SCIENCE, MATHEMATICS AND TECHNOLOGY EDUCATION

The Etheridge Action Agenda For North Carolina’s High Tech Future

By

Julia V. Clark

Congressional Fellow (NSF)

Office of Congressman Bob Etheridge

U.S. House of Representatives

December 1998

Table of Contents

The Second Congressional District of North Carolina

SCIENCE, MATHEMATICS AND TECHNOLOGY EDUCATION

The Etheridge Action Agenda For North Carolina’s High Tech Future

Overview

Education in America is facing new challenges. Teachers are called on to provide quality education to all children and prepare them to live and work in a world transformed by rapid growth in new technologies, international competitiveness, economic globalization, and increasing demographic shifts. These challenges have catalyzed the United States toward education reform, especially in the areas of science, mathematics and technology.

It is clear that technology will be the engine of our twenty-first Century economy, requiring a level of technological expertise greater than ever before. If the United States is to maintain our global preeminence, it is critical that American students are taught the fundamentals necessary to prepare them for the new high-skill, high-wage jobs of the future. To meet this goal, we must educate our next generation with the requisite base skills to ensure that America has the finest technology workforce in the world.

Improving education is often seen as an important first step as the United States maps out a strategy to remain competitive in an ever-increasingly global economy. Mathematics and science education received considerable attention at the 1996 Governor’s Summit in Palisades, New Jersey, where President Clinton and the governors reaffirmed the need to strengthen our schools and to strive for world-class standards.

Strong schools with clear and high standards of achievement and disciplines are essential to our children and our society. We look to the school system to insure that our children receive the training in science, mathematics and technology they will need, and we look to our children’s teachers to instill in them the knowledge, work habits and attitudes they will carry with them into adulthood. Policy experts tell us that however important science is for us today, it will be even more important for the next generation.

The recent results of the Third International Mathematics and Science Study (TIMSS) confirm that U.S. students are not performing at an acceptable level in science and mathematics beyond the fourth grade. The results show a need to focus more on mathematics education in grades 5-8, where the serious drop from above to below international norms in mathematics threatens achievement in both science and mathematics at higher grade levels. TIMSS shows that U.S. students scored above the international average in both science and mathematics at the fourth grade level. In science, U.S. students were outperformed only by those in Korea. However, by the eighth grade, U.S. students score barely above the international average in science, and below the international level in mathematics. They show poorer performance at the twelfth grade level.

The recent results from TIMSS prompted Congressman Etheridge to take a closer look at science, mathematics, and technology in his Congressional District and the State of North Carolina. He was interested in seeing how well students are being prepared to meet the challenges in this technological era and develop an action agenda for those areas in need of improvement.

During the past year, science, mathematics, and technology programs in various educational institutions in North Carolina’s Second Congressional District were reviewed. Site visits were made to several of the institutions and dialogue took place with researchers, professors, teachers, university and community college presidents, business and industry professionals, policy makers and community members in the district about which areas reflect the greatest need and show the greatest promise.

Many interesting, exciting, and innovative programs are being implemented in North Carolina’s Second Congressional District. Students and teachers are being prepared for the challenges of today and tomorrow. Some of the colleges and universities in the District have extensively reviewed and thoughtfully revised their pre-college mathematics and science curricula. Many schools have increased the number of mathematics and science courses students must complete to graduate from high school, and these requirements are now beginning to specify more advanced courses. These efforts are beginning to show tremendous progress. For example, a study conducted by the National Assessment of Educational Progress (NAEP), showed that North Carolina students made the greatest gain and the most dramatic improvement on the 1996 NAEP Mathematics Assessment than any state in the Nation.

This document was produced as a result of the review of science, mathematics and technology programs in the Second Congressional District of North Carolina. It will be used as the basis for an evolving policy agenda. The goal is to assist the state of North Carolina and local policy makers and educators in making informed decisions.

The mission before us is to create synergy among schools engaged in educational innovation by shaping national policy, fostering collaboration, and the continued development, implementation and dissemination of exemplary programs. By working together, we can meet the challenges of tomorrow.

Science, Mathematics and Technology in the United States

Science, mathematics and technology education at the elementary and secondary levels have been the subject of major reform efforts for the past decade. Spurred, in part, by concerns over unfavorable showing of United States youths in international comparisons, most states and many local districts and schools have sought to improve student outcomes.

The recent results of the Third International Mathematics and Science Study (TIMSS), indicate that U.S. students performance in science and mathematics is disappointing. An interesting aspect of the study’s results is that American students at the fourth grade level scored at the top, but in grades eight and twelve, their performance dropped in relation to students in other countries.

A report on science and mathematics in the United States provided by the National Science Foundation (NSF, 1998) reveals that progress has been made in pre-collegiate science and mathematics education, but more needs to be done, especially in mathematics. More specifically, the report reveals the following:

• In national assessments of science and mathematics learning, students are performing as well as, if not better than, the students of twenty-five years ago. Nine-year-olds and 13-year-olds are scoring higher on mathematics and science tests than they did in 1973, while performance of 17-year-olds has remained about the same.

• In the United States, there is little difference in the science and mathematics proficiency of girls compared with boys on national assessments of education progress. As of 1996, however, differences remain at all grade levels in the achievement scores of Black, Hispanic, and Native American students compared with Whites and Asians/Pacific Islanders.

