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APPENDIX A Professional-Development Programs that Responded to the Committee's Request for Information, Organized by Geographic Locations ARIZONA 1. Science in Action Tucson Unified School District; University of Arizona Contact: Gail Paulin, Tucson, (520) 617-7052, FAX: (520) 617-7051, Internet: gpaulin @ ccit.arizona.edu Cosponsored by the Tucson Unified School District and the University of Ari- zona, Science in Action brings together K-6 science teachers and university scientists to develop hands-on science activities for K-6 classrooms. The objec- tives of the program are to familiarize teachers with local research resources, to encourage collaboration among teachers and scientists, to help teachers foster enthusiasm for science among their students, and to improve student achievement in science. With funding from the Howard Hughes Medical Institute, the pro- gram familiarizes participants with Science in Action concepts and materials Information about almost 200 programs was collected by the committee in 1992 and 1993, and the information was used to assess the characteristics of effective professional-development pro- grams. Appendix A was updated in late 1995. Some of the original programs that had been exam- ined and then listed in this appendix had ended; descriptions of these programs have been removed. Several original programs had changed scope to some extent; these are designated with asterisks (*) to indicate that they are not now exactly as they were when the committee reviewed them. Some entirely new programs were identified during the updating; they are designated with double asterisks (**) 93
94 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS through 5 days of workshops, discussions, demonstrations, and lectures. In addi- tion, participants practice implementing program concepts in a 3-day teaching practicum with area students. Teachers are encouraged to present the material in thematic or interdisciplinary units; to emphasize mathematical, social, and tech- nical applications; and to include the arts when possible. In light of the high numbers of limited-English-proficient students in Tucson who speak Spanish as a first language, the program provides Spanish translations of all materials. 2. Science Update Series and Research/Technology Tours Arizona Alliance for Mathematics, Science and Technology Education Contact: Charles Hoyt, Phoenix, (602) 943-9332, FAX: (602) 589-2716, Internet: n/a For 6 years, the Arizona Alliance for Mathematics, Science and Technology Education has offered a Science Update Series to K-12 teachers. Funded by local education agencies, the program offers hands-on training to teachers in science, mathematics, and technology. The presenters include research scientists, tech- nologists, professors, and members of various professional societies. The series is made up of lectures, discussions, and laboratory activities and runs between 8 hours and 32 hours. Program goals are to update the participants' knowledge of mathematics, science, and technology and to improve their strategies for teaching these subjects. A new biotechnology training session for elementary- and junior- high-school teachers runs from 1 to 5 days. The alliance also sponsors Research/ Technology Tours, which take about 150 grade 6-12 teachers to various research sites. Tours include 1-day visits to the University of Arizona laboratories, where teachers are updated on current laboratory research and technology. On returning to their classrooms, teachers are expected to present their new knowledge to their students and to encourage them to use the information in their development of laboratory and science-fair projects. CALIFORNIA 3. City Science Program, Science and Health Education Partnership University of California-San Francisco; San Francisco Unified School District Contact: Liesl Chatman, San Francisco, (415) 476-0337, FAX: (415) 476 9926, Internet: firstname.lastname@example.org With support from the National Science Foundation, the Science and Health Education Partnership has developed a K-5 hands-on science curriculum that is being implemented throughout the San Francisco public schools. Over a 4-year period, the project aims to familiarize K-5 teachers with the City Science curricu- lum through 1-month summer sessions and monthly Saturday meetings through
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 95 out the academic year. During these sessions, master teachers and scientists work together to provide model teaching experiences for participants. Program goals include providing participants with the background and skills they need to facili- tate City Science activities in cooperative groups, to couple hands-on science with hands-on assessment, and to integrate science with writing, reading, and mathematics. Participants work with a team of lead teachers to provide inservice training to noninstitute teachers. In addition, they are expected to work closely with principals to monitor the implementation of the science curriculum. 4. Exploratorium Teacher Institute The Exploratorium Contact: Karen Mendelow, San Francisco, (415) 561-0313, FAX: (415) 561 - 0307, I n t e r n e t : k a r e n m @ e x p l o r a t o r i u m . e d u The Exploratorium Teacher Institute provides middle-school and high-school teachers with 4 weeks of science and mathematics learning with Exploratorium exhibits and staff. Activities include hands-on experiences with exhibit appara- tus and small-group discussions about how to use experiential learning in their classrooms. Participants build models of the exhibits that can be transported to their classrooms. Discussion topics, which often reflect the Science Framework for California Public Schools, include physical sciences, life sciences, and math- ematics. Subjects investigated are vision, light, hearing, sound, genetics, math- ematics, ecology, plant growth, electricity, magnetism, thermodynamics, and weather. Program facilitators develop workshops on the ideas and needs voiced by participating teachers, including the specific needs of teachers who work with limited-English-speaking students. As followup, the program offers four Satur- day discussions during the academic year, which are open to all institute alumni. Formal program evaluations are an integral part of the program. 5. San Francisco Zoological Gardens Contact: Diane Demee-Benoit, San Francisco, (415) 753-7073, FAX: (415) 681-2039, Internet: n/a Motivated by the belief that teachers' skills and confidence in conservation edu- cation can affect student attitudes toward the environment, the San Francisco Zoo has expanded its role in classroom science education to include teacher programs. Through workshops, the program demonstrates exemplary hands-on science teaching that cuts across scientific disciplines. The workshops, developed for multicultural audiences, last 7 hours and include the following topics: endan- gered species, rain forests, wetlands, applied ecology, and insects in the class- room. A shorter version of the workshop on rain forests is also presented at area conferences. The program aims to bridge formal and informal education, to align
96 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS science instruction with the new Science Framework for California Public Schools, and to give teachers an active role in improving science education. 6. Teacher Education in Biology San Francisco State University Contact: Lane Conn, San Francisco, (415) 338-7872, FAX: (415) 338 2295, Internet: Iconn@sfsu.edu The Teacher Education in Biology program offers an array of opportunities in biology, biotechnology, and bioethics. Organized by scientists, social scientists, and science teachers, activities include a 10-day laboratory workshop at one of four sites in California, a 3-day summer symposium, and several 2-day aca- demic year followup meetings. Program goals are to familiarize participants with new teaching strategies, leadership skills, current issues in science-educa- tion reform and biology research, the Science Framework for California Public Schools, opportunities for networking with teachers and scientists, and hands-on activities for the classroom. Program participants include California middle- and high-school science teachers, district science coordinators, and university teacher-education faculty. Teachers receive stipends of $60/day and classroom resources. 7. California Science Project University of California Contact: Rollie Otto, Berkeley, (510) 486-5325, FAX: (916) 754-8086, Internet: email@example.com The California Science Project (CSP) was initiated in 1989 with funds from the Intersegmental Education Budget of the University of California, which admin- isters the program on behalf of California's teachers. A 17-member advisory committee is composed of representatives from all the major science-education segments of California, including higher education (the Association of Indepen- dent California Colleges and Universities, the California Community Colleges, the California Postsecondary Education Commission, California State Univer- sity, and the University of California), K-12 teachers, the national laboratories, and the Industry Education Council of California. CSP has a broad mandate to provide staff-development opportunities to teachers of science in grades K-14, building on models of the California Writing Project and the California Math- ematics Project. Campuses in the University of California system compete for funds to conduct professional-development programs for teachers. Current CSP programs and sites are California Science Project of Inland Northern California, at California State University, Chico, with Butte College and Shasta College; Sacramento Area Science Project, at California State University, Sacramento and the University of California, Davis; Bay Area Science Project, at the Univer
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 97 sity of California, Berkeley; Central Valley Science Project, at California State University, Fresno, with Fresno Pacific College; South Coast Science Project, at the University of California, Santa Barbara; USCILAUSD Science Project, at the University of Southern California; the UCLA Science Project, at the University of California, Los Angeles with the Los Angeles Educational Partnership; Or- ange County Science Education Network, at the University of California, Irvine with several community colleges and Chapman College; Inland Area Science Project, at the University of California, Riverside and California State University, San Bernardino; CSP of San Diego and Imperial Counties, at the University of California, San Diego and San Diego State University; and Central Coastal Area Science Project, at the University of California, Santa Cruz. *~8. Evolution and the Nature of Science Institute San Jose State University; Indiana University Contact: ,Iean Beard, San ,Iose, CA, (408) 924-4870, or Craig Nelson, Bloomington, IN, (612) 855-1345, FAX: (408) 924-4840, Internet: beard @ biomail.sjsu.edu Three National Science Foundation grants to the same co-principal investigators have supported 3-week residential institutes (ENSI) for 30 high-school biology teachers for 6 years (1989-1995), have supported additional preparation (LTPP) of 38 institute graduates for four summers (1991-1994), and have partially sup- ported 36 two-week satellite institutes for up to 20 teachers (1992-1995) taught by pairs of specially prepared institute alumni. The current grant will support additional satellites (SENSI) beginning in summer 1996 at sites from Ohio to California. The summer institutes and two academic-year followup sessions (fall and spring) are designed to update participants' knowledge of the nature of science, general organic evolution, and human evolution and to help them inte- grate these topics into their teaching. Teachers are encouraged to apply in teams from schools, school districts, or geographic regions so as to have colleagues to work with after the summer. The institutes consist of curriculum-development activities, lectures, seminars, demonstration, discussions, hands-on activities and field work. Participants are assigned to apply some of their new knowledge in teaching, monitor their experiences, and report back to the group at followup sessions. A more-complete explanation of the ENSI/SENSI program content and philosophy has been accepted for publication in the American Biology Teacher and is tentatively titled "Better Biology Teaching by Emphasizing Evolution and the Nature of Science." 9. AIMS Instructional Leadership Program AIMS Education Foundation Contact: Arthur Wiebe, Fresno, (209) 255-4094, FAX: (209) 255-6396, Internet: firstname.lastname@example.org
98 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS The AIMS (Activities Integrating Math and Science) Education Foundation, an educational nonprofit organization, has provided hands-on leadership training to over 80,000 teachers in 46 states. Since 1986, AIMS facilitators, who are pre- dominantly classroom teachers with 7 weeks of special training, have imple- mented 1-week staff-development programs for K-8 teachers. Through hands-on workshops, discussions, demonstrations, and lectures, AIMS informs participants about learning theory, science and mathematics content, and teaching strategies that are consistent with the guidelines of the American Association for the Ad- vancement of Science Project 2061, National Research Council standards, and National Council of Teachers of Mathematics standards. The goals of the pro- gram are to enable participants to implement a hands-on, integrated mathematics- science program in their classrooms and to foster the leadership skills needed to share with their colleagues. The project is intended to improve student achieve- ment in mathematics and science and to encourage networking among teachers. The program is funded primarily by local education agencies. Former partici- pants often serve as instructors for related 1-day and 1-week workshops. 10. Central Valley Science Project School of Education, California State University, Fresno Contact: James E. Marshall, Fresno, (209) 278-0239, FAX: (209) 278 0404, Internet: email@example.com A primary goal of this project is to encourage teachers to assume science-educa- tion leadership roles in their schools, in their districts, or at the state level. Through networking activities and a 14-day residential summer institute in the mountains, the project aims to provide high-quality professional development for teachers, establish an active science-education network in the Central Valley, and promote community participation in science education. Ultimately, the project aims to improve the education of K-12 students, who will benefit from the efforts of better-informed, qualified, and motivated teachers. 11. Schools and Colleges for Advancing the Teaching of Science California State University, Sacramento Contact: Tom Smithson, Sacramento, (916) 278-5487, FAX: (916) 278 6664, Internet: firstname.lastname@example.org Schools and Colleges for Advancing the Teaching of Science (SCATS) is an alliance of grade K-12 teachers, university and community-college faculty, and local industrial scientists and engineers who work to improve science education in the Sacramento area public and private schools. For 11 years, SCATS has offered grant programs, workshops, seminars, dinner meetings, field trips, and
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 99 networking opportunities to science educators in the Sacramento region. SCATS projects cover a wide range of disciplines, including chemistry, biology, physics, earth science, astronomy, meteorology, pedagogy, and computer science. Under- lying each initiative is a belief in the importance of developing professional- enrichment activities that join educators from all sectors of the community. 12. Amgen Inc. Lab Kit Contact: Hugh Nelson, Newbury Park, (805) 498-8663, FAX: (805) 499 3549, Internet: n/a In 1991, Amgen Inc., a biotechnology pharmaceutical company, developed a Lab Kit to educate area teachers about gene splicing and complex procedures used in extended laboratory experiments. With assistance from a local school district, Amgen integrated the Lab Kit into the curricula of 20 high schools during the 1994-1995 school year, reaching a total of 75 teachers and 2,500 students. Amgen has also sponsored a school lecture series and a teacher-intern program. 13. Industry Initiatives for Science and Math Education-San Francisco Bay Area Lawrence Hall of Science; University of California, Berkeley Contact: Marie Earl, Santa Clara, (408) 496-5340, FAX: (408) 496-5333, Internet: email@example.com IISME' s core program, the Summer Fellowship Program, provides San Francisco Bay Area science, mathematics, and computer-science teachers with mentored, paid summer jobs at high-technology companies, government agencies, and uni- versity laboratories. There is year-round assistance to teachers as they strive to meet their commitment to translating their summer experiences into updated and enriched classroom instruction. Summer meetings, peer coaching, resource- brokering, academic-year workshops, small grants, and an electronic network are among the services provided to teachers. Each summer, 80-90 scientists and engineers work side by side with IISME teachers on technical assignments. Many of these industry-school relationships continue after the summer, as mentors host students at their worksites, make classroom presentations or attend career fairs, donate surplus equipment or supplies, or provide advice to curriculum commit- tees. Funding from the National Science Foundation enabled the Triangle Coali- tion for Science and Technology Education and IISME to work together to repli- cate the summer-fellowship-program model nationally. IISME' s Summer Fellowship Program has been recognized by the U.S. Department of Education as a model program helping the nation to achieve the national education Goals 2000.
100 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS *14. NSF-Advances in Biological Science/Institutionalizing Student Research Projects Center for Cancer and Developmental Biology, California State University, Northridge Contact: Steven Oppenheimer, Northridge, (818) 885-3336, FAX: (818) 885-2034, Internet: n/a For 10 years, the Center for Cancer and Developmental Biology at California State University-Northridge has offered an inservice program to area teachers. With funding from the National Science Foundation, the Howard Hughes Medi- cal Institute, the Urban Community Service Program, and the Joseph Drown Foundation, the center provides lectures, laboratories, curriculum-development activities, and discussions addressing cutting-edge issues in biology. Program facilitators have developed participant materials into biology and life-science curriculum guides for the Los Angeles Unified School District that have also been distributed nationally. Recent emphasis has been on training teachers to incorporate student research projects into their curricula in the hope that abstracts of student projects would be published in the Journal of Student Research Ab- stracts. *15. Science Programs for Teachers Grades Kindergarten through College Center X, UCLA Graduate School of Education Contact: Janet Thornber, Los Angeles, (310) 825-1109, FAX: (310) 206- 5369, Internet: firstname.lastname@example.org The professional-development arm of Center X offers programs for science teach- ers of all grade levels. It currently houses the UCLA Science Project, a compo- nent of the California Subject Matter Projects; UCLA Project Issues (Integrated Systems for Studying Urban Environmental Science); and a professional-devel- opment program of workshops available to all schools in Los Angeles County. Programs focus on urban science and promote strategies that make science acces- sible to all students, whatever their backgrounds. Programs offer intensive insti- tutes during the summer and school year and model constructivist approaches to teaching and learning. Teacher participants attend interactive seminars with faculty and experts in the field; perform field studies, mini-investigations, and self-guided city explorations; see models of effective pedagogy; and compile constructivist teaching units for their own classrooms. 16. TOPS Occidental College Contact: April Mazzeo, Los Angeles, (213) 259-2892, FAX: (213) 341 4912, Internet: email@example.com
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 101 With funding from the National Science Foundation, Occidental College's De- partments of Biology, Chemistry, and Education offer a 2-week summer institute and a "van laboratory" service to high-school teachers. The program, TOPS (Teachers + Occidental = Partnership in Science), aims to provide high-school teachers with advanced scientific instrumentation for hands-on integrated labora- tory experiences in line with the state's new Science Framework for California Public Schools. The summer institute, held at Occidental's laboratories, involves participants in experiments in molecular biology and analytical chemistry as applied to life science. Followup is provided by a TOPS resource teacher who travels with the "van laboratory" to participants' classrooms, providing the equip- ment that they need to carry out the experiments. Each institute is limited to 30 chemistry and biology teachers, who each receive a $400 stipend for their partici- pation. Preference is given to teams of biology and chemistry teachers who apply from the same school. 17. The Caltech Precollege Science Initiative California Institute of Technology Contact: Jim Bower, Pasadena, (818) 395-3222, FAX: (818) 440-0865, Internet: firstname.lastname@example.org The Caltech Precollege Science Initiative (CAPSI) supports a number of coordi- nated reform efforts in precollege science education. These efforts focus on encouraging inquiry and discovery in the learning process, on promoting the active participation of underrepresented student populations, on fostering coop- eration between scientists and educators, and on encouraging teachers to partici- pate fully in the process of education reform. A primary goal is to provide materials and methods for improving science education that can be applied across the nation. The CAPSI effort began with an emphasis on the needs of elemen- tary-school children and has more recently begun a wide-ranging set of pro- grams. The elementary-school science program, originally dubbed Project SEED, is now the districtwide science program of the Pasadena Unified School District. As a result of its success, work has started on expanding the elementary-school program to the middle grades and on the establishment of models for the continu- ing professional development of teachers. CAPSI also has initiated the Pasadena Center for Improving Elementary Science Education through a partnership with the Pasadena Unified School District and support from the National Science Foundation. This program is designed to support other urban school districts in California that seek to introduce or enhance high-quality hands-on science in- struction based on the Pasadena model. Other CAPSI programs include the development and pilot testing of an inquiry-based undergraduate science course for preservice teachers and the creation of computer simulations to complement students' hands-on experiences.
102 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS 18. UCI Summer Science Institute and Affiliated Programs University of California, Irvine Contact: Ann Miller, Irvine, (714) 824-6390, FAX: (714) 824-7621, Internet: email@example.com Since 1982, University of California, Irvine (UCI) science faculty, industrial representatives, and experienced teachers have served as instructors in a summer institute for K-12 teachers. With support from southern California business and industry, the National Science Foundation, and the California State Department of Education, the program aims to upgrade participants' teaching skills and expand their knowledge in biology, physical science, earth science, chemistry, biotechnology, and other subjects. Stipends are available for participating teach- ers. UCI also offers programs that facilitate the development of K-12 science- leadership teams in Orange County. *19. Program for Teacher Enhancement in Science and Technology University of California, San Diego Contact: Melanie Dean, La Jolla, (619) 534-8587, FAX: (619) 534-7483, Internet: firstname.lastname@example.org The Program for Teacher Enhancement in Science and Technology (PTEST) offers programs in science and technology for K-12 teachers. Current PTEST programs are the following. The Supercomputer Teacher Enhancement Program (STEP) consists of a 3-week summer institute and six academic-year followup meetings each year for 3 years; STEP prepares high-school teachers to incorpo- rate the basics of supercomputing and computational science into their physics, chemistry, biology, and earth-science classrooms. The Science Teacher En- hancement and Enrichment Project (STEEP) consists of 3-week summer pro- grams that emphasize science content, pedagogy, and leadership training; the goals of the program are to upgrade the science-content background and science- teaching methods of K-6 teachers, to provide teams of teachers with leadership training and staff-development skills, to develop teacher leaders to implement an enrichment program for underserved students, and to develop teacher leaders to implement parent and community involvement in science education. The Na- tional City School District Science Systemic Teacher Enhancement Project (NSSTE) is intended to bring about a systemic science-education reform effort in a small school district. The California Science Project for San Diego and Impe- rial Counties (CSP) is funded by the president's office of the University of California; its primary purpose is to develop a cadre of K-12 teacher leaders in science who will model effective science teaching for culturally and linguisti- cally diverse students and function as leaders in their schools and districts to disseminate effective practices to their peers.
