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Dordt's education program is grounded in the belief that teaching is a calling—an opportunity to serve God by serving others. Motivated by this deep sense of purpose, the department aims to equip future teachers not only with the knowledge and skills they need, but also with a profound love for all aspects of teaching—including in high-need areas.

During their time at Dordt, students are shaped by the department’s conceptual framework, which emphasizes the “three loves” of teaching: loving who they teach, how they teach, and what they teach.

The “three loves” framework reflects the department’s commitment to teaching Christianly: “honoring students as image bearers (loving who we teach), unfolding God’s good creation (loving what we teach), and enacting pedagogical and professional practices that align with best practices and our faith (loving how we teach),” says Dr. Abby De Groot ('05), associate professor of education and director of the Teacher Preparation Program.

Their vision for teaching is reinforced by a strong commitment to continued learning and professional development to help teachers thrive in the classroom. While nationally many teachers are leaving the profession, De Groot emphasizes that “one solution to teacher burnout is better equipping educators for the complex classrooms they will enter.” To that end, Dordt faculty remain active learners themselves, continually investing in research and professional growth so they can pass that knowledge on to students planning to enter the field of education.

“A good example of this is the current focus in Iowa and other states on the science of reading,” explains De Groot. “Long before the newly mandated Foundations of Reading Test rolled out in Iowa, our literacy professors were studying and integrating science of reading coursework into our literacy courses.”

Beyond campus, Dordt’s education faculty are also sharing their expertise with broader educational communities. Faculty members are leading webinars, keynoting conferences, presenting their research, tutoring students, and consulting in schools.

One recent example is a special education event hosted by the department’s Master of Special Education Program, which offered educators an opportunity to connect with peers, tour the Thrive Center, and learn from expert speakers. Dr. Kathleen VanTol, director of Dordt’s Master of Special Education Program and faculty director of the Thrive Center, led a session focused on understanding and addressing challenging classroom behaviors. In addition, Dr. Gwen Marra ('90), director of the Thrive Center and a professor of education, shared insights on how life experiences impact brain development and how teachers can make informed instructional choices based on this understanding.

It’s also important for students to enrich their education, bridging theory and practice, in hands-on experiences outside the classroom. One of these opportunities is working in the Thrive Center. This space serves not only as a resource for local students in need of academic support, but also as a professional training ground for future educators. The Thrive Center is divided into two parts: the Thrive Center for Applied Behavior Analysis (ABA) and the Thrive Center for Achievement. Together, these centers offer behavior therapy, skills acquisition, and literacy tutoring, providing critical services to students while preparing Dordt education majors to become effective, compassionate teachers.

Several education faculty members are deeply involved in the centers. One of those faculty members is Marra. Since the Thrive Center was founded in 2020, Marra has witnessed the center’s transformative power. For example, Marra has been working with one student for several years. “At age 13, she was reading at about the level most children achieve halfway through second grade,” says Marra. “We met together a couple of times per week for tutoring, using an Orton-Gillingham approach to teaching reading. After two years of tutoring, she was reading at grade level.” Now in high school and a graduate from the Thrive Center of Achievement, the student continues to succeed in challenging courses like Spanish and Algebra.

Marra sees the services offered in the Thrive Center as an embodiment of the Education Department’s conceptual framework to “love who we teach, how we teach, and what we teach."

Marra says, "In the Thrive Center, we strive to love the students we work with, honoring them by implementing research-based best practices and teaching them skills, such as reading, that will greatly enhance their lives."

Additionally, students at Dordt benefit from practical experience as the hands and feet of Jesus in their communities. “Working at Thrive gives students valuable time with real students, helping to solve a real problem. They learn how to motivate and engage students when learning is difficult. They learn how to teach effectively and what explicit, systematic, cumulative instruction is. They learn to give feedback that is meaningful and how to use assessment to inform their instruction.”

