Potential students should have demonstrated a high aptitude for mathematics and/or science. This aptitude may be shown through grades and/or WESTEST or standardized test scores. Appropriate measures include scoring at Above Mastery level on the WESTEST in mathematics OR science during the previous year, or at the 90th percentile or above on a nationally normed standardized test.. At least a B+ average in mathematics and/or science would also be an acceptable achievement level.
It is difficult to make blanket statements regarding the mental and emotional maturity of most adolescents. Spending a week or two away from home may be a tremendous burden on some students, while others mare fare quite well. Therefore, teachers will need to attest to the student's emotional maturity/readiness for a residential school experience.
Students who are talented in mathematics or science are either very extroverted in their interests, or as may be the case in middle grades, quite quiet about their interests or talents. In either case, a certified teacher of mathematics or science would logically be the best candidate to identify a student’s potential for research in these areas. The teacher need not be the same teacher that the student has currently.
Adolescents are generally not noted for their long attention spans where academic work in concerned. The exception to this rule is generally indicated by their willingness to persevere with a personal interest over a long period of time. Students, therefore, should have a past history that includes the pursuit of individual interests in math or science.
With students assigned in a research team of five members, each member must not only be able to carry out their component of the research project, but also effectively communicate their findings and needs to the remainder of the group.
Content experts in science and mathematics must also demonstrate a student-centered, learning-oriented, mastery-based approach to learning. Indicators of this can be prior student evaluations of instruction, student artifacts, or teacher artifacts such as syllabi or project descriptions. Instructors need to be comfortable with employing problem-based inquiry as a primary mode of instruction. Faculty will be recruited from West Virginia colleges and universities and master teachers in mathematics and science from schools statewide.
Faculty must be able to demonstrate their capacity not only to conduct research projects but also to facilitate the research of others.
The current direction for mathematics and science education in West Virginia is oriented towards an interdisciplinary approach, such that the learning of big ideas in mathematics and science is supported by experience with several different sets of content. This approach more closely resembles the context of discovery by scientists and mathematicians. For example, soil scientists must use a considerable amount of physics, chemistry, biology and earth science to adequately express and conduct research in their discipline. Therefore, faculty candidates for the GSMS must demonstrate not just a narrow research interest but also an appreciation of and capacity to communicate how other disciplines support their own research or teaching.
Persons interested in applying for faculty or RD/RA positions should contact (TBA).