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION COLORADO 103 20. Adventures in Science Adams District Twelve-Five Star Schools Contact: Nancy Kellogg, Northglenn, (303) 894-2144, FAX: n/a, Internet: n/a Adventures in Science was an inservice program that offered a menu of profes- sional-development opportunities for teachers from September to May. Through presentations by exemplary scientists and teachers, workshops on content and pedagogy, and networking, teachers learned about cutting-edge scientific research and broadened their repertoire of hands-on activities for the classroom. The program, which reached hundreds of K-12 teachers in a 4-year period, was funded by Eisenhower Mathematics and Science Education State Grant funds and a small registration fee paid by the teachers. The program is no longer active. *~21. Colorado College-Integrated Sciences Teacher Enhancement Program Colorado College Contact: Paul Kuerbis, Colorado Springs, (719) 389-6726, FAX: (719) 634 - 4180, I n t e r n e t : p k u e r b i s @ c c . c o l o r a d o . e d u The purpose of the Colorado College-Integrated Sciences Teacher Enhancement Program (CC-ISTEP) is to initiate and establish long-term collaboration among Colorado College scientists, mathematicians, science and mathematics educators and local and regional science and mathematics educators. CC-ISTEP will result in theme- or issue-based summer institutes through which teacher-participants (middle level) will improve their science-content understanding and instructional skills and will result in long-term changes in participants' teaching behavior through sound implementation efforts. CC-ISTEP builds on, refines, expands, and institutionalizes CO-STEP, the Colorado Science Teacher Enhancement Pro- gram, by putting into practice a graduate-degree program, the Master of Arts in Teaching Integrated Natural Sciences (MAT-INS). 22. Keystone Science School Teacher Institutes Keystone Science School Contact: Chris Minor, Keystone, (970) 468-5824, FAX: (970) 468-7769, Internet: tkckss @ keystone.org The Keystone Science School (KSS) provides residential field science programs for teachers and their students throughout the school year, using the Central Rocky Mountain ecosystems as an outdoor classroom. Specializing in field programs that augment and enhance the National and Colorado State Science
104 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS Standards, these programs are a one-of-a-kind hands-on experience for students and teachers. Additionally, KSS offers nationally renowned summer teacher- training programs for middle- and high-school teachers. Key Issues, a 1-week program, provides a framework for investigating an environmental issue with students at the m~ddle-school level. Keys to Science is a 2-week program for high-school biology teachers in cellular and molecular biology. Both teacher programs provide resource liaisons and on-line followup, connecting teachers- locally, regionally, and nationally to one another, other educators, and the world. 23. Project Learn National Center for Atmospheric Research Contact: Carol McLaren, Boulder, (303) 497-1172, FAX: (303) 497-8610, Internet: email@example.com Project Learn provides 55 middle- and junior-high-school science teachers with experiential training at the National Center for Atmosphenc Research (NCAR) in Boulder, Colorado. Through three consecutive summers, workshops at NCAR are on atmospheric dynamics, ozone, and cycles of the earth and atmosphere and their impact on climate change. The program aims to improve the participants' understanding of atmospheric sciences, related mathematics- and science-teach- ing methods, and laboratory work. With funding from the National Science Foundation, the workshops bring in teachers from eight school districts in Cali- fornia, Colorado, North Carolina, and Texas. The project targets teachers of students from ethnic and minority groups who have been traditionally underrepresented in the sciences. 24. Hughes/NIH Research for Teachers College of Natural Sciences, Colorado State University Contact: C.W. Miller, Fort Collins, (970) 491-7842, FAX: (970) 491-7569, Internet: firstname.lastname@example.org The Research for Teachers program provides Colorado middle- and high-school, science teachers with 7 weeks of summer research activities in the laboratories of life-science faculty at Colorado State University. The first week is spent in a 40- hour workshop where participants are exposed to current trends and issues in molecular-biology research techniques. As followup, participants are asked to write scientific reports and give oral presentations of their research expenences. The grants provide six graduate credits and stipends of $3,600. 25. Earth Systems Education Program University of Northern Colorado; Ohio State University Contact: William H. Hoyt, Greeley, (303) 351-2487, FAX: (303) 351-1269, Internet: email@example.com
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 105 The Earth Systems Education (ESE) Program addresses concerns about how science is presented to K-12 students. It provides a rationale and framework for developing integrated science programs having as their conceptual focus the earth system. The ESE Program, with centers at Ohio State University and the University of Northern Colorado, assists teachers to develop curriculum, instruc- tional approaches, and assessment procedures that address the National Stan- dards for Science Education developed by the National Research Council. Sev- eral school systems in central Ohio, Colorado, Florida, and New York have developed such approaches with the assistance of the ESE centers. Teachers incorporating the ESE approach find that their students' interest in science in- creases because they develop a deeper understanding of science methods and the cooperative skills necessary in the workplace. A publication titled Science Is a Study of Earth: A Resource Guide for Science Curriculum Restructure is also available. CONNECTICUT 26. The Natural Guard Amphibian Training Program Contact: Diana Edmonds, New Haven, (203) 787-0229, FAX: same, Internet: n/a In collaboration with the National Undersea Research Center of the University of Connecticut at Avery Point, The Natural Guard (TNG) began its Amphibian Training Program 5 years ago. Every week, TNG, an environmental organiza- tion, holds four in-school classes for about 120 seventh- and eighth-graders and their teachers and conducts three after-school programs. The program serves a population that is about 98% blacks and 2% Latino and involves participants in hands-on science activities, field trips, and laboratory experiences. 27. Yale-New Haven Teachers Institute Yale University; New Haven Public Schools Contact: ,Iames Vivian, New Haven, (203) 432-1080, FAX: (203) 432 1084, Internet: firstname.lastname@example.org or http://www.cis.yale.edu/ynhti The Yale-New Haven Teachers Institute, an educational partnership between Yale University and the New Haven Public Schools, was designed to strengthen teaching and learning in all disciplines. Since 1979, the institute has provided science-related inservice activities to improve teacher preparation, heighten teacher expectations of students, and encourage teachers to remain in New Haven's urban school district. Through the institute, Yale faculty members and local teachers meet collegially in a wide array of activities, including lectures,
106 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS seminars, curriculum-unit writing, research, discussion and individual fellow- faculty meetings. Each participating teacher becomes an institute fellow and prepares a curriculum unit to teach during the next academic year. In general, teachers identify the subjects to be addressed by the institute. On successful completion of the institute, fellows receive an honorarium of $1,000 and four continuing-education units. The program targets teachers of students who are underrepresented in the sciences. 28. SMART Central Research Division, Pfizer Inc. Contact: Kathi Morianos, Groton, (203) 441-5983, FAX: (203) 441-5982, Internet: n/a Sponsored by all divisions of Pfizer Inc., SMART (Science and Math Are Really Terrific!) is a school-business partnership that includes a professional-develop- ment program for middle-school teachers. SMART workshops, which have in- volved teachers from 11 schools throughout Connecticut and Rhode Island, intro- duce hands-on activities and classroom materials developed by Pfizer scientists. The program also provides teachers with summer employment opportunities, a speakers bureau, on-site tours of Pfizer, and opportunities to observe Pfizer scien- tists and academic consultants. Program goals include improving science and mathematics teaching in grades 5-8, increasing the range of teaching strategies among workshop participants, improving outcomes among mathematics and sci- ence students, networking teachers with scientists and with each other, and devel- oping curricular materials. 29. Statewide Biotechnology Workshops Pfizer Inc.; National Association of Biology Teachers; Project for Improving Mastery of Math and Science at Wesleyan University Contact: Richard Hinman, Groton, (203) 441-4541, FAX: (203) 441-5728, Internet: n/a Pfizer Central Research has collaborated with the National Association of Biol- ogy Teachers to develop a source book of laboratory exercises in recombinant DNA technology for use in middle- and high-school classrooms. After carrying out a trial teaching of the source book, a group of Connecticut teachers formed a committee under the auspices of the PIMMS program of Wesleyan University to organize workshops for teachers throughout Connecticut. These workshops, sponsored by Pfizer Inc., are held three times per year at industrial sites where genetic engineering is practiced. As followup, Pfizer technical staff make them- selves available for classroom visits as requested by participants. The goals of the program are to introduce cutting-edge technology in modern biology to
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 107 middle- and high-school teachers and to lessen the public anxiety that often surrounds the use of this technology by involving future citizens at an early age. 30. SMARTNET 2000 Sacred Heart University Contact: Bette }. DelGiorno, (203) 255-8394, FAX: (203) 255-8247, Internet: dlgiorno @ smartnet.org SMARTNET 2000 is a staff-development program for teacher enhancement in precollege science and mathematics education in Connecticut. The program is a collaborative effort between Sacred Heart University, Fairfield Public Schools, area school districts, and community resources. The partnerships extend a staff- development model throughout the state and affect about 5,000 K-12 teachers of science and mathematics and their supervisors in 67 towns. DISTRICT OF COLUMBIA 31. American Chemical Society Inservice Programs American Chemical Society Contact: Janet Boese, Washington, DC, (202) 872-4076, FAX: (202) 833- 7732, Internet: email@example.com The American Chemical Society (ACS) aims to improve the expertise of K-12 science teachers through a variety of national and local inservice programs. Do- ing Chemistry, funded in 1989 by the National Science Foundation (NSF), was a 1-year project established to train teachers in the use of videodisks for chemistry experiments, to disseminate ACS-developed materials, to encourage the use of hands-on chemistry experiments in the classroom, to expand participants' range of teaching strategies, and to improve student outcomes in chemistry. Chemistry in the Community (ChemCom), a year-long course for college-bound high-school students, was developed by ACS between 1988 and 1990 to highlight the role of chemistry in everyday life. A third edition is now being prepared. With funding from NSF, ACS has held workshops to train teachers in the philosophy, teaching strategies, and content of this course and to introduce issues of small-group learning and assessment. ACS facilitates continuing communication among ChemCom users through a nationwide directory, a newsletter, and a project that sponsors local ChemCom clubs. Operation Chemistry is a national teacher- training program. In 3.5-week workshops at the University of Wisconsin- Oshkosh and at Purdue University, the program provides 36 teams of teacher- educators with the skills to conduct chemistry workshops for upper elementary-school and middle-school teachers in their regions. FACETS (NSF- funded) is a 6th-, 7th-, and 8th-grade integrated science curriculum. Teacher
108 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS training will be available to support this program. A Program Summaries book- let is available free on request, as is a free subscription to Chemunity News, the newsletter of the Education Division. 32. Proyecto Future American Association for the Advancement of Science Contact: Edward Gonzalez, Washington, DC, (202) 326-6670, FAX: (202) 371-9849, Internet: firstname.lastname@example.org Proyecto Futuro works with teachers, principals, school-council members, and parents to bring about excellence in K-8 mathematics and science education for Hispanic children. The program provides curricular materials, training, and tech- nical support for schools and teachers, and it provides specific strategies for parents to encourage their children in mathematics and science. *~33. Project Alliance American Association for the Advancement of Science Contact: Betty Calinger, Washington, DC, (202) 326-6629, FAX: (202) 371-9849, Internet: email@example.com Sponsored by the National Science Foundation, Project Alliance involves inter- disciplinary teams of middle-school teachers and administrators in a 2-year pro- gram that covers two summers and academic years. The program is designed to increase knowledge of science, mathematics, and computer technologies, as well as pedagogical content. In the first academic year, teams produce, pilot, and refine an integrated curriculum unit in their schools; and in the second year, they disseminate to other teachers the process for developing an integrated curriculum and team approach to teaching. The teams work with scientist-engineer partners and school administrators throughout the program. 34. Borrowed Time Environmental Education Associates, Inc. Contact: Elizabeth Curwen, Washington, DC, (202) 296-4572, FAX: (202) 452 - 9370, I n t e r n e t : 72540.3332 @ c o m p u s e r v e . c o m Developed by Environmental Education Associates, Inc., Borrowed Time is both a curriculum and a workshop designed to help grade 7-12 teachers include com- plex waste-management issues in their classroom teaching. Borrowed Time includes demonstrations and classroom activities focusing on source reduction, recycling, waste-to-energy incineration, and landfill disposal of municipal solid waste. Through workshops, Borrowed Time reaches about 1,000 teachers each year. Participants receive take-home kits, lesson plans, and other materials to help implement Borrowed Time activities and apply the materials to other disci
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 109 plines, including earth science, biology, physics, chemistry, ecology, home eco- nomics, social science, and economics. 35. Department of Biochemistry and Molecular Biology School of Medicine, Georgetown University Contact: ,Iack G. Chirikjian, Washington, DC, (202) 687-2160, FAX: (202) 687-2232, Internet: n/a The Department of Biochemistry and Molecular Biology of the Georgetown University's School of Medicine offers a variety of educational opportunities to biology and chemistry teachers in secondary schools and community and 4-year colleges. Among them are graduate-level workshops on biotechnology and shorter introductory courses on hands-on laboratory experiences, held at sites across the country. Reaching hundreds of participants each year, the department aims to provide teachers with the background and skills they need to integrate biotechnology concepts and activities into their classrooms. In a collaboration with an industrial partner, 100 college, high-school, and middle-school experi- ments have been developed. 36. Educational Research and Dissemination Program American Federation of Teachers Contact: Deanna Woods, Washington, DC, (202) 879-4495, FAX: (202) 879-4537, Internet: firstname.lastname@example.org Through the Educational Research and Dissemination Program, the American Federation of Teachers (AFT) brings K-12 teachers into active discussions ad- dressing aspects of practice and research in teaching. The AFT program, which is in various stages of institutionalization in school districts nationwide, aims to provide motivating, continuing professional-development opportunities for teach ers. 37. National Science Education Leadership Initiative National Science Resources Center Contact: Leslie Benton, Washington, DC, (202) 287-2063, FAX: (202) 2X7-2070, Internet: Ibenton@nas.edu To catalyze the systemic reform of science education in local school districts throughout the country, the National Science Resources Center (NSRC) is con- ducting the National Science Education Leadership Initiative as a part of its Outreach program. A major component of the initiative is national and regional NSRC Science Education Leadership Institutes. Each institute prepares leader- ship teams of superintendents, curriculum specialists, teachers, and scientists to design and implement hands-on science programs for their school districts.
110 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS Through presentations, discussions, and workshops, teams assess their knowl- edge of the characteristics of effective science learning and teaching; develop a working knowledge of the infrastructure that is needed to support a high-quality science program; become familiar with national and regional resources that can inform their efforts; prepare strategic plans for reforming their districts' science programs; and communicate how they will anticipate technical assistance. Teams are selected through an application process. The Smithsonian Institution and the National Academy of Sciences operate NSRC to improve the teaching of science for all children in the nation's school districts. NSRC collects and disseminates information about exemplary science-teaching resources, develops innovative science-curriculum materials, and sponsors outreach activities to develop and sustain hands-on science programs. Sponsors of NSRC programs include the National Science Foundation, the U.S. Department of Education, and several major corporations and foundations. 38. Integrating Mathematics and Science with Language Instruction Center for Applied Linguistics Contact: Deborah Short, Washington, DC, (202) 429-9292, FAX: (202) 659-5641, Internet: email@example.com The Center for Applied Linguistics (CAL) is dedicated to improving the educa- tion of limited-English-proficient (LEP) students. CAL conducts professional- development workshops, institutes, and long-term projects to foster collaborative efforts among K-12 language, mathematics, and science teachers. The profes- sional-development objectives are to sensitize mathematics and science teachers to the language-development needs and processes of LEP students and to help teachers modify their instructional practices to maximize student comprehension and success. Through the professional-development activities, CAL aims to supply teachers with strategies to prepare curricula, materials, and techniques needed to address the challenges faced by LEP students in acquiring mathemat- ics- or science-related language and concepts. 39. Teacher Educator's Network Association of Science-Technology Centers Contact: Andrea Anderson, Washington, DC, (202) 783-7200, FAX: (202) 783-7207, Internet: firstname.lastname@example.org The Association of Science-Technology Centers (ASTC) is an organization of museums and related institutions dedicated to increasing public understanding and appreciation of science and technology. One of ASTC's many goals is to help museums broaden and diversify their audiences and serve as educational resources for their communities. ASTC operates a Teacher Educator's Network in which museum staff who work with schools come together to share ideas and
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 111 resources. The network also provides inservice activities directly to teachers. Network goals are to improve museum services for teachers, to encourage teacher educators at science centers to continue refining their craft, to facilitate the repli- cation of successful practices in the field, and to disseminate strategies for minor- ity-group, female, and physically challenged students. Specifically, the network offers seminars, institutes, funding information, and reports on exemplary pro- grams that focus on scientific content, teaching methods, and equity issues. 40. Teaching Materials American Plastics Council Contact: Paula Cox, Washington, DC, (202) 371-5305 or (800) 2-HELP 90, FAX: (202) 371-5679, Internet: http://www.plasticsresource.com The American Plastics Council offers teachers materials on resource manage- ment and the benefits of plastics. Materials available include the Hands on Plastics Kit, the How to Set Up a School Recycling Program guide, and activity booklets specific to grades K-3,4-6, and 7-12. Other materials are also available. 41. Population Education Workshops Zero Population Growth, Inc. Contact: Pamela Wasserman, Washington, DC, (202) 332-2200, FAX: (202) 332-2302, Internet: email@example.com Since 1975, Zero Population Growth, Inc. (ZPG) has conducted population-edu- cation workshops for K-12 science and social-studies teachers across the country. Through presentations and hands-on activities, ZPG aims to illustrate how popu- lation studies can be integrated into classroom curricula and related to students' experiences. Activities also include games, quizzes, simulations, and films. Each participant receives resources, including data sheets and bibliographies, and followup support through telephone calls and newsletters. ZPG implements workshops at events sponsored by university teacher-education programs, local and state education agencies, and science, social-studies, and environmental- education conferences. The program has an extensive evaluation component. 42. Project Atmosphere American Meteorological Society Contact: Ira Geer, Washington, DC, (202) 466-5728, FAX: (202) 466 5729, Internet: n/a With funding from the National Science Foundation, the American Meteorologi- cal Society has initiated Project Atmosphere, a major teacher-education program. Through a wide range of professional opportunities, the program aims to improve
2 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS the content knowledge of over 10,000 K-12 teachers per year through peer- training sessions using project-developed instructional and course materials. *~43. Maury Project American Meteorological Society Contact: Ira Geer, Washington, DC, (202) 466-5728, FAX: (202) 466-5729, Internet: n/a With funding form the National Science Foundation, the American Meteorologi- cal Society has initiated the Maury Project, a major teacher-education program. Through a wide range of professional opportunities, the program aims to improve the content knowledge of over 2,000 K-12 teachers per year through peer-train- ing sessions using project-developed instructional resource materials. FLORIDA 44. Coastal Ecology Rookery Bay National Estuarine Research Reserve, Department of Natural Resources Contact: Ginger Hinchcliff, Naples, (813) 775-8845, FAX: ~ 813) 775-7606, Internet: n/a Coastal Ecology is a teacher inservice workshop designed to familiarize partici- pants with local coastal resources. Through 8 days of hands-on experiences, lectures, laboratories, and field studies, participants learn about water quality, coastal habitats, endangered species, fish, and invertebrates. Facilitated by edu- cation and research staff of the Rookery Bay National Estuarine Research Re- serve, the program provides the use of boats and biological sampling equipment to explore tropical hammocks, barrier islands, mangrove forests, and seagrass beds. Teachers participate in research (e.g., a mangrove-restoration site). In addition, they are expected use their knowledge to develop curricular materials for their classrooms. The program involves 15 teachers in public or private schools. GEORGIA 45. Field Trips and Collections Fernbank Science Center Contact: Fred Sherberger, Atlanta, (404) 378-4311, FAX: (404) 370-1336, Internet: gfsO01@soll.solinet.net Fernbank Science Center, a part of the DeKalb County, GA school system, sup- ports and supplements the K-12 county science curriculum. During this course,
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 113 teachers produce "proper" plant and insect collections for use with their students. Discussion and demonstration of techniques to collect, preserve, identify, and use the specimens are integrated throughout the actual preparations, and several local field trips to a variety of habitat types are used to gather specimens. Lesson plans to be shared with all participants are required followup. 46. Molecular Biology of DNA Department of Biology, Valdosta State College Contact: Dennis Bogyo, Valdosta, (912) 333-5759, FAX: (912) 333-7389, Internet: n/a Molecular Biology of DNA was a 15-day summer course offered at Valdosta State College. Through sessions on nucleic acid isolation, DNA characterization, DNA "fingerprinting," the use of restriction enzymes, mapping of DNA plas- mids, and transformation of bacterial cells, the course provided 24 high-school teachers per year with opportunities to enhance their knowledge of molecular biology. The program also aimed to help teachers integrate theories and scien- tific applications into their high-school science curricula. Funded by the National Science Foundation, the course combined intensive morning lectures devoted to modern molecular biology theory with afternoons of hands-on laboratory experi ences. ILLINOIS 47. Teachers Academy for Mathematics and Science Contact: Lourdes Monteagudo, Chicago, (312) 808-0100, FAX: (312) 808- 0103, Internet: firstname.lastname@example.org The Teachers Academy for Mathematics and Science is an independent, not-for- profit organization devoted to the reform of mathematics and science teaching and learning in Chicago' s public schools. A key premise of the academy is that teachers are the agents of change and that schools are the units of change. Acad- emy staff assist teachers in improving their content knowledge, pedagogical skills, and the use of alternative assessment strategies. Programs also engage school administrators, parents, and community leaders in fostering and supporting the whole-school changes needed to enhance student learning. The use of educa- tional technologies is emphasized as an increasingly important tool in curriculum development, selection, and adaptation. The academy works closely with univer- sities, community colleges, museums, and other education reformers. This sys- temic "retooling" process guides schools in using job-embedded professional development to re-create themselves as true learning organizations. The academy's 3-year-long, intensive intervention is a demonstrably successful model for improving student achievement.
