Deanna York

Indianapolis, IN | 7-12, Science, 2009

What motivates you to contribute to excellence in STEM teaching?

My students are my motivation. I love watching a lab group work as a team to solve a problem and think deeply about a given lab challenge. I enjoy observing high school students engage with curiosity and respond in wonder to a phenomenon that surprises them. To witness high levels of engagement where students ask questions, wonder why, and link content to hands-on labs and activities has been the driving force of my career. I look to get my students in the lab daily, because science is doing!

What has been the most transformative moment that affirmed your impact on STEM education?

I remember watching a young lady come into my chemistry class and state that she did not like science but became a science teacher. The transformation proves the power of STEM. As she was once challenged to make slime of various properties, this young lady spent many hours solving the problem. Perserverance, commitment to a problem, and a desire to discover led this student to think outside the box to succeed. This success changed the student's mindset and the trajectory of her career path. An integral part of STEM is encouraging students to believe in themselves enough to question, experiment, wonder, and pursue careers in STEM. The numerous past students in STEM careers now are my greatest reward in teaching science.

Using your platform as a Presidential Awardee, how do you hope to advance our nation in STEM?

Encouraging other teachers to create a hands-on learning environment where students grow into a STEM mindset is a top priority. The PAEMST has opened doors to share with many other teachers so that they can instill a love for discovery, curiosity, and problem-solving into the next generation of students. Training and encouraging teachers to become facilitators of STEM labs through mentorships, conferences, workshops, and networking will ensure students an opportunity to dream of a STEM career.

Biography

Deanna York has taught Chemistry for the past 36 years and has been at Ben Davis High School since 1997. Previously, she taught at Lakeland High School in Florida. She has taught Advanced Placement, IU Dual Credit, International Baccalaureate, and Honors Chemistry. Deanna's forte is turning lectures into hands-on laboratory investigations and manipulative activities with a strong emphasis on literacy. She uses inquiry labs for discovery, cookbook labs to teach content, and problem-based labs for authentic assessment. Her students spend most of their time in the lab, as the lab is the main focus of the classroom. Each spring, her AP students perform a show for over 200 elementary students by performing and explaining a science demonstration. For many years, her students engaged in numerous ACS chemistry competitions. As a teacher leader, Deanna has served as a Building Literacy Leader, School Improvement Plan Chair, Lead Chemistry Teacher, president of the Indiana Alliance of Chemistry Teachers, and Question Writer for the National Panasonic Academic Tournament. She has presented numerous workshops at the local, state, and national levels. In her church, she has regularly taught Sunday School and Vacation Bible School using hands-on science experiments to enhance lessons. Deanna has received many honors and awards for excellence in teaching. She is an Indiana University Armstrong Educator, IPL Golden Apple Educator, MSD You Make a Difference, MSD Senior Choice, and a Top 30 Most Influential Teacher. She is an IU Decoding the Disciplines Fellow working on the high school chemistry to college transition. Deanna has a B.S. in Secondary Education and an M.A. in General Science from Ball State University. She is the author of two Teacher-Friendly Chemistry laboratory manuals.

High-resolution version of the official portrait photograph
Awardee holding Presidential certificate between NSF Director Subra Suresh and OSTP Director John P. Holdren
High-resolution version of the teacher profile photograph

The views expressed in awardee profiles are those of the author and do not necessarily reflect the views of NSF or the PAEMST program.