OFF THE TRACK
LEARN ABOUT WHAT OUR STUDENT-ATHLETES ARE DOING OUTSIDE OF THE CLASSROOM AND OFF THE TRACK.
NCAA Division III Week | April 4-10, 2016
From the NCAA.ORG website | "Division III Week is a positive opportunity for all individuals associated with Division III to observe and celebrate the impact of athletics and of student-athletes on the campus and surrounding community. The event is part of Division III's Identity Initiative which was introduced in 2010 to sharpen the division's identity and to enable schools and conferences to more effectively explain why they prefer to compete in Division III. The initiative has been guided by a strategic-positioning platform, describing Division III as a place where student-athletes can 'follow your passions and develop your potential' within an approach that combines rigorous academics, competitive sports and an opportunity to pursue other interests."
This week we will be highlighting members of our team and their work with the community.
MEET: Jeremy Wilson
MB: How did you find out about these programs?
JW: I found out about these programs through the Waltham Group Fair during my freshman year.
MB: What attracted you to tutoring?
JW: I got involved with tutoring because I was always tutored by my big brother and sister when I was younger. It felt really nice to have a support system as a child and I would like to give that same support to a child that may not have an older brother or sister to tutor them.
MB: What attracted you to the Big Brother program?
JW: I got involved in the Big Brother program because I love working with kids. I have a younger brother and younger sister and home and it felt natural to involve myself with the program. One of my favorite parts of my weeks are going to the elementary school and playing chess with my little.
MB: How often do you meet for tutoring? How often do you meet with your little?
JW: I meet with my little and for tutoring once a week.
MB: What are you hoping to accomplish with your involvement in these programs? Besides General Tutoring and Big Brother are you involved in any other programs?
JW: By participating in these programs I hope that I can bring positivity and joy into the lives of the kids I am working with. I make sure that I include fun activities during tutoring and when meeting with my little. I want to have a positive effect on their lives and help them grow. In doing so, I would be emulating the love and support I got while I was growing up.
In addition to these programs I was a camps counselor at Timberlake Camp this past summer and had the pleasure of mentoring and counseling the amazing kids in Bunk 7.
MB: What have you learned from your experience?
JW: From my experience I have learned that the motivation and drive to succeed starts at a young age and that is truly powerful. I am always amazed at the knowledge and skill the kids I work with possess. As much as I am teaching the kids I work with, they are teaching me something new every day.
JW: I found out about these programs through the Waltham Group Fair during my freshman year.
MB: What attracted you to tutoring?
JW: I got involved with tutoring because I was always tutored by my big brother and sister when I was younger. It felt really nice to have a support system as a child and I would like to give that same support to a child that may not have an older brother or sister to tutor them.
MB: What attracted you to the Big Brother program?
JW: I got involved in the Big Brother program because I love working with kids. I have a younger brother and younger sister and home and it felt natural to involve myself with the program. One of my favorite parts of my weeks are going to the elementary school and playing chess with my little.
MB: How often do you meet for tutoring? How often do you meet with your little?
JW: I meet with my little and for tutoring once a week.
MB: What are you hoping to accomplish with your involvement in these programs? Besides General Tutoring and Big Brother are you involved in any other programs?
JW: By participating in these programs I hope that I can bring positivity and joy into the lives of the kids I am working with. I make sure that I include fun activities during tutoring and when meeting with my little. I want to have a positive effect on their lives and help them grow. In doing so, I would be emulating the love and support I got while I was growing up.
In addition to these programs I was a camps counselor at Timberlake Camp this past summer and had the pleasure of mentoring and counseling the amazing kids in Bunk 7.
MB: What have you learned from your experience?
JW: From my experience I have learned that the motivation and drive to succeed starts at a young age and that is truly powerful. I am always amazed at the knowledge and skill the kids I work with possess. As much as I am teaching the kids I work with, they are teaching me something new every day.
Meet: Grady Ward
MB: What is the project you worked on/Where did the idea come from?
GW: The four of us (Russ, Roger & Danny) created a web application to serve as a course aid (or standalone tutor) for calculus learning and practice. We populated this web-based application with twenty thousand pieces of content: questions, practice problems (with detailed solutions) and explanations of the content. All in all, the site (www.calcu.education) is a (really beautifully made) tool in educational technology that utilizes some smart web-scraping, some manual labor and lots of machine learning to reach for a tricky goal: making calculus learning and skill acquisition easier. Moreover, the site is constantly AB testing on its users and hopefully can tell us a little bit about how people learn.
