no longer in-service days or professional days in many states. High school teachers know what they would like to do, but they have no time to do it. Yet we treat them as if we need to go and help them. In fact, I think we have much to learn from them. Until we come to the table with our high school colleagues, acknowledging them as the high-level professionals that they are, things are not going to change.

Marye Anne Fox: I hope everyone could hear Angie Stacy’s statement because it is a very important one. We must be open to learning in our collaborations with teachers. Attitude is everything if we are to succeed in this important collaboration. University faculty also have an obligation to help with respect to the stream of teachers going into the schools. That is, for those prospective teachers who are still with us, we have an obligation to provide options for them so that they can be trained effectively as they go forward. We should be available to them rather than saying that we have the answers and they don’t.

Angelica Stacy: And they could be available to us because they know about teaching and learning and students and diversity.

Marye Anne Fox: Absolutely.

Craig Merlic, University of California, Los Angeles: You mentioned the need for about 80,000 teachers in North Carolina. In the state of California the need is probably an order of magnitude larger. Dale Poulter had a comment on how to couple training and getting students into the pipeline for high school teaching. At UCLA we created a program in the math department that is a joint degree, a 5-year program, leading to a B.S. degree in mathematics and teaching certification. By this method we are getting people into the program early, and coupling it simplifies the process. They don’t have to have a separate 2-year program. We are thinking of creating the same thing in chemistry.

Marye Anne Fox: That is a great idea. You need to work closely with schools of education and with the state certification people.

Robert L. Lichter, The Camille & Henry Dreyfus Foundation: The discussion tonight touched only peripherally on that specific issue. What that points to is the seamless nature of the entire educational process, something that most, if not all, of us understand. It is important to continue to emphasize that we are always engaged in education and learning, and have to engage others in them continuously.



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