Jennifer L. Geist, M.S.
Jennifer L. Geist completed Drexel University’s Master’s program in the Science of Instruction in September 2009. Prior to enrolling in the program, Mrs. Geist graduated Magna Cum Laude from Drexel University with a B.S. Biological Sciences in March 2006 and at the top of her class at Pennsbury Senior High School.

Throughout her undergraduate career, Jennifer participated in research with well-respected institutions including the United States Department of Agriculture, Drexel University and Merck & Co., Inc. Jennifer then went on to teach Biological Sciences laboratory courses for the Department of Bioscience & Biotechnology at Drexel University. Though Mrs. Geist learned and experienced a lot working in the field of research, it is her current position teaching Biology and Human Anatomy & Physiology at William W. Bodine High School for International Affairs that she really loves.

In her spare time, Mrs. Geist enjoys running, dancing, hiking, drawing, and playing lacrosse and other competitive sports. Most of all, she enjoys spending quality time with friends and family in the great outdoors.

Teaching Philosophy

My goal, as a high school biology teacher, is not only to share and teach the subject I love, but also to motivate and inspire young adults to learn and think critically, providing them with the tools and skills they will need to pursue their own interests and dreams. I strive to make biological concepts more relatable to the students and more applicable to their lives.

High school is a very influential time in a young person's life; it is the time when teenagers feel the pressure of weighing alternatives and making decisions that will affect the rest of their lives. Learning activities should promote the critical thinking and problem-solving skills students will need to succeed. Students should be given opportunities to research topics that affect them and hold their interest. No two learners are the same; therefore teachers must recognize and treat students as individual learners.

All students must be treated fairly and with respect. As teachers for equality, we must not only provide all students with equal resources and opportunities, but the same real possibility of an equality of outcomes. We, as teachers, must draw on the talents and strengths of our students. Every student brings resources (i.e. language, culture, experiences) to the classroom that can be a foundation for learning. We must create classrooms that stimulate ideas and the necessary critical thinking and problem-solving skills needed to challenge biases and discrimination and promote equity. Over time, the hope is that this would lead to affirming classrooms and an affirming society in which social inequities are no longer acceptable. To achieve these goals, I make myself accessible to my students and try to provide a safe learning environment conducive to open discussion of questions and ideas.