4 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS 48. University of Chicago Summer Seminar University of Chicago Contact: Malka Moscona, Chicago, (312) 702-1713, FAX: (312) 702-2254, Internet: m-moscona @ uchicago.edu For 7 years, the University of Chicago has held a summer seminar on biology for Chicago public-school teachers. In 70 hours of instruction, the seminar provides review of basic concepts and processes in developmental biology and genetics, lectures and discussions on current research, informal group discussions, hands- on laboratory activities, and computer instruction. The goals of the program are to facilitate communication among science-teachers and scientists and to update teachers' knowledge of biology, stimulate them to be life-long learners, and increase their range of teaching strategies. Program evaluations, made up of questionnaires and informal communication, indicate that the program has led to the establishment of a network of teachers working to improve biology teaching in the Chicago public schools. 49. Collaborative Outreach Education Chicago Botanic Garden Contact: Alan Rossman, Glencoe, (708) 835-8224, FAX: (708) 835-4484, Internet: email@example.com The Chicago Botanic Garden offers inservice training to K-12 teachers in botany and environmental science. Over 800 teachers each year receive 30 hours of training in the program. The goal of the training is to integrate science and pedagogy through experiences that highlight inquiry-based activities, experimen- tation, and the acquisition of subject-matter knowledge. 50. Footlocker Program in Biotechnology University of Illinois-Urbana-Champaign Contact: George Kieffer, Urbana, (217) 333-0438, FAX: (217) 244-1224, Internet: firstname.lastname@example.org With funding from the Howard Hughes Medical Institute, the School of Life Sciences at the University of Illinois at Urbana-Champaign has a continuing program for educating teachers and, through them, their students in molecular biology and biotechnology. The program includes summer institutes for high- school and community-college science teachers on the University of Illinois cam- pus, academic-year courses and 2-day workshops in Chicago and other cities, presentations at teachers' conferences, and the distribution of Footlockers that contain the equipment and supplies needed for genetics experiments to be per- formed in individual classrooms.
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION *~51. The Prairie Flower Program for Middle School Science University of Illinois-Urbana-Champaign Contact: George Kieffer, Urbana, (217) 333-0438, FAX: (217) 244-1224, Internet: email@example.com 115 The name "Prairie Flowers" is meant to convey the image of science education blooming on the prairie of east central Illinois. Funded by the Howard Hughes Medical Institute, the program has two major goals: networking isolated rural teachers into a virtual community and promoting hands-on, minds-on science through the use of teacher-prepared science kits. Month-long summer workshops and academic-year meetings are conducted for teachers in the use of the latest computer educational technology and approaches to teaching hands-on science. The "community" is formed by providing each participant with a laptop com- puter, software, and dialup access to the Internet through the School of Life Sciences at the university. Science kits covering a range of topics usually taught in middle-school science courses are also prepared by teachers during these work- shops. Teachers have free access to the use of the kits in their classrooms. 52. Illinois Rivers Project Southern Illinois University Contact: Robert Williams, Edwardsville, (618) 692-3788, FAX: (618) 692 3359, Internet: firstname.lastname@example.org The Illinois Rivers Project was established in 1990 as a pilot water-quality moni- toring program for high-school teachers along the Mississippi and lower Illinois rivers. The program, which now reaches teachers throughout the United States, engages science, social-studies, mathematics, and English teachers and students in the collection and analysis of data and publication of ideas about their rivers. Program activities including hands-on workshops, seminars, demonstrations, computer instruction, and creative-writing projects provide an interdisciplinary approach to the study of science. SOILED NET, a telecommunication network, links participants and project staff to Internet. Funding from the National Sci- ence Foundation has also been used to develop the Rivers Curriculum, which fosters the development and dissemination of "rivers" curricula addressing con- cepts in geography, geology, chemistry, biology, language arts, and mathematics. Additional units on zebra mussels have also been developed. *~53. Illinois Middle School Groundwater Project Southern Illinois University Contact: Robert Williams, Edwardsville, (618) 692-3788, FAX: (618) 692- 3359, Internet: email@example.com The Illinois Middle School Groundwater Project was established in 1993 through
116 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS a grant from the W.K. Kellogg Foundation to bring groundwater education to selected counties in Illinois. A unique aspect of the project is cooperation be- tween the many state agencies, local organizations, and schools to provide ground- water information and hands-on water-testing experiences. Agencies supporting the project in the schools are the Illinois Department of Natural Resources and Environmental Protection Agency, the Illinois Farm Bureau, the Illinois Section of the American Water Works Association, soil and water conservation districts, county health departments, regional education offices, well drillers, and other interested persons and environmental groups. A middle-school curriculum unit, H2O Below, and an easy-to-assemble kit have been developed. During the teach- ing of the unit, students and parents produce a well history and conduct five chemical tests. Groundwater models are made available through agency support and are an essential part of the teaching unit. INDIANA 54. Central Indiana Biology Teachers Focus Group Indiana University-Purdue University at Indianapolis Contact: Florence ,Iuillerat, Indianapolis, (317) 274-3789, FAX: (317) 274-2846, Internet: n/a The focus group, sponsored by the Biology Department of the Indiana Univer- sity-Purdue University at Indianapolis, consists of teachers in the Indianapolis metropolitan area who meet once a month to address a wide range of issues. Activities, designed by the participants, include discussions on student laborato- ries, subject-matter research, instructional technology, interdisciplinary class- room approaches, and local environmental issues. In addition, the participants facilitate equipment exchanges. To encourage networking, the group distributes a monthly two-page newsletter to biology teachers in area private and public schools. 55. Warren Science Institute Warren Central High School Contact: Linda Bayne, Indianapolis, (317) 894-3323, FAX: (317) 899- 6842, Internet: n/a The Warren Science Institute is made up of four components: Teachers Teaching Teachers, a peer-teaching program practicum for K-12 teachers; Cadet Teaching, which provides science experiences for secondary-school and elementary-school students; P.A.C.T.S. (Parents and Children for Terrific Science), which involves parents, students, and teachers collaboratively in science activities; and Outreach in Science, a forum for teachers to share information about their science-teaching experiences. Program goals are to reduce anxiety around the teaching of science;
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 117 to encourage the use of a thematic, integrated curriculum in the classroom; and to foster creativity in science teaching. The program involves about 65 teachers each year in lectures, demonstrations, workshops, discussions, computer instruc- tion, and field work. 56. Agronomy High School Teacher Internship Department of Agronomy, Purdue University Contact: I.~. Volenec, (317) 494-8071, West Lafayette, FAX: (317) 496 1368, I n t e r n e t : j v o l e n e c @ d e p t . a g r y . p u r d u e . e d u Purdue University' s Department of Agronomy offers an 8-week summer intern- ship program in plant, soil, and environmental sciences to high-school teachers. The internship provides each participant with an in-depth laboratory experience in the workplace of an agronomic scientist. In addition, each intern is assigned a mentor with experience in crop- or soil-science education who can model the techniques needed for incorporating agriscience concepts into classroom activi- ties. During the practicum, interns develop their own classroom exercises, which are reviewed by program staff and collated for dissemination. As followup, the program supports participant attendance at national meetings of the American Society of Agronomy, the Soil Science Society of America, and the Crop Science Society. 57. Inservice Programs for Biology Teachers Department of Biological Sciences, Purdue University Contact: Isadore Julian, West Lafayette, (317) 494 4983, FAX: (317) 494- 0876, I n t e r n e t : i j u I i a n @ b i I b o . b i o . p u r d u e . e d u Since 1990, with support from the Howard Hughes Medical Institute and the Indiana Department of Education, the Department of Biological Sciences of Purdue University has offered summer institutes for high-school biology teachers in Indiana. The goals of these outreach efforts have been to inform teachers about current issues in biology and to introduce them to laboratory experiences in molecular biology and the College Board's advanced-placement biology pro- gram. There are also weekend workshops and institutes for high-school biology teachers during the school year. *~58. Evolution and the Nature of Science Institutes Indiana University; San Jose State University Contact: Craig Nelson, Bloomington, IN, (612) 855-1345, or Jean Beard, San Jose, CA, (408) 924-4870, FAX: (408) 924-4840, Internet: beard @ biomail.sjsu.edu Three National Science Foundation grants to the same co-principal investigators
118 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS have supported 3-week residential institutes (ENSI) for 30 high-school biology teachers for 6 years (1989-1995), have supported additional preparation (LTPP) of 38 institute graduates for four summers (1991-1994), and have partially sup- ported 36 two-week satellite institutes for up to 20 teachers (1992-1995) taught by pairs of specially prepared institute alumni. The current grant will support additional satellites (SENSI) beginning in summer 1996 at sites from Ohio to California. The summer institutes and two academic-year followup sessions (fall and spring) are designed to update participants' knowledge of the nature of science, general organic evolution, and human evolution and to help them inte- grate these topics into their teaching. Teachers are encouraged to apply in teams from schools, school districts, or geographic regions so as to have colleagues to work with after the summer. The institutes consist of curriculum-development activities, lectures, seminars, demonstration, discussions, hands-on activities and field work. Participants are assigned to apply some of their new knowledge in teaching, monitor their experiences, and report back to the group at followup sessions. A more-complete explanation of the ENSI/SENSI program content and philosophy has been accepted for publication in the American Biology Teacher and is tentatively titled "Better Biology Teaching by Emphasizing Evolution and the Nature of Science." 59. Project Genethics Department of Biology, Ball State University Contact: ,Ion R. Hendrix, Muncie, (317) 285-8840, FAX: (317) 285-1624, Internet: firstname.lastname@example.org Since 1978, Project Genethics has involved 510 secondary-school biology teach- ers in 2-week summer workshops on human genetics and bioethical decision- making and 228 teachers in 4-week on-campus workshops. Through lectures, seminars, and workshops, the project informs participants about concepts in con- temporary genetics and human genetics, reproductive technology, social sciences and laws as they apply to human genetics, and bioethical decision-making. Project Genethics strives to improve student outcomes in secondary-school life- science classrooms. The project also provides a newsletter and an 800 telephone line to facilitate communication among participants. In addition, the program includes leadership training so that participants can run similar workshops in their own schools. The program assesses teacher growth and secondary-school student achievement through a continuing-evaluation component. The project is funded primarily by the National Science Foundation.
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION IOWA 60. Iowa Chautauqua Program Science Education Center, University of Iowa Contact: P. Maxwell Dass, Iowa City, (319) 335-3578, FAX: (319) 335 1188, Internet: email@example.com 119 The Iowa Chautauqua Program (ICP) strives to empower science teachers to make science more meaningful and useful for their students. Program partici- pants partake in a 3-week summer workshop and two 3-day academic-year work- shops to develop and assess units that match those of the Science, Technology, Society (STS) reform effort. Selected teachers are invited to attend an additional Leadership Institute, which allows them to become part of the ICP staff. Program goals include improving teachers' confidence in science teaching; encouraging teachers to foster creativity, problem-solving abilities, and an understanding of scientific concepts among their students; and developing teachers as leaders in science-education reform. Program facilitators use a comprehensive assessment method to evaluate effectiveness of both teachers and their students. Since 1983, the network of ICP participants has grown to 3,000. ICP also fosters alliances among educators, students, parents, business leaders, government officials, and other community members to improve science education locally. The U.S. De- partment of Education has validated the ICP as a model inservice program to be disseminated throughout the nation through the National Diffusion Network (NDN). KANSAS 61. Genetics Education Network (GENE) Department of Physics, Department of Biochemistry, and Division of Biology, Kansas State University Contact: Thomas R. Manney, Manhattan, (913) 532-6789, FAX: (913) 532-6806, Internet: firstname.lastname@example.org With funding from the National Science Foundation and the Howard Hughes Medical Institute, the GENE Project promotes training, networking, and logisti- cal support for middle- and high-school life-science and biology teachers. The program promotes classroom use of research organisms, especially Baker's yeast, flour beetles, and rapid cycling plants (e.g., Wisconsin Fast Plants). Basic activi- ties and open-ended experiments have been developed through collaboration between research scientists and classroom teachers. Concepts focus on genetics and genetics-environment interactions. Simple qualitative and quantitative ex- periments with yeast enable students to monitor the biological consequences of solar ultraviolet radiation and the effects of ozone depletion. A Classroom Guide
120 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS to Yeast Experiments, including videotapes and computer software, is designed to serve both teachers and their students. A 1-week workshop for workshop leaders will be held on the Kansas State University campus in June 1996. Partici- pating teachers will be trained to give workshops in their school districts during the 1996 school year. Logistical support will be provided by the GENE staff. 62. Kansas Environmental Monitoring Network Olathe East High School Contact: Brad Williamson, Olathe, (913) 780-7120, FAX: Ida, Internet: bwilliam @ ksuvm.ksu.edu The Kansas Environmental Monitoring Network (KEMNET) is a network of students and teachers who participate in research processes of environmental monitoring at sites throughout Kansas via telephone and computer interactions. Network membership is available to schools across the state. Modeled after TERC's Global Laboratory Program, KEMNET aims to involve teachers in the learning of science by doing science. Program goals include fostering an appre- ciation of science research and inquiry-based science instruction, encouraging communication between teachers and scientists, improving student outcomes, and developing curricular materials. KEMNET has evolved into related projects, such as the Monarch Watch, which involves students and teachers from three countries in monitoring the migration of the monarch butterfly. 63. MASTERS Project Department of Curriculum and Instruction, University of Kansas Contact: Lelon Capps, Lawrence, (913) 864-9669, FAX: (913) 864-5076, Internet: email@example.com The MASTERS (Math And Science Teachers for Reservation Schools) Project, a National Science Foundation teacher-enhancement program, ran from 1988 until 1994. It provided mathematics and science training to over 200 teachers from across the nation who worked with American Indian students. Emphasis was placed on integrating American Indian culture with the science and mathematics curriculum. Teachers attended an 8-week summer session and were supported by site visits throughout the school year. The project is not currently funded, but the publications Earth's Caretakers: Native American Lessons and Signs of Tradi- tions: Native American Lessons are available for a nominal fee. The two books include profiles of American Indians who use science and mathematics in their everyday lives interwoven with lesson plans that are appropriate for K-8.
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 12 64. Teacher inservice programs University of Kansas Museum of Natural History Contact: Jama Gabbert, Lawrence, (913) 864-4540, FAX: (913) 864-5335, Internet: firstname.lastname@example.org The University of Kansas Museum of Natural History offers inservice programs in the form of hands-on workshops, seminars, and lectures to teachers in the Kaw Valley Service Council. The objectives of the programs are to increase teachers' factual knowledge about science, to help teachers become comfortable teaching science, and to provide information about how to use the museum as an educa- tional resource. KENTUCKY 65. Outreach Center for Science and Health Career Opportunities University of Kentucky Chandler Medical Center Contact: Don Frazier, Lexington, (606) 323-5418, FAX: (606) 257-6439 Internet: n/a The Outreach Center offers summer workshops for middle- and high-school science and biology teachers. Motivated by the belief that teacher enthusiasm and innovation attract students to the discipline, the workshop facilitators are devoted to developing and sustaining positive attitudes toward science. Work- shops include lectures, laboratories, and discussions about how teachers can be more innovative, given limited resources and facilities. All workshops and re- lated efforts emphasize the importance of improving communication between students, middle- and high-school teachers, and university faculty. MAINE 66. Partnership for Science Education Department of Biology, Colby College Contact: Jay Labov, Waterville, (207) 872-3329, FAX: (207) 872-3555, Internet: jblabov@colLy.edu Over a 6-year period, the Natural Sciences Division of Colby College has devel- oped a series of outreach programs in the sciences and mathematics for K-12 teachers in four local school districts. As volunteers, Colby scientists visit class- rooms, respond to teachers' inquiries, host field trips to Colby science facilities, or lend equipment to the schools. With a grant from the Maine Department of Education under the Eisenhower Mathematics and Science Education State Grant, Colby established small teams of pre-K through grade 7 teachers and members of the Colby science faculty. A total of 47 participants have worked in 14 teams to
22 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS address self-selected topics, including anatomy, environmental science, rocks and minerals, properties of matter, genetics, and physical sciences. The partner- ship also received a 6-year grant from the Howard Hughes Medical Institute to expand outreach programs to local schools targeting persons from groups tradi- tionally underrepresented in the sciences. This grant has resulted in the establish- ment of a science-equipment lending library and a program in which local high schools hire a full-time, certified science teacher to release up to five teachers each semester to take courses in science and mathematics at Colby. 67. Wells National Estuarine Research Reserve's DEPTHS (Discovering Ecology: Pathways to Science) Wells National Estuarine Research Reserve Contact: Rick Kaye-Schiess, Wells, (207) 646-1555, FAX: (207) 646-2930, Internet: email@example.com The Wells National Estuarine Research Reserve has both on-site and outreach programming. Teachers wishing to visit the site can either participate in a guided program for fourth-graders and special groups or design their own programming in consultation with reserve staff. As part of its outreach program, Wells Reserve has designed a K-8 scope and sequence curriculum on ecology, drawing its examples from coastal systems within the Gulf of Maine. Teaching kits have been developed with instructional materials ranging from big books and posters to breaks and dialysis tubing. The program is designed to involve the entire teaching staff of a school over a 3-week period. The program is introduced with a half-day or full-day workshop and ends with a 2-hour followup. The curricu- lum has been formally adopted by four school districts. It is annually placed in 12 schools in the Gulf of Maine region. More than 200 teachers have been involved in creating and evaluating this program. MARYLAND 68. ASCB Summer Teacher Research Fellowship Program American Society for Cell Biology Contact: Robert Bloodgood, Charlottesville, (804) 924-1739, FAX: (804) 982-3912 or (301) 530-7139, Internet: firstname.lastname@example.org The American Society for Cell Biology (ASCB) offers 8- to 10-week summer research fellowships for middle-, junior-high, and senior-high-school teachers in the laboratories of individual ASCB members. The goals of the program are to update teachers on modern research equipment and information about cell biol- ogy; to develop linkages between public schools, colleges, and universities; and to encourage a greater number of female and minority-group students to make career choices related to science.
