Impact of AMPS/CBRI on Fellows

Interviews revealed that Fellows are very engaged in the schools. The Fellows role and responsibility seem to have emerged as the project matured. Teachers depended on the Fellows for technical information (e.g., programming) however, as the teacher, student, and Fellow worked together (often in crowded spaces) they became 'friends.' Fellows helped students with their homework, stayed in school longer than required, and consulted with teacher about project via e-mail and telephone- Fellows became part of the school culture.


The teachers supported the Fellows' in-class activities and provided feedback to the Fellows. The Fellows interviewed all agreed that the in-class and after-school time spent with the students were constructive in helping them develop their instructional practices.Interviews revealed that the Fellows were gaining skills in communication and teamwork and deepening their knowledge of their subject matter through their work with the students and teachers. In relating many specific examples of their work with the students they evidenced excitement and pleasure at being a key player in the teaching and learning process.


The Fellows' commitment to their partner schools was exemplified by the many Fellows who came to the FLL tournaments to help prepare their teams and cheer them on.Fellows indicated that they gained an appreciation for the rigors and demands of teaching. Several mentioned that the pre-project training was very helpful and all of them indicated that they gained skill and confidence in their teaching roles over time.