MB: Where did you come up with the idea?
GW: The idea came out of my work in tutoring. A peer who I tutored in high school called me up when she needed help in her calculus based economics final (as a Junior in college, not at Brandeis). I realized that there weren't any good resources for self guided learning for people who needed to 'touch up' on their skills, but didn't have the time to take a course from the beginning. There is very little that is less intensive than a full course, but more interactive than a textbook. This dilemma is one we try to solve by having a wide range of resources and resource types, all accessible by learning various levels of math. All these (technical) levels of information encoding give a user a multitude of simple, user-friendly ways to navigate the site's content, directing them to the resources that they know they need and the ones that they haven't heard of but need to know.
MB: Where do you hope it goes?
GW: We hope that we can keep working on CalcU. Though I (Grady) am leaving University, the three sophomores are likely to continue working on CalcU and I hope they can dramatically increase its use in the classroom with the addition of features which enable teachers to assign their students problems on the site.
MB: How did you compile your team of four?
GW: Our team met because we are student-athletes at Brandeis and that should tell you something. Brandeis student-athletes stick together and are doing cool things. Moreover, as student-athlete at an academically rigorous University, there are always constraints on our time and energy but being a student-athlete forces you to manage that well. This is helped by the active engagement of our coaches in checking up and checking in on our academics.
MB: How did being a student-athlete contribute to your project?
GW: Being a student-athlete also makes challenges like CalcU more achievable. This project was largely self-motivated and incremental in nature and doing a project like that requires the same kind of motivation and planning that training as a competitive athlete does; you have to see the long term goals, you have to manage your time well and you have to translate your passion into attention to the details. Two years of training taught me to budget out time, set short term goals and rely on my team.
GW: The four of us (Russ, Roger & Danny) created a web application to serve as a course aid (or standalone tutor) for calculus learning and practice. We populated this web-based application with twenty thousand pieces of content: questions, practice problems (with detailed solutions) and explanations of the content. All in all, the site (www.calcu.education) is a (really beautifully made) tool in educational technology that utilizes some smart web-scraping, some manual labor and lots of machine learning to reach for a tricky goal: making calculus learning and skill acquisition easier. Moreover, the site is constantly AB testing on its users and hopefully can tell us a little bit about how people learn.
MB: Where did you come up with the idea?
GW: The idea came out of my work in tutoring. A peer who I tutored in high school called me up when she needed help in her calculus based economics final (as a Junior in college, not at Brandeis). I realized that there weren't any good resources for self guided learning for people who needed to 'touch up' on their skills, but didn't have the time to take a course from the beginning. There is very little that is less intensive than a full course, but more interactive than a textbook. This dilemma is one we try to solve by having a wide range of resources and resource types, all accessible by learning various levels of math. All these (technical) levels of information encoding give a user a multitude of simple, user-friendly ways to navigate the site's content, directing them to the resources that they know they need and the ones that they haven't heard of but need to know.
MB: Where do you hope it goes?
GW: We hope that we can keep working on CalcU. Though I (Grady) am leaving University, the three sophomores are likely to continue working on CalcU and I hope they can dramatically increase its use in the classroom with the addition of features which enable teachers to assign their students problems on the site.
MB: How did you compile your team of four?
GW: Our team met because we are student-athletes at Brandeis and that should tell you something. Brandeis student-athletes stick together and are doing cool things. Moreover, as student-athlete at an academically rigorous University, there are always constraints on our time and energy but being a student-athlete forces you to manage that well. This is helped by the active engagement of our coaches in checking up and checking in on our academics.
MB: How did being a student-athlete contribute to your project?
GW: Being a student-athlete also makes challenges like CalcU more achievable. This project was largely self-motivated and incremental in nature and doing a project like that requires the same kind of motivation and planning that training as a competitive athlete does; you have to see the long term goals, you have to manage your time well and you have to translate your passion into attention to the details. Two years of training taught me to budget out time, set short term goals and rely on my team.
Meet: Russell Santos
MB: How would you define CalcU and what role did you play?