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 69. "Hands-on" Workshops and Short Courses in Biotechnology EDVOTEK Contact: Mark Chirikjian, Bethesda, (301) 251-5990, FAX: (301) 340 0582, Internet: email@example.com 123 With funding from the National Science Foundation, Georgetown University, and other sources, EDVOTEK has offered a hands-on science program in new technology to K-12 teachers. For 5 years, the program has acquainted teachers with background information and skills needed for teaching laboratories. In addition, program activities that include workshops, lectures, demonstrations, and discussion sessions illustrate how new information in biotechnology can be incorporated into current biology curricula. The primary program goals are to update participants' knowledge of biotechnology and to assist them in improving student achievement in science. 70. High-School Science Teacher Summer Research Fellowships American Society for Biochemistry and Molecular Biology Contact: Peter Farnham, Bethesda, (301) 530-7147, FAX: (301) 571-1824, Internet: firstname.lastname@example.org Implemented by the American Society for Biochemistry and Molecular Biology (ASBMB) Committee on Education Affairs, the High-School Science Teacher Summer Research Fellowships program places high-school teachers of biology and chemistry in the biochemistry laboratories of individual ASBMB members for 8-10 weeks of hands-on activities. The goal of the program is to update teachers about the latest research and techniques in the fields of biology and biochemistry. Teachers receive $5,000 for the summer. 71. High School Teachers Internship in Immunology American Association of Immunologists Contact: David Scott, Bethesda, (301) 517-0335, FAX: (301) 517-0344, Internet: email@example.com Initiated by the Education Committee and the Minority-Affairs Committee of the American Association of Immunologists (AAI), the High School Teachers In- ternship in Immunology has offered internships to high-school teachers since 1989. The internship objectives are to provide high-school teachers with hands- on experiences in immunology laboratories, to increase the amount and quality of immunology taught in high schools, to improve teachers' scientific knowledge, and to develop instructional materials for classroom use. The program also aims to foster continuing professional relationships among local scientists and high- school teachers. Scientists are encouraged to involve themselves in community
24 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS and school activities so that they can educate the public about immunology, the scientific process, and the need for basic research. Finally, through improved materials and classroom teaching, the program hopes to encourage students to pursue scientific careers. Funded primarily by AAI, the program has established internships across the nation. In addition, AAI offers several comprehensive lesson guides, including Warlord's Revenge Can You Dig It? and Food Foren- sics: A Case of Mistaken Identity, developed by program interns. 72. Science Alliance National Institutes of Health Contact: Anne Baur, Bethesda, (301) 402-2827, FAX: (301) 402-3034, Internet: n/a Science Alliance is a partnership between several elementary-school classroom teachers in Montgomery County and the District of Columbia and National Insti- tutes of Health scientists. The underlying conviction of the Science Alliance is that partnerships between scientists and teachers promote an atmosphere of pro- fessional support for teachers and that this atmosphere helps them to create classrooms in which science learning can flourish. At the heart of the alliance is a communication network available to all participating schools. The network is made up of meetings, telephone conversations, faxes, and the electronic Science Alliance Bulletin Board system. 73. Biology Teachers' Field Ecology Skills Development Project Appalachian Environmental Laboratory Contact: John Slocomb, Frostburg, (301) 689-3115, FAX: (301) 698-8518, Internet: firstname.lastname@example.org In 1989, the Appalachian Environmental Laboratory (AEL), one of three labora- tories that make up the University of Maryland System' s Center for Environmen- tal and Estuarine Studies, held an inservice program for high-school teachers in the Allegany County, Maryland, public schools. The Biology Teachers' Field Ecology Skills Development Project drew on AEL staff and area resource people to introduce teachers to the concepts, skills, equipment, and laboratory tech- niques of field ecology study. The overall program goals were to encourage teachers to use the outdoors as their classroom and thereby to increase student excitement about the biological sciences. Funding for the program came from an Eisenhower Mathematics and Science Education State Grant.
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 74. Chesapeake Bay National Estuarine Research Reserve Tidewater Administration, State of Maryland Department of Natural Resources Contact: Kathleen Buppert, Annapolis, (410) 974-3382, FAX: (410) 974 2833, Internet: n/a 125 Funded by the sanctuaries and reserves division of the National Oceanic and Atmospheric Administration and the Maryland Department of Natural Resources, the Chesapeake Bay National Estuarine Research Reserve is one of 22 research reserves established to protect estuarine areas for research, education, and moni- toring; education and outreach events; technical workshops, marsh cleanups; "estauary talks"; duck-banding demonstrations; and marsh hikes. 75. Fall and spring conferences Maryland Association of Biology Teachers Contact: Paul Hummer, Frederick, (301) 696-3853, FAX: (301) 694-7653, Internet: email@example.com The Maryland Association of Biology Teachers (MABT) has been providing hands-on workshops and instant-update sessions for biology and life-science teachers in Maryland since 1934. MABT holds two large conferences and vari- ous 1-day workshops throughout the year. Every few years, the association surveys its members to find out what they would like to address at the association's two conferences. 76. Outdoor Education Program Anne Arundel County Public Schools Contact: Russell Heyde, Millersville, (410) 222-3822, FAX: (410) 222-3826, Internet: n/a The Outdoor Education Program of Anne Arundel County public schools offers courses to teachers to improve their content skills in environmental education. There is an extensive evaluation at the completion of each course, which is used to make decisions for the design of new courses. Each year, about 250 classroom teachers participate in for-credit and noncredit courses offered by the program. Of the participants, 70% are elementary-school teachers and 30% secondary- school teachers. 77. Ecology of the Chesapeake Watershed: Authentic Applications for Science and Mathematics Instruction Center for Environmental and Estuarine Studies Contact: Wayne H. Bell, Cambridge, (410) 228-9250, ext. 608, FAX: (410) 228-3843, Internet: firstname.lastname@example.org
26 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS This program is offered to middle- and high-school science and mathematics teachers and is offered every other summer (resuming in 1997) as a 2-week, intensive workshop that travels to various locations across the Chesapeake water- shed. Participants earn 3 graduate credits. This program is funded by the Mary- land Higher Education Commission and the Chesapeake Bay Trust. The goals of the project are for teachers to learn first-hand the ecological principles that affect environmental problems in each region of the Chesapeake Bay watershed, to develop authentic applications of environmental principles and calculations to enrich science and mathematics instruction in their schools in response to the Maryland Science Performance Assessment Program and Maryland's Environ- mental Education Bylaw, and to contribute to a new resource book that identifies environmental issues and places across the state that can be used as authentic examples for mathematics and science teaching. MASSACHUSETTS 78. Biotechnology For Teachers New England Science Center Contact: Duke Dawson, Worcester, (508) 791-9211, FAX: (508) 752-6879, Internet: n/a The New England Science Center engages K-12 teachers and people from indus- try, academe, and science museums in activities that promote increased aware- ness of biotechnology and its applications for everyday use. Activities include lectures, laboratory tours, hands-on activities, and curriculum development. Pro- grams range from week-long summer institutes focusing on laboratory skills to one-time inservice sessions. Developed to reduce apprehension about the teach- ing of biotechnology, the center offers its services to 60-80 self-selected teachers each year. Followup efforts include reunions, classroom visits by scientists, networking opportunities for teachers and scientists, seminars, and the dissemi- nation of educational materials. 79. Consortium for the Improvement of Math and Science Teaching North Adams State College Contact: Edward A. Filiault, North Adams, (413) 662-5537, FAX: (413) 662-5010, Internet: email@example.com The Consortium for the Improvement of Math and Science Teaching, a division of the Educators' Resource Center at North Adams State College, is a collabora- tive effort among all Berkshire County and several Franklin County school dis- tricts, a 4-year college, and two community colleges. The consortium's overall goals are to consolidate the region's funding from Eisenhower Mathematics and
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 127 Science Education State Grants designated for teacher inservice programs and to maximize the use of local resources in a rural area among schools, colleges and businesses. The consortium aims to develop professional networks, enhance teacher abilities to work with students of varied skill levels, and improve math- ematics and science instruction at all educational levels. It has also been a leader in providing professional-development opportunities for both school districts and individual teachers to assist them in meeting the requirements of education re- form and the demands of recertification, using a combination of college faculty and experienced presenters. 80. Five College/Public School Partnership Five Colleges Inc. Contact: Mary Alice Wilson, Amherst, (413) 256-8316, FAX: (413) 256 0249, Internet: firstname.lastname@example.org The Five College/Public School Partnership was formed in 1984 to facilitate communication and resource-sharing between the members of the Five Colleges consortium (Amherst, Hampshire, Mount Holyoke, and Smith Colleges and the University of Massachusetts at Amherst) and the 43 school systems in western Massachusetts. Partnership activities are planned by committees of school and college faculty who work in a common discipline. Services include conferences and seminars, summer institutes, summer research fellowships, a data bank of projects designed to strengthen public education through collaboration, publica- tions, and a telecommunications network. Major partnership goals are to update school faculty on recent research; to introduce all participants to underused re- sources in area institutions; to provide opportunities for collegial discussions among school and college faculty, museum staff, and industry representatives; and to improve the teaching abilities of participating college faculty and increase their knowledge about K-12 schools. 81. Greater Boston Biology Teachers Group Contact: Hazel Schroeder, Shrewsbury, (508) 845-4641, FAX: (508) 842 8512, Internet: n/a The Greater Boston Biology Teachers Group is an informal gathering of K-12 life-science teachers who meet once a month throughout the year. The group, which has been meeting for 25 years, gathers at high schools in the greater Boston area to share ideas, resources, new activities, and approaches to biology teaching. The yearly fee is $10 per person, which covers costs of mailings and other materials. The group provides professional fellowship to about 100 mem- bers.
28 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS 82. CityLab School of Medicine and School of Education, Boston University Contact: Connie Phillips, Boston, (617) 638-5622, FAX: (617) 638-5621, Internet: email@example.com CityLab is a biotechnology learning laboratory for high school and middle school students and teachers at the Boston University School of Medicine. CityLab is supported by grants from the National Institutes of Health (SEPA) and the Howard Hughes Medical Institute. The aim of CityLab is to provide access to state-of-the- art laboratory facilities and curriculum in biotechnology otherwise unavailable to most school systems. Teachers bring their students to CityLab where they are challenged to solve problems by applying the same techniques and concepts of genetics and molecular biology used in modern biotechnology laboratories today. More than 6,000 students have participated in hands-on, discovery oriented in- vestigations at CityLab. Over 500 teachers have attended workshops. 83. Museum Institute for Teaching Science MITS, Inc. Contact: Emily Wade, Boston, (617) 695-9771, FAX: same, Internet: firstname.lastname@example.org The MITS mission is to improve the teaching of science and mathematics at the elementary-school level using the resources available in museums, aquariums, arboretums, nature centers, etc. MITS offers 2-week summer workshops in seven regions of Massachusetts with room for 360 teachers. MITS became a 501(c)3 corporation in 1992 after 6 years of providing teacher workshops and distributing a teacher's resource publication. MITS continues to publish Science Is Elementary (SIE) on a subscription basis as a quarterly resource magazine for K-6 teachers providing background information and hands-on activities on spe- cific science-education topics. Before 1992, MITS was funded mostly by grants from the National Science Foundation. It is now funded by a combination of contracts, grants, and donations from the Massachusetts Cultural Council, the Massachusetts Department of Education, foundations, corporations, and indi- viduals. *~84. Neuroscience Program for High-School Science Teachers Minority Faculty Development Program, Harvard Medical School Contact: Joan Y. Reede, Boston, (617) 432-2413, FAX: (617) 432-3834, Internet: email@example.com The Minority Faculty Development Program at Harvard Medical School (HMS) strives to improve the scientific literacy of high-school students, particularly nonwhite students, and to encourage them to think more ambitiously about their
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 129 futures, including the pursuit of biomedical careers. To that end, the Teacher Institute in the Neurosciences (TIN) emphasizes enhancing scientific knowledge, introducing new teaching approaches and materials, and the development of new curriculum and the creation of new materials and resources for teaching neuro- sciences in high schools in innovative ways. Working with high-school and middle-school teachers, TIN works with basic neuroscience content, provides practice experience in the problem-based case-study method, and introduces new hands-on curricular materials on neuroscience. Teachers participate in a week- long summer workshop and in research seminars and activities during the aca- demic year. Teacher fellows are provided with classroom kits, which include a video-taped "case," and receive academic support from HMS faculty throughout their affiliation with the Institute. Institute objectives include dissemination of a neuroscience high-school curriculum with hands-on experiments and teacher kits; creation of a team of teachers (from two urban school districts) trained in the use of the neuroscience curriculum and the case-study, problem-based pedagogical approach; and furthering partnership between Harvard faculty and secondary schools. 85. People and Animals: United for Health Massachusetts Society for Medical Research Contact: Boston, (617) 891-4544, FAX: (617) 893-7934, Internet: debra @ msmr.terranet.com People and Animals: United for Health is a comprehensive reference manual on current topics in the biological sciences. The complete package consists of a reference manual for teachers, a set of 180 slides, a discussion guide, a timeline poster, and a compendium of critical- and creative-thinking activities designed for use with each of the topics. The reference manual is supported through bimonthly teacher-training workshops held at the Massachusetts Society for Medical Research (MSMR) headquarters and throughout Massachusetts. The workshops generally cover 8-10 of the 12 units, including an intensive session on critical- and creative-thinking exercises. To date, the MSMR has trained well over 1,500 teachers in the tristate area (Massachusetts, New Hampshire, and Rhode Island). 86. Project for Products, Processes, and Technology in the Elementary School Curriculum Biology Department, Simmons College Contact: Sandra Williams, Boston, (617) 521-2667, FAX: (617) 521-3199, Internet: firstname.lastname@example.org Project For Products, Processes, and Technology in the Elementary School Cur- riculum is designed to improve science education in elementary schools by facili
130 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS sating collaborative efforts among teachers, science coordinators, principals, and representatives of local industry. The program consists of three summer work- shops in which participants learn about hands-on science, critique newly devel- oped Product-Process-Technology curriculum modules, develop new curricu- lum, and prepare an industry-school collaborative plan for implementation in their own districts. Participants reconvene for 3 days during the next summer to discuss the implementation of their district plans and to find ways to continue the industry-school collaboration. 87. Introduction to Biotechnology and Cancer and Immunology Education Development Center Contact: Jackie Miller, Newton, (617) 969-7100, ext. 438, FAX: (617) 965- 6325, Internet: email@example.com With funding from the Bay State Skills Corporation, the Education Development Center (EDC) has conducted summer workshops for middle- and secondary- school biology teachers. The goal of the workshops is to assist teachers in integrating biotechnology into existing curriculum, as opposed to presenting it as an add-on subject. So that these concepts can be introduced in the teaching environments of the participants, the workshops, conducted by a team of teachers and scientists, have been held in high-school biology laboratories. In response to requests, EDC has also developed a second workshop, Cancer and Immunology, that helps teachers explore issues in cancer and immunology without using ex- pensive equipment or hazardous materials. Through workshops, lectures, and discussion, the program draws connections between classroom experiences and current issues in health and medicine. It aims to increase participants' range of teaching strategies, to help teachers network with each other, and to improve student outcomes in middle- and secondary-school biology. 88. Master of Arts in Teaching Education Department of Education, Tufts University Contact: Robert Guertin, Medford, (617) 627-3106, FAX: (617) 627-3901, Internet: firstname.lastname@example.org The Tufts University teacher-preparation program has certified several teachers of biology, physics, and mathematics in the last several years. Program officers expect to increase the number of K-12 teachers that they reach through programs established at the Dudley Wright Center for Science Education, the Center for Science and Mathematics Teaching, and the Department of Child Study. All are dedicated to integrating science education into elementary-school teacher-prepa- ration programs.
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 89. Laboratory Safety Workshop Contact: ,Iames Kaufman, Natick, (508) 647-1900, FAX: (508) 647-0062, Internet: email@example.com 131 In 15 years, the Laboratory Safety Workshop has provided safety-training oppor- tunities for over 25,000 science teachers at the elementary and secondary levels. Workshops review fundamental safety issues and assist teachers in bettering their laboratory-safety programs. Through workshop demonstrations and the distribu- tion of two newsletters, Safety Is Elementary and Speaking of Safety, facilitators offer examples of hands-on activities that teachers can use in their classrooms. Followup services include equipment loans, continuing seminars, the dissemina- tion of program materials, and networking opportunities. 90. The "Current Students/Future Scientists and Engineers" Program Clark Science Center, Smith College Contact: Casey Clark, Northhampton, (413) 585-3804, FAX: (413) 585 3786, Internet: firstname.lastname@example.org Smith College inaugurated a program in 1983 to address the decline in the num- ber of students who were preparing for careers in the scientific and technical fields. The year-long program begins with a 3-day workshop and is directed at junior- and senior-high-school science and mathematics teachers and guidance counselors. The "Current StudentslFuture Scientists and Engineers" Program is designed to help teachers and counselors develop and implement programs within their schools that will encourage students of all abilities, especially young women and minority-group members, to continue their studies and explore career options in science and mathematics. Through panel presentations with successful women in science and engineering, hands-on laboratory sessions led by Smith College faculty and undergraduates, and interactive workshops on the influences of sex bias and other constraints that have discouraged women and members of minority groups from pursuing science, they have immersed workshop participants in the world of engineering and technology. The participants receive free room and board and a variable number of continuing-education credits. MICHIGAN 91. Teacher inservice programs Division of Science Education, Michigan State University Contact: Clarence Suelter, East Lansing, (517) 432-1490, FAX: (517) 432 2175, Internet: email@example.com The Michigan State University (MSU) Division of Science Education, housed in the College of Natural Science, offers a range of programs to K-12 science
32 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS teachers that can be applied toward a master of science in biological or physical science for teachers with secondary credentials and a master of arts for K-8 certified teachers. Program goals vary but each strives to share MSU and local resources with area teachers, in addition to giving each participant a solid founda- tion in the sciences. The program offerings for secondary-school teachers in- clude Frontiers in Biological Science, Frontiers in Physical Science, and summer courses in chemistry, earth science, physics, environmental and behavioral biol- ogy, and cellular and molecular biology. Offerings for elementary-school certi- fied teachers of science include Energy and Matter; Everyday Physics; Rocks, Minerals and Fossils; Weather and Space Science; Cells and Organisms; and Interrelationships of Organisms. Opportunities for teachers to research and de- velop independent projects on campus are also available. 92. Hands-on science workshops Science Department, Lansing Community College Contact: Jeannine Stanaway or Christel Marschall, Lansing, (517) 483- 1092, FAX: (517~483-9649, Internet: firstname.lastname@example.org The Science Department at Lansing Community College, through its Teacher Education Project, offers inquiry-based workshops for K-6 teachers. The goals of these workshops are to help teachers become more confident about their knowl- edge of fundamental concepts in biology, chemistry, geoscience, and physics and to encourage them to integrate process-oriented activities and student investiga- tions into their classroom instruction. Workshop leaders demonstrate research- based teaching strategies and provide ready-made materials for classroom use, which reflect the new science objectives of the Michigan Department of Educa- tion. In addition, each teacher receives $100 worth of science equipment, which is used in science investigations. The workshops, open to teachers in the Lansing School District and nine neighboring counties, reach 300 teachers each year through six 12-hour sessions three during the school year and three in the summer. 93. Young Entomologists' Society, Inc. Contact: Gary Dunn, Lansing, (517) 887-0499, FAX: same, Internet: n/a Since 1965, the Young Entomologists' Society, Inc., has offered programs for schools, clubs, day-care centers, camps, and science and nature centers. In coop- eration with school districts, the society has also offered teacher-inservice pro- grams for 6 years. These programs cover a wide range of topics, including insect anatomy, life cycles, and diversity; related educational games and puzzles; en- dangered species; observing, studying, and collecting insects and spiders; and attracting butterflies and hummingbirds. The organizers are available to design special programs to meet the needs of individual groups. The workshops are
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 133 interactive and involve hands-on activities, discussions, and demonstrations. The goals are to provide teachers with innovative activities for the classroom, to improve teachers' knowledge of insects and other arthropods, and to encourage the incorporation of insect studies in classroom instruction. 94. ScienceGrasp Kalamazoo College Contact: Paul Olexia, Kalamazoo, (616) 337-7013, FAX: (616) 337-7251, Internet: email@example.com The ScienceGrasp program, a teacher-training workshop for science-shy elemen- tary-school teachers to increase their confidence and skills in teaching hands-on science, is sponsored by Kalamazoo College (Kalamazoo, MI) with funding sup- port by the Upjohn Company Foundation and program support by the National Science Teachers Association (NSTA), Delta Education, Inc., and Disney's Hyperion Books for Children. The program consists of 12 teachers, selected each spring from applications distributed by NSTA and printed in the December or January issues of Science & Children, who come to Kalamazoo for a 1-week intensive workshop all expenses paid. Topics covered include chemistry, phys- ics, biology, outdoor education, and other subjects that include mathematics- science integration at the elementary level. The outreach program includeds publication of a book of hands-on activities, with one chapter written by each participant; the book is distributed at no charge at the NSTA national conference. Workshop participants can order up to $1,000 worth of hands-on materials during the next school year at no cost. The program began in 1990, and more than 100 teachers have completed the workshop. In 1992, the Council for Elementary Science International recognized ScienceGrasp with its Advocate Award. Many alumni of the program have broken their "science-shy" limitation and have be- come presenters at state, regional, and national NSTA conferences. 95. Summer Institutes in Science Wayne State University Contact: David Njus, Detroit, (313) 577-3105, FAX: (313) 577-6891, Internet: firstname.lastname@example.org With funding from the Howard Hughes Medical Institute, the Wayne State Col- lege of Science has offered summer science institutes to high-school science teachers. The institutes are designed to acquaint science teachers with recent developments in their fields and to provide them with material for immediate incorporation into their curricula. An institute includes laboratory exercises and demonstrations that can be used in 1-hour class periods and modestly equipped laboratories. The intent is to assist teachers in using a hands-on approach in their science courses and in getting their students to learn by discovery. Each institute,
34 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS limited to 20 teachers, offers participants 3 semester-hours of graduate credit and waivers of tuition, laboratory, and registration fees. Textbooks and other course materials are provided. *~96. Laboratory Apparatus Bank Wayne State University Contact: David Njus, Detroit, (313) 577-3105, FAX: (313) 577-6891, Internet: email@example.com The Wayne State University Laboratory Apparatus Bank lends scientific labora- tory equipment at no cost for use in high-school classrooms. Equipment for this program was purchased with financial support from the Howard Hughes Medical Institute and the Community Foundation for Southeastern Michigan. The objec- tive of the program is to establish a pool of shared laboratory equipment enabling individual schools to expand dramatically the hands-on scientific experiences available to their students. Available equipment, which may be borrowed for 1- week periods, includes spectrophotometers, electrophoresis units, and environ- mental-analysis kits. MINNESOTA 97. A Multidimensional Program to Enhance Subject Matter Competency of and Improve Collaboration among Teachers of Grades 5-12 Gustuvas Adolphus College Contact: Myron Anderson, St. Peter, (507) 933-7327, FAX: (507) 933- 6285, Internet: firstname.lastname@example.org With support from the National Science Foundation, this program served directly 27 different teachers of grades 5-12 in rural Minnesota in each of 3 years. Each attended a 4-week summer workshop in either earth, life, or physical science and was involved in a followup inservice program during the next academic year. The nine participants in each workshop were divided into three cooperative learn- ing groups consisting of a teacher from middle school, junior high school, and senior high school. Assisting in the program were three master teachers each year, called guest instructors, who were selected from a national pool of appli- cants. They were on leave from their home schools for the entire year. They worked with Gustavus faculty in their own workshops and had primary responsi- bility for conducting the inservice program that followed. Additionally, each taught at the introductory college level. Three Gustavus undergraduate students who were preparing to become science teachers also assisted during the summer workshops.
