UNH-TRRE provides opportunities for alumni to pursue teaching careers
It may not seem like a therapeutic riding instructor, a physics expert, and a manager of family
entertainment centers would have a lot in common, but Abigail Clark, Brian O’Connor, and
Dan Hornbeck certainly do. As graduate students enrolled in the University of New
Hampshire’s Teacher Residency for Rural Education (UNH-TRRE) program, they are all preparing
to become teachers in rural New Hampshire schools, while earning their second UNH degree.
Clark (’19), O’Connor (’19), and Hornbeck (’93) all received their bachelor’s degrees from UNH, and have elected to pursue their M.Ed.’s through UNH-TRRE. Although they have arrived at a similar place for the 2019-2010 academic year, their journeys to UNH-TRRE, and to teaching, have been unique.
Abigail Clark arrived at UNH planning to become a veterinarian. The Plymouth, Mass. native graduated with a degree in biomedical science, but realized during her time as an undergraduate that veterinary medicine was not the path for her. She became involved with the therapeutic riding program at UNH, which opened the door to a possible career in teaching.
“I became certified as an instructor through that program,” Clark recalled. “And I was like ‘wow I really like teaching these kids,’ so that’s what started my thinking that I really wanted to be a teacher.”
In the therapeutic riding program, Clark worked with children and adults with disabilities, an experience that not only compelled her to pursue teaching, but confirmed her decision to attend UNH. Although Clark had not initially planned to come to the university, she is grateful that she did. “I really enjoyed it and do enjoy it currently,” said Clark, who is pursuing K-8 elementary/middle school science certifications. “I think they offer really great programs and I really, really loved the therapeutic riding program in general and that’s what pushed me toward teaching.” Clark is currently in a teaching residency in Farmington at the Henry Wilson Memorial School.
Meaningful experiences as an undergraduate
also piqued Brian O’Connor’s interest in
teaching. As a high school student, O’Connor
knew he wanted to be a physics major.
“I loved of figuring stuff out, and sort of peeking behind the curtain of the universe was really, really fun,” said O’Connor.
His original plan was to get pursue a doctorate in physics and become a professor. But O’Connor wasn’t certain he wanted to head right into six more years of hard-core physics right away. After attending a lecture at UNH about shortages of physics teachers, and the need to engage students in the sciences at a young age, O’Connor began to think seriously about teaching.
“We are horribly understaffed when it comes to physics teachers. And obviously that’s a problem that’s magnified in high-need and rural schools,” he said. Coincidentally, O’Connor had also learned about UNH-TRRE from a flyer posted in DeMerritt Hall, and thought it sounded like an interesting opportunity. “After that lecture and sort of already knowing about TRRE in the back of my mind I thought, hmmm I could help. That’s a problem I can directly address.”
Supporting kids and communities also brought Dan Hornbeck back to UNH for a teaching degree. After spending more than a decade working in the family entertainment industry, Hornbeck was looking for a career change, and his mind kept wandering back to teaching.
“When I was younger, I considered getting into teaching,” said Hornbeck, a Durham, N.H. native. “[After several years] I came to the conclusion that teaching was an avenue to pursue, but was wondering, ‘how do I do this?’”
Serendipitously, Hornbeck’s father had seen a flier for the TRRE program at his local gym and shared it with his son. Hornbeck spent the next year observing in classrooms and gaining experience as a substitute to figure out if teaching was for him. He primarily worked in 2nd through 5th grade classrooms and is pursuing UNH-TRRE’s elementary education certification pathway.
“I found that TRRE was the right fit,” he said.
Hornbeck is currently in a teaching residency at the Kenneth A. Brett School in Tamworth. Along with Clark and O’Connor, he will complete his full year residency in a UNH-TRRE partner school in the Lakes Region.
Though their journeys have been different, similar experiences of support and mentorship from teachers unite these Wildcats and has influenced their desire to become educators themselves.
“I’ve been very fortunate to be where I’m at and have had a lot of mentors and advisors that have brought me to this place,” said Hornbeck.
O’Connor echoes this sentiment, crediting an influential high school teacher, Mr. Whitaker, as a source of inspiration. He hopes to instill a sense of wonder in his students that first sparked his own interest in physics.
“Not every kid will have the same love of physics that I had,” he admitted, “but hopefully I can be some kid’s Mr. Whitaker and develop and encourage that curiosity for the world around them, and the drive to see how it works.”
