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Suggested Citation:"Appendix C: Poster Abstracts." National Research Council. 2009. Strengthening High School Chemistry Education Through Teacher Outreach Programs: A Workshop Summary to the Chemical Sciences Roundtable. Washington, DC: The National Academies Press. doi: 10.17226/12533.
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Suggested Citation:"Appendix C: Poster Abstracts." National Research Council. 2009. Strengthening High School Chemistry Education Through Teacher Outreach Programs: A Workshop Summary to the Chemical Sciences Roundtable. Washington, DC: The National Academies Press. doi: 10.17226/12533.
Page 53
Suggested Citation:"Appendix C: Poster Abstracts." National Research Council. 2009. Strengthening High School Chemistry Education Through Teacher Outreach Programs: A Workshop Summary to the Chemical Sciences Roundtable. Washington, DC: The National Academies Press. doi: 10.17226/12533.
Page 54
Suggested Citation:"Appendix C: Poster Abstracts." National Research Council. 2009. Strengthening High School Chemistry Education Through Teacher Outreach Programs: A Workshop Summary to the Chemical Sciences Roundtable. Washington, DC: The National Academies Press. doi: 10.17226/12533.
Page 55

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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 Evaluation & Assessment Center for Mathematics and Science cal Engineering in the High School Science Classroom Education, Miami University, McGuffey Hall, Oxford, OH 45056; e-mail: Ellen M. Johnson,1, 2 Loraine P. Snead,1, 2 Annette D. 2Ohio’s Evaluation & Assessment Center for Mathematics and Science Shine2 1 Wilmington Friends School, Wilmington, Delaware Education, Miami University, McGuffey Hall, Oxford, OH 45056; e-mail: 2 Department of Chemical Engineering, University of Delaware, Newark 3Penn Science Teacher Institute, University of Pennsylvania, 231 S. 34th Street, Philadelphia, PA 19104-6323; e-mail; 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 ( 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 ( based instruction; and (3) to improve student achievement in chemistry (students of MCE graduates scored significantly higher than the comparison group). 52

APPENDIX C 53 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 Innovation Center, 4325 Rosanna Drive, Allison wide objectives, and end-of-course questions by working Park, PA 15101; e-mail: 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 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 University, Building 60, Room 214, Stanford, CA 94305-2063; 1Department of Pharmacology & Cancer Biology, Duke University Medical e-mail: Center; e-mail: 2North Carolina School of Science & Mathematics; e-mail: halpin@ncssm. The Office of Science Outreach (OSO) at Stanford Univer- edu 3Department of Statistics & Decision Sciences, Duke University, Durham, sity has a long history of partnering with a San Francisco Bay area educational nonprofit to provide chemistry teachers N.C.; e-mail: *Supported by a NIDA Science Education Drug Abuse Partnership Award unique professional development during the summer. Since # DA 10904. 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 North Carolina School of Science & Mathematics, 1219 Broad Street, students were tested and showed improvement in biology and Durham, NC 27705; e-mail: chemistry compared to the standard curriculum (Schwartz- Bloom and Halpin, 2003). In this expanded study, 237 teach- The North Carolina School of Science and Mathematics is ers were provided six hours of professional development a state-funded residential high school for students with high in pharmacology and neuroscience at an NSTA meeting or aptitudes in math and science. Part of our legislative mandate via Distance Learning (two-way audio-video broadcasts). is to help improve the math and science education in the state. More than 10,000 students were tested for knowledge of This poster describes the Chemistry Department’s efforts basic biology and chemistry principles as well as advanced to help North Carolina students and teachers statewide by knowledge about drugs. The use of the PEP modules demon- providing (1) teacher workshops via our two-way audio and strated significant gains in high school biology and chemistry video distance learning program and honors and advanced classrooms using the PEP modules compared to the standard

54 APPENDIX C curriculum (Kwiek et al., 2007). The PEP curriculum can be strength of chemistry-related investigations at Rockefeller, accessed online at 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- 938. nication course based on a model paper on evolution at the macromolecular level; a seminar series focusing on “Life as Chemistry and Biological Organization” and featuring Chemistry Institutes: Enhancing Science Teachers’ chemistry faculty presenting on their research; and Students Capacity and Curricula Using Trained Student Support Modeling a Research Topic (RU-SMART) team collabora- Michael F. Z. Page,1 Edward D. Walton,1 Joelle Opotowsky,1 tions on visualizing chemistry. Synergy Through Inquiry is Laurie Riggs,1 Brenda L. Oldroyd2 supported by the Camille & Henry Dreyfus Foundation. 1California State Polytechnic University, Pomona, CA 91768; e-mail: 2Diamond 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 1FloridaState University, Department of Chemistry and Biochemistry, P.O. educational goals.” At Cal Poly Pomona, we have devel- Box 3064390, Tallahassee, FL 32306-4390; e-mail: oped an innovative teacher-student program that couples high school science teachers with trained student teaching From an in-service program of 79 K-12 teachers, 12 are assistants, thereby increasing the teaching capacity of the high school chemistry teachers from rural northwestern and instructor and allowing the class to perform more laboratory north central Florida. The goal of the two-semester program experiments. During our summer institutes the teachers and is to provide opportunities for the teachers to work in col- students work as a team to develop inquiry-based science laborative teams with teachers from their rural districts and lessons, demonstrations, and experiments. As a follow-up to with scientists that work near their schools. First, in spring measure the effectiveness of our institutes, both interviews 2008, we offered an online graduate class, entitled Nature of and surveys were administered in which participants were Scientific Inquiry, to 118 K-12 teachers, providing discussion asked to evaluate how their academic year compared to the boards for students’ required weekly posts on relevant read- quality of science instruction offered prior to their experi- ings. The class broadcasts are provided online continuously ence in our Science Teaching Institute at Cal Poly Pomona. using a media site at Florida State University at http://www. During our presentation, results of the administered surveys and interviews are shared. For those with continued interest, we identified 45 options of research sites spread from western to north central Florida Professional Development for High School Chemistry from which the teachers could choose for their graduate class Teachers Through the Rockefeller University Science “Scientific Research Experiences.” Thirty teams of teachers Outreach Program work together, with two to five teachers per team, for 90 Bonnie L. Kaiser hours of concentrated research experience, supervised by at The Rockefeller University, 1230 York Avenue—Box 53, New York, NY least one scientist on site. The scientists typically work on 10065-6399; e-mail: 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

APPENDIX C 55 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, (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 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 Dr. Susan Olesik Promoting Excellence in Science Education Through Department of Chemistry, Ohio State University, 100 W. 18th Ave., Columu- ACS Outreach Programs bus, OH 43210, Email: Terri Taylor, Marta Gmurczyk American Chemical Society, Education Division, 1155 Sixteenth Street, Two programs that are components of the OHSE are high- N.W., Washington, DC 20036 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.

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A strong chemical workforce in the United States will be essential to the ability to address many issues of societal concern in the future, including demand for renewable energy, more advanced materials, and more sophisticated pharmaceuticals. High school chemistry teachers have a critical role to play in engaging and supporting the chemical workforce of the future, but they must be sufficiently knowledgeable and skilled to produce the levels of scientific literacy that students need to succeed.

To identify key leverage points for improving high school chemistry education, the National Academies' Chemical Sciences Roundtable held a public workshop, summarized in this volume, that brought together representatives from government, industry, academia, scientific societies, and foundations involved in outreach programs for high school chemistry teachers. Presentations at the workshop, which was held in August 2008, addressed the current status of high school chemistry education; provided examples of public and private outreach programs for high school chemistry teachers; and explored ways to evaluate the success of these outreach programs.

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