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c
Poster abstracts
The Penn Master of Chemistry Education Program: Mechanical Resonance Characteristics in a Borate
Data from Cohorts 1-5 Polymer Environment as a Function of Glucose Con-
Jane Butler Kahle,1 Yue Li,2 Constance Blasie3 centration—A Student-Friendly Application of Chemi-
1Ohio’s
cal Engineering in the High School Science Classroom
Ealuation & Assessment Center for Mathematics and Science
Education, Miami Uniersity, McGuffey Hall, Oxford, OH 0; e-mail: Ellen M. Johnson,1, 2 Loraine P. Snead,1, 2 Annette D.
kahlejb@muohio.edu
Shine2
Ohio’s Ealuation & Assessment Center for Mathematics and Science
Wilmington Friends School, Wilmington, Delaware
Education, Miami Uniersity, McGuffey Hall, Oxford, OH 0; e-mail:
Department of Chemical Engineering, Uniersity of Delaware, Newark
liy@muohio.edu
Penn Science Teacher Institute, Uniersity of Pennsylania, S. th
Street, Philadelphia, PA 0-; e-mail; cwblasie@sas.upenn.edu As a preliminary model for in vivo detection of glucose levels
in diabetic patients, using remote sensing, we have developed
The University of Pennsylvania’s Master of Chemistry a bench-top system for analysis of the relationship between
Education (MCE) project graduated five cohorts of approxi- the glucose concentration in a polymer containing borate and
mately 20 teachers between 2002 and 2006. One year after hydroxyl groups. We have used the audio editing program
teachers in the last cohort earned their degrees, the Penn Amadeus Pro (HairerSoft.com) for analysis of properties of
Science Teacher Institute (Penn STI) initiated a follow-up waveforms created by standard tuning forks suspended into
study to ascertain if the goals of the MCE project had been a polymer-glucose solution. In addition to direct application
sustained. For example, were the teachers incorporating to the chemical principles regarding the replacement of the
updated content knowledge into their lessons and were their polymer hydroxyl groups by the hydroxyl groups in glucose
students learning more chemistry? A total of 74 of the 82 molecules, this general method can be extended in the inter-
graduates participated in some aspect of this study. Because disciplinary, inquiry-based classroom. Students can design
baseline data were not available for the MCE teachers and further experiments testing multiple input variables and
their students, baseline data from a comparable group of consider the contributions to various science disciplines and
chemistry teachers enrolled in the first cohort of the Penn applications of related mathematical principles as seen in the
STI project and their students were used in some analyses. data analysis. This work is an outgrowth of our association
Among other findings, the data indicate that MCE met its with the University of Delaware-Nature InSpired Engineer-
goals: (1) to reach urban teachers and teachers with limited ing Research-Experience for Teachers (UD-NISE-RET)
chemistry knowledge; (2) to increase the use of inquiry- program in the summer of 2008 (http://www.nise.udel.edu).
based instruction; and (3) to improve student achievement in
chemistry (students of MCE graduates scored significantly
higher than the comparison group).
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APPENDIX C
PPG R&D Science Education Council: placement (AP) chemistry online to small schools that do
ENGAGE—EMPOWER—ENRICH not have sufficient enrollment to offer advanced courses;
Kimberly Schaaf (2) leadership in chemistry curriculum development, state-
PPG Industries Coatings Innoation Center, Rosanna Drie, Allison wide objectives, and end-of-course questions by working
Park, PA 0; e-mail: kschaaf@ppg.com with NC-DPI; (3) summer residential workshops for North
Carolina chemistry teachers to improve teachers’ content
The mission of the PPG Science Education Council is to knowledge and provide numerous laboratory activities that
encourage and facilitate the participation of PPG associates are easy and inexpensive for teachers to add to their existing
in programs that educate our communities in sciences and program; (4) summer research opportunities for students to
engineering and inspire students to pursue scientific profes- conduct research projects, RECAP, and RSI; (5) sessions at
sions. We recognize that in order to fulfill the latter part of American Chemical Society (ACS), ChemEd, NCSTA, and
our mission we must also reach out to the educators that will NSTA meetings; and (6) animations and videos for teacher
be teaching those students. This poster highlights several use via the Web site www.dlt.ncssm.edu/TIGER.
