Reflections on a summer well spent

Philip working with a student

At RegenPGC, we are building the future of perennial grasses and the teaching profession by introducing existing and prospective science/stem educators to our research portfolio. Every summer, we participate in two crucial Iowa State University initiatives, the Research Experience for Teachers (RET) and Research Experience for Undergraduates (REU) programs.

The RegenPGC RET program allows middle and high school teachers to gain research experiences and form ongoing relationships with PGC scientists and graduate students. Our goal is for our RET participants to share their RegenPGC experiences with their students upon their return to the classroom and inspire young persons to learn more about STEM subjects.

The RegenPGC REU program provides opportunities to undergraduate students interested in future careers as STEM teachers to engage in a hands-on research project with a RegenPGC mentor and research team.

Both projects take place during the summer months, and RegenPGC collaborator Maureen Griffin and her team at the Iowa State University Office of Biotechnology lead the project.

Learn more about the essential truths and inspirations that our REU and RET participants were exposed to in 2025 in this overview piece.

Meet teacher Elisa “Ellie” Soosloff

Ellie Soosloff 2025 RET

Meet high school math teacher Elisa “Ellie” Soosloff, a professional educator who loves a full workload!

Elisa “Ellie” Soosloff, Creston High School, Creston, Iowa

I am a high school math teacher in Creston, Iowa, entering my 5th year of teaching. I grew up in Elgin, Illinois, and moved to Iowa for college, where I attended Drake University, completing a BA in Mathematics and a Spanish Minor alongside my BSE in Secondary Education. This past summer, I also finished my MA in Mathematics through Texas A&M to begin offering Calc 1, College Algebra, and Statistics for community college credit at Creston High School. I also teach Geometry, Trigonometry, Pre-Calc, and Probability & Statistics. It’s a full load, but I love it!

I applied to the RET program because… I have a passion for continuing my learning and being able to show my students not only why the math works how it does, but how it can be applied. I always love telling my students about how math and STEM are constantly growing and changing, and what better way to do that than to go help grow and develop research myself.

My expectations of the RET program are… to develop my knowledge about how research is done this summer. I’m excited to gain experience and make connections with other teachers and researchers to learn everything that I can. I’m especially looking forward to potentially developing something I could take back to my own classroom.

How do you see this experience impacting your classroom? I would love to incorporate more cross-curricular and project-based learning into my classroom and begin to introduce the students to areas of STEM that they don’t get to explore as commonly at the high school level. I believe this experience will be a great way to collaborate with other STEM areas and begin developing those kinds of materials based on the research descriptions involving creating and implementing classroom activities.

A teacher ‘takes one’ for the kids

Some teachers are willing to go all the way for their students. That’s what James Wenman of the Holy Trinity Catholic School in Des Moines, Iowa, did when he spent a good part of the summer at Iowa State University.

Here is what James had to say at the end of his RET project: “This program has allowed me to see into the world of science through the eyes of a researcher. Research is a dynamic field, evolving constantly. It involves encountering errors, repeating activities, and undergoing continuous learning processes.”

James came into our Research Experience for Teachers program to expand his knowledge in different scientific areas to “bring cool things back to my classroom.” We think he nailed it with his project, “Adapting growing practices of North American maize production to improve environmental affects.” You can learn more about James’ research project, “at https://lnkd.in/gshd7KGK

Dr. Cynthia Bartel and her writing team honored by Agronomy Journal

Congratulations to RegenPGC’s Dr. Cynthia Bartel and her co-authors (Kenneth J. Moore, Shui-Zhang Fei, Andrew Lenssen, Roger L. Hintz & Samantha M. Kling) on having their paper “Evaluating Chemical Suppression Treatments to Alter the Red: Far-Red Ratio in Perennial Groundcovers for Maize Production” selected as an Agronomy Journal “Editor’s Choice Article” for the year 2022.

The article is available as an Open-Access publication at http://www.mdpi.com/2073-4395/12/8/1854.

“Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.”

RegenPGC releases latest progress report

The RegenPGC research team has a new progress report. This report is the latest on our research enterprise focused on perennial cover crops and can be found here. Each of our Themes and Objectives provides updates on their research and outreach activities from Aug. 1, 2023, to Oct. 31, 2023.

Our goal is to be concise and share our work in ways that help bring stakeholders interested in perennial cover crops to an understanding of what we are doing to get closer to our vision of “well-adapted perennial ground cover  systems for a range of farm operations that require low labor inputs, provide significant ecosystem benefits, increase row crop resiliency, and have similar economic profiles as conventional row crop practices.” Check out our report and see how close we are to our goals.