CeMaST Fellows are tenure-line or emeritus Illinois State
faculty members who support the mission and goals of CeMaST. These persons
have cutting-edge ideas, but need additional resources to facilitate their
research. They are ready and excited to identify funding sources and write
proposals.
CeMaST Fellows also enjoy collaborating with others. They realize
their own research agenda can often be expanded when they team with colleagues
working in related areas of research.
Becoming a CeMaST Fellow is easy! There are no meetings to attend nor are there forms to fill out. All you have to do is email or call the CeMaST Director, at (309) 438-3089, about your research agenda. If you decide to work with the CeMaST team, you are automatically a fellow!
CeMaST Fellows:
"CeMaST provides support for developing ideas through collaboration with other faculty during the design and development phase of a project. Small ideas become bigger; good ideas become better. Conceiving an idea for a project and writing the core of a proposal can be a daunting task. However, implementing the proposal, communicating with the funding agency, administering the budget, and assembling the final report is even more of a challenge. Most projects today require a collaborative approach to develop and implement a comprehensive project. CeMaST is a department-neutral zone for work on complex ideas."
"The Biology Teacher Education program collaborates with CeMaST on an NSF GK-12 Graduate Fellows project, which includes the chemistry and mathematics departments. This program trains and supports graduate students in science and mathematics to provide resources for middle and high school students and teachers. University faculty, CeMaST staff, and K-12 teachers provide a background in inquiry-based techniques and activities, emphasizing national and state learning standards. CeMaST's assistance is critical in all program training activities, professional development courses, and assessment of all written program materials."
"As a faculty member and administrator who had found professional and personal satisfaction in various educational pursuits and support functions, I had qualms about retiring and severing ties from activities that served the needs and interests of all students and faculty. Moreover, when I retired, I felt my high priority goals were sometimes forgotten in the overall scheme of institutional planning and development. It is particularly gratifying to find in the Center individuals who share my views in curriculum development, staff development, or research, and are willing to serve the educational needs of all groups."