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A growing body of research indicates that enrolling in high school calculus is often a bellwether for the likelihood of high school students pursuing higher education or careers in STEM (Science, Technology, Engineering, or Math).
Helping underserved students achieve that milestone is the goal of an ongoing partnership between Emmanuel College and The Calculus Project nonprofit organization.
For six weeks each summer, Emmanuel hosts Calculus Project classes, peer tutoring, and activities that highlight careers in math. In addition to helping area youth strengthen their math skills, the courses are an opportunity for students with the Emmanuel School of Education to gain classroom experience and start building professional networks.
That confluence of meeting community needs and helping students use their education to support the common good are central goals for the Emmanuel Office of Community Engagement.
“It’s why we do what we do,” said Emmanuel Vice President of Community Engagement Dr. Keith Lezama Jr. “We partner to offer students these immersive experiences that help them hone the skills they’ll need for successful careers.”
The Calculus Project was launched in 2009 as a targeted initiative to help underserved African American, Latino, and low-income students access the benefits of advanced math. That dedication to cultivating a sense of belonging- both in math and on campus- was a key factor in the formation of the partnership with Emmanuel back in 2022.
“From the beginning, the partnership was grounded in one of the Office's core priorities: developing community partnerships that create meaningful pathways for students to experience college, build relationships with higher education, and ultimately see themselves as successful college students,” said Dr. Lezama.
The collaboration soon evolved to include the Emmanuel School of Education, which runs a fellowship program that encourages undergraduates to work with school and community partners in Boston.
The Community Service Fellowship program was established in 2012 as an alternative to traditional summer jobs; it provides stipends and lodging on campus for 3 to 10 service-oriented undergraduates each summer. Specific placements vary according to partner needs, but participants can generally count on gaining experience working with students, helping out with school administration, and practicing essential skills for modern teachers, such as family engagement.
“There are many opportunities for our fellows to really blossom and cultivate the skillsets they’ll need as educators,” said School of Education Associate Dean Deirdre Bradley-Turner, who administers the program. “Our work with the Office of Community Engagement and The Calculus Project is an excellent example of a collaborative partnership that aligns with the College's mission and values.”
Calculus Project Founder and CEO Dr. Adrian Mims said the partnership exemplifies how colleges and community organizations can work together to develop the next generation of educators while also expanding opportunities for students.
"Our partnership with Emmanuel College is truly invaluable because it creates meaningful opportunities for both organizations,” said Dr. Mims. “The School of Education Fellows expand our capacity to deliver high-quality programming and individualized support to our students, while gaining hands-on experience working with a growing nonprofit committed to educational equity.”
Fellows Past and Present Making an Impact
Jahan Puryear ’27 was a fellow with the Calculus Project this summer. Working as an assistant teacher in a 10th grade classroom, he worked alongside the lead teacher, peer teachers and students—all great practice for his upcoming practicum at Cathedral High School this fall. As a double major in education and math, he also enjoyed sharing his love of math with students.
“Working with the students was a highlight of my summer,” said Puryear. “Helping students come to understand difficult mathematical techniques was a very fulfilling experience—and it helped me refine my teaching skills before student teaching this fall.”
The partnership has also created a pipeline of talent, where Saints stay involved once the fellowship is complete.
This was the case for Kyle Antoine ’24 G’25. He started with a fellowship the summer after his junior year, and recently completed his second summer as a lead teacher. In that role he’s responsible for planning lessons and activities, and for building a culture where students are comfortable thinking, speaking, and contributing as mathematicians.
That body of work also proved helpful when Antoine secured his first full-time teaching position at TechBoston Academy a little over a year ago.
“It was one of the first things we talked about when they were reviewing my application,” said Antoine. “Experience with The Calculus Project sticks out on a resume, especially when applying to one of our many partner schools in the Boston area.”
Oscar Cabral ’26 is a Peer Teacher Leader with The Calculus Project, responsible for hiring, onboarding, and supervising roughly 50 Peer Teachers for summer programs. He also started as a fellow, while earning a double major in education and history.
Cabral graduated earlier this year. Work with The Calculus Project is helping him continue building his resume toward that first full-time teaching position. In the meantime, he’s enjoying the chance to make meaningful contributions in the ever-growing Calculus Project community.
“It’s heartwarming to build connections with the students coming into the program and then see how well they’re doing afterward,” said Cabral. “As a Peer Teacher Leader, I’m hiring some of the students that I taught…The Calculus Project does a great job of building community.”
