Linda Rost went to New Mexico State University where she received her BS. She completed an M.Ed. in Instruction & Curriculum in 2010 from Montana State University - Bozeman and also completed a M.S.in Science Education from Montana State University - Bozeman in 2018. For her thesis work, she investigated phage therapy, an alternative to antibiotics, for the pathogen Staphylococcus aureus, and the mechanism of iron-doped apatite nanoparticles in increasing phage infections.
She is currently pursuing a PhD in Curriculum and Instruction from Texas Tech University.
Linda Rost is the 2020 Montana Teacher of the Year and a 2019 Montana Teacher of the Year Finalist. She has won a variety of other awards, including the Vernier Engineering Contest Grant ($5000), Continental Cares Grant ($5500), Ekalaka Public Schools Teacher of the Year (2012), Junior Science and Humanities Teacher Award - two times (2011 & 2012), Educational Testing Service (ETS) Recognition of Excellence (2009), Society for Petroleum Engineers Grant Winner (6 times).
She is also a certified Montana Partnerships with Regions for Excellence in STEM (MPRES) trainer, which is a program that offers classes and workshops to Montana teachers in the new Montana Science Standards. She is a member of the Northwest Earth and Space Sciences Pipeline (NESSP) grant, which also offers science standards trainings to Montana teachers. Mrs. Rost is also a participant in the Bringing Research into the Classroom (BRIC) program of Montana Tech, which involves students in microbiology and phage discovery research, and is now serving as a key personnel on the BRIC-2 grant. She is a member of the National Science Teacher's Association and the Montana Science Teacher's Association. She served on the writing team for the new Montana Science Standards in the fall of 2015, and is currently a member of the Montana science assessment task force, Strengthening Claims-based Interpretations and Uses of Local and Large-scale Science Assessment Scores (SCILLSS), which is a project tasked with developing a new science assessment for the new Montana Science standards. She is currently serving on the Negotiated Rulemaking Committee for Student Assessment. She has presented at numerous conferences and workshops, including the National Science Teachers Association STEM Meetings in Minneapolis, MN in May 2015.
"Research is the simplest form of play."
- Linda Rost
“I view a life in science as a marathon, not as a sprint. My goal is to ask simple questions arising from clearly stated hypotheses, to use both simple experimental designs and transparent statistical analyses, to proceed one step at a time, experiment after experiment, frequently replicating main effects, until I can be quite sure that when others attempt to repeat my procedures, they will get the same results that I did.”
- Bennett G. Galef, Jr., Professor Emeritus of Animal Behavior at McMaster University
The best, most effective form of science education typically occurs during Pre-K and graduate school. As a whole, I think we do everything in the middle completely wrong. Students learn science best doing it the way real scientists do it – asking questions about things that they observe, and then designing experiments to explain and answers those questions. This is human nature and humans are born doing it. It is largely stifled during K-16 education, and the focus is more on content. My philosophy is to place equal weight on students. learning how to DO science AND learning the basic science content. The best way for students to learn how to DO science is to ask their own original questions, design their own original experiments, and answer their own questions through their data analysis. A big misconception is that everything that we will ever know about science is already known, but this is grossly untrue. We need thousands more high quality researchers to answer the thousands of questions that are still unanswered, and each question leads to tens or hundreds of new questions. Scientific enterprise is simply insatiable.