Faculty Spotlight: A Look at The Baldwin School's Science Department

From small discoveries in Lower School to reporting out complex research projects like the Baldwin Review in the Upper School, one thing is obvious. Baldwin students love science, and we owe much of this enthusiasm to Baldwin's science department, which is dedicated to nurturing a deep love of learning in all students. From the youngest Bears just starting their scientific journey to the seniors taking on challenging elective courses, our department encourages critical thinking, creativity and hands-on exploration. This year, as we embrace our "Love of Learning" theme, our science faculty aims to spark curiosity and passion for science, guiding each student to discover their unique interests and potential. Baldwin's science department equips our young women to become confident learners and informed leaders in a rapidly changing world by fostering an environment where inquiry and innovation thrive. Our teachers inspire students to embrace curiosity and develop a lifelong love for discovery.

 

University of Hawaii - PhD

University of Washington - BS

 

As our resident astronomer and Chair of the Science Department, Dr. Goldader recently captured the Northern Lights glimmering over Middle Field at Baldwin. Be sure to follow us on Instagram to see the spectacular photos. His 20 years at Baldwin included teaching the Astronomy elective, which concentrated on planets, the sun, other stars and the possibility of intelligent life elsewhere in the universe. This year, he has the privilege of helping our 9th grade students discover that they can do physics, and maybe even like science overall! In addition to 9th-grade honors physics, Dr. Goldader teaches the advanced topics (AT) physics course to Grade 11 and 12 students.

 

According to Dr. Goldader, “Every time you learn something new in science, the world around you becomes a little bit more wonderful, because you understand it a little bit better. Learning to solve problems should be fun. You can't avoid the fact that some problems are difficult, but there can, and must be, joy in having learned to solve those problems.”

 

Dr. Goldader's teaching approach emphasizes active engagement and hands-on learning, significantly developing students' confidence and leadership skills. By encouraging students to ask questions and actively participate in discussions, he creates an environment where curiosity thrives. When students take the initiative to pose inquiries and engage with the material, they develop critical thinking skills that bolster their self-assurance. Furthermore, by allowing students to conduct labs themselves, they gain practical experience and responsibility, which fosters a sense of ownership over their learning. This combination of inquiry and active participation enhances their understanding of the subject matter and equips them with the leadership qualities necessary to navigate future challenges. As they collaborate with peers and tackle complex problems, they cultivate essential skills that prepare them to lead in any setting confidently.

 

Columbia University - MA
Cabrini University - MEd
Drew University - BA

 

As the 8th-grade biology teacher, 12th-grade anatomy and physiology teacher, and 10th-grade Dean, Jacqui not only witnesses students' growth and evolving interests but also experiences immense joy in her unique role. "It is extraordinary to see them discover and nurture their passions, developing from Middle School into Upper School, and to be part of the process that shapes their academic and personal development." 

 

Jacqui has 10 years of experience teaching science. She helps students build confidence and leadership skills by encouraging them to tackle challenging content and develop problem-solving abilities. Students gain practical skills and become more comfortable with scientific inquiry through hands-on experiences like lab activities and dissections. They also develop self-assurance and leadership qualities by learning to communicate complex ideas clearly and collaborating on projects. These courses inspire curiosity and resilience as students explore the intricacies of life and the human body, fostering a mindset of lifelong learning and growth.

 

"An exceptional thing about both Baldwin students and teachers is that we all have a love of learning," Jacqui emphasizes. "This year's theme, 'Love of Learning,' really encapsulates what it means to be a Baldwin student as well as a Baldwin teacher. It shows up every day in the excitement I feel when exploring new ideas, asking questions and delving deeper into the subjects I'm interested in; plus, I love that the students and I learn from each other every day!"

 

Virginia Commonwealth University - MA
Washington University – BA

 

With 23 years of teaching experience, 12 of which have been at Baldwin, Lindsay has a unique role as the Upper School chemistry teacher, Grade 11 Dean and a faculty trustee. Her influence extends to almost every Baldwin student before graduation, as she takes on the role of a mentor, guiding them through their academic journey.

 

"The teaching methods I employ in my chemistry class are designed to foster confidence and leadership skills," explains Lindsay. "By encouraging them to participate in discussions, I create an environment where they feel empowered to share their thoughts and ideas. I often remind them to 'say it like you mean it,' reinforcing the importance of believing in their voice."

 

As the junior class dean, a role she assumes effortlessly, Lindsay supports students' development by creating opportunities for them to lead initiatives. This includes tasks like researching prom venues and organizing committees. Lindsay also encourages older students to interact with younger students during cross-grade social events, which helps them form meaningful connections, enhances their leadership skills and fosters a sense of community. These experiences help students become confident leaders ready to speak up for themselves and others.

 

"I love teaching chemistry to Baldwin students," exclaims Lindsay. "But even if a student doesn't connect with chemistry at a deeper level, I teach many other skills like critical thinking, analyzing data, asking questions without apologizing and active studying. All of this will benefit the students tremendously during the rest of Upper School, in college and beyond in their future careers."

