(Above) Award Celebration: Teacher candidates and teaching faculty from the University of Arkansas and the school principal celebrating their WE CARE in the Classroom award of $5,000 to create a STEM makerspace for the Professional Development Partnership at Westwood Elementary in Springdale, AR.
Christine Ralston, PhD, Teaching Associate Professor, University of Arkansas
Bonnie King, EdD, Teaching Assistant Professor, University of Arkansas
Kimberly Crumby, Westwood Elementary Principal, Springdale, AR
On the first day of class, two intentionally planned activities sparked an unexpected connection that changed the trajectory of learning for teacher candidates and K–5 students in one elementary Professional Development School (PDS) partnership. First, Principal Crumby kicked things off with an introduction to the school, sharing its story, values, and what makes it unique. During her presentation, she mentioned an emerging idea: a “Curiosity Corner” for the school—a space inspired by the Amazeum, an interactive children’s science museum. Second, teacher candidates completed a jigsaw activity based on What It Means to Be a Professional Development School: The Nine Essentials (National Association of Professional Development Schools, 2021).
What happened next surprised us all. Students in the University of Arkansas’ Childhood Education program wrote and were awarded a $5,000 “We CARE in the Classroom” grant, internally funded by the College of Education and Health Professions. The grant provided resources for teacher candidates enrolled in reading comprehension and classroom management courses to design a STEM classroom space for the school.
Planning for the space involved group collaboration, online research, guest speakers, and even an “unfieldtrip” to the Scott Family Amazeum. Candidates created a materials list that included sensory activities, maker spaces, flexible seating, storage solutions, and literacy-rich activities supported by picture books and STEM lesson plans. Simultaneously, course instructors wove relevant content and objectives into the project, offering candidates authentic opportunities to apply their knowledge and skills.
Principal Crumby shared, “Our school team offered some ideas for the space, but the students really led the way—creating a budget, choosing materials, planning for installation, etc. Again, what great clinical experience for them as we now live in the world of crowdfunding and grant writing!”
The result: a vibrant, STEM-focused Curiosity Corner filled with hands-on learning opportunities. It equips teachers with tools to support a wide range of learners—especially meaningful in a school where more than half of students are emerging bilinguals and over 80% qualify for free or reduced-price lunch.
Teacher candidates planned a collection of approximately 30 children’s books with accompanying lesson plans and STEM activity kits, designed for use in the Curiosity Corner or in classrooms. They intentionally selected K–5 titles that reflect the student population, including books available in students’ home languages.
This project was more than just an assignment. It was an interdisciplinary, service-learning opportunity that met the needs of our teacher candidates and our PDS partner. Rooted in curiosity, collaboration, and care, the Curiosity Corner stands as a powerful example of asset-based learning in action.
References
National Association for Professional Development Schools. (2021). What it means to be a professional development school: The nine essentials (2nd ed.) [Policy statement].
(Above) Unfieldtrip: Teacher candidates and teaching faculty from the University of Arkansas and the school principal celebrating their WE CARE in the Classroom award of $5,000 to create a STEM makerspace for the Professional Development Partnership at Westwood Elementary in Springdale, AR.