teacher outreach programs currently in place as well as some
of the other interactive and exciting activities sponsored by
our group. Pharmacology Education Partnership II:
Teaching Neuroscience and Pharmacology to
High School Students Improves Achievement in
Summer Research Fellowships for Teachers: A Proven Biology and Chemistry*
Model of Professional Development Rochelle D. Schwartz-Bloom,1 Myra J. Halpin,2+ Jerome
Kaye Storm P. Reiter3
Stanford Uniersity, Building 0, Room , Stanford, CA 0-0; Department of Pharmacology & Cancer Biology, Duke Uniersity Medical
e-mail: kstorm@stanford.edu Center; e-mail: schwa00@duke.edu
North Carolina School of Science & Mathematics; e-mail: halpin@ncssm.
The Office of Science Outreach (OSO) at Stanford Univer- edu
Department of Statistics & Decision Sciences, Duke Uniersity, Durham,
sity has a long history of partnering with a San Francisco
N.C.; e-mail: jerry@stat.duke.edu
Bay area educational nonprofit to provide chemistry teachers
*Supported by a NIDA Science Education Drug Abuse Partnership Award
unique professional development during the summer. Since
# DA 00.
2005, 55 high school science teachers (including 22 teach- +Presenting author.
ers of chemistry) have held eight-week research fellowships
within the university’s science, engineering, and medical
The Pharmacology Education Partnership (PEP) is a cur-
school labs. The teachers have cumulatively reached an
riculum developed for high school teachers, providing them
estimated 21,000 students, more than one-third of whom
with tools to teach the principles of biology and chemistry
are from groups that are underrepresented in the chemical
in the context of pharmacology (e.g., drugs of abuse) and the
sciences. The poster presents evidence that these teacher
brain. We hypothesized that high school students might learn
research fellowships result in greater teacher retention, moti-
basic concepts in biology and chemistry better if the mate-
vation, and competency and that student standardized test
rial is presented in the context of something interesting and
scores and participation in extracurricular science activities
relevant to their own lives. The PEP project includes several
increase following the teachers’ experience.
components such as curriculum design (six pharmacology
modules), science content, professional development, and
student assessment. In our first study, 50 teachers across the
The North Carolina School of Science and Mathematics
United States participated in a five-day workshop and field-
Chemistry Faculties Outreach Efforts
tested the PEP curriculum in their classrooms; 4,000 of their
Myra J. Halpin
students were tested and showed improvement in biology and
North Carolina School of Science & Mathematics, Broad Street,
chemistry compared to the standard curriculum (Schwartz-
Durham, NC 0; e-mail: halpin@ncssm.edu
Bloom and Halpin, 2003). In this expanded study, 237 teach-
ers were provided six hours of professional development
The North Carolina School of Science and Mathematics is
in pharmacology and neuroscience at an NSTA meeting or
a state-funded residential high school for students with high
via Distance Learning (two-way audio-video broadcasts).
aptitudes in math and science. Part of our legislative mandate
More than 10,000 students were tested for knowledge of
is to help improve the math and science education in the state.
basic biology and chemistry principles as well as advanced
This poster describes the Chemistry Department’s efforts
knowledge about drugs. The use of the PEP modules demon-
to help North Carolina students and teachers statewide by
strated significant gains in high school biology and chemistry
providing (1) teacher workshops via our two-way audio and
classrooms using the PEP modules compared to the standard
video distance learning program and honors and advanced
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APPENDIX C
curriculum (Kwiek et al., 2007). The PEP curriculum can be strength of chemistry-related investigations at Rockefeller,
accessed online at www.thepepproject.net. in 2007 the program designed a three-year pilot project,
Synergy Through Inquiry, to implement and test strategies
References for improving chemistry education through inquiry-based
N. C. Kwiek, M. J. Halpin, J. P. Reiter, L. A. Hoeffler, and R. D. Schwartz- research and communication training. The components
Bloom. 2007. Science 317:1871-1872. include mentored research in chemistry; a science commu-
R. D. Schwartz-Bloom and M. J. Halpin. 2003. J. Res. Sci. Teach. 40:922-
nication course based on a model paper on evolution at the
938.
macromolecular level; a seminar series focusing on “Life
as Chemistry and Biological Organization” and featuring
chemistry faculty presenting on their research; and Students
Chemistry Institutes: Enhancing Science Teachers’
Modeling a Research Topic (RU-SMART) team collabora-
Capacity and Curricula Using Trained Student Support
tions on visualizing chemistry. Synergy Through Inquiry is
Michael F. Z. Page,1 Edward D. Walton,1 Joelle Opotowsky,1
supported by the Camille & Henry Dreyfus Foundation.
