Alumna Caiazza receives Knowles Teaching Fellowship – Hobart and William Smith Colleges \
The HWS Update

Alumna Caiazza receives Knowles Teaching Fellowship

Cathy Caiazza, who received a bachelor of science in chemistry, summa cum laude, at the 2005 commencement ceremonies, has received a Knowles Teaching Fellowship.

The five-year fellowship, beginning June 1, includes tuition, a living stipend, attendance at professional conferences three times a year all over the country and supplies after she becomes a teacher.

Caiazza, who will attend Duke University in Durham, N.C., is the first graduate of either Hobart or William Smith to receive this presitious professional fellowship.

Christine deDenus, professor of chemistry, who was Caiazza's undergraduate adviser, said she was sure Caiazza “will be very successful with this fellowship and I know that it is something she truly wanted. She has told me how the Rhodes [Scholarship]interview process helped her do well with this one.”

James MaKinster of the education faculty said “Cathy is a remarkable student. She excels and exceeds expectations at whatever she puts her mind to. I’m really pleased to see she has chosen the path of education. Her interest in teaching reflects the commitment to teaching on this campus. Although not always adequately recognized, teaching is one of the most challenging professions in our world.”

At her commencement, she was honored for having received the Ralph Hadley Bullard Chemistry Prize, the Sydney and Alice Jackson Prize, and a President's Public Service Award. While at HWS, she was a member of Hai Timiai, Phi Beta Kappa, Phi Lambda Upsilon National Honor Society in chemistry, and Sigma Xi Scientific Research Society for biology, chemistry and geoscience.

Research has shown that in the United States, approximately half of all secondary teachers leave the profession within five years, in part because of a feeling of professional isolation and a lack of support and mentoring.

The Knowles Teaching Fellowship program was designed explicitly to meet these needs of beginning high school science and mathematics teachers. As part of a network of outstanding beginning teachers grappling with the issues of preparation and induction, they meet regularly and are exposed to a variety of teaching resources, curriculum materials, research and experts in the field.