RS: This past summer I worked with Grady, Roger, and Danny on a free education website that adapts to the user’s learning style in order to teach them math effectively. I was a “junior software developer” for CalcU. A major part of the summer involved scraping math problems from online textbooks. I also helped design pages of the website and organize math topics into a logical order.
MB: How did you get involved?
RS: Grady asked Roger, Danny, and me to help him finish a website he had been working on throughout the year. We applied for a grant through the SPARK program and were fortunate enough to get it.
MB: How are you hoping it will help the community?
RS: We hope that teachers and students will use CalcU as a teaching and studying tool. CalcU allows people to contribute content as they please so CalcU will grow as much as the community wants it to.
MB: What did you learn from the project?
RS: During the summer I learned a lot about basic web-design (HTML, CSS, JavaScript) as well as how to use an online repository like GitHub. I also learned LaTex in order to scrape math problems and make them look presentable on our website. Most importantly, I learned what it’s like to work a 40 hour week!
MB: Where do you hope CalcU goes?
RS: As of right now there are no concrete plans to do any more work on the website. However, we had talked about eventually returning to CalcU in order to make improvements and publicize it.
MB: How did this relate to what you're studying as a student-athlete?
RS: Working on CalcU was a great mixture of developing my computer science skills and getting even more accustom to working with a team. Being a student-athlete is an odd balance of prioritizing individual school work and athletic performance with team commitments. During the summer I felt similar pressure in that I wanted to do my job to the best of my abilities, not only for my own growth, but in order for our final product to be great.
RS: This past summer I worked with Grady, Roger, and Danny on a free education website that adapts to the user’s learning style in order to teach them math effectively. I was a “junior software developer” for CalcU. A major part of the summer involved scraping math problems from online textbooks. I also helped design pages of the website and organize math topics into a logical order.
MB: How did you get involved?
RS: Grady asked Roger, Danny, and me to help him finish a website he had been working on throughout the year. We applied for a grant through the SPARK program and were fortunate enough to get it.
MB: How are you hoping it will help the community?
RS: We hope that teachers and students will use CalcU as a teaching and studying tool. CalcU allows people to contribute content as they please so CalcU will grow as much as the community wants it to.
MB: What did you learn from the project?
RS: During the summer I learned a lot about basic web-design (HTML, CSS, JavaScript) as well as how to use an online repository like GitHub. I also learned LaTex in order to scrape math problems and make them look presentable on our website. Most importantly, I learned what it’s like to work a 40 hour week!
MB: Where do you hope CalcU goes?
RS: As of right now there are no concrete plans to do any more work on the website. However, we had talked about eventually returning to CalcU in order to make improvements and publicize it.
MB: How did this relate to what you're studying as a student-athlete?
RS: Working on CalcU was a great mixture of developing my computer science skills and getting even more accustom to working with a team. Being a student-athlete is an odd balance of prioritizing individual school work and athletic performance with team commitments. During the summer I felt similar pressure in that I wanted to do my job to the best of my abilities, not only for my own growth, but in order for our final product to be great.
Meet: Beth Defossez
YEAR: Sophomore
EVENT: Pole Vault MAJOR: Educational Studies MINORS: Elementary Education (licensure) & Anthropology FUTURE PLANS: Right now I'm planning on getting my master's degree in teaching through a 10-semester bachelor/masters program at Brandeis. I would finish that program the summer after I graduate in 2018. After that, I'll hopefully get a job as a mainstream elementary classroom teacher. I am also interested in becoming certified to teach special education in the future. |
MB: What are you currently doing right now?
BD: Two of my education classes are "experimental learning" classes, which means that in addition to attending the regular class sessions, I also go to a local elementary school and student teach once a week. The two education classes that I'm in focus on teaching reading and learning to English language learners.
MB: What is your involvement?
BD: At the elementary school, I work with a 3rd grade reading group. Each week we spend 20 minutes reading together, discussing the book and doing activities with the text. I also work with math groups less regularly, and work individually with students (including England language learners) on writing projects. Last semester I worked with 1st grade students.
MB: How did you find this program?
BD: To be eligible for a teaching license, you have to log a certain number of in-class hours, so Brandeis helps place education students in local elementary schools. The Education Department helped to set up the placement that I'm currently in.
MB: What have you learned from your experience so far? What are you hoping to take away?
