PPEM Faculty and Students Inspire Teachers Through Summer Research Experience
Two Iowa State University faculty members from the Department of Plant Pathology, Entomology, and Microbiology (PPEM) opened their labs to high school educators this summer through the Research Experiences for Teachers (RET) program, bridging cutting-edge science with K–12 classrooms.
Dr. Amber Crowley-Gall, assistant professor, and Dr. Larry Halverson, professor, each led teams of educators and ISU students in immersive projects that connected research with real-world classroom applications.
“Programs like RET remind us that science is most powerful when it inspires curiosity in the next generation,” Halverson said. “By working alongside teachers and students in the lab, we’re not only advancing research but also equipping classrooms with real-world experiences that make science meaningful and relevant.”
Research on Pollinators and Biodiversity
Dr. Crowley-Gall partnered with Peter Gay, a science teacher at Astronaut High School in Titusville, Florida. Supported by postdoctoral researcher Danielle Rutkowski and ISU Animal Ecology senior Lucia Irene Salazar, Gay worked on projects examining the interactions between bumblebees, yeasts, and plants. His research explored how yeasts might both inhibit Ascosphaera apis (the fungus that causes Chalkbrood disease in honeybees) and influence bee feeding behavior.
Gay said the experience reminded him why curiosity is at the heart of science.
“Being in the learner’s seat reminded me that science isn’t about having the right answer, it’s about asking better questions.” Gay reflected. “In my classroom, I now emphasize Claims, Evidence, and Reasoning not just as a student tool, but as a way to keep inquiry alive at all levels.”
For Crowley-Gall’s team, the collaboration strengthened the connection between university research and high school education. Rutkowski and Salazar guided Gay in applying experimental methods that he now plans to bring back to his students in Florida.
“One of the most rewarding parts of this program is seeing teachers like Peter bring scientific discovery back into their classrooms,” said Rutkowski. “By engaging with authentic research, they’re able to show students that science is a living process full of curiosity, challenges, and new questions that drive discovery forward.”
Exploring Soil Microbiomes
At the same time, Dr. Halverson and his team welcomed James Happe, a science teacher at Metro West Academy in Urbandale, Iowa. Supported by PPEM postdoctoral associate Holly Jo Loper and microbiology junior William Robert Jensen, Happe immersed himself in research on soil microbiomes and their impact on plant health.
Happe said the experience sparked a new appreciation for microbial diversity.
“Being immersed in a lab setting, surrounded by researchers asking innovative questions, ignited a deeper interest in how these microscopic organisms can influence something as large and important as a crop yield,” Happe said.
He plans to bring demonstrations—such as an experiment with ice-nucleating bacteria that instantly froze water on contact—into his classroom to inspire curiosity among his students.
“These are the kind of things that hook students and generate passion for learning,” Happe said.
Building Lasting Connections
Both faculty emphasized that RET’s impact goes beyond six summer weeks. By mentoring teachers alongside ISU students, PPEM labs contribute to a cycle where research informs classroom learning—and classrooms inspire future scientists.
Dr. Halverson noted that projects like Happe’s link agricultural microbiology to broader issues such as nutrient runoff and climate change adaptation, while Dr. Crowley-Gall’s lab helps teachers connect pollinator research to ecology and biodiversity.
For ISU students like Salazar and Jensen, the program also provided a unique mentoring experience—supporting teachers while deepening their own understanding of research and science communication.
Inspiring the Next Generation
Through the RET program, PPEM faculty, postdocs, and students demonstrated how collaboration between scientists and educators can spark curiosity, create authentic learning opportunities, and strengthen the bridge between university research and K–12 classrooms.
“The process will not end this summer” Gay said. “Just like the bumblebees, yeasts, and plants of the floral ecosystem, all members of the RET program are locked in to keep the educational and research opportunities healthy and thriving into the future.”