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 98. Sci-Link University of Minnesota; North Carolina State University Contact: Harriett Stubbs, Raleigh, NC (919) 515-3311, FAX: (919) 515 3593, Internet: email@example.com or http://www2.ncsu.edu/ncsu/cep/SCI LINK/SCI-LINK_HP.html 135 Sci-Link consists of two components. First, it brings together scientists and elementary-, middle-, junior-high-, and senior-high-school teachers in workshops of various lengths. The goal of each workshop is to provide a forum for integrat- ing current scientific research into curricula and teaching practices. Workshop participants develop classroom applications based on a cooperative-learning ap- proach, review current educational materials, and produce new classroom activi- ties. Topics include acid rain, ozone, carbon dioxide warming and global-climate change, and other environmental issues of concern. Second, Sci-Link creates networks of participating teachers in North Carolina and Minnesota with scien- tists in their own areas. The goal of this effort is to increase participants' knowl- edge about the personnel, facilities, and research available at surrounding univer- sities and federal and state agencies. 99. Teacher Enhancement in Applied Soil Ecology Mankato State University Contact: John Frey, Mankato, (507) 389-2908, FAX: (507) 389-2788, Internet: firstname.lastname@example.org The 5-week workshop involves middle- and junior-high-school teachers in indi- vidualized hands-on research experience in applied soil ecology. Lectures on current topics and sessions on laboratory techniques provide the necessary back- ground. Participants, whose attendance is based on a selective process, receive a $300/week stipend, full meal expenses, and private housing. Teachers translate their workshop experiences into classroom activities during weekly team writing sessions. The program aims to reverse the decline in student interest in science- a problem that project officers believe begins in middle school. MISSOURI 100. Biotechnology Education Project Mathematics and Science Education Center Contact: Paul Markovits, St. Louis, (314) 516-5650, FAX: (314) 516-5342, Internet: email@example.com Funded by the Monsanto Company Fund and the National Science Foundation, the Mathematics and Science Education Center (MSEC) in 1987 developed the Biotechnology Education Project. Led by teams of teachers, researchers, and
136 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS education specialists, the program provides training opportunities for grade 5-12 teachers. The goals of the project are to upgrade teachers' knowledge of biotech- nology and to familiarize them with new methods for teaching this topic, to improve the quality of teaching in the life sciences, to better student outcomes, to encourage teachers to introduce basic concepts of biotechnology to students in grades 5 and 6, to stimulate professional development of teachers by involving them actively in the writing of curricula, and to provide a school-industry-univer- sity model for development and dissemination of curriculum materials. The program is a joint effort of the research scientists and science-education special- ists at the Monsanto Company, Washington University, the University of Mis- souri-St. Louis, Principia College, and Southern Illinois University at Edwardsville, local and national teachers, and the staff of MSEC. MSEC coordi- nates the dissemination and revision of materials. 101. Ecology for Teachers Missouri Botanical Garden Contact: Barbara Addelson, St. Louis, (314) 577-5139, FAX: (314) 577 9592, I n t e r n e t : b a d d e I s o @ r i d g w a y . m o b o t . o r g The Education Division of the Missouri Botanical Garden sponsors an ecology and environmental-science course for grade K-6 teachers. The program involves up to 25 teachers, selected from regional public and private schools, in 60 hours of instruction. Activities include demonstrations, field work, and a wide range of hands-on activities. The goal of the program is to increase participants' knowl- edge in ecology and environmental education while expanding their repertoire of strategies for developing and implementing curriculum in their classrooms. Other workshops available are Ecology Through Inquiry, Field Methods in Ecological Investigation, and Ecology of Aquatic Environments. 102. Molecular Biology: The Gene Revolution Mathematics and Science Education Center; Washington University Contact: Cynthia Moore, St. Louis, (314) 935-4550, FAX: (314) 935-4432, Internet: move @ biodec.wustl.edu The Mathematics and Science Education Center (MSEC), in collaboration with Washington University (WU), will hold a 3-week lecture-laboratory summer course on molecular biology and biotechnology for secondary-school science teachers. Molecular Biology: The Gene Revolution will focus on basic tech- niques of gene cloning and analysis with applications to human genetics. Teach- ers will work with WU and MSEC faculty to become familiar with materials from a DNA-science course developed by the DNA Learning Center at Cold Spring Harbor Laboratory. They will also develop strategies for using these materials in
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 137 their classrooms. Funding from the Howard Hughes Medical Institute allows WU and MSEC to offer the course free of charge to the teachers, with supplies and use of an equipment-loan program. In addition, participants will receive 4 hours of graduate credit from WU. During alternate summers, WU offers a similar course for middle-school teachers, "The Molecular Basis of Life." This course focuses on background information and hands-on activities. MSEC provide K-12 science and mathematics teachers with other innovative programs in science, mathematics, and environmental education. 103. Molecular Biology for Teachers Biomedical Sciences Department, Southwest Missouri State University Contact: Harley Mortensen, Springfield, (417) 836-5603, FAX: (417) 836- 5588, Internet: firstname.lastname@example.org Since 1988, the Biomedical Sciences Department of Southwest Missouri State University has held a summer program on molecular biology for teachers. This 1-month program provides participants with 3 hours of graduate credit through extensive hands-on laboratory activities and lectures addressing theoretical as- pects of molecular biology. The program is funded by Eisenhower Mathematics and Science Education State Grants and the National Science Foundation and is coordinated by the chair of the Biomedical Sciences Department, a local high- school biology teacher, and the district science-curriculum coordinator. NEW JERSEY 104. Biology-Teacher Summer Grant Program Hoffmann-La Roche Inc.; New Jersey Science Supervisors Association Contact: Marjorie Ford, Nutley, (201) 562-2186, FAX: (201) 562-2999, Internet: n/a With funding from Hoffmann-La Roche, the New Jersey Science Supervisors Association has given biology teachers $5,000 cash awards to conduct research with experienced research scientists at a Hoffmann-La Roche laboratory. The goals are to enable teachers to use state-of-the-art laboratory equipment and to update their own curricula with current scientific information. Three teachers are selected each summer for an 8-week program of hands-on experience in modern research technology. The program is designed to renew enthusiasm for the teaching of biology, to encourage teachers to link concepts and theory to every- day application for students, and to give teachers exposure to the kinds of skills that students need to go into industry and to the kinds of jobs that can be found there. The teachers also receive grants to purchase equipment for their classroom laboratories.
138 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS 105. Ciba-Geigy Partnership in Science Pharmaceuticals Division/Research Department, Ciba-Geigy Corporation Contact: Elizabeth O'Byrne, Summit, (908) 277-4692, FAX: (908) 277 2577, Internet: eeb%ussuO2@ussu.ciba.com Ciba-Geigy scientists work with science faculty from neighboring schools to design activities that enhance and enrich the school curriculum. The partnership gives students opportunities to meet researchers and to experience hands-on in- vestigations. The program addresses topics in biology, chemistry, environmental science, and physics. The partnership also provides speakers to discuss ethical use of animals in research on request from students and civic groups. 106. The Consortium for Educational Equity Rutgers University Contact: Arlene Chasek, New Brunswick, (908) 445-2071, FAX: (908) 445-0027, Internet: email@example.com The Consortium for Educational Equity's mission is to promote the full achieve- ment of all students, especially targeting the concerns and effects of sex, race, national origin, language, culture, socioeconomic status, and disability. Current focuses are parental involvement, cooperative learning, multicultural education, reducing ethnic and racial tensions, and eliminating sexual harassment. Rutgers Family Science is a family-involvement program that fosters curiosity and helps parents and teachers work with children to channel that curiosity in productive ways. The focus is experiential in order for children and their parents to learn science and problem-solve together; it stresses the process of scientific thinking, rather than specific content. During a 4-day workshop at Rutgers University, elementary-school teachers are trained in all the Rutgers Family Science work- shop techniques and the hands-on activities and experiments, including strategies that specifically promote the participation of girls and ethnic and racial-minority children and parents. Teachers then return to their schools to lead and facilitate a series of six classes after school hours with families. 107. National Leadership Program for Teachers Woodrow Wilson National Fellowship Foundation Contact: Dale S. Koepp, Princeton, (609) 452-7007, FAX: (609) 452-0066, Internet: firstname.lastname@example.org Begun in 1982, the National Leadership Program for Teachers (NLPT), which has reached over 85,000 teachers, is best understood as a cluster of professional- development programs for precollege teachers. The program, which encourages teachers to see themselves as life-long learners and as professionals, focuses on content-driven institutes that are rooted in the premise that the most-effective
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 139 professional development is achieved by teachers teaching teachers. There are two phases in the yearly NLPT program cycle. Month-long summer residential institutes (called core institutes) in Princeton, NJ, bring together seasoned teach- ers from across the country for institutes in mathematics and science; participants learn new content from experts and scholars in the field and then apply their own expertise and experience as teachers to the task of developing classroom strate- gies that translate that content into effective hands-on/minds-on learning experi- ences for middle- and high-school students. One-week Teacher OutReaCH (TORCH) institutes at local sites nationwide aim to disseminate the content and methodology developed at the core institutes. TORCH institutes are led by teams of teachers from the core institute who have developed a condensed 1-week version of the program, which they take to sites easily accessible to local teach- ers. TORCH institutes are hosted by colleges and universities, school districts, and local education agencies, which often provide opportunities for earning gradu- ate credit or continuing-education units for participation in the program. NEW YORK 108. Biotechnology Institute Department of Biology, University of Rochester Contact: Paul Marquis, Rochester, (716) 276-1674, FAX: (716) 473-9573, Internet: email@example.com Since 1983, the Biotechnology Institute has offered 2-week, graduate-level courses to high-school teachers in genetic engineering, immunology, microbiol- ogy, or ecology. The courses, which admit up to 20 teachers selected on a competitive basis, focus on biology as an investigative discipline and include an extensive laboratory component. Among the institute's primary goals are to improve participants' content knowledge, to improve student outcomes in the participants' classrooms, and to encourage networking among the high-school teachers themselves. 109. Cornell Institute for Biology Teachers (CIBT) Division of Biological Sciences, Cornell University Contact: Peter Bruns, Ithaca, (607) 255-5042, FAX: (607) 254-4916, Internet: firstname.lastname@example.org Funded by the Howard Hughes Medical Institute and the New York State Center for Advanced Technology in Biotechnology at Cornell, the Cornell University Division of Biological Sciences sponsors an institute for teachers to improve high-school biology instruction. On the Ithaca campus, the program consists of a 3-week summer institute and three full-day sessions during the next year. During the summer institute, teachers participate in lectures, laboratories, and demon
140 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS strations to enhance teacher knowledge of contemporary biology; visits to Cornell facilities to promote contacts with Cornell faculty; lessons on the use of comput- ers for communication and planning course work; and hands-on experience with a set of laboratory exercises designed and tested for use in high-school class- rooms. Participants receive a stipend, academic credit, a room, a supply budget for their school, a Macintosh computer with modem and software, and a free subscription to the CIBT electronic network. During the academic year, the teach- ers are visited in their classrooms by a CIBT extension agent and are supported for a set of equipment-intensive laboratories by supplies and equipment from a lending library. CIBT also presents workshops at a variety of locations during the year. To target underrepresented minority populations, the program includes in- ner-city and rural schools in New York and a satellite group of inner-city schools in Cleveland, Ohio. A continuing goal of the program is to foster communication among institute staff, Cornell faculty, and participating teachers through com- puter communication and the formation of regional groups. 110. DNA Science Workshop Leadership Institute in Human and Molecular Genetics; DNA Learning Center of Cold Spring Harbor Laboratory Contact: David Micklos, Cold Spring Harbor, (516) 367-7240, FAX: (516) 367-3043, Internet: email@example.com Developed in 1985 and supported by the National Science Foundation (NSF) since 1987, the DNA Science Workshop has been taken by 2,300 high-school biology teachers nationwide. The 50-hour training program consists of a 5-day summer workshop and a 1.5-day winter followup. Hands-on experimentation and analysis make up 80% of the training experience. Using equipment identical with that found in research laboratories, participants perform nine experiments that introduce modern methods for producing and analyzing recombinant-DNA molecules. The Leadership Institute in Human and Molecular Genetics was developed in 1993 with NSF support and provides intensive training for outstand- ing biology teachers nationwide who have already implemented units in molecu- lar genetics and have proven networking abilities. The 20-day institute is held at the DNA Learning Center and includes advanced experimentation, computer applications, instructional pedagogy, and leadership skills. The Genetics as a Model for Whole Learning in Science program involves six Long Island school districts committed to the systematic introduction of genetics modules in elemen- tary- and middle-school classes. The goal is to train classroom teachers, who usually have backgrounds in reading and language arts, to use genetics as a way to link science with more familiar disciplines, such as mathematics, geography, and the humanities. Each school district receives 100 hours of consultation by DNA Learning Center staff. The program involves 27 faculty and 1,000 students at 15 elementary and middle schools.
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 14 111. The Elementary Science Training and Education Center Contact: Douglas Seager, Newark, (315) 331-5763, FAX: (315) 331-2016, Internet: n/a The Elementary Science Training and Education Center offers extensive support services in science and mathematics to K-8 teachers in the 25 school districts of the Wayne-Finger Lakes Board of Cooperative Educational Services. To en- hance teaching and learning in science and mathematics the services are designed to increase teacher confidence and background related to science skills, physical science, life science, environmental science, and problem-solving in mathemat- ics. Comprehensive services include formal workshops, school-based meetings and classroom visits, information-gathering and distribution, coordination of K- 12 mentoring activities, and "whatever we can do to help." This center produces and distributes over 60 different K-8 science and mathematics kits, prepares classroom teachers to operate a portable planetarium, offers a graduate-credit course from an accredited university, and facilitates two annual science-teachers conferences. 112. Inservice Teacher Enhancement Program in Biology Elmira College Contact: P. Y. Bouthyette, Elmira, (607) 735-1856, FAX: n/a, Internet: n/a With funding from a Dwight D. Eisenhower Mathematics and Science Education State Grant, Elmira College brings together 25 local high-school biology teachers for a 2-week summer workshop. The goals of the program are to strengthen high- school biology curricula at the participants' schools and to develop an experi- mental approach to biology. The summer institute and followup sessions during the academic year emphasize cooperative learning, deductive reasoning, and ex- perimental science. 113. Summer Teacher Inservice Programs State University College-Potsdam Contact: Charles Mlynarczyk, Potsdam, (315) 267-2525, FAX: (315) 267- 4802, Internet: firstname.lastname@example.org Serving teachers from local middle and junior high schools in the Potsdam area, the summer teacher inservice workshops aim to help teachers upgrade their knowledge about science issues and science-teaching strategies and to work to- ward an improved understanding of the New York state science frameworks. The projects provides a 2-week summer workshop and a 1-day demonstration meet- ing during the next school year.
