" school colleagues

As I return to teaching, I am so glad that I will be returning back to a system, school and department that have been so supportive of me leaving for a year.  During the application process I met with our assistant superintendent of human resources and school principal to make sure that I would be welcome back after a one year leave of absence.  I wasn't willing to leave a school and job I love if I wasn't going to be able to return.  Thank you, Lisa and for supporting teacher professional development and encouraging me from afar.


There is also no doubt I would have felt comfortable leaving my classroom if I didn't trust my science department teacher colleagues to carry the IB Biology load while I was away.  I've poured my heart and soul into the IB Biology class I teach (this website is a testament of that) and my colleagues have more than risen to the occasion of teaching the class in my absence.  Thank you, Chris.  Thank you, Allie.  And most importantly, thank you, Steve.  I'm looking forward to being back and co-teaching with you again. 
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This photo of our 2016-2017 science department has been in my DOE office all year. I'll be returning to many new faces!
I kind of feel like the Einstein Fellowship can be perfectly summarized by this Calvin and Hobbes comic:  ​
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Bill Watterson
"Is our quick experience here pointless?
Does anything we say or do in here really matter?
Have we done anything important?
Have we been happy?
Have we made the most of these precious fes [months]??"


My answers:
No.
Yes.
Yes.
Yes.
Yes.

And with that, 2017-2018 Albert Einstein Distinguished Educator Fellowship ... over and out.

With gratitude,
​GvB
    Picture

    Author

    I’m Gretel von Bargen and I was an Einstein Fellow in the Department of Energy, Office of Science.  During my fellowship year (2017-2018) I worked within the Workforce Development for Teachers and Scientists (WDTS) office.  Aligned with the goals of the WDTS office, I am committed towards creating a sustained pipeline of skilled science, technology, engineering and math (STEM) workers and teachers. As a dedicated STEM educator, I work to develop my students understanding and appreciation for the nature of science and the natural world.  In addition to the important work I did related to the National Science Bowl, I had three goals for my Fellowship year.  First, I was looking to build relationships and connections between the scientific and education communities, aiming for increased opportunity for high school students to gain authentic experiences with practicing scientists.  Second, I wanted to deepen my understanding of the complexities of the national STEM teacher shortage, specifically exploring the role active classroom teachers play in communicating the joys and challenges of a STEM teaching career.  Third, I was looking to broaden my own scientific content knowledge so that students benefit from an added depth, breadth and interdisciplinary connections in future lessons. 

    Viewpoints are my own and not representative of the Fellowship Program or the agency in which I was placed.  ​​

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"When we try to pick out anything by itself, we find it hitched to everything else in the Universe." 
 John Muir,   1911
  • Syllabus
    • Core >
      • 1: Cell Biology >
        • 1.1: Introduction to Cells
        • 1.2: Ultrastructure of Cells
        • 1.3: Membrane Structure
        • 1.4: Membrane Transport
        • 1.5: The Origin of Cells
        • 1.6: Cell Division
      • 2: Molecular Biology >
        • 2.1: Molecules to Metabolism
        • 2.2: Water
        • 2.3: Carbohydrates and Lipids
        • 2.4: Proteins
        • 2.5: Enzymes
        • 2.6: DNA and RNA
        • 2.7: DNA Replication, Transcription and Translation
        • 2.8: Cell Respiration
        • 2.9: Photosynthesis
      • 3: Genetics >
        • 3.1: Genes
        • 3.2: Chromosomes
        • 3.3: Meiosis
        • 3.4: Inheritance
        • 3.5: Genetic Modification and Biotechnology
      • 4: Ecology >
        • 4.1: Species, Communities and Ecosystems
        • 4.2: Energy Flow
        • 4.3: Carbon Cycling
        • 4.4: Climate Change
      • 5: Evolution and Biodiversity >
        • 5.1: Evidence for Evolution
        • 5.2: Natural Selection
        • 5.3: Classification and Biodiversity
        • 5.4: Cladistics
      • 6: Human Physiology >
        • 6.1: Digestion and Absorption
        • 6.2: The Blood System
        • 6.3: Defense Against Infectious Disease
        • 6.4: Gas Exchange
        • 6.5: Neurons and Synapses
        • 6.6: Hormones, Homeostasis and Reproduction
    • Higher Level >
      • 7: Nucleic Acids >
        • 7.1: DNA Structure and Replication
        • 7.2: Transcription and Gene Expression
        • 7.3: Translation
      • 8: Metabolism, Cell Respiration & Photosynthesis >
        • 8.1: Metabolism
        • 8.2: Cell Respiration
        • 8.3: Photosynthesis
      • 9: Plant Biology >
        • 9.1: Transport in the Xylem of Plants
        • 9.2: Transport in the Phloem of Plants
        • 9.3: Growth in Plants
        • 9.4: Reproduction in Plants
      • 10: Genetics and Evolution >
        • 10.1: Meiosis
        • 10.2: Inheritance
        • 10.3: Gene Pools and Speciation
      • 11: Animal Physiology >
        • 11.1: Antibody Production and Vaccination
        • 11.2: Movement
        • 11.3: Kidney and Osmoregulation
        • 11.4: Sexual Reproduction
    • Options >
      • D: Human Physiology >
        • D.1: Human Nutrition
        • D.2: Digestion
        • D.3: Functions of the Liver
        • D.4: The Heart
        • D.5: Hormones and Metabolism
        • D.6: Transport of Respiratory Gases
  • IB Requirements
    • Learner Profile
    • Group 4 Project
    • External Exam
    • Internal Assessment >
      • Personal Engagement
      • Exploration
      • Analysis
      • Evaluation
      • Communication
    • Extended Essay
  • Investigation Skills
    • Lab Safety
    • Microscopy
    • Lab Drawings
    • Data Tables
    • Measurement
    • Statistics >
      • Descriptive Statistics >
        • Skew
        • Measures of Central Tendancy
        • Measures of Spread
        • Pearson Correlation
      • Inferential Statistics >
        • T-Test
        • ANOVA
        • Kruskal-Wallis
        • X2 Test for Independence
        • X2 Goodness of Fit
    • Graphing >
      • Graphing with Excel
      • Interpreting Error Bars
    • Error Analysis
  • Course Info
    • Above & Beyond >
      • Biology Club
      • Pumpkin Carving
      • Scavenger Hunt
      • Science News
      • IB Bio Dance
      • Wood Duck Project
      • Invasive Crayfish Project
    • Assessment >
      • Class Grading IB Bio I
      • Class Grading IB Bio II
      • Daily Quizzes
      • Lab Practicals
    • Class Photos
    • Recommendations
    • Supplemental Reading
  • Contact
  • About
    • Philosophy
    • Resume
    • Reflection
    • Site Feedback
    • Favorite Quotes
    • AEF Blog
  • Expeditions
    • Bahamas (2009)
    • Trinidad (2010)
    • Trinidad (2011)
    • Ecuador (2012)
    • Trinidad (2013)
    • Peru (2014)
    • Bahamas (2015)
    • Peru (2016)
    • Costa Rica (2017)
    • Costa Rica (2018)
    • Arizona (2022)
    • Florida (2023)
  • Summer Ecology Research