BD: Because I'm taking education classes concurrently with my in-classroom experience, I've been able to apply what I'm learning to my placement and that's been really exciting for me. Just from working with students and actually being in an elementary classroom, I've learned so much about classroom management. At the end of the year, I'm hoping to have a broader understanding of everything that goes into teaching literacy. Already, I feel so much more knowledgeable and prepared to teach reading because of this experience. I'm also hoping to take away a greater appreciation for what English language learners go through in school.
MB: Outside of student teaching, what else are you involved with in the community?
BD: This semester I started getting involved with General Tutoring, a student-run volunteer tutoring group at Brandeis through the Waltham Group. Each tutor gets matched with one student from a local area school. This has been a really cool opportunity for me to give back to the community doing something I love.
BD: Two of my education classes are "experimental learning" classes, which means that in addition to attending the regular class sessions, I also go to a local elementary school and student teach once a week. The two education classes that I'm in focus on teaching reading and learning to English language learners.
MB: What is your involvement?
BD: At the elementary school, I work with a 3rd grade reading group. Each week we spend 20 minutes reading together, discussing the book and doing activities with the text. I also work with math groups less regularly, and work individually with students (including England language learners) on writing projects. Last semester I worked with 1st grade students.
MB: How did you find this program?
BD: To be eligible for a teaching license, you have to log a certain number of in-class hours, so Brandeis helps place education students in local elementary schools. The Education Department helped to set up the placement that I'm currently in.
MB: What have you learned from your experience so far? What are you hoping to take away?
BD: Because I'm taking education classes concurrently with my in-classroom experience, I've been able to apply what I'm learning to my placement and that's been really exciting for me. Just from working with students and actually being in an elementary classroom, I've learned so much about classroom management. At the end of the year, I'm hoping to have a broader understanding of everything that goes into teaching literacy. Already, I feel so much more knowledgeable and prepared to teach reading because of this experience. I'm also hoping to take away a greater appreciation for what English language learners go through in school.
MB: Outside of student teaching, what else are you involved with in the community?
BD: This semester I started getting involved with General Tutoring, a student-run volunteer tutoring group at Brandeis through the Waltham Group. Each tutor gets matched with one student from a local area school. This has been a really cool opportunity for me to give back to the community doing something I love.
Meet: Jordin Carter
MB: What program did you go through and how did you get involved?
JC: I was part of a program called Your Story International (YSI) at Brandeis. It is one of many chapters which sends students from various universities to Pont Morel, Haiti. A friend of mine is on the e-board and she notified me about an information session one night. I went that very same night, and the presentation seemed so awesome, I just had to apply. I did and made it through the interview process, then became a part of the committee.
MB: What was your daily routine while you were there?
JC: For this program, there were multiple committees involved in different projects such as public health, business, engineering, communications and chicken and cow program. I was a member of the Public Health committee. Some of our days consisted of shadowing a doctor at the local hospital, which was in partnership with the program. On other days, we went to local homes within the village of our Compound and asked health related questions in the residences. Questions encompassed topics like medical accessibility, affordability and quality. We also asked how they treat themselves when medical help is inaccessible and separate questions for dental. From the responses, the entire committee meets to discuss future programs that will address and eradicate the reoccurring issues of the villagers.
MB: What was your involvement? What role did you play?
JC: I was a surveyor and at times a note taker. Sometimes I asked questions while other times, I recorded responses. There was a day we had a workshop with a committee of nurses from the partnership hospital. We broke off into groups and were each given a health topic that we had to address and present by the end of the workshop. Actual doctors then asked us questions and gave constructive criticism on our presentation skills. The day before departure, we actually help as free clinic at our Compound. We gave free medications as needed and as were prescribed by our partnering doctors. We also spread awareness of HIV/AIDS, diseased such as malaria and chikungunya and the importance of contraception.
MB: What did you learn from your experience?
JC: I learned how malaria was actually spread. You must be bitten by a contaminated female mosquito of a specific strain. It is not contagious. And even if secretion from an infected person gets into a small cut of an unaffected person, for the most part they should still be fine. I learned so many cultural values, traditions and natural remedies.
JC: I was part of a program called Your Story International (YSI) at Brandeis. It is one of many chapters which sends students from various universities to Pont Morel, Haiti. A friend of mine is on the e-board and she notified me about an information session one night. I went that very same night, and the presentation seemed so awesome, I just had to apply. I did and made it through the interview process, then became a part of the committee.