Marissa Maas, a senior education major, has been working in the Thrive Center for Achievement since her sophomore year. She says her time working in the Thrive Center has enriched her education, as she has gained insight into how students learn and how effective instruction is built. “By learning how to implement research-based strategies and curriculum, I have gained so much insight about the science of reading,” she reflects. Additionally, the experience has reinforced her desire to serve students not only academically but also spiritually and emotionally. “Building relationships and building student confidence are my two favorite things about working at the Thrive Center."

Maas has always felt called to work with children, but her time at Dordt has shaped her understanding of what it means to teach Christianly—seeing education through the lens of faith and a desire to reflect Christ’s love, no matter who and where she is called to teach. As Maas puts it, “In every aspect of teaching—from the way we act to the curriculum we choose—we should be asking how this is developing disciples and shaping students to more closely image God.”

Another area of teaching in high need of quality educators is the field of science, technology, engineering, and mathematics (STEM). Dordt faculty members like Dr. Dave Mulder ('98) and Dr. Val Zonnefeld ('97) have played a key role in shaping how the university prepares future STEM educators. From launching innovative professional development resources to creating accessible online tools, they’re finding meaningful ways to support both current teachers and those preparing to enter the classroom for the first time.

Mulder recently launched a new podcast titled “It’s Good to Be Smart,” designed to support middle and high school STEM teachers. Each episode is aligned with the Next Generation Science Standards and seeks to support long-term professional growth in STEM instruction. “I hope that this podcast will inspire students and teachers alike to see that it truly is good to be smart, and that ‘smart’ isn’t something you naturally are, but something you become,” says Mulder. This innovative resource is a testament to Dordt’s commitment to providing ongoing, accessible support to educators.

Meanwhile, Zonnefeld continues to serve STEM educators through her leadership as principal investigator on the National Science Foundation’s Robert Noyce Teacher Scholarship Program at Dordt and the development of a free, online mathematics education resource. This platform is enriched annually by feedback from both undergraduate and graduate students, reflecting yet another distinct aspect of Dordt’s education department: an emphasis on collaborative professional development and shared learning.

Bryce Enger (’24) serves as a middle school STEM teacher at DSST: Montview, a charter school within Denver Public Schools in Colorado. He teaches 6th–8th grade Creative Engineering/STEM Lab, a class designed to expose students to a wide range of STEM fields and build skills such as problem-solving, collaboration, research, creativity, and perseverance.

“My favorite part of teaching STEM Lab is diving into what students are most interested in,” says Enger. “This year, some highlights have been coding, 3D modeling, and hands-on prototyping within set criteria and constraints.”

Beyond technical skills, Enger emphasizes the importance of identity and community in the classroom: “My biggest goal is that their education complements who they are and who they are striving to be,” he explains. “We build community intentionally—whether through dedicated activities or how we interact daily—because these moments shape how we learn and work together.”

Enger’s approach to problem-based learning is grounded in empathy and relevance. “When we examine real-world problems in class, we begin by learning about the people impacted. Whether it is us, or others, we start with developing a personal connection to the activity or project,” he explains. “After doing so, we operate out of that personal connection to create and develop something that is deeply meaningful to both ourselves and those who it is designed for.”

Reflecting on his time at Dordt, Enger believes the Noyce Scholars Program was instrumental in developing his teaching. “The Noyce Scholars Program provided me many extra opportunities to be in a classroom and to get real teaching experience, and the field experiences and student teaching opportunities were some of the most impactful moments of my time at Dordt,” he says. “My cohort of Noyce Scholars was really influential in developing my thoughts and mindset toward education as we wrestled with content throughout our courses and discussed ways we can apply what we are learning to teaching.”

Overall, Enger says it was the full experience at Dordt—not just one class or program—that prepared him to lead with purpose and passion. “Whether that was my time working at the Thrive Center, my classes, student government experiences, field experiences, late night homework groups with my friends, or interactions with my professors, each part of my experience at Dordt played a unique role in developing me as an educator and person, and I am very grateful.”

De Groot is hopeful that Dordt’s work on campus and beyond will make a lasting impact in the lives of teachers and students. “All of these things will hopefully result in a better-prepared workforce that will then keep attracting young people to this great profession,” she says.