42 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS 114. Statewide Biology Mentor Network to Provide Inservice Biology Teacher Training Finger Lakes Community College; SUNY Contact: Lee Drake, Canandaigua, (716) 394-3500, ext. 322, FAX: (716) 394 - 5005, I n t e r n e t : d r a k e I a @ s n y fl c c . f i n g e r I a k e s . e d u The goal of the Mentor Network is to improve and expand the instructional and assessment skills of 3,000 New York state biology teachers. The emphasis is on promoting learner-centered classrooms through staff-development activities and resource expansion to achieve the conceptual changes necessary to support in- structional and assessment reforms. The network provides training for coordinat- ing mentors who develop workshop and classroom materials and train regional mentors. Regional mentors, in turn, provide funded workshops for local biology teachers. These local workshops have been attended by about 1,100 teachers per year in 1992-1995. Funding is provided by a Dwight D. Eisenhower Mathemat- ics and Science Education State Grant. 115. Statewide Program for Preparing New Teachers of Regents Biology Syracuse University Contact: Marvin Druger, Syracuse, (315) 443-9150, FAX: (315) 443-1142, Internet: email@example.com With funding from an Eisenhower Mathematics and Science Education State Grant, Syracuse University brings together a group of first-year regents biology teachers for a 10-day summer institute. The institute, taught primarily by a team of experienced regents biology teachers, also involves university scientists giving presentations on current biological research. Participants return to the Syracuse campus for two weekend seminars during the academic year for a content update by a scientist and to discuss classroom problems. 116. Summer Research Program for Secondary School Science Teachers Columbia University Contact: ,Iay Duhner, New York, (212) 305-6899, FAX: (212) 305-5775, Internet: jdlO9@columbia.edu Columbia University provides two consecutive summers of laboratory research experiences for New York City science teachers in cell biology, chemistry, phys- ics, genetics, immunology, molecular biology, microbiology, neurobiology, para- sitology, cellular physiology, toxicology, ecology, and earth sciences. The teach- ers, who are selected competitively, receive a $6,000 stipend each summer for their participation and $1,000 for classroom materials and supplies. The primary goal of the program is to provide science teachers with sustained hands-on expe- riences in scientific research so that they can better understand scientific concepts
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 143 and discovery and transmit to their students and fellow teachers a feeling for the practice of science. The laboratory experience provides teachers with accurate and timely information for their students about prerequisites for entering careers in science, about the types of skills needed to succeed in science, and about the many career opportunities available in the sciences. 117. Ventures in Education Contact: Phyllis McCabe, New York, (212) 696-5717, FAX: (212) 696 5 7 2 6 , I n t e r n e t : 7 5 0 0 0 . 1 6 5 4 @ c o m p u s e r v e . c o m Founded in 1990 by the Josiah Macy, Jr. Foundation, Ventures in Education is an independent, nonprofit corporation that works with schools and school districts to revitalize education for minority-group and disadvantaged K-12 students. Its mission is to lift the academic performance of such youngsters and encourage them to pursue careers in science and the health professions. Ventures works with schools in western Alabama, the Delta region of Arkansas, New York City, the District of Columbia, and the Navajo Reservation (in Arizona, New Mexico, and Utah). Ventures collaborates with teachers and administrators to establish high course standards and higher expectations for all students; it helps district leadership and teachers develop plans for curricular and instructional improve- ments. All sites emphasize student-centered instructional techniques, such as problem-based learning, hands-on instruction, Socratic questioning, and use of the seminar and independent study. An ancillary service provided by Ventures for underrepresented minority-group students around the country (i.e., not only those in Ventures schools) is the Macy Minorities in Medicine (MIM) Program, which is designed to increase the number of students pursuing careers in medi- cine and the biomedical sciences. Candidates for MIM are selected according to their performance on the PSAT. 118. Urban Ecology Seminar Pace University Contact: Angelo Spillo, Pleasantville, (914) 773-3789, FAX: (914) 773 3 3 3 7 , I n t e r n e t : s p i I I o @ p a c e v m . d a c . p a c e . e d u Funded by an Eisenhower Mathematics and Science Education State Grant, Pace University's campus in Pleasantville, New York, offers a 1-week summer session and a 1-day followup workshop to 17 New York City elementary-school teach- ers. During the program, teachers become familiar with strategies for teaching urban ecology. In addition, they develop curriculum materials for use in their own classrooms and for dissemination among their home school districts.
44 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS 119. Watershed Watch Teacher Workshops Institute of Ecosystem Studies Contact: Kass Hogan, Millbrook, (914) 677-5358, FAX: (914) 677-6455, Internet: firstname.lastname@example.org Watershed Watch workshops began in the fall of 1991 as 3- to 5-day inservice activities for teachers implementing curricula that involve middle-school stu- dents in monitoring water quality and land-water interactions. Teacher-work- shop topics and activities include overviews of aquatic ecology and watershed research by Institute of Ecosystem Studies scientists, field work with a scientist, experimenting with cooperative learning techniques for science classes, experi- encing exemplary lessons, and introduction to professionals in water-land man- agement. 120. Eco-Inquiry Teacher Workshops Institute of Ecosystem Studies Contact: Kass Hogan, Millbrook, (914) 677-5358, FAX: (914) 677-6455, Internet: email@example.com Eco-Inquiry is an ecology curriculum for the upper elementary-school and middle-school grades. It is divided into three modules that engage students in problem-solving activities. Since 1988, the Institute of Ecosystem Studies has held 1- to 5-day workshops to introduce teachers to the ecology curriculum and to encourage its use in the classroom. Workshop topics and activities include field work with a scientist, learning and practicing Eco-Inquiry hands-on activities, analyzing students' ecology misconceptions, reflecting on instructional and evalu- ation strategies, experiencing cooperative learning, and using writing as a tool for teaching science. Workshops are held at schools and science centers around the country. The Eco-Inquiry teacher's guide is available from Kendall/Hunt pub- lishers at 1-800-228-0810. *~121. Schoolyard Ecology for Elementary School Teachers Workshops Institute of Ecosystem Studies Contact: Alan Berkowitz, Millbrook, (914) 677-5358, FAX: (914) 677- 6455, I n t e r n e t : 74301.1575 @ c o m p u s e r v e . c o m Schoolyard Ecology for Elementary School Teachers (SYEFEST) is a project of the Institute of Ecosystem Studies in Millbrook, New York. The Ecological Society of America is an active supporter, and funds were provided by the Na- tional Science Foundation in 1994. SYEFEST is a nationwide program, with 15 teams (a practicing teacher and a professional ecologist) each working with 10-15 local teachers. SYEFEST workshops aim to give teachers a positive experience doing ecological studies in their own schoolyards through hands-on investiga
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 145 lions and direct engagement in the process of science. Teachers participate in an introductory meeting, a 2-week summer institute, and 3 days of workshops dur- ing the school year. Shorter programs are available at some sites. During the summer institutes, participants do ecological research in schoolyard habitats, reflect on the process of scientific inquiry, create activities for their students, plan for integrating the new activities into their overall curriculum, and develop au thentic assessments of student learning in schoolyard ecology. 122. Project Leadership York College-CUNY Contact: ,Iack Schlein, Jamaica, (718) 262-2716, FAX: (718) 262-2652, Internet: firstname.lastname@example.org In 1987-1990, with funding from the National Science Foundation, Project Lead- ership offered summer institutes and academic-year workshops to high-school biology teachers in the New York metropolitan area. Activities included lectures, seminars, demonstrations, hands-on workshops, and computer instruction. The primary program goals were to familiarize participants with up-to-date curricula, teaching methods, and research and equipment in biology, chemistry, physics, earth science, and mathematics. Other goals included improving student out- comes, encouraging teachers to form networks with scientists and each other, and involving participants in developing curricular materials. Project participation was selective, with priority given to minority-group teachers and teachers from predominantly minority-group classrooms. *~123. NASA-Math, Science, Technology Awards Program (MASTAP) York College-CUNY Contact: ,Iack Schlein, Jamaica, (718) 262-2716, FAX: (718) 262-2652, Internet: email@example.com This program uses a 3-year grant to increase the number of minority-group un- dergraduates choosing teaching careers in mathematics, science, and technology and to improve the quality of the teaching of those subjects in middle schools. The grant totals $527,000 and runs through the 1997-1998 academic year. *~124. Project STEPPS (Science Teacher Enhancement Program in Physical Science) York College-CUNY Contact: ,Iack Schlein, Jamaica, (718) 262-2716, FAX: (718) 262-2652, Internet: firstname.lastname@example.org The N.Y. State Dwight D. Eisenhower award to York College has been granted for the last 4 years. The title of the program is Project STEPPS (Science Teacher
146 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS Enhancement Program in Physical Science). The goal is to improve the teaching of physical sciences in elementary school, primarily grades 4-6. A total of 100 teachers have been through the program to date. It is funded at about $40,000 per year. NORTH CAROLINA 125. Biotech Inservice Cabisco Biotechnology, a branch of the Carolina Biological Supply Company Contact: Ray Gladden, Burlington, (910) 538-6320, FAX: (910) 222-1926, Internet: email@example.com Biotech Inservice offers Inservice training on request by teachers at the high- school, community-college, and college levels in DNA restriction-enzyme analy- sis, transformation of E. cold with an antibiotic-resistant plasmid, and plasmid isolation from bacteria carrying an antibiotic-resistant gene. In addition, an equipment-loan program is available for participating teachers. 126. Secondary Education Project North Carolina Biotechnology Center Contact: Lynn Elwell, Kathleen Kennedy, or Adrianne Massey, Research Triangle Park, (919) 541-9366, FAX: (919) 549-9710, Internet: n/a Through its Secondary Education Project, the North Carolina Biotechnology Center aims to inform North Carolina's middle-school, high-school, and commu- nity-college science teachers about the science applications and issues of biotech- nology. The center's introductory and advanced biotechnology workshops up- date teachers on such topics as general biotechnology, restriction-enzyme analysis, human genetics, genetic engineering of microbes and plants, and bio- ethical issues. Instructors base their workshops on the center's textbook, Teach- ing Basic Biotechnology, which will be published in 1996 by ASM Press. This text is available to all participants on completion of the program with a semian- nual newsletter. In addition, the center provides participants with lesson plans, audiovisual aids, laboratory equipment, and other supplies needed to implement biotechnology curricula in the classroom. The project's ultimate goal is to in- crease student awareness of biotechnology by informing classroom teachers of current developments and issues in the field. *127. Teacher Inservice Programs Natural Science Center of Greensboro Contact: Rick Betton, Greensboro, (910) 288-3769, FAX: (910) 288-0545, Internet: n/a
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 147 The Natural Science Center of Greensboro offers different programs for teachers during the course of a year. Primary objectives of the program are to improve participants' content knowledge, to increase their range of teaching strategies, and to improve student outcomes. The workshops provide participants with hands-on activities, lectures, demonstrations, and discussions. 128. Partnership for Minority Advancement in the Biomolecular Sciences University of North Carolina at Chapel Hill Contact: Walter E. Bollenbacher, Chapel Hill, (919) 962-2289, FAX: (919) 962-5815, Internet: firstname.lastname@example.org The Partnership for Minority Advancement in the Biomolecular Sciences was established at the University of North Carolina at Chapel Hill (UNC-CH) in 1989 and renewed in 1994 to attract underrepresented minority-group students into science careers. The partnership is an alliance between seven North Carolina historically minority-group universities (HMUs) and UNC-CH. One component of the program is under development: summer biomolecular workshops for North Carolina high-school biology teachers held at regional HMUs. Teachers will be able to commute to their local HMU and will receive a stipend. Workshop content will be hands-on laboratories in the biomolecular sciences, which will translate directly into the high-school classroom. 129. Project Learning Tree Center for Math and Science, University of North Carolina at Chapel Hill Contact: Lin Dunbar-Frye, Chapel Hill, (919) 966-5922, FAX: (919) 962 0588, Internet: email@example.com Project Learning Tree is a multidisciplinary, hands-on environmental-education program that aims to encourage greater understanding, awareness, and apprecia- tion of natural resources. With funding from various sources, the center has offered 2- to 3-day programs for about 500 mathematics and science teachers in North Carolina over the last 8 years. Program activities include hands-on work- shops, lectures, seminars, discussion, and fieldwork. 130. UNC Mathematics and Science Education Network University of North Carolina at Chapel Hill Contact: Gerry Madrazo, Chapel Hill, (919) 966-3256, FAX: (919) 962 1316, Internet: firstname.lastname@example.org The Mathematics and Science Education Network was formed in 1984 by the North Carolina General Assembly to improve the quality of mathematics and science education in North Carolina. The network's central coordinating office is at the University of North Carolina (UNC) at Chapel Hill. There are 10 network
148 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS centers on UNC-system campuses across the state. The mission is to improve mathematics and science education in North Carolina by increasing the quality and size of the teaching base in mathematics and science and by increasing the number of students who graduate from high school prepared to pursue careers requiring mathematics and science education. The network's major components are K-12 professional development, a precollege program for minority-group and female students in grades 6-12, and applied research. Because the centers are spread across the state, this structure allows for building responsive relationships at regional and local levels with teachers, schools, school districts, and busi- nesses. Over the last 10 years, the network has provided a total of 57,850 teachers with 2,924 professional-development programs, and over 70 schools across the state now participate in the precollege program. 131. Sci-Link North Carolina State University; University of Minnesota Contact: Harriett Stubbs, Raleigh, (919) 515-3311, FAX: (919) 515-3593, I n t e r n e t : s c i - I i n k @ n c s u . e d u o r h t t p : I I w w w 2. n c s u . e d u / n c s u / c e p / S C I - L I N K / SCI-LINK_HP.html Sci-Link consists of two components. First, it brings together scientists and elementary-, middle-, junior-high-, and senior-high-school teachers in workshops of various lengths. The goal of each workshop is to provide a forum for integrat- ing current scientific research into curricula and teaching practices. Workshop participants develop classroom applications based on a cooperative-learning ap- proach, review current educational materials, and produce new classroom activi- ties. Topics include acid rain, ozone, carbon dioxide warming and global-climate change, and other environmental issues of concern. Second, Sci-Link creates networks of participating teachers in North Carolina and Minnesota with scien- tists in their own areas. The goal of this effort is to increase participants' knowl- edge about the personnel, facilities, and research available at surrounding univer- sities and federal and state agencies. 132. Rural Science Initiative North Carolina School of Science and Mathematics Contact: Sally Adkin, Durham, (919) 286-3366, FAX: (919) 286-5960, Internet: email@example.com The North Carolina School of Science and Mathematics (NCSSM) offers a sum- mer workshop to North Carolina's high-school science teachers working in rural areas who wish to sponsor or direct student research in science. The workshop is devoted to learning and reviewing laboratory skills, investigative strategies, ex- perimental design, and data analysis. As a leader in providing educational course work on North Carolina's information highway, the workshop is now provided at
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 149 several broadcast sites in rural regions of the state. Participants receive a $1,000 grant for equipment, supplies, or other expenses in support of student science research. They are also encouraged to stay in touch with the workshop instruc- tors throughout the year and to participate in a symposium focusing on the stu- dents' research. The cost of the initiative is underwritten by a grant from a local foundation, which allows NCSSM to offer the session at no cost to the partici- pants. Teachers and students receive stipends for participating in the program. OHIO 133. Earth Systems Education Program Ohio State University; University of Northern Colorado Contact: Roseanne Fortner, Columbus, (614) 292- 1078, FAX: (614) 292- 7812, Internet: firstname.lastname@example.org The Earth Systems Education (ESE) Program addresses concerns about how science is presented to K-12 students. It provides a rationale and framework for developing integrated science programs having as their conceptual focus the earth system. The ESE Program, with centers at Ohio State University and the University of Northern Colorado, assists teachers to develop curriculum, instruc- tional approaches, and assessment procedures that address the National Stan- dards for Science Education developed by the National Research Council. Sev- eral school systems in central Ohio, Colorado, Florida, and New York have developed such approaches with the assistance of the ESE centers. Teachers incorporating the ESE approach find that their students' interest in science in- creases because they develop a deeper understanding of science methods and the cooperative skills necessary in the workplace. A publication titled Science Is a Study of Earth: A Resource Guide for Science Curriculum Restructure is also available. 134. Ohio Energy Workshop for Teachers School of Natural Resources, Ohio State University Contact: Robert Roth, Columbus, (614) 292-2265, FAX: (614) 292-7432, Internet: email@example.com Sponsored by the Columbus Southern Power Company, the Ohio State Univer- sity School of Natural Resources offers the Ohio Energy Workshop for Teachers of grades 6-12. The 2-week workshop provides participants with information on current energy technologies and methods of incorporating energy and environ- mental studies into classroom curricula. During the workshop, teachers meet with energy specialists from industry, academe, and government agencies who address environmental issues, energy economics, power production, and energy issues peculiar to Ohio. The workshop objectives are to provide opportunities for
150 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS teachers that improve their understanding of Ohio energy sources, production, and use and to help them develop energy-related activities for the classroom. Participants, who receive graduate credit for the course, prepare study units that are relevant to their own classrooms. They are expected to present the units to teachers in their local school districts. 135. Science Alliance Cincinnati Museum of Natural History; Hoechst Marion Roussel Contact: Kant Meyer, Cincinnati, (513) 287-7020, ext. 7065, FAX: (513) 287-7029, Internet: n/a Seven years ago, the Cincinnati Museum of Natural History joined in partnership with Hoechst Marion Roussel to form the Science Alliance to increase science literacy among grade 6-8 students. Working with teachers through workshops and networking, the alliance provides ideas, tools, and materials for hands-on activities. The goal of the alliance is to help teachers foster excitement about science among their students. The program reaches about 450 teachers each year. 136. Science Inservice Committee Miami Valley Laboratories, Procter & Gamble Co.; American Chemical Society Contact: Richard Sunberg, Cincinnati, (513) 627-2230, FAX: (513) 627 1045, Internet: n/a The Science Inservice Committee is made up of employees of Procter & Gamble and members of the American Chemical Society who are dedicated to demon- strating the excitement of teaching and learning chemistry. Concerned with improving science education in elementary and secondary schools, members provide demonstrations for local teachers, develop chemistry-enrichment courses and career presentations, offer laboratory tours, and arrange donations of labora- tory equipment to area schools. 137. Hands-on Science in Trotwood Department of Biological Sciences, Wright State University; Trotwood Madison School District Contact: Joyce Corban, Dayton, (513) 873-2699, FAX: (513) 873-3068, Internet: jcorban @ desire.wright.edu Hands-On Science in Trotwood is a partnership between Wright State University and the Trotwood-Madison School District. The program results from a 3-year project funded by the National Science Foundation (NSF). The program success- fully developed a new life-science and physical-science curriculum for the school system that includes hands-on activities, increased student literacy, and improve
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 151 ment of student problem-solving abilities. The program offered K-6 teachers year-round teacher-training and retraining opportunities that introduced strate- gies for developing discovery-based, rather than memory-based, lesson plans. In addition, the program provided each of the six elementary schools with full sets of modern, grade-appropriate teaching tools from GEMS, AIM, FOSS, and oth- ers. The program also funded dozens of field trips for hundreds of children, allowing them opportunities to visit museums, zoos, laboratories, and other sci- ence-related sites. The NSF-funded component of the program ended in summer 1994. However, the partnership between Wright State University and Trotwood- Madison schools continues and grows. Students continue to learn science from hands-on activities, taught by teachers motivated to use discovery-based tech- niques. 138. The MAT in the Biological Sciences Miami University Contact: Robert G. Sherman, Oxford, (513) 529-6327, FAX: (513) 529 6900, Internet: n/a The MAT (Master of Arts in Teaching) in the Biological Sciences program operates with funding from the Howard Hughes Medical Institute and Miami University in Oxford, Ohio. The program offers courses and workshops primar- ily in the summer for high-school biology teachers. The offerings include lec- tures, laboratories, and field work focusing on biology content. The program is designed to update and broaden participants' content knowledge. 139. Petals & Wings: Natural and Environmental Make-It Take-It Workshop Lourdes College; the Toledo Botanical Garden; the University of Toledo Contact: Sister Rosine SoLczak, Sylvania, (419) 885-3211, ext. 200, FAX: (419) 882-3786, Internet: n/a The Petals & Wings: Natural and Environmental Make-It Take-It Workshop for elementary-school teachers is a collaborative effort between Lourdes College, the Toledo Botanical Garden, and the University of Toledo. Workshop goals are to improve content knowledge, to foster new teaching strategies in line with the Ohio Science Model, to help teachers to network with each other, to develop curricular materials, to sensitize participants to issues that encourage better stew- ardship of the earth, and to introduce an interdisciplinary approach to teaching mathematics, science, and social studies. With funding from the Eisenhower Program and other grant providers and sponsorship by local organizations, the workshops of the last 5 years have attracted over 1,000 teachers/year locally from 90 school districts throughout Ohio; nationally from Georgia, Missouri, Wiscon
152 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS sin, Massachusetts, Nevada, Michigan, and Indiana; and internationally from Moscow, Russia. OREGON 140. Estuary Study Program and Estuary Net Oregon South Slough National Estuarine Research Reserve Contact: Tom Gaskill, Charleston, (503) 888-5558, FAX: (503) 888-5559, Internet: firstname.lastname@example.org The Estuary Study Program has available four manuals and a reading guide for grade 4-6, middle-school (on-site), and high-school (on-site and in-class) audi- ences. The overall program goals are to help teachers to relay knowledge about estuaries to students why estuaries are important and how they change because of natural processes and human use. Teacher trainings are held on site before the programs. Estuary Net is a new high-school curriculum designed around estua- rine water-quality monitoring, research, and use of a telecommunication system. 141. Industry Initiatives for Sciences and Math Education Oregon Business-Education Compact Contact: Pat Moore, Beaverton, (503) 627-5505, FAX: (503) 627-5533, Internet: n/a Industry Initiatives for Sciences and Math Education (IISME) Oregon, operated under the auspices of the Business-Education Compact, has offered internships at research and industry sites to K-16 teachers since 1991. The program provides paid mentor-directed work-site activities, opportunities to participate in an elec- tronic network, and curriculum-development activities. To support participants, the program also offers continuing networking opportunities for mentors and teachers, continuing materials support, equipment loans, and classroom visits by mentors. IISME Oregon is affiliated with the Oregon Graduate Institute and Portland State University and is funded primarily by corporations, individuals, and local education agencies. Coordinators have received additional funds to replicate the program at other sites throughout Oregon. 142. Marine Education/Sea Grant Hatfield Marine Science Center Contact: Vicki Osis, Newport, (503) 867-0257, FAX: (503) 867-0320, Internet: email@example.com The Marine Education/Sea Grant program at the Hatfield Marine Science Center has involved teachers in marine-science field work and hands-on activities for over 20 years. The program goals are to familiarize participants with marine
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 153 science and general-science concepts. The program also aims to encourage the teaching of marine science in school districts throughout Oregon. PENNSYLVANIA 143. Bullfrog Films, Inc. Contact: Sieglinde Abromaitis, Oley, (800) 543-3764, FAX: (610) 370- 1978, Internet: firstname.lastname@example.org Bullfrog Films, Inc. offers audiovisual materials for use in teacher inservice programs. A highlight of the materials is a film called, The Great Horseshoe Crab Field Trip, which outlines the benefits and mechanics of field trips. In the film, a teacher working at a school in the Harlem neighborhood of New York City makes learning about the biology of horseshoe crabs and the scientific method an exciting experience for his class of seventh-graders. The film offers insights on the benefits of a hands-on approach to learning and how to make the most of an educational field trip. 144. Commonwealth Partnership Franklin and Marshall College Contact: Ellen Trout or Nancy Rogers, Lancaster, (717) 392-3403, FAX: (717) 399-4518, Internet: email@example.com Established in 1985, the Commonwealth Partnership is a consortium of 12 inde- pendent colleges and universities in Pennsylvania. It seeks to advance and enrich precollege curriculum and instruction by linking teachers in Pennsylvania and surrounding states with each other and with college faculty. Motivation for the partnership's programs stems from the enthusiastic response given its What We Expect: A Statement on Preparingfor College, issued in 1983. The partnership's latest project, IMAST (Integrated Mathematics and Science Teaching), is fo- cused on the integration of these two subjects through the development of cur- riculum projects. Modeled on the processes used by mathematicians and scien- tists, these projects are problem-centered, inquiry-based, and articulated through all grade levels. The goals are to increase student interest and achievement in mathematics and science. IMAST expands the partnership' s collaborative expe- rience in two important ways: the inclusion of elementary-school teachers for the first time and the integration of two subjects. The program also continues the partnership's concentration on science. Members of the Commonwealth Partner- ship are Allegheny College, Bryn Mawr College, Bucknell University, Carnegie Mellon University, Chatham College, Dickinson College, Franklin and Marshall College, Gettysburg College, Haverford College, Lafayette College, Lehigh Uni- versity, and Swarthmore College.
