Bill Nye is a man with a mission: to foster a scientifically literate society by helping people everywhere understand and appreciate the science that makes our world work. Nye has spent the past 20 years educating students young and old about science and understands the importance of keeping minds active after the last school bell rings. “Learning can happen anywhere and at anytime – the important thing is that it should never stop,” Nye said. “We’ve put together fun, free and easy activities that will make this the summer of learning versus the summer filled with the dreaded words ‘I’m bored.’ ” AN EARLY KNACK FOR HOW THINGS WORK Making science entertaining and accessible is something Bill has done most of his life. Growing up in Washington, D.C., he spent afternoons and summers de-mystifying math for his classmates. While working for Boeing in Seattle, Bill combined his love of science with his flair for comedy. After winning a Steve Martin look-alike contest, he became an engineer by day and a stand-up comic by night. Eventually, Bill made the transition to comedy writer and performer on Seattle’s home-grown ensemble comedy show “Almost Live.” This is where “Bill Nye the Science Guy®” was born. The 18-time Emmy Award-winning show appeared before Saturday Night Live and later on Comedy Central. During this time, he also wrote five kids’ books about science, including his latest title, “Bill Nye’s Great Big Book of Tiny Germs.” BROADENING HIS MISSION Bill’s passion for math and science translated into a love of space. His role as CEO of The Planetary Society, the world’s large space interest organization, has taken him across the globe. And one thing Bill is very proud of is the MarsDials, two sundials on residing on Mars he created with Cornell scientists. America’s favorite stand-up scientist hasn’t changed much from that kid growing up in Washington, DC. He still rides his bike to work. He’ll pull out his Periodic Table of the Elements from his wallet. And his drive for helping others understand science is as strong as ever.
Second-career, secondary school teacher credentialed in secondary mathematics and physics. I presently teach AP Calculus AB and honors precalculus. I studied at the United States Military Academy at West Point for two years. My undergraduate degree is a BS in Electrical Engineering from George Mason University. I have two graduate degrees: 1) an MBA in finance and marketing from Santa Clara University, and 2) an MA in Education from Stanford University, specializing in the teaching of mathematics. My teaching credentials include secondary mathematics and physics. Worked for a quarter of a century in high-tech in engineering, field sales engineering, product management, strategic marketing, public relations, and business development. My employers included Motorola, Qualcomm, Trimble, and Mitsubishi, to name a few. After 25+ years in high-tech (wireless and GPS mostly), I have embarked on a second career to which I feel a calling: teaching. Something called to me for many, many years but I was never tuned in enough to figure out what. Now, I know. It’s teaching high school students how to make the most of themselves in life as capable, competent citizens, full of self-esteem and self-confidence tempered by some humility and empathy for those who have less, and eager to serve their nation and this world in their life, whatever career path they choose. While the subject I will teach is mathematics, it is simply the conduit for my wish to impart to students, of all socioeconomic backgrounds: knowledge, the ability to think independently and in groups, the confidence to make mistakes and fail while pulling oneself up so as to never give up entirely, the wisdom to seek help, and the desire to do your best. Now, as for why math? My experiences in life struggling with math, overcoming it, successfully applying it in various technical and business fields, and now, as a teacher, looking at it as an art, in addition to my experiences of math as a science (or a set of tools for use in solving problems), provide me with a range of knowledge, applications and techniques to help the most challenged in math to the most gifted (to a point…). I am passionate about delivering an equitable and accessible math curriculum and instruction, taking into account other pedagogical, special needs and English language learner considerations, so I can be a math teacher for all students: rich or poor, self-confident or self-conscious,