MB: What was your daily routine while you were there?
JC: For this program, there were multiple committees involved in different projects such as public health, business, engineering, communications and chicken and cow program. I was a member of the Public Health committee. Some of our days consisted of shadowing a doctor at the local hospital, which was in partnership with the program. On other days, we went to local homes within the village of our Compound and asked health related questions in the residences. Questions encompassed topics like medical accessibility, affordability and quality. We also asked how they treat themselves when medical help is inaccessible and separate questions for dental. From the responses, the entire committee meets to discuss future programs that will address and eradicate the reoccurring issues of the villagers.
MB: What was your involvement? What role did you play?
JC: I was a surveyor and at times a note taker. Sometimes I asked questions while other times, I recorded responses. There was a day we had a workshop with a committee of nurses from the partnership hospital. We broke off into groups and were each given a health topic that we had to address and present by the end of the workshop. Actual doctors then asked us questions and gave constructive criticism on our presentation skills. The day before departure, we actually help as free clinic at our Compound. We gave free medications as needed and as were prescribed by our partnering doctors. We also spread awareness of HIV/AIDS, diseased such as malaria and chikungunya and the importance of contraception.
MB: What did you learn from your experience?
JC: I learned how malaria was actually spread. You must be bitten by a contaminated female mosquito of a specific strain. It is not contagious. And even if secretion from an infected person gets into a small cut of an unaffected person, for the most part they should still be fine. I learned so many cultural values, traditions and natural remedies.
Meet: Adam Berger
MB: What made you decide to return for your fifth year?
AB: Spend just one more year to get an advanced degree in a specialized field that I am really interested in? Count me in!
MB: What are you getting your Masters Degree in?
AB: The degree is Computational Linguistics. It's okay, nobody else has heard of it either. Computational Linguistics work to automate everything in your life that is language related. We also work with really large language data sets to extract information, find patterns in the language and more. Google Translate and Siri on the iPhone are two practical applications of the field.
MB: What do you hope this leads to?
AB: I am interested in working in the tech industry, creating new products that will be used by millions of people worldwide. There is a lot of innovation happening right now in the healthcare and transportation industries and an emerging "personal assistant" market is growing quickly with products like the Amazon Echo. I think that it would be really exciting to help shape the direction of these international technological changes.
MB: During your Undergraduate work - what was your involvement with the Blood Drive?
AB: I was one of the Brandeis Blood Drive coordinators. The four of us worked with the Red Cross to organize the three Blood Drives that are held at the University each year. The position involved taking care of everything from food donations, to PR, community outreach, donor safety and financing the blood drive. The Blood Drive coordinators are all part of a larger campus organization called the Waltham Group, which is made up of around 20 community service focused initiatives. It was great to work with so many other Brandeis students who I likely would not have met had we not all been interested in working with the greater Waltham community.
MB: What did you take away from your experience?
AB: Being a Blood Drive coordinator was a great way to learn about leadership. During the drive coordinators were the point people for all of the hundreds of donors, volunteers and Red Cross staff. Things often got hectic, but we made it a point to have sound coordinator/team chemistry so that we could stay calm and new what to do when something inevitable went awry during the drive. I also learned a lot about blood.
AB: Spend just one more year to get an advanced degree in a specialized field that I am really interested in? Count me in!
MB: What are you getting your Masters Degree in?
AB: The degree is Computational Linguistics. It's okay, nobody else has heard of it either. Computational Linguistics work to automate everything in your life that is language related. We also work with really large language data sets to extract information, find patterns in the language and more. Google Translate and Siri on the iPhone are two practical applications of the field.
MB: What do you hope this leads to?
AB: I am interested in working in the tech industry, creating new products that will be used by millions of people worldwide. There is a lot of innovation happening right now in the healthcare and transportation industries and an emerging "personal assistant" market is growing quickly with products like the Amazon Echo. I think that it would be really exciting to help shape the direction of these international technological changes.
MB: During your Undergraduate work - what was your involvement with the Blood Drive?
AB: I was one of the Brandeis Blood Drive coordinators. The four of us worked with the Red Cross to organize the three Blood Drives that are held at the University each year. The position involved taking care of everything from food donations, to PR, community outreach, donor safety and financing the blood drive. The Blood Drive coordinators are all part of a larger campus organization called the Waltham Group, which is made up of around 20 community service focused initiatives. It was great to work with so many other Brandeis students who I likely would not have met had we not all been interested in working with the greater Waltham community.