154 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS 145. Neurobiology and Behavior Bryn Mawr College Contact: Paul Grobstein, Bryn Mawr, (610) 526-5098, FAX: (610) 526- 5086, Internet: firstname.lastname@example.org or http:// serendip.brynmawr.edu During the summers of 1990,1993, 1994, and 1995, Bryn Mawr College offered 2-week Brain and Behavior Institutes for teachers from Philadelphia schools. The goal of the institutes, which were funded by the Howard Hughes Medical Institute, was to provide teachers with a review of present understandings of behavior in terms of nervous-system function and to involve teachers in discus- sion of the relevance of such material both for science curricula and for precollege education generally. Participants in the institutes, scheduled to be offered again in 1996 and 1997, have formed a resource group, Brain/Behavior Link, and work with college faculty during the year on a variety of curriculum-development and exchange programs. 146. Leadership Institute in Science-Technology-Society Education Pennsylvania State University; West Virginia University Contact: Peter Rubba, University Park, (814) 863-2937, FAX: (814) 863- 7602, Internet: email@example.com In August 1991, the National Science Foundation awarded a grant to Pennsylva- nia State University and West Virginia University to develop and support a cadre of science-technology-society (STS) teacher-leaders in rural central Pennsylva- nia and northern West Virginia middle and junior high schools. The two univer- sities developed a 3-week Leadership Institute in Science-Technology-Society Education at the University Park Campus of Pennsylvania State University. Through a combination of lectures, discussions, demonstrations, and hands-on activities, 30 participants addressed the sources and effects of global warming and developed curriculum units for their classrooms. In addition, they tried to identify the components of STS instruction that led students to take action on STS issues (acid rain, global warming, waste management, and species extinc- tion). The project ended in July 1995. 147. Pennsylvania Science Teacher Education Program Center for Science and Technology Education Contact: Blake Andres, Clarion, (814) 782-6301, FAX: (814) 782-6453, Internet: firstname.lastname@example.org The Pennsylvania Science Teacher Education Program (PA STEP) was devel- oped by the Pennsylvania Higher Education Assistance Agency to improve sci
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 155 once, mathematics, and technology education for all public-, private-, and paro- chial-school students in Pennsylvania. Headquartered in Shippenville, PA STEP served the needs of science and mathematics teachers across the state, as ex- pressed by teachers themselves. PA STEP offered 40 graduate-level courses, tuition-free, to elementary- and secondary-school science teachers, as well as courses for elementary-school principal-teacher teams. Its began in 1983-1984, and over 13,000 teachers and administrators participated. The program ended September 1995. 148. Pocono Environmental Education Center Contact: ,Iohn Padalino, Dingmans Ferry, (717) 828-2319, FAX: (717) 828-9695, Internet: email@example.com The Pocono Environmental Education Center (PEEC) is a private, nonprofit organization that offers residential programs designed to educate participants about the environment. In cooperation with the National Park Service, PEEC holds 65 inservice workshops for K-12 teachers each year. The workshops aim to foster awareness of and concern for the environment through formal and informal educational experiences. In addition, the programs introduce participants to hands-on science-teaching methods, science curricula, and microcomputer-based laboratories. Among the teacher workshops offered in 1992 were Microchemistry Workshop, Science Olympiad Institute, Ten-Minute Field Trips, Environmental Concerns, and Improving School Climate Through Outdoor Environmental Edu- cation. PEEC is affiliated with the National Network for Environmental Educa tion. 149. Research Scientist Precollege Educator Partnership School of Medicine, Temple University Contact: N.P. Willett, Philadelphia, (215) 707-4905, FAX: (215) 707-7788, Internet: firstname.lastname@example.org The project matches K-12 science teachers in the Delaware Valley with univer- sity faculty to engage in 7-week summer sessions of lectures and in-depth re- search experiences. The objectives of the partnership are to improve the quality of K-12 education in biological and biomedical sciences; to improve the general level of science literacy of precollege teachers; to interest young people, espe- cially women and minority-group members, in careers in the biological sciences and science education; and to improve the public perception of science, science teachers, and research scientists by illuminating the processes and accomplish- ments of science. During the summer, participants are expected to construct a teaching module that they take back to their schools. Participants receive a $4,000 stipend. A total of 38 modules have been developed and field tested.
156 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS *~150. Biomedical Workshops for Precollege Educators School of Medicine, Temple University Contact: N.P. Willett, Philadelphia, (215) 707-4905, FAX: (215) 707-7788, Internet: email@example.com This program is a continuation of previous workshops held at Temple to develop and test teaching modules. Key features of the program include a lending library of small equipment and supplies and a voice-mail support system. Scientific subject matter presented includes concepts related to cell biology, genetics, mi- crobiology, and molecular biology and development of an edible-cell structure featuring the stages of mitosis. TENNESSEE 151. Naturalist and Educator Weeks Great Smoky Mountains Institute at Tremont Contact: Ken Voorhis or Nancy Condon, Townsend, (423) 448-6709, FAX: (423) 448-9250, Internet: firstname.lastname@example.org Naturalist and Educator Weeks is a residential program addressing environmen- tal education in the Great Smoky Mountains National Park. The program objec- tives are to expose K-12 teachers to current techniques and materials in environ- mental education and to familiarize them with the flora and fauna of the southern Appalachians through hands-on explorations. The program, which offers a num- ber of scholarships to participants each year, is available for graduate credit. TEXAS 152. CORD Applications in Biology/Chemistry, A Contextual Approach to Laboratory Science Center for Occupational Research and Development Contact: film Cockerill, Waco, (800) 972-2766, FAX: (817) 772-8972, Internet: email@example.com With funding and direction from a consortium of 46 state education agencies and the U.S. Department of Education, the Center for Occupational Research and Development (CORD) has developed a set of classroom-tested materials, CORD Applications in Biology/Chemistry (ABC), to be woven into existing science courses or taught as a stand-alone course. Developed by science and vocational teachers and CORD staff, the materials integrate biology and chemistry and present science in the context of major life issues: work, home, society, and the environment. The course objective is to involve students in hands-on learning
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 157 activities that relate scientific principles to occupational, social, and personal issues. Consortium-member states provide various teacher-training opportunities to assist in the implementation of ABC materials. In Texas, CORD has a training center to house teacher workshops, train-the-trainer workshops, laboratories, and conferences. CORD also provides assistance to states in staff development and course implementation. 153. Microbiology for Elementary Teachers, Microbiology Instruction for Middle Schools, and Microbiology Instruction for Secondary Schools University of Texas Health Science Center Contact: Joan Ratner, San Antonio, (210) 567-3913, FAX: (210) 567 6612, Internet: n/a Through hands-on activities, institutes, and workshops, the University of Texas at San Antonio Alliance for Education illustrated how experiments can be used to teach biological and physical concepts to elementary-school students and how microbiology can be introduced at the middle-school level. The programs' goals were to enhance the knowledge, enthusiasm, and confidence of K-12 teachers in microbiology, biology, and physical science; expand their range of teaching strat- egies; improve student outcomes; encourage networking among scientists and teachers; and transfer science resources from the university to public schools. Program evaluations suggested an increase in knowledge among participating teachers and their students. Minority-group teachers and teachers of minority- group students were actively recruited. The Microbiology Instruction for Middle Schools program drew 94% of its teacher participants from classrooms of minor- ity-group students. Funding for these programs was provided by the National Science Foundation, the Carnegie Corporation of New York, the Texas Coordi- nating Board, Eisenhower Mathematics and Science Education State Grants, and other sources. 154. Museum Family Science The Witte Museum of History, Science, and Humanities Contact: Marty Gonzalez, San Antonio, (210) 820-2181, FAX: (210) 820 2187, Internet: n/a Museum Family Science was a joint effort of the University of Texas at San Antonio Alliance for Education and the now-transformed San Antonio Museum Association. The program was designed to involve children, parents, and teach- ers in learning experiences that improve critical thinking skills. Program partici- pants were selected from schools with high proportions of minority-group and lower-socioeconomic populations; participating teachers were selected from the minority groups represented. Funded by a grant from the National Science Foun- dation, the program aimed to interest students and their families in continuing
158 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS science activities at home, in school, and in related community organizations. The materials are still available from the contact listed above. The Witte Mu- seum is planning on opening the Science Treehouse in spring of 1997. It will have demonstration areas, a rooftop classroom, a below-groundlevel aquifer ex- hibit and special treehouse exhibition, and experimental space. 155. Project MECCA The Witte Museum of History, Science, and Humanities Contact: Marty Gonzalez, San Antonio, (210) 820-2181, FAX: (210) 820 2187, Internet: n/a Project MECCA (Minority Education Collaborative for Children and Adults) aimed to motivate minority-group children's scientific thinking, to develop teacher skills for guiding children's scientific inquiry, and to assess children's growth in scientific observation and inferential thinking. In 1988, the program added a new goal: to design, develop, test, publish, and disseminate curriculum based on the model of the initial program. In addition, a component focused on parental involvement to introduce families to informal science-education pro- grams at community resource centers. Project MECCA curriculum resources to grades 2-5 teachers are still available. 156. Science Partners for Houston Center for Education, Rice University; Houston Independent School District Contact: Elnora Harcombe, Houston, (713) 285-5139, FAX: (713) 285 5459, Internet: firstname.lastname@example.org In collaboration with the Houston Independent School District and the Houston corporate-science community, the Center for Education at Rice University has established Science Partners for Houston. Dedicated to supporting laboratory- based science education in classrooms throughout Houston, the program has developed an interactive resource network that links middle-school teachers, Rice University faculty, and practicing scientists. In addition, the program has set up a Model Science Laboratory at an inner-city middle school, which acts as a site for various activities. Among other efforts, the project offers a scholarship program for eight middle-school science teachers to attend a Teacher Leadership Residency Program each year. Through seminars with Rice University faculty and area scientists, the residency program aims to help teachers to update their knowledge of science research, evaluate and develop science curricula, and present the teaching of science as an inquiry-based, constructivist process for student understanding in their classrooms. In addition, the laboratory offers evening and weekend opportunities, which have been taken advantage of by over 450 urban science teachers who instruct about 40,000 students each year.
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 157. Harris County Alliance for Science, Mathematics and Technology Education Baylor College of Medicine; Harris County Department of Education Contact: Barbara Tharp, Houston, (713) 798-8200, FAX: (713) 798-8201 Internet: email@example.com 159 With funding from the National Science Foundation, Baylor College of Medicine and the Harris County (Texas) Department of Education have joined as partners to promote sustainable improvement in integrated science, mathematics, and tech- nology education for all students in 15 Houston-area elementary schools. This goal will be accomplished by involving participating district and school adminis- trators, teachers, and parents in the enhancement of science, mathematics, and technology education in the 15 targeted schools; training three two-teacher teams (six teachers) from each school each year to serve as lead teachers through participation in an intensive 4-week integrated science, mathematics, and tech- nology institute for three consecutive summers and through workshops held dur- ing the school year (two per year); sponsoring school-year inservice sessions for all teachers in the targeted schools to be conducted by program participants; and providing the teacher teams with additional activities and guidance during the school year to increase the probability of success in achieving sustained improve- ment in integrated instruction. The program is projected to result in the profes- sional development of 216 teachers. *~158. My Health, My World Baylor College of Medicine Contact: Barbara Tharp, Houston, (713) 798-8200, FAX: (713) 798-8201 Internet: firstname.lastname@example.org Funded by the U.S. Department of Health and Human Services in 1994, My Health, My World is a curriculum-materials development project that targets elementary-school children in three learning environments: classroom, home, and community. The overall goal of the project is to promote a deeper under- standing of environmental-health science concepts while conveying the excite- ment of "doing science" to students in grades K-4. This goal will be realized through the development of three instructional units developed by a team of scientists, educators, and science-education writers and editors, in close collabo- ration with active environmental-health researchers and other specialists. Each unit will consist of a science adventure story (in Spanish and English), a teachers' guide to accompanying classroom activities, and a colorful minimagazine (in Spanish and English) with appealing games and activities, which students will take home.
160 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS *~159. Houston Science Education Partnership (BrainLink) Baylor College of Medicine; Harris County Medical Society Contact: Barbara Tharp, Houston, (713) 798-8200, FAX: (713) 798-8201 Internet: email@example.com The BrainLinkSM project, a partnership of Baylor College of Medicine and the Harris County Medical Society, is an innovative science-education program tar- geted for three learning environments: classroom, home, and museum settings. Funded by the National Institutes of Health, BrainLinkSM creates educational materials and activities that present the latest factual information about the brain and behavior and convey the excitement of "doing" science to teachers, parents, and elementary- to middle-school students. Workshops are held locally and nationally to assist teachers in using BrainLinkSM materials. A national dissemi- nation network established in 1994 supports additional BrainLinkSM centers at Boston University School of Medicine, the University of California at San Fran- cisco School of Medicine, and the University of Kentucky College of Medicine. UTAH 160. Light From Life: Science in the Dark Center for Integrated Science Education, University of Utah Contact: Joe Andrade, Salt Lake City, (801) 581-4379, FAX: (801) 585 5361, Internet: firstname.lastname@example.org Designed for teachers who are insecure about teaching science, Light From Life: Science in the Dark uses bioluminescence (light produced by animals and plants) to familiarize K-12 teachers with principles of biology, chemistry, physics, and environmental sciences. The project provides inservice workshops for teachers, demonstrations and discussions, classroom visits by scientists, and networking opportunities. All participants receive materials for hands-on inquiry and discov- ery experiences and kits to take back to their classrooms. About 50 teachers participate in the program each year. 161. National Energy Foundation Contact: Edward Dalton, Salt Lake City, (801) 539-1406, FAX: (810) 539- 1451, Internet: email@example.com Since 1976, the National Energy Foundation (NEF) has offered teacher and stu- dent training programs in energy, natural resources, and K-12 environmental education. With support from corporations, government agencies, and the educa- tion community, NEF has involved over 55,000 teachers in workshops and field experiences to help to increase their energy-related knowledge, improve their
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 161 teaching strategies and practices, and encourage sharing and networking. More recently, NEF has developed the NEF Academy, whereby teachers can earn university graduate credit for implementation of NEF programs. Many schools have incorporated NEF materials and practices into district guides and achieve- ment programs. NEF continues to create innovative materials and programs to support and enrich education. VERMONT 162. GrowLab Regional Trainings National Gardening Association Contact: Karen Reinhardt, Burlington, (802) 863-1308, FAX: (802) 863- 5962, I n t e r n e t : k a r e n @ n g a . m h s . c o m p u s e r v e . c o m With funding from the National Science Foundation, the National Gardening Association held 15 training workshops to familiarize teachers with the GrowLab curriculum, a K-8 program that encourages the use of plants in the classroom. The goals of the training workshops were to develop the participants' cognitive and experiential understanding of the GrowLab curriculum and to assist them in determining helpful support structures for teachers in their own areas. Since the completion of the training workshops, program coordinators have offered followup support to participants who offer inservice activities in their local areas. Followup services include technical assistance and dissemination of GrowLab materials. 163. Inservice Teacher Workshops Vermont Institute of Natural Science Contact: ,Ienna Guarino, Woodstock, (802) 457-2779, ext. 113, FAX: (802) 457- 4861, Internet: n/a The Vermont Institute of Natural Science (VINS) has offered professional-devel- opment programs for K-12 teachers for over 20 years. Focusing on natural history, these programs provide teachers with hands-on learning experiences, easy-to-use activities, and other resources for use with their students. Through workshops and field work, the programs aim to increase participants' knowledge of natural history, improve their repertoire of classroom activities, enhance stu- dent learning, develop and compile curricular materials, and help teachers to network with each other. Participants are encouraged to use VINS as a resource throughout their teaching careers.