Laurie Riggs,1 Brenda L. Oldroyd2
California
State Polytechnic Uniersity, Pomona, CA 8; e-mail:
mfpage@csupomona.edu
Diamond Ranch High School, Pomona, Calif.
Reaching Rural High School Chemistry Teachers in
Florida: Engaging in Scientific Research with Scientists
High school chemistry teachers are faced with tremendous in State Parks, Wildlife Refuges, Estuarine Reserves,
challenges in teaching science to our students. According to and Other Local Resources
the National Academies America’s Lab Report, “Improving Penny J. Gilmer,1 Amanda Clark, Sarah Sims, Donald
high school science teachers’ capacity to lead laboratory Bratton, Joi Walker, Steven Blumsack, Harold Kroto
experiences effectively is critical to advancing scientific FloridaState Uniersity, Department of Chemistry and Biochemistry, P.O.
Box 00, Tallahassee, FL 0-0; e-mail: gilmer@chem.fsu.edu
educational goals.” At Cal Poly Pomona, we have devel-
oped an innovative teacher-student program that couples
From an in-service program of 79 K-12 teachers, 12 are
high school science teachers with trained student teaching
high school chemistry teachers from rural northwestern and
assistants, thereby increasing the teaching capacity of the
north central Florida. The goal of the two-semester program
instructor and allowing the class to perform more laboratory
is to provide opportunities for the teachers to work in col-
experiments. During our summer institutes the teachers and
laborative teams with teachers from their rural districts and
students work as a team to develop inquiry-based science
with scientists that work near their schools. First, in spring
lessons, demonstrations, and experiments. As a follow-up to
2008, we offered an online graduate class, entitled Nature of
measure the effectiveness of our institutes, both interviews
Scientific Inquiry, to 118 K-12 teachers, providing discussion
and surveys were administered in which participants were
boards for students’ required weekly posts on relevant read-
asked to evaluate how their academic year compared to the
ings. The class broadcasts are provided online continuously
quality of science instruction offered prior to their experi-
using a media site at Florida State University at http://www.
ence in our Science Teaching Institute at Cal Poly Pomona.
geoset.info/sciii/broadcasts.html.
During our presentation, results of the administered surveys
For those with continued interest, we identified 45 options
and interviews are shared.
of research sites spread from western to north central Florida
from which the teachers could choose for their graduate class
Professional Development for High School Chemistry
“Scientific Research Experiences.” Thirty teams of teachers
Teachers Through the Rockefeller University Science
work together, with two to five teachers per team, for 90
Outreach Program
hours of concentrated research experience, supervised by at
Bonnie L. Kaiser
least one scientist on site. The scientists typically work on
The Rockefeller Uniersity, 0 York Aenue—Box , New York, NY
00-; e-mail: bonnie@rockefeller.edu environmental issues that take place in state parks, national
refuges, estuarine reserves, etc. Teachers reflect in writing on
Since 1992, the Rockefeller University Science Outreach the readings from the scientist and their experiences in the
Program for K-12 teachers and high school students has field. At the end of the program we have a poster day in which
worked to improve science education through a program the teachers present their research in poster format.
of mentored research in the university’s 70+ biomedical We have 12 chemistry high school teachers plus 5 teacher
research laboratories, combined with training in science mentors who also are chemists in the program. Their ideas
communication and related student enrichment and teacher for bringing their learning and experiences to their students
professional development activities. Teachers participate for include (1) water quality testing of bodies of water local
two years and develop action plans for implementing inquiry- to their schools, (2) “food-for-thought” questions that we
based learning in their classrooms. Based on its successful used in our online nature-of-scientific-inquiry class, (3) the
outcomes in general science education and the increased
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APPENDIX C
importance of units of measurement (with practical examples program having served more than 10,000 students and hun-
from their research), (4) PBS videos on the Journey to dreds of teachers to date. Data illustrating its structure and
Planet Earth series (with broadcasting rights for two years) the assessment metrics are provided.
at http://www.geoset.info/sciii/JTPE.html, (5) importance of Nanoscience and Technology Experiments to Expand the
collaboration and crossover in science, and (6) filtration of Capabilities of High School Chemistry, Physics and Biology
methylene blue in different types of soils. Teachers, CANPBD Education Committee (S. V. Olesik, D.