These alumni will extend the impact of UNH as teachers in rural schools across the state upon completion of TRRE. To date, 23 percent of TRRE program participants are UNH alumni. In addition, UNH alumni of the Education Department support TRRE residents in a variety of roles, including teaching mentors and school administrators at partner schools. Engage NH is a pillar of the University's strategic goals, and alumni are active participants improving K-12 education in the state.
Clark (’19), O’Connor (’19), and Hornbeck (’93) all received their bachelor’s degrees from UNH, and have elected to pursue their M.Ed.’s through UNH-TRRE. Although they have arrived at a similar place for the 2019-2010 academic year, their journeys to UNH-TRRE, and to teaching, have been unique.
Abigail Clark arrived at UNH planning to become a veterinarian. The Plymouth, Mass. native graduated with a degree in biomedical science, but realized during her time as an undergraduate that veterinary medicine was not the path for her. She became involved with the therapeutic riding program at UNH, which opened the door to a possible career in teaching.
“I became certified as an instructor through that program,” Clark recalled. “And I was like ‘wow I really like teaching these kids,’ so that’s what started my thinking that I really wanted to be a teacher.”
In the therapeutic riding program, Clark worked with children and adults with disabilities, an experience that not only compelled her to pursue teaching, but confirmed her decision to attend UNH. Although Clark had not initially planned to come to the university, she is grateful that she did. “I really enjoyed it and do enjoy it currently,” said Clark, who is pursuing K-8 elementary/middle school science certifications. “I think they offer really great programs and I really, really loved the therapeutic riding program in general and that’s what pushed me toward teaching.” Clark is currently in a teaching residency in Farmington at the Henry Wilson Memorial School.
Meaningful experiences as an undergraduate
also piqued Brian O’Connor’s interest in
teaching. As a high school student, O’Connor
knew he wanted to be a physics major.“I loved of figuring stuff out, and sort of peeking behind the curtain of the universe was really, really fun,” said O’Connor.
His original plan was to get pursue a doctorate in physics and become a professor. But O’Connor wasn’t certain he wanted to head right into six more years of hard-core physics right away. After attending a lecture at UNH about shortages of physics teachers, and the need to engage students in the sciences at a young age, O’Connor began to think seriously about teaching.
“We are horribly understaffed when it comes to physics teachers. And obviously that’s a problem that’s magnified in high-need and rural schools,” he said. Coincidentally, O’Connor had also learned about UNH-TRRE from a flyer posted in DeMerritt Hall, and thought it sounded like an interesting opportunity. “After that lecture and sort of already knowing about TRRE in the back of my mind I thought, hmmm I could help. That’s a problem I can directly address.”
Supporting kids and communities also brought Dan Hornbeck back to UNH for a teaching degree. After spending more than a decade working in the family entertainment industry, Hornbeck was looking for a career change, and his mind kept wandering back to teaching.
“When I was younger, I considered getting into teaching,” said Hornbeck, a Durham, N.H. native. “[After several years] I came to the conclusion that teaching was an avenue to pursue, but was wondering, ‘how do I do this?’”
Serendipitously, Hornbeck’s father had seen a flier for the TRRE program at his local gym and shared it with his son. Hornbeck spent the next year observing in classrooms and gaining experience as a substitute to figure out if teaching was for him. He primarily worked in 2nd through 5th grade classrooms and is pursuing UNH-TRRE’s elementary education certification pathway.
“I found that TRRE was the right fit,” he said.
Hornbeck is currently in a teaching residency at the Kenneth A. Brett School in Tamworth. Along with Clark and O’Connor, he will complete his full year residency in a UNH-TRRE partner school in the Lakes Region.
Though their journeys have been different, similar experiences of support and mentorship from teachers unite these Wildcats and has influenced their desire to become educators themselves.
“I’ve been very fortunate to be where I’m at and have had a lot of mentors and advisors that have brought me to this place,” said Hornbeck.
O’Connor echoes this sentiment, crediting an influential high school teacher, Mr. Whitaker, as a source of inspiration. He hopes to instill a sense of wonder in his students that first sparked his own interest in physics.
“Not every kid will have the same love of physics that I had,” he admitted, “but hopefully I can be some kid’s Mr. Whitaker and develop and encourage that curiosity for the world around them, and the drive to see how it works.”
These alumni will extend the impact of UNH as teachers in rural schools across the state upon completion of TRRE. To date, 23 percent of TRRE program participants are UNH alumni. In addition, UNH alumni of the Education Department support TRRE residents in a variety of roles, including teaching mentors and school administrators at partner schools. Engage NH is a pillar of the University's strategic goals, and alumni are active participants improving K-12 education in the state.
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