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Ole learning to nurture the next generation of science students

Samuel Heupel '20
Samuel Heupel ’20

As high school chemistry teacher Sam Heupel ’20 wrapped up this academic year, he not only reflected on the work he did with his students, but also as a fellow in the Knowles Teacher Initiative.

A teacher at Two Rivers High School in Mendota Heights, Heupel was part of the 2023 cohort of educators who were awarded the five-year national fellowship. The fellowship is designed to support new high school science and mathematics teachers by providing resources, professional development training, and a network of early stage educators striving to be great teachers and leaders in their communities. It has supported Heupel with year-round resources for his classroom, professional development opportunities, and networking opportunities with other fellows, alumni, and experts in the program.

“Being in the fellowship has certainly made me a more resilient teacher. As a new teacher in schools, mentorship can vary and may only last for one year — and school-wide professional development does not always apply to every content area, making it hard to know how to approach teaching science,” Heupel says.

Three times each year, the fellows gather to share ideas, resources, and to learn and develop teaching practices. Heupel says it has improved his teaching immensely, enabled him to form new friendships with like-minded peers, and given him a new perspective on the art of education.

“There are so many facets to keep track of while teaching at the high school level, and the fellowship has been very insightful in navigating the intricacies of teaching and helping students to learn science,” Heupel says. “This past year has helped me focus on my own practices and how I can help students to be more engaged in their own learning. I have been supported through the knowledge I have accumulated from each meeting, the funds that have been provided to purchase classroom materials and professional development opportunities, and through the mentorship and camaraderie from the members and staff in the fellowship.”

During his time at St. Olaf, Heupel majored in chemistry with a concentration in educational studies. He was also a member of the men’s varsity soccer team during his four years at St. Olaf, and was a 2019 Minnesota Intercollegiate Athletic Conference (MIAC) Academic All-Conference honoree. Within the liberal arts curriculum, Heupel also had the flexibility to take education classes. He credits this for inspiring him to pursue a career as an educator.

Sam Heupel '20 celebrates with his St. Olaf soccer teammates during his time on the Hill.
Sam Heupel ’20 celebrates with his St. Olaf soccer teammates during his time on the Hill.

“I give a lot of credit to the liberal arts education at St. Olaf for giving me many opportunities to learn and explore a lot of ideas, disciplines, and perspectives of the world,” Heupel says. “I discovered my calling to be an educator from taking education courses at St. Olaf, and my calling to be a coach from playing soccer at St. Olaf. It gave me opportunities to travel and explore the ins and outs of my future vocation. In the teaching profession, the best way to evolve is definitely through experience — and the St. Olaf Education Program did an excellent job in giving me opportunities to be in high schools throughout my education.”

When he graduated amid the COVID-19 pandemic in 2020, Heupel obtained a position at an alternative school through a nonprofit program in Minneapolis. During this time, he helped students navigate the pandemic. Over the past three years, he became a chemistry teacher at Two Rivers High School in Mendota Heights, Minnesota.

“Every day I get to work with a fun population of students and I get to learn something new,” he says.

Heupel first heard of the teaching fellowship thanks to two co-workers who had attended professional training seminars put on by the Knowles Foundation. He applied and was accepted in a 37-member cohort. Each year in the fellowship focuses on a different aspect of teaching and leading in schools. 

“I look forward to every conference, and my hope is to build expertise in my field, so that I may continue to share knowledge and help shape the future of education,” Heupel says.

The first three years of the fellowship are dedicated to the development of specific content knowledge and disciplinary practices using inquiry to help improve student learning outcomes. The last two years of the program are focused on teacher leadership and collaboration with other professionals in their learning community. 

Heupel believes that many different people contributed to his success and drive to become a teacher. His chemistry professors gave him the background knowledge required to be a proficient chemistry teacher. His education professors provided him with experiences, the expertise, and modeling what it means to be a good teacher. His soccer coaches helped to show him what great leadership looks like in the classroom and on the pitch. All of them helped prepare him to become the educator and coach he is today.

“I have been — and continue to be — inspired by all the teachers I went to classes with and to the future teachers who are in classes now who continue to put in the hard work for the benefit of students while enduring a cultural and professional climate that has not always been kind to teachers,” Heupel says. “I encourage anyone and everyone to reach out and thank an educator for the hard work that they do.”