MB: What did you take away from your experience?
AB: Being a Blood Drive coordinator was a great way to learn about leadership. During the drive coordinators were the point people for all of the hundreds of donors, volunteers and Red Cross staff. Things often got hectic, but we made it a point to have sound coordinator/team chemistry so that we could stay calm and new what to do when something inevitable went awry during the drive. I also learned a lot about blood.
Meet: Matt Becker
YEAR: Senior
EVENT: Middle Distance
MAJOR: Education Studies
MINORS: Mathematics, Secondary Teacher Education
FUTURE PLANS: Upon graduation I am going to backpack around Europe for a little over a month with some of my high school friends. When I get back I will continue to teach middle school mathematics. My passion is teaching but one day I hope to play a key role in re-developing a school or even help design a new school.
EVENT: Middle Distance
MAJOR: Education Studies
MINORS: Mathematics, Secondary Teacher Education
FUTURE PLANS: Upon graduation I am going to backpack around Europe for a little over a month with some of my high school friends. When I get back I will continue to teach middle school mathematics. My passion is teaching but one day I hope to play a key role in re-developing a school or even help design a new school.
MYB: What are you currently doing right now?
MB: Right now I am working full time as an 8th grade Algebra teacher at F.A. Middle School in Newton, MA. I was student teaching this semester but my mentor teacher had her baby so we accelerated that process for me. Before she went out on her maternity leave, I applied for the position and was very excited to receive the good news that I would be filling in as the teacher of record for the students I had already been educating as a student-teacher.
MYB: What is your involvement?
MB: Every day I go to my middle school and teach the duration of the school day. After school is finished I come back to campus and attend practice or physical therapy depending on the day. Additionally, I have three university classes which I go to Wednesday and Thursday afternoons/nights.
MYB: How did you find this program?
MB: When I came to accepted students day as a Senior in High School I asked about any possible teacher education program. I have known about my desire to teach since early on in high school. This was my main question/concern I wanted to address when I had Brandeis resources in front of me and face-to-face.
MYB: What have you learned from it so far? What are you hoping to take away?
MB: Attempting to describe all I have learned from my program seems like an impossible task. It is difficult to put into words all the knowledge which this program provided me. My teacher education program has taught me about my content area of mathematics, how to appropriately manage a classroom environment and the students within it, and also how to be reflective about my own practice of teaching as a way to improve my craft. Boiling the last four years down a little bit, I would say that my two main takeaways are: my pedagogical practice is always changing and evolving, and the importance of cultural literacy inside and outside of a school classroom.
MYB: How are you giving back to the community?
MB: I plan on teaching in public schools over the next couple years. I also plan on coaching Track and Field during my time as a teacher.
MB: Right now I am working full time as an 8th grade Algebra teacher at F.A. Middle School in Newton, MA. I was student teaching this semester but my mentor teacher had her baby so we accelerated that process for me. Before she went out on her maternity leave, I applied for the position and was very excited to receive the good news that I would be filling in as the teacher of record for the students I had already been educating as a student-teacher.
MYB: What is your involvement?
MB: Every day I go to my middle school and teach the duration of the school day. After school is finished I come back to campus and attend practice or physical therapy depending on the day. Additionally, I have three university classes which I go to Wednesday and Thursday afternoons/nights.
MYB: How did you find this program?
MB: When I came to accepted students day as a Senior in High School I asked about any possible teacher education program. I have known about my desire to teach since early on in high school. This was my main question/concern I wanted to address when I had Brandeis resources in front of me and face-to-face.
MYB: What have you learned from it so far? What are you hoping to take away?
MB: Attempting to describe all I have learned from my program seems like an impossible task. It is difficult to put into words all the knowledge which this program provided me. My teacher education program has taught me about my content area of mathematics, how to appropriately manage a classroom environment and the students within it, and also how to be reflective about my own practice of teaching as a way to improve my craft. Boiling the last four years down a little bit, I would say that my two main takeaways are: my pedagogical practice is always changing and evolving, and the importance of cultural literacy inside and outside of a school classroom.
MYB: How are you giving back to the community?
MB: I plan on teaching in public schools over the next couple years. I also plan on coaching Track and Field during my time as a teacher.