School of Education

CLASS Program Testimonials

What are the benefits of the CLASS Program?

Spencer

CLASS Cohort 4 (2023/24), Teacher Resident, Noelle Beltz
"The CLASS Program is beneficial because the financial support allows you to prioritize your learning both at Chico State and at your teaching residency placement. I was able to focus on learning and reflecting on my practices as an educator. Further, having a rural school placement has provided me with the opportunity to see educational theories and topics in practice, due to the diverse student populations in these areas. It has also taught me how to maximize the resources provided to teachers."


Spencer

CLASS Cohort 3 (2022/23), Teacher Resident, Spencer Riese
"The CLASS program has taught us so much about a diverse learning environment and ways to keep the community inclusive and equitable through courses, seminars, and workshops."


jan-mathews

CLASS University Supervisor, Jan Mathews
"Several aspects of CLASS make it a unique pathway at Chico State. CLASS focuses on bringing the most qualified applicants to rural students. By connecting underserved communities with University resources, I believe that CSU Chico and CLASS are planting seeds with students that will surely yield more informed and education-positive citizens."


CLASS Cohort 2 (2021/22), Teacher Resident Graduate, Savannah Tristan
"The benefits of the CLASS Program move beyond accomplishing and obtaining an MA in teaching at the same time as a teaching credential. The size of the program allows you to get the help needed and any support that is necessary to be successful.
This program offers financial and academic support while being conscious of our well-being…. The program coordinators are always willing to step in and show up for you through their interactions and commitment…. If you’re willing to do the work, you’ll appreciate and value all that the program has to offer!"

Why are you interested in becoming a STEM educator?

CLASS Cohort 4 (2023/24), Teacher Resident, Addison Zaring

"Choosing to become a STEM educator is a reflection of my love for and curiosity about science and the environment.  I am driven by a passion to inspire students to care about the natural world, by fostering curiosity and excitement in the realm of science.  By becoming a STEM teacher, I aim to encourage appreciation of science and its connectedness to our planet, empowering students to become advocates for sustainability and stewards of our planet's future."


CLASS Cohort 1 (2020/21), Teacher Resident Graduate, Ashley Huang 

"I chose to become an educator because I had female teachers that I looked up to throughout my entire educational journey.  I chose to become a math teacher because I want to emphasize the importance of making mistakes, and model how to persevere through struggle.  Every child deserves a positive adult role model in their lives, which is what I strive to be for my students. Through teaching, I am constantly learning, laughing, and impacting lives!"

What does it mean to be a STEM educator of color?

Tailor Anderson

CLASS Cohort 4 (2023/24), Teacher Resident, Tailor Anderson

"Being a STEM educator of color is a powerful position that allows me to empower all students of color and reinforce the idea that they belong in the STEM field.  Creating an equitable environment for all my students is my top priority.  I understand firsthand the stigma that students of color may face, wrongly suggesting that they don't belong in STEM. Despite my passion for science, I didn't have a role model who looked like me during my education.
I am committed to changing that narrative for my STEM students.  It's crucial for them to know that they have an equal place in STEM, and their dreams to pursue a passion in the field are boundless.  I want to ensure that the next generation of scientists includes diverse voices, and by being a STEM educator of color, I aim to be the role model I wished I had.  It's not only about teaching the subject matter but also about breaking down stereotypes, showcasing the achievements of underrepresented scientists, and fostering a sense of belonging and limitless potential in the world of STEM."


Cohort 4 (2018/19), Teacher Resident Graduate 

"I caught myself gravitating toward the topic of social justice, specifically in the field of science... I have made it my life mission to dismantle those teachings.  Being a STEM teacher of color has given me the privilege to connect with students on a deeper level.… 

I always knew I wanted to dedicate my life to science … it was difficult to picture myself in one of those positions when I never saw anyone that looked like me.… I was only seeing White men... It wasn't until I had a female chemistry teacher who blurred the lines for me ... she made it clear that science is for everyone.  We learned about different scientists from all over the world coming in all shapes, colors, and sizes. 

I became a teacher to empower & embolden students who have historically been oppressed in our education system.  My students see themselves in me and together, we can accomplish the dream!"