Mr. Mark Neas

Mr. Mark Neas teaches Upper School Science courses. Prior to joining the CSW family, he taught science at St. Thomas Aquinas in Wichita for 22 years. Throughout that time, he also served as the Science Olympiad coach and received an award for Outstanding Coach. His teams placed first in the State Finals Science Olympiad multiple times (1992, 1993, 1994, 1999, 2000, 2001, and 2002). Additionally, he led teams that won an invitation to Nationals nine times.

Mr. Neas received his formal education at Wichita State University. He attained a Bachelor of Arts in Secondary Education-Natural Sciences (Biological) and an endorsement in Secondary Education-Natural Science (Physical). He also completed his Master of Arts in Science Education with certification to teach biology, life science, physical science and chemistry.

He was born and raised in Wichita, where he has attended Immanuel Baptist Church (SBC) and where he is still a member today. He has served as a Sunday School teacher there for nearly 30 years. Mr. Neas is married to Lisa, who is the church pianist at Immanuel Baptist Church. They have three children — Melissa, Kristi and David.

Mr. Neas is characterized by the virtues of constancy and service. This constancy is evident geographically (a Wichita man), spiritually (he is a lifetime church guy), in marriage (he married his junior high sweetheart), vocationally (22 years at St. Thomas) and in service.

For 25 years, Mr. Neas has volunteered at the Sedgwick County Juvenile Detention Facility where he conducts monthly chapel services. He prays this ministry will improve the lives of those in inner-city Wichita. He is also a man of the Word and has been a volunteer with the Gideons for the last nine years.

Mr. Neas enjoys staying active and learning new things. He taught himself to play the piano and guitar, read Greek, to sail, do woodwork and even to do the electrical and plumbing for his basement finish.

He has come to love classical education. When reflecting on Dorothy L. Sayers essay “The Lost Tools of Learning,” Mr. Neas writes, “The second part of the Trivium would be characterized by Formal Logic. The author suggests a practical utility lies ‘not so much in the establishment of positive conclusions as in the prompt detection and exposure of invalid inference.’ Students in my classes are required to write scientific papers using carefully constructed sentences and to systematically proceed from hypothesis to facts to conclusions with an honest assessment of any bias or uncontrolled variables. Indeed, the student must be modest in the use of the term proof, as his work will only yield support for the hypothesis or a decision to reject it – offering nothing in its place. This discipline in science stands in stark contrast to the reckless ‘scientific’ pronouncements so often printed in the paper and magazines.”

Lastly, when thinking about the science department at CSW, Mr. Neas says, “My prayer is that this science department will be His science department and that He will bless every aspect of it and give me the wisdom, intelligence and energy to accomplish His will to His glory.”