Ryan Collay Email & Phone Number

Eugene, Or, Us

Eugene, Oregon, United States

Board member of a small non-profit education organization.

Eugene, Oregon Area

The goal of the "Education by Design" consortia is to strengthen the directionality and intentionality of educational programs. We do this by highlighting and increasing two core processes within each program: "Design/Delivery" and "Reflect/Refine." We helps programs build on experience and knowledge (research based as well as grounded practice) to assure a structured commitment in time and resources through "goal oriented flexibility and innovation" to define a clear intentionality sustained by all staff. Design/Delivery links practice and programs with essential attributes and attitudes, to craft a clear link to research and practices that will make a difference, get to someplace significant...and then to make the further design commitment to link in Reflect/Refine to substantiate progress...moving with intention in a direction. Undergirding this is the guiding belief that knowledge, skills and clarity are a program's core value. Further that activity is not directionality and we need tools and skills to assure we are getting somewhere significant.

The CSA is a great example of how a amazing collection of disparate people, with a passion for fostering engagement in Citizen Science, can strive to increase engagement of an ever wider variety of members of the community producing and using science And this, in turn, fosters a sense of membership, of "citizenry" in producing and using well-vetted knowledge to understand the workings of the natural world, and in using that knowledge, as part of collective wisdom, to improve the quality of lives. Increasing the sense of enjoyment in learning, in developing a sense of awe, in increasing the number of people whose identities include scientist, is a good thing. Citizens doing science, in partnerships between researchers policy and problems, being to the table to sense of a community making the world a better place. When we engage a young learner in the process of learning, testing, being a critical thinker, all in a community discourse, they can better forge a future, a personal narrative that makes sense for her and her community. When she can emerge with her skills, enthusiasm, and drive alive, the world will be a better place, when she becomes President.

Corvallis, Oregon Area

Position Summary: I served as leader of the program by forging a common mission and vision. I led our team by helping each to conceptualize, plan, and implement college-connection events, support teachers and students in SMILE Clubs, and our delivery of teacher professional development. Our events are delivered to support the goals of SMILE within the context of the broader community of service. I served as the facilitator of the larger group of partners who provide services and financial resources that support clubs, workshops and college-connection events. In addition, these team members coordinate the development of strategies, tools, and delivery of program evaluation, functions as a liaison for partner districts, schools, and teachers, as well as provides regional leadership in science, technology, engineering, and mathematics (STEM) education. Additional university-wide duties include support the the YOE community as well as linking these efforts to other program and partners.* Curriculum Development and Teacher's Workshops* Develop our Framework for Program Design, Delivery and Evaluation * Evaluate our Partnerships and Programs* Forge an ever-changing Professional Educator's Community of Practice.Worked with SMILE Faculty, university and community partners to create teaching materials that engage youth in math and science, enhance persistence and attainment in school, and support a vision for their capacity to perform successfully in higher education.My passions include--Environmental Education and Public Policy* Work with a variety of groups to create environmental education materials* Work with education and outreach leaders within the context of transformational learningContent in Context* Develop contextual scenarios that link science knowledge to challenges* Linking Engineering and Design to meeting real-world needs and concerns

Lane/Benton Counties

The LTWC is part of the Oregon Plan to protect water quality in OR through community based councils. The steering committee's is to support the overall council effort is to connect with council members/stakeholders to support this effort.

I was a volunteer steering committee member a number of years ago and helped organize the annual meeting on the McKenzie river. I have been a organization member and support EE statewide. Throughout my own education all things integrated and contextual really connected with me.

Hauser Oregon

Taught the science section for 4-6 grades at North Bay Elementary School, lead day-long field trips, working up high school students as docents, and developed an integrated curriculum infusing language arts, projects and presentations. The position was funded in part through Eisenhower Math and Science grants supporting teachers professional development for the 14 elementary school teachers. We developed, and co-taught in both there home classroom as well as my science classroom, an integrated curriculum bringing applied in math, writing and reading from non-fiction, as well as culminating projects developed to fit the skills and content for each quarter.

North Bay Elementary School, Hauser

Classroom Teaching and Curriculum Development; Developed and taught activity based science to fourth, fifth and sixth grades studentsDesigned activities requiring active learning, higher-level thinking skills, hands-on exploration and cooperative learningCurriculum Development in the Public SchoolsTAG. classroom providing open-ended learning for the gifted studentsIntegrated curriculum that reinforced science teaching in the self-contained classroom,Conducted district-wide field trips taught by local high school students as mentor teachers.Developed a comprehensive ES science curriculum based on quarterly thematic units for grades 4-6.

Marin County

I worked as both a laborer and a carpenter's assistant for Rick and Steve Powers. We remodeled houses in Marin County. I then become a utility player for Rick when it became clear that I could learn most anything needed, the more strange and interesting the better. I worked with the granite team to install their hardware, learned to replace and repair windows, and installed over 100 earthquake hold-downs on one house in Tiburon. Always curious!

Philo Ca

I worked for the summer camp in Mendocino county for four summers. The first year I was a maintenance assistant with Dave Coyle and the second summer in the kitchen with Madeline Rendler. The last two years I was a camp counselor and administrative assistant. The camp strong informed the foundation for my educational philosophy and influences my ideals and values. In particular to the role of a culture and a community with each child/youth/young adult contributing to the community and strong adult mentors and role models inviting their growth and participation--the camp was perhaps the perfect balance of membership and autonomy. Thanks Irv and Edna!

Interdisciplinary Master'S, Cognitive Psychology, Neuroscience, And Education

Activities and Societies: Research into Circadian Rhythms I also ended up with a teaching certificate in Chemistry, Physics and Biology.

Bs, Genetics And Cellular Biology

Biology, Animal Science

Loved the area and had a number of amazing faculty...really outstanding small college science program.

Animal Sciences

Great restart with the goal of starting a creamery...and I love Eugene. The best part was working for Jay Marston's research team.

High School, Environmental Studies

Activities and Societies: Youth Science Institute West Valley Hiking Club