Chi-Ann Lin, from Newington, Conn., is a social studies teacher at Staples High School in Westport, Conn. She was the 1999 recipient of the Alma Exley scholarship and received bachelor’s and master’s degrees in education with honors from the University of Connecticut. She serves on the scholarship program’s selection committee. Posted Sept. 7, 2008.

Being a teacher has provided me with some amazing opportunities. Several years ago, I volunteered to teach the East Asian Studies course at our high school. On a personal level, I felt that this was my chance to learn about my own ethnic background. Although my parents are immigrants from China and Taiwan, I knew very little about the history of their home countries having been born and raised in the United States. Although I still have much to learn, I am now able to understand further the struggles they have faced as they left their families, became citizens of the United States, and entered a vastly different culture.

My genuine interest in the region has led me to apply for various programs available to teachers. Last fall, I traveled to Japan as part of the Japan Fulbright Memorial Fund with a group of 200 teachers from each of the 50 states. As part of this fellowship, which was created to strengthen the relationship between Japan and the United States, we attended lectures given by educational and political leaders and had the wonderful opportunity to visit and observe classrooms in the elementary, junior high, and high schools. In addition, this past summer, I participated in a Yale PIER (Programs in International Educational Resources) Institute focusing on cultural exchange through trade along the Silk Road. The field study following this course led us to the cities of Xi’an and Dunhuang in western China, Dubai in the United Arab Emirates, and Istanbul, Turkey. These incredibly rich experiences overseas have inspired me with ideas for the classroom, stories to share with my students, and new outlooks on the world.

As an Asian American, I feel an especially strong obligation to provide my students with an accurate and meaningful curriculum that will inform them of a region that is sometimes misunderstood. This commitment has strengthened further as I see more Asian American students enroll in the East Asian Studies course each year with desires of understanding their own culture and history. And each year, as I attend the Alma Exley Scholarship reception to congratulate the new recipients and to reunite with past recipients, I am again reminded of the important obligation we have as educators to serve as role models, especially for our minority students.

I also hope that my travels abroad will inspire my own students to explore the world beyond their hometowns and familiar borders. Perhaps one of the most important lessons I have learned as a teacher is the importance of being a lifelong learner. I therefore hope that this is just the beginning of my exploration of the world. These hopes that I hold for myself as well as my students are essentially the same hopes embodied in the spirit of the Alma Exley Scholarship, a program that encourages cultural understanding by supporting teachers of color in the public education system.

Desi Nesmith, who grew up in Bloomfield, Conn., was honored with an Alma Exley scholarship in 2000 and went on to receive bachelor’s, master’s and sixth-year degrees from the University of Connecticut. He began his career in 2002 as a fifth grade teacher in East Hartford. Since then, he has been succeeding in positions of broader responsibility in education, and he has been giving back by serving on the selection committee of the scholarship program. Posted August 19, 2008.

To say the Alma Exley Scholarship had an impact on my career would be an understatement. Shortly after receiving the award I realized that it was more than just a financial blessing, but a gift that keeps on giving.

When I began my teaching career at Mayberry Elementary School in East Hartford in 2002, I quickly realized the potential impact that I could have as a teacher of color on all of my students. It was the first time many of my students had a teacher of color. I saw an opportunity here to present myself to them as more than their classroom teacher, but as a positive role model that they could look up to.

It is important for students to see professionals who look like them. It helps to give them a sense of what they can become with hard work and diligence. When my kids had concerns — whether it be issues in school or problems going on in their home — they came to me for guidance because I took the time to make those personal connections with them. I took that responsibility very seriously.

After being recognized as Teacher of the Year in 2006 at Mayberry Elementary School in East Hartford, I was asked to be a Teacher in Residence at the Connecticut State Department of Education in the School Improvement Unit. There I worked with priority school districts around the state and on various state department initiatives such as the Connecticut Accountability for Learning Initiative. At the end of the year the Connecticut State Board of Education recognized me for my contributions to the profession of teaching.

The following year I was offered a job in the office of the assistant superintendent in Hartford, where I work with teachers modeling and sharing best practices. While there, I am serving on the steering committee for Powerful Practices for Change and Reform, a research-based process that is being implemented with a cohort of elementary schools to improve student achievement. Most recently I have enrolled in the University of Connecticut’s administrators preparation program, which will enable me to become a building principal.

The successes that I have had thus far can be attributed to having a strong support system that includes the Exley family and the family of recipients who have joined the ranks as Exley Scholarship award winners. Woody Exley has followed my career each step of the way, and we regularly stay in contact with each other. My aim has been and continues to be to make the Exley family proud of the decision they made to embrace me all those years ago.

Santosha Oliver completed her Ph.D. in biomedical science at the University of Connecticut while earning a Connecticut teaching certificate through the Alternate Route to Certification program. She began teaching science at East Hartford High School in 2006. In this statement, posted July 1, 2008, she tells how her experience in research during her Ph.D. program has helped her in the classroom. Subsequently, after teaching for several years, she was named coordinator of assessment, evaluation and research for the East Hartford Public Schools, and then was appointed as assistant principal of the school system’s O’Brien STEM Academy.

Prior to becoming an educator, I worked in research. I participated in research projects in fields including endocrinology and internal medicine, immunology and serology, and developmental biology and genetics. My research training has helped me to become a successful science teacher because I am able to bring my knowledge and passion of biotechnology to the classroom.

In my short tenure as a science teacher, I have worked with students to isolate DNA and analyze it, using gel electrophoresis and Polymerase Chain Reaction (PCR). I have also used a hands-on approach to teach the central dogma of biology and genetic engineering by helping students genetically transform bacteria to glow under an ultraviolet light.

The East Hartford school system has afforded me the opportunity to present students with a different perspective about science and technology with the goal of encouraging more minority and female students to pursue careers in science. For me, the special moments in teaching are the ones where students actually make those connections between science and their own lives. Even more rewarding is watching students envision themselves in science-based careers. For example, I have taught many students who absolutely hated science and now tolerate it. In some cases, they are considering careers in medicine, forensic science, and engineering.

I believe my classroom is a unique experience for most of my students because they are learning about science from a teacher that looks like them, has a Ph.D., and perhaps has overcome some of the very obstacles that they face. In addition, most of my students are exposed to biotechnology activities that usually are reserved for students located in wealthy districts or enrolled in advanced classes.

I believe successful science teachers teach not only content, but also experimental design, problem-solving strategies, critical thinking skills, and laboratory technique, while showing students the link between science, technology, and society. I believe my research background gives me this advantage and allows me to use a holistic approach to teaching science.