UNT Research, Volume 17, 2008 Page: 28
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TEACHING FUTURE EDUCATORS
UNT ADDRESSES NATIONAL
it a r i , I
asey Harl spent nearly I5 years working in
information technology for a Fortune 500
chemical and polymer company.
There was little to complain about.
He oversaw multi-million dollar projects,
served as a team leader, made important
presentations to plant managers and their
staffs and took home a lucrative salary.
But Harl gradually discovered he had
a different calling - one that comes with
a smaller paycheck and more hassles but a
Harl is an eighth-grade math teacher
at Lake Dallas Middle School.
"I am more fulfilled now than I ever
was as a corporate employee," says Harl,
who earned his teaching certification from
the University of North Texas in 2006 and
is nearing completion of a master's degree
in secondary education from UNT.
"I decided I wanted to make a difference
more than a dollar," he says. "The work is
harder, but the knowledge that I am making
a difference in the world and leaving behind
a legacy trumps the money I was making."
Unfortunately, there are too few teachers
like Harl. Schools across the state and the
nation are dealing with a massive shortage
of qualified math and science teachers in
secondary education. The dearth of quality
educators has heightened concerns that
American students will find themselves at a
disadvantage in a work force that is becoming
increasingly more high-tech and globalized.
To combat the problem, UNT has
instituted a variety of grant-funded programs,
28 200 UNT RESEARCH
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University of North Texas. UNT Research, Volume 17, 2008, periodical, 2008; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc115031/m1/28/: accessed December 15, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting University Relations, Communications & Marketing department for UNT.