 

George Mason University - MEd
Virginia Polytechnic Institute and State University - BA

 

Brian has 13 years of teaching experience and leads our youngest Baldwin Bears from Pre-K to Grade 5 in their scientific journeys. He builds curiosity and teaches the skills to discover answers at even the earliest ages. Baldwin's youngest scientists are asked to bring curiosity and cleverness to the Lower School Science classes every day and in every grade. One of Brian's favorite questions to students is, "What does that mean?" Even at age four, we want students to notice and understand things, and we are eager to work to figure them out. 

 

Brian is dedicated to creating an environment where students feel comfortable asking questions. He understands that this foundational skill encourages them to take risks and embrace challenges. By promoting a culture of inquiry in the classroom, students develop a habit of successfully solving problems and answering questions, significantly enhancing their confidence. This newfound self-assurance is crucial for leadership, as influential leaders often display bravery in the face of uncertainty. “The more informed our students become, the more equipped they are to express their ideas and take initiative.”

 

The scientific method is a robust framework that can be applied across various subjects, encouraging curiosity, experimentation and analysis. Brian believes that by fostering an environment where students can ask questions, test hypotheses and draw their conclusions, students build the confidence to tackle any challenge. Ultimately, his goal as an educator and mentor is to inspire them to explore, innovate and think beyond their current knowledge boundaries.

 

Temple University – BS

 

Rita, a dedicated member of the Baldwin educational community, teaches 7th-grade science and the Grade 12 environmental science elective. Her passion for teaching across divisions is fueled by the opportunity to build connections in both the Middle and Upper Schools. Despite the age gap, she sees a shared love for science and curiosity that unites these two groups. 

 

At Baldwin, the concepts taught in science classes serve as a strong foundation for students, preparing them for future challenges in more advanced courses. Rita enjoys keeping the students curious. Her favorite type of questions in 7th grade science are the ones that start with, "Oh! Is that why ...?" Students love making connections between the classroom and their own experiences, and Rita is always excited to foster those connections. She explains, "By developing a clear grasp of how the world operates, students are better prepared to make informed decisions, academically and in their everyday lives."

 

In environmental science in particular, Baldwin's seniors view the natural world through multiple lenses: future businesswomen, doctors, artists, political leaders, teachers and more. Providing the necessary content while offering multiple perspectives allows Baldwin students to make thoughtful, informed decisions that best align with their values. "I find that they all care deeply about the environment and want to make a difference," Rita says. "I give them the information while always leaving room for their thoughts and ideas." 

 

Graham Phillips, Middle & Upper School Science Teacher

Emory University - MS
DePauw University - BA

 

Graham teaches Middle and Upper School physics and has been teaching at Baldwin for 20 years. He explains that the classes he teaches provide students with the logical foundation to build their education and future careers as young scientists. In physics, students study "nature's rules," which prepares them for success in chemistry, biology and other fields. As they progress through their science education, students take increasing ownership over their laboratory work, developing their critical thinking skills in investigating and interpreting results. They use the information gained from these investigations to make changes to their methods and produce more detailed and accurate results.

 

Fostering a love of learning is central to what Graham does. He always asks himself (out loud) on his way to work, "How can I make my students' lives better today?" This statement reflects his commitment to making learning accessible, meaningful and fulfilling for students so that science is a class they always look forward to and enjoy.

 

Boston University - MA
Mary Baldwin College - BS

 

Heather has been an educator for 20 years and is in her 5th year at Baldwin, teaching biology, honors biology and AT molecular biology in the Upper School. She is also an 11th-grade advisor and the advisor to the Enviro Club, a group that provides students with opportunities to apply their scientific knowledge to real-world environmental issues.

 

Heather's aspiration is for her students to cultivate confidence and expertise in scientific thinking and communication. Her classes offer students endless opportunities to diligently refine their analytical skills through teamwork, peer review and the freedom to delve into topics of their interest. By the end of the year, Heather envisions them feeling empowered to overcome challenges and identifying themselves as budding scientists.

 

“Scientists let the data speak for itself, and I believe that students should learn to let the evidence guide their understanding,” Heather explains. “By connecting to fundamental concepts such as energy, structure and function, regulation and evolution, they can see these ideas come to life through hands-on labs, engaging activities and data analysis. This experiential approach deepens their comprehension and instills a sense of wonder and curiosity — key drivers of scientific exploration.”

 

To Heather, “Science, and in particular biology, is tangible and all around us - visible to everyone as we experience our daily lives,” she explains. “I hope my students are more able to approach the world with open and wide eyes, to experience the wonder and awe that comes with studying life and to appreciate life as an intricate and astounding thing. From understanding how interconnected all organisms are in ecosystems to how every organelle works together to make a cell function or how the molecules and chemistry of life determine each unique species, the processes of life are wondrous! I hope my students take what they learn in class and have a new appreciation for the world around them.”