Rice is synonymous with leaders. We educate them. We guide them. We build them for the future. Leadership, however, is not just a skill for corporate boardrooms and C-suites. To create the thriving urban communities of the future, we need leaders at the head of classrooms cultivating the leaders of tomorrow.

We recently spoke with one such leader. Nelva Williamson is a 43-year teaching veteran, currently teaching at Houston's Young Women’s College Preparatory Academy. Throughout her career, Nelva has attended eight of Rice's AP Summer Institutes, helping hone her skills and equipping her to prepare her students for the rigors of advanced study. This summer, Nelva will once again attend APSI. This time, however, she will be leading the workshop.

Q1
Was your ambition to always be in education?

Yes, and no … since I was 5 years old I wanted to be a teacher just like my mom and uncle. I did have ambitions to be a lawyer during my early years as an educator. One of my middle schoolers at the time saw me reading a law book during lunch and she said she wanted to read big books like that so I told her she could if she went to law school. She replied that she thought I would be a better teacher than a lawyer. That clicked something within me as I was going into law to make money but I became a teacher to change the future. Funny thing is, she eventually became a lawyer after being my colleague at the school where that scene played out.

Q2
Why is professional development so important for educators?

The field of education is constantly changing. You can’t teach outdated methodology with these new generation students. You have to stay current with technology as well as new and innovative ways to deliver content. The field of history is also changing. New scholarship along with the discovery of the rich diversity of history must be studied by educators so we can pass that on to our students. This is important so our students can see themselves in history and strive to continue to create a better world for everyone.

Q3
When was the first time you attended Rice’s APSI and what do you remember about your experience?

My first experience at a Rice APSI was eight years ago. I remember I wanted to absorb everything the consultant was saying. He gave out books and I loaded up with sample copies. I struggled to walk to my car but I wasn’t going to give up any of those books! I remember meeting teachers in my district and the surrounding area with varying levels of expertise in the courses. I am still in touch with some of those educators. I was able to learn how to read the CED but most importantly I learned valuable strategies to keep my students engaged in the content.

Q4
What would you say to other educators about APSI if they were considering attending?

I would tell other educators to do whatever it takes to attend an APSI. It is well worth the time and the money. I would tell them they would go into the classroom feeling confident that they can teach the course. I would let them know they will have a real support system of folks who understand the “struggles” of teaching an AP course. Learning how to read the CED and creating lessons aligned to it is really important to make sure students are prepared for the AP exam.

Q5
How does it feel to transition from an APSI participant to an instructor?

I am excited to make the transition from participant to instructor. I want to bring what I learned at the APSIs I attended. To be honest, some were better than others. I had two very well-respected instructors who I plan to pattern my APSI after. What I did learn and will implement into my session is to be well prepared and to bring my best self to the session. I remember that participants want to have time to talk with other participants but there is a fine line when it comes to giving too much time as some participants view that as “free" time.

Q6
Why is AP African American Studies an important addition to the AP catalog?

AP African American Studies is an important addition to AP as it brings a new group of students and educators to the College Board. This course sparks student interest that has not been seen for a while in the world of AP. I feel it will open up college opportunities but also the opportunity for students to take a class that they find interesting and relevant. Many Black students are longing to see where they fit in the history of this nation. AP AfAm provides a look at history that is missing in the general history course. It is not just a history course but a studies course where students learn about culture and traditions that they may or may not be familiar with. This is important in expanding students' knowledge. As with anything once we start to learn about various points of view and history, we are more comfortable with ourselves and others. It is a great course for students to take along with APUSH as they are learning US history and the course adds the diverse history that APUSH is missing; although it is getting better with the addition of new additional courses in the CED. AP AfAm is also breaking down barriers that some schools have traditionally erected for students of color. Ending the gatekeeping and allowing students who are interested in history is changing the face of AP and the College Board. Adding more teachers of color will encourage more teachers to eventually apply to be consultants; not just in AP AfAm, but in other AP courses.

Q7
How do you feel to be training teachers in this new offering?

I am very excited to take part in training teachers in this course. I feel it is an honor. It makes me proud to be entrusted to teach the history of my ancestors. For me, this is a serious undertaking as I want to do the course and participants justice and honor those who came before me. I have studied African American history since I was in junior high. I find African American history fascinating and an important part of this nation’s story. I want to impart my love for African American history and culture to other teachers so they, too, can feel comfortable teaching the course, no matter their background.