We evaluate the effectiveness of the program using the L. Tomasko, T. Conlisk, and P. R. Kumar): The Ohio State
Views on the Nature of Science questionnaire, before the University’s Center for Affordable Nanoengineering of
courses start and at the end of the program. We are particu- Polymeric Biomedical Devices (CANPBD) has established
larly interested if having teams with one elementary school, a significant outreach program for in-service high school
one middle school, and one high school teacher work more science teachers. The goals of this effort include (1) intro-
effectively with the articulation among the different levels ducing high school teachers and students to the excitement
of K-12 schooling. We utilize cultural historical activity of the new discoveries occurring in nanoscience, (2) provid-
theory as our theoretical lens for looking at the coherences ing laboratory-based and computer modeling experiments
and contradictions in the flow of the teachers to their objects in nanotechnology that are aligned with content standards
and outcomes. We plan to visit some of the teachers in their taught in high school science curricula, (3) illustrating the
classrooms early in the upcoming academic year. multidisciplinary nature of most scientific studies, and (4)
A grant from the State of Florida pays the graduate tuition providing select high school teachers with the opportunity to
for the teachers and a salary for the summer research. We hire collaborate with members of the center in developing these
teacher mentors who are K-12 teachers who have done sci- experiments. Workshops that allow classroom teachers from
entific research, and they visit the teams regularly and grade across the State of Ohio to work through these experiments
the participants’ regular posts. We selected nine participants and learn more about the center are offered each summer.
to write chapters for a monograph on their experiences in During the academic year, the members of the center’s
the program. We collaboratively work with the Panhandle education committee collect information from participating
Area Educational Consortium (PAEC) in Chipley, Fla. Our teachers about how these experiments function in their class-
grant’s Webs ite is http://www.paec-sc-iii.org/index.html. rooms. Finally, starting this year an online discussion group
PAEC is preparing an hour-long video documentary on this has been established to allow facile discussion among the
program, with visits to the research sites of the nine mono- CANPBD scientists and engineers and the high school teach-
graph authors. ers. This program is beginning its fifth year of evolution.
Examples of the experiments developed to date, evaluation
metrics, and results are highlighted in this poster.
Ohio House of Science and Engineering (OHSE), a K-20
Outreach Program
Promoting Excellence in Science Education Through
Dr. Susan Olesik
ACS Outreach Programs
Department of Chemistry, Ohio State Uniersity, 00 W. 8th Ae., Columu-
bus, OH 0, Email: olesik@chemistry.ohio-state.edu Terri Taylor, Marta Gmurczyk
American Chemical Society, Education Diision, Sixteenth Street,
Two programs that are components of the OHSE are high- N.W., Washington, DC 00
lighted in this poster: Wonders of Our World, W.O.W. and
the High School Science Outreach Program of Ohio State With more than 160,000 members, the American Chemical
University’s Nanoscience and Engineering Center. Society is the world’s largest scientific society and one of
The Wonders of Our World, W.O.W. is a science outreach the world’s leading sources of authoritative scientific infor-
program to local K-8 schools. The goals of W.O.W. are to mation. A nonprofit organization, chartered by Congress,
(1) supplement and improve the existing science programs, ACS is at the forefront of the evolving worldwide chemical
(2) bring the excitement of science discoveries into the class- enterprise and the premier professional home for chemists,
room, (3) provide science equipment and content material chemical engineers, and related professionals around the
for teachers, (4) increase community (parents, scientists, and globe.
OSU students) involvement in local school activities, and (5) The ACS Education Division provides programs, products,
generate a pathway that gives school teachers ready access to and services that promote excellence in science education
scientists at OSU and other local science enclaves. W.O.W. and community outreach. At the secondary level, these
begins its tenth year of operation this fall. This program include the High School Chemistry Clubs program, profes-
provides teacher workshops and visits from volunteer scien- sional development workshops, and a pilot program, Summer
tists throughout the academic year. It is a highly successful Research Fellowships for high school chemistry teachers.