162 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS VIRGINIA 164. Virginia Bay Team Virginia Institute of Marine Science; College of William and Mary Contact: Lee Larkin, Gloucester Point, (804) 642-7172, FAX: (804) 642 7161, Internet: firstname.lastname@example.org The Bay Team Program was organized in 1985 to assist K-12 teachers in teaching about Virginia's marine and estuarine resources. Two experienced teachers staff the Bay Team project and visit schools throughout Virginia demonstrating teach- ing strategies and disseminating new resources and information. Associated activities include curriculum development and teacher-training workshops. The Bay Team teaches in more than 700 classrooms each year and has provided instruction for some 140,000 students and their teachers since the program's inception. The Bay Team is financially supported by the Commonwealth of Virginia. 165. Discovery Quest Virginia Living Museum Contact: Peter Money, Newport News, (804) 595-1900, FAX: (804) 595 4897, Internet: n/a Based at the Virginia Living Museum, Discovery Quest involves K-12 science teachers in a summer program of hands-on science activities that emphasize the use of live animals, artifacts, and specimens. The goals of the program are to encourage teachers to incorporate hands-on activities and field experiences into their science teaching, to increase their content knowledge, and to involve them in the development of curricular materials. With funding from the National Science Foundation, Discovery Quest has provided teachers with lectures, dem- onstrations, workshops, discussion, and field work for 5 years. *~166. Inservice programs National Association of Biology Teachers Contact: Mary Louise Bellamy or Kathy Frame, Reston, (703) 471-1134 or (800) 406-0775, FAX: (703) 435-5582, Internet: n/a The National Association of Biology Teachers (NABT) offers inservice pro- grams to hundreds of teachers each year. The primary goal of these workshops is to bring biology teachers together to share classroom ideas and experiences, become familiar with new technology and diverse methods of teaching in the field, and improve student outcomes in their classrooms. One such new program is the Shoestring Biotechnology Workshop, which requires each participant to establish a partnership with an industrial scientist and another educator to work
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 163 together throughout a school year. A stipend, expenses, and continuing-educa- tion credit will be provided. NABT also publishes manuals to promote hands-on laboratory experiments, including "Biology on a Shoestring," "Neuroscience Classroom and Laboratory Activities," and "Working with DNA and Bacteria in Precollege Science Classrooms." NABT receives funding from various sources. 167. Teacher Intern Program Merck & Co. Contact: Suzanne Auckerman, Elkton, (703) 298-4873, FAX: (703) 298 4194, Internet: email@example.com Merck & Co. is a chemical and pharmaceutical manufacturing company with a wide range of operations. Among employees, scientific expertise is mainly in chemical engineering, chemistry, and microbiology. The company offers shadow programs, during which middle- and high-school students are matched with em- ployees for a 1-day site visit at Merck. The Teacher Intern Program provides teachers with the opportunity to spend 2 weeks at Merck in activities that provide an overview of the facility. A second project develops business-education part- nerships between K-12 education, higher education, adult education, and busi- ness and industry. Merck's goals are to improve educational quality, resource accessibility, educational access, and workforce preparation for persons in the greater Shenandoah Valley region. Additional outreach includes career fairs, equipment donations to schools, and classroom visits by Merck scientists. 168. Teacher Training Institutes National Association of Partners in Education, Inc. Contact: ,Ianet Cox, Alexandria, (703) 836-4880, FAX: (703) 836-6941, Internet: n/a The National Association of Partners in Education is a nonprofit membership organization that serves the schools, businesses, education, community groups, and individual volunteers that work together to help students achieve educational excellence. Specific projects include development of resource materials, a clear- inghouse on partnerships, regional conferences, teacher-training institutes fo- cused on the effective use of volunteers in the classroom, and other education- related initiatives. The training component often addresses how to develop partnership programs that target specific disciplines, such as science. 169. Fellowships in Biology and Chemistry Biology Department, College of William and Mary Contact: Sharon Broadwater, Williamsburg, (804) 221-2216, FAX: (804) 221 - 6483, I n t e r n e t : s t b r 0 a @ f a c s t a f f . w m . e d u
164 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS With funding from the Howard Hughes Medical Institute, the Biology Depart- ment of the College of William and Mary offered a summer research program, Fellowships in Biology and Chemistry, to four junior- and senior-high-school teachers. The program engaged teachers in individual research projects with biology or chemistry faculty members for a 6-week period. Participating teach- ers were given a list of faculty members and research topics from which to choose. Although fellowship responsibilities focused on research, each partici- pant was expected to complete a paper or offer a seminar on a project topic. In addition, the teachers spent 1-2 hours per day at the Governor's School on cam- pus during 4 weeks of the fellowship. Stipends of $3,000 were provided. The project is looking for other sources of support to permit it to continue. 170. Topics in Biology Biology Department, College of William and Mary Contact: Sharon Broadwater, Williamsburg, (804) 221-2216, FAX: (804) 221 - 6483, I n t e r n e t : s t b r o a @ f a c s t a f f . w m . e d u Topics in Biology is a series of courses designed by faculty in the Biology Department of the College of William and Mary. The project objective was to update middle- and high-school teachers on trends and technologies in genetics and cell biology. Admitted on a first-come-first-served basis, 16-18 teachers attended the program each year. They received one graduate credit for each course. With funding from the Howard Hughes Medical Institute, the program provided lectures, seminars, demonstrations, workshops, and discussions. The project is looking for other funding sources. 171. Introduction to Microscopy Central Virginia Governor's School for Science and Technology Contact: Cheryl Lindeman, Lynchhurg, (804) 582-1104, FAX: (804) 239 4140, Internet: firstname.lastname@example.org The Central Virginia Governor's School for Science and Technology offers work- shops for K-12 life-science teachers as needed in microscopy. Through hands-on laboratory activities, they explore the educational applications of microscopy using video microscopy equipment and a transmission electron microscope. Par- ticipants are given the opportunity to plan and record their own video tapes of living organisms and to make black-and-white prints of electron Barographs. *~172. Student-Centered Learning Using BIOQUEST Computer Simulations Central Virginia Governor's School for Science and Technology Contact: Cheryl Lindeman, Lynchhurg, (804) 582-1104, FAX: (804) 239- 4140, Internet: email@example.com
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 165 High-School life-science teachers explore biological concepts, using computer simulations from the BIOQUEST library. The activities parallel classroom man- agement for student-centered learning. Each group poses problems, solves prob- lems, and persuades peers, using the computer as a tool. The simulations involve topics in genetics, physiology, and ecology. *~173. Utilizing Technology to Enhance Learning Central Virginia Governor's School for Science and Technology Contact: Tom Morgan, Lynchhurg, (804) 582-1104, FAX: (804) 239-4140, Internet: firstname.lastname@example.org As computer technologies become more prevalent in schools, it is essential that educators harness the capabilities of the technologies to enhance student learning. Participants in this hands-on seminar learn a simple strategy to use in planning and evaluating implementations of computer technologies to ensure that the tech- nologies are being used to support student learning. The generic strategy derived from instructional design principles can be used for all grade levels and in all subjects. *~174. Using Computers in the Science Laboratory Central Virginia Governor's School for Science and Technology Contact: Bill Bishop, Lynchhurg, (804) 582-1104, FAX: (804) 239-4140, Internet: email@example.com The Central Virginia Governor's School (CVGS) for Science and Technology offers this workshop to middle-school and high-school science teachers. Partici- pants explore, through hands-on activities, how computers are used at CVGS to provide a variety of learning experiences. Emphasis is placed on using computers as tools for data collection, data analysis, accessing information on the Internet, and simulations of situations not suitable for actual experimentation in the high- school laboratory. *~175. Selecting and Using Data Collection and Analysis Technology for Math and Science Central Virginia Governor's School for Science and Technology Contact: Bill Bishop or,Iane Simms, Lynchhurg, (804) 582-1104, FAX: (804) 239-4140, Internet: firstname.lastname@example.org or email@example.com This workshop is offered for teachers and administrators in mathematics and science for grades 9-12. It is an introduction to calculator- and computer-based data-collection sensors, TI-82 sensors, and data-analysis software. Guidelines for
166 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS selecting and using computer-interfaced data-collection sensors, TI-82 CB1 sen- sors, and data-analysis software in mathematics and science classes are presented through a variety of hands-on activities. WASHINGTON 176. "Science in a Box" Elementary Science Curriculum Olympic Educational Service District 114 Contact: Brian Bennett, Bremerton, (360) 692-3239, FAX: same, Internet: firstname.lastname@example.org The Olympic Educational Service District 114 (ESD 114) "Science in a Box" supports the idea that an activity-based program should be the core of elemen- tary-school science curricula. The program offers at feast four subject kits at each grade level, K-6. The kit lessons teach students science-process skills through hands-on lessons covering the earth, life, and physical sciences. All kits include a teacher guide, student worksheets, and consumable and nonconsumable materials for presenting 8-10 lessons to classrooms of 32 students. The Olympic ESD 114 Science Kit Center provides the material-support system to restock and maintain the kits and provides training opportunities for the teachers who use the program. Through using and restocking each kit several times during the school year, the Science Kit Center is able to provide an efficient and cost-effective method of supporting elementary-school science education. In addition, the Sci- ence Kit Center staff provides resources, technical assistance, and in-class model lessons and demonstrations for region teachers and students. 177. Practical and Creative Ways to Strengthen Student Achievement in Science Puget Sound Educational Service District Contact: Ron Thompson, Mercer Island, (206) 232-8042, FAX: same, Internet n/a This program will enable participants to modify their current science programs to meet the new national science recommendations. Emphasis is on adding award- winning problem-solving laboratory activities to existing courses. A hands-on workshop also provides a variety of laboratory-performance-based assessment tools for evaluating student progress. This offering is appropriate for science teachers of grades 3-12. Participants will receive student-ready activities specific for their grade levels. Some of the curriculum materials used are from a 1-year high-school biology curriculum titled "Biology: As Scientific Inquiry."
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 178. Padilla Bay Teacher Workshops Western Washington University Contact: G. Alexander, Mount Vernon, (360) 428-1558, FAX: (360) 428 1491, Internet: email@example.com 167 Through a series of half-day workshops, K-12 teachers gain experience in estua- rine ecology, discuss the importance of problem-solving in environmental educa- tion, and learn how to integrate topics into their classroom curriculum. 179. Project WILD Washington Department of Wildlife Contact: Margaret Tudor, Olympia, (360) 902-2808, FAX: (360) 902 2157, Internet: firstname.lastname@example.org For 8 years, the state of Washington's Department of Wildlife has sponsored Project WILD, a course developed by and for K-12 teachers with input from biologists. Results of this grass-roots effort to improve teaching and student outcomes include district adoption of a curriculum for sixth-graders, the develop- ment of over 50 habitat projects, and widespread use of activities derived from the course. The program also produces a newsletter and issues grants to develop school habitat programs. There is also a nature mapping program in which data collected on fish, wildlife, and habitats can be contributed to the state biological database. 180. Science-Education Partnership Fred Hutchinson Cancer Research Center Contact: Nancy Hutchison, Seattle, (206) 667-4486, FAX: (206) 667-6525, Internet: email@example.com To help teachers introduce current biomedical research concepts into the class- room, the Fred Hutchinson Cancer Research Center developed a summer pro- gram in 1991 to pair middle- and high-school science teachers with scientists at the center, local biotechnology companies, and the University of Washington. The program immerses teachers in hands-on, current research techniques through laboratory experiments and aims to familiarize them with inquiry-based learning. Teachers participate in a spring workshop, a 2-week summer immersion experi- ence, and followup days during the academic year. For their participation, teach- ers receive a $500 stipend, University of Washington credits, opportunities to borrow biotechnology-laboratory equipment kits, and classroom visits from the scientist-mentors. Initial funding for the program came from the center; current funding is from the Howard Hughes Medical Institute, the Discuren Charitable Foundation, and other local foundations. The McEachern Foundation, for ex
168 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS ample, helped to establish a teaching laboratory and equipment kits to loan to teachers. 181. The University of Washington Science/Mathematics Project College of Education, University of Washington Contact: Carole Kubota, Seattle, (206) 543-6636, FAX: (206) 543-8439, Internet: firstname.lastname@example.org The University of Washington Science/Mathematics Project is a 2-year graduate program leading to a master of education degree in science or mathematics edu- cation. The project links people working in industry, public schools, and the university to integrate work experience in science and mathematics with aca- demic study and leadership training. The project is supported by the local busi- ness community. The primary goal is to foster leadership skills among teachers of science and mathematics. Participants partake in leadership training institutes and seminars, a master of education program that includes advanced study in mathematics and science, a collegial team that includes an experienced science or mathematics teacher to answer questions and provide professional support, and a summer internship in a business or industry. Fellows are chosen on the basis of their leadership potential, teaching ability, and interpersonal skills. WEST VIRGINIA 182. Leadership Institute in Science-Technology-Society Education Pennsylvania State University; West Virginia University Contact: Peter Rubba, University Park, (814) 863-2937, FAX: (814) 863- 7602, Internet: email@example.com In August 1991, the National Science Foundation awarded a grant to Pennsylva- nia State University and West Virginia University to develop and support a cadre of science-technology-society (STS) teacher-leaders in rural central Pennsylva- nia and northern West Virginia middle and junior high schools. The two univer- sities developed a 3-week Leadership Institute in Science-Technology-Society Education at the University Park Campus of Pennsylvania State University. Through a combination of lectures, discussions, demonstrations, and hands-on activities, 30 participants addressed the sources and effects of global warming and developed curriculum units for their classrooms. In addition, they tried to identify the components of STS instruction that led students to take action on STS issues (acid rain, global warming, waste management, and species extinc- tion). The project ended in July 1995.
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION WISCONSIN 183. Biotechnology Inservice Program for Secondary Life Science Teachers and Agricultural-Education Teachers University of Wisconsin-River Falls Contact: Karen Klyczek, River Falls, (715) 425-3364, FAX: (715) 425- 3785, Internet: firstname.lastname@example.org 169 In response to a needs assessment of area high-school teachers, the University of Wisconsin-River Falls has been offering a 3-week workshop on life-science and agricultural education to increase biotechnology literacy and assist in the devel- opment of new classroom materials. Funded by money from the Eisenhower Mathematics and Science Education State Grant and the National Science Foun- dation, the program, now in its sixth year, encourages continuing activities among workshop participants during the school year. 184. Teachers as Change Agents: An Integrated Curriculum Cooperative Educational Service Agency 11 Contact: Juliette Vajgrt, Elmwood, (715) 986-2020, FAX: (715) 986-2040, Internet: n/a With funding from the Wisconsin Department of Public Instruction, this project helps school districts in rural northwestern Wisconsin to develop an issue-based, rather than textbook-driven, K-12 biotechnology curriculum. The objectives are to design and carry out environmentally oriented biotechnology school-commu- nity projects in the schools, to foster leadership among teachers, and to support the districts' teachers in implementing the new curriculum. In addition, the project facilitator helps teachers to develop effective procedures for evaluating pilot-teaching strategies and secure input from area universities and private in- dustries. 185. Institute for Multicultural Science Education/Teacher to Teacher Program Center for Biology Education, University of Wisconsin-Madison Contact: Lisa Wachtel, Madison, (608) 262-5266, FAX: (608) 262-6801, Internet: Iwachtel@macc.wisc.edu With funding from the National Science Foundation and the University of Wis- consin-Madison (UWM), the UWM Center for Biology Education established the Institute for Multicultural Science Education in 1990. The institute's goals have been to provide K-12 teachers with opportunities to learn about the strengths and needs of minority-group students, to develop strategies for implementing a problem-solving approach to science teaching, to introduce and encourage coop
170 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS erative-learning experiences among teachers and students, to recruit teams of teachers working at the same school (in addition to individuals) to the program, and to encourage the incorporation of new techniques into teachers' daily teach- ing strategies. To accomplish these goals, the institute offers a 5-year program made up of two 10-day summer sessions and numerous academic-year activities. Through curriculum-development activities, discussion, workshops, demonstra- tions, and lectures, the program emphasizes the importance of exploring issues of multicultural understanding and of teaching science as a process of investigation. 186. Science Workshops for Elementary and Middle School Teachers University of Wisconsin-Madison; Madison Education Extension Programs Contact: Linda Shriberg, Madison, (608) 262-4477, FAX: (608) 265-5813, Internet: email@example.com The partnership of the University of Wisconsin-Madison School of Education and Madison Education Extension Programs offers a number of workshops in the biological sciences for classroom and science teachers of K-12 students. All workshops have a science focus but cover a variety of formats, such as infusing science concepts across the curriculum (how to learn about science in mathemat- ics, language arts, social studies, and other subjects); meeting national and state guidelines in science education (e.g., becoming familiar with the Benchmarks for Science Literacy and Science for All Americans); exploring one science subject intensively (e.g., the rain forest, whales, the timber wolf, cranes, and other endan- gered species); tapping into science resources on the Internet (e.g., the Protein Databank, the National Library of Agriculture, and the Smithsonian Institution); learning about the research process in science (observation, hypotheses, investi- gation, and conclusions; how to write a science report; and tracking animals through radio telemetry); and general subjects in the biological sciences (e.g., environmental science, DNA and genetics, and biotechnology). The workshops also are offered to learning and curriculum coordinators, coordinators of pro- grams for talented and gifted children, biology and life-sciences teachers, and librarians. Generally, attendees do not need to have a science background to participate in the programs. 187. Wisconsin Fast Plants Department of Plant Pathology, University of Wisconsin-Madison Contact: Coe Williams, Madison, (608) 263-2634, FAX: (608) 263-2626, Internet: firstname.lastname@example.org or http://fastplants/cals.wisc.edu Funded primarily by the National Science Foundation, the Wisconsin Fast Plants program offers a nationwide professional-development program. Based at the University of Wisconsin-Madison in the Department of Plant Pathology, the
PROFESSIONAL-DEVELOPMENT PROGRAMS BY LOCATION 171 program disseminates instructional materials on rapid-cycling Fast Plants devel- oped by a university research scientist for research purposes. The program spon- sors regional teams of teachers and scientists to lead workshops on the use of these plants for investigative studies in plant growth, life spirals, inheritance, ecology, and plant technology. Workshop goals include encouraging teachers to learn science by doing it themselves, helping them to make their own experi- ments with the low-cost and recyclable materials, and helping to foster in them a sense of ownership about their classroom science projects. Additional services include the availability of instructional materials, a biannual newsletter, trouble- shooting tips, slides and scripts, publications, and opportunities for networking among scientists and teachers at all levels. 188. Wisconsin Teacher Enhancement Program in Biology University of Wisconsin-Madison Contact: Ruth Owens, Madison, (608) 262-1006, FAX: (608) 262-2976, Internet: email@example.com Since 1985, the Wisconsin Teacher Enhancement Program in Biology, at the University of Wisconsin-Madison has provided a summer institute for teachers at the elementary-, middle-, and high-school levels. The Wisconsin Teacher En- hancement Program in Biology: Summer Institute offers quality education in the biological sciences. Teachers are provided an opportunity to review and update their science education through modules offered in a variety of subjects, includ- ing human genetics; molecular and cell biology; plant, animal, and environmen- tal biology; and elementary science. Courses are offered in systemic-change issues, special education, and alcohol- and other drug-abuse issues. The summer institute offers a variety of 1- and 2-week modules during a 10-week period. All modules emphasize an inquiry-based, problem-solving approach to science. Ac- tivities developed by participants during each module reflect course content and can later be used in the teachers' classrooms to help to make biology exciting, relevant, and understandable for students. Teachers earn credits at the graduate level. *~189. BioNet Waunakee High School Contact: Lynn Gilchrist, Madison, (608) 265-3168, FAX: n/a, Internet: Igilchrist @ macc.wisc.edu Organized in 1991, BioNet aims to provide a forum for area biology teachers to meet statewide and share ideas and activities related to teaching biology and to establish communication and professional relationships with university biology teachers to see where other biology teachers work. BioNet, funded by a grant
72 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS from the Center for Biology Education at the University of Wisconsin-Madison, meets four times per year at various high schools. Each of the 12 BioNet regions conduct two to four meetings per year. 190. The Wisconsin Society of Science Teachers Contact: Lynn Gilchrist, Madison, (608) 265-3168, FAX: n/a, Internet: Igilchrist @ macc.wisc.edu The Wisconsin Society of Science Teachers (WSST) is dedicated to the promo- tion and improvement of science education in Wisconsin. As the state science- teachers organization, it serves pre-K through grade 16 teachers. Membership numbers 2,000. This active organization provides teachers with the latest infor- mation in science education primarily through forums, newsletters, and an annual convention. It also has a foundation dedicated to the promotion of science educa- tion in Wisconsin.