What do you get when you cross a natural science major, a humanities major, and a social science concentration? A chance to “constantly live the liberal arts experience,” according to Caroline Steliotes ‘18.
The math and linguistics double major with an educational studies concentration is off to the 11-month Teacher Education Program at the Harvard Graduate School of Education. Steliotes will graduate with her masters degree in education and a certification to teach 5th through 12th grade mathematics in May 2019.
“I have wanted to be a math teacher since 10th grade,” said Steliotes, “I feel very well-prepared mathematically to teach my students from my math studies and well-prepared pedagogically and interpersonally from my education and linguistics studies, as well as from my involvement in the Haverford community outside of classes.”
On campus, Steliotes was an active member of the Haverford community, both academically and socially, as a member of FAB, Customs (as an Honor Council Orienteer, Peer Awareness Facilitator, and committee member), and a peer tutor and TA for math and linguistics. She competed on the varsity women’s tennis team for two years, and the intramural basketball team for another two years.
When asked why she chose to pursue her graduate studies at Harvard, Steliotes emphasized her desire to work in an urban classroom. “Classes like ‘Race and Power In Urban Classrooms’ will crucially help prepare me to be a teacher in an urban classroom as a privileged, white person,” she said. “The Harvard Graduate School of Education motto is ‘Learn to Change the World,’ and I am extremely excited to learn from and be inspired by professors and peers who believe in the power of equitable education.”
“I believe Haverford has prepared me extremely well for this program and for my future career as a math educator,” Steliotes said. “The education classes I have taken at Haverford have ignited a passion in me for education equity and, in conjunction with many other aspects of my academic and extracurricular life at Haverford, have pushed me to consider how to navigate my identity to support my students and create a space where they feel empowered to change the world as they wish.”
“Where They’re Headed” is a blog series reporting on the post-collegiate plans of recent Haverford graduates.
Photo courtesy of Caroline Steliotes ’18