• In a 1995 international comparative study on science and mathematics achievement, U.S. students performed comparatively better in science than in mathematics and better at the fourth grade level than at the eighth grade level.

• U. S. fourth graders were significantly surpassed in science performance only by students in South Korea. Students in Japan, the Netherlands, Australia and Austria also performed well at this level. U.S. eighth grade students scored just above the international average in science, but scored lower than students from Singapore, South Korea, Japan, and the Czech Republic.

• Unlike in science, performance in mathematics at the fourth grade level in a 1995 international test showed U. S. students behind those of Singapore, South Korea, Japan, and Hong Kong. U. S. eighth graders answered just over half the items on the mathematics assessment correctly and scored below the international average. Eighth grade students in Singapore, Japan, South Korea, Hong Kong, Flemish-speaking Belgium, and the Czech Republic performed the best.

• Since the early and mid-1980s, the proportion of students taking advanced science and mathematics courses in high school has greatly increased. These gains often include students from under-represented groups. Nonetheless, the achievement of U.S. students in mathematics has shown only slight gains over time, and there remains a large proportion of students unable to demonstrate more than basic levels of knowledge, particularly at grade 12.

• Internet access in schools has increased substantially in recent years. As of fall 1996, 65 percent of public schools reported access to the Internet, a gain of 30 percentage points over 1994 figures. Internet access was more likely in secondary than in elementary schools, in more affluent than less affluent schools, and in schools with low to moderate minority enrollments than in schools with high minority enrollments.

• The vast majority of elementary and secondary school teachers earn college degrees in education rather than in specific disciplinary areas. High school teachers were much more likely to possess science and mathematics degrees: 41 percent had earned a degree in mathematics, compared with 7 percent of middle school teachers. In science, 63 percent of high school science teachers and 17 percent of middle school science teachers possessed a science degree.

• Many middle school mathematics and science teachers fall short in meeting recommendations for course work preparation made by national associations of teachers. Only 7 percent of middle school mathematics teachers have taken courses in all of the recommended areas and about one-third have completed none of the course work recommendations. Forty-two percent of middle school science teachers meet the science recommendations in full.

What do these findings suggest about the progress and quality of U.S. education in science and mathematics? One of the important things they show is there is room for improvement, and we are still far from reaching our national goal of being first in the world in science and mathematics achievement by the year 2000. Although progress has been made, especially in fourth grade science achievement, our schools and school districts will have to do much more if students are to be well-prepared for a future that demands that we, as a nation, have a citizenry solidly grounded in science and mathematics.

America’s education system is currently involved in innumerable efforts to strengthen science teaching at all levels, from elementary through college. However, reform efforts in education in the United States started several years ago. The year 1984 is an identifiable transition point in the reformulation of national-policy on elementary and secondary education. It was the year of the reports marking the beginning of the most recent wave of education reform: Nation at Risk (1983) and Science and Engineering Education for the 21^st Century (1984). Although independently produced and, self-contained, the two reports were consistent and complimentary. The Nation at Risk report called for higher standards and higher levels of achievement. In this context, it also called for a greater presence of science and mathematics curriculum. The other report, Science and Engineering Education for the 21^st Century, also called for more science and mathematics, arguing that science and mathematics should become a true basic in the education of all students. But it also called for not just more, but different science and mathematics.

Science and mathematics experts have issued calls for major reform in the teaching of their subjects. The National Council of Teachers of Mathematics published Curriculum and Evaluation Standards in 1989 and Professional Standards for Teaching Mathematics in 1991. In 1993, the American Association for the Advancement of Science published Benchmarks for Science Literacy, and in 1996, the National Academy of Sciences published National Science Education Standards.

The standards for science and mathematics education share many core ideas: high expectations for all students; in-depth study and understanding of core concepts; emphasis on hands-on tasks that promote active engagement with the subject matter; and a strong focus on reasoning, problem solving, and the ability to apply learning within broader contexts.

The standards in both science and mathematics view teachers as the critical agents that enable students to meet these more demanding levels of performance but studies show that the standards are not widely implemented. Since a large proportion of current science and mathematics teachers were trained when conceptions of teaching and learning were very different from today, both sets of standards emphasize the importance of professional development for teachers.

Educators in elementary and secondary schools across the nation are struggling to improve and redesign science and mathematics education so that all students are well-prepared for the beginning of a new millennium. Policy makers are confronted with growing determination that a solid foundation in science, mathematics, and technology is essential not only to the economic but also to the social well-being of the nation.

The Members of the Science Committee in the U.S. House of Representatives are very concerned with science, mathematics and technology education in America. During this Congress (105^th), the Science Committee has held several hearings on the status of K-12 science and mathematics education and on the efforts underway to improve student performance in these subjects. This Committee, on which Congressman Bob Etheridge serves, has a long involvement in supporting federal programs to assist the efforts of states and local school systems in such areas as teacher professional development, curriculum development, and development and deployment of information technologies to support science and mathematics education.

The government’s core responsibility in human capital development is to strengthen America’s educational system, from grade school through graduate school. This entails ensuring that all our children are prepared to learn, our education system meet international norms, and training professionals in fields critical to the national interest. Specifically, the centrality of science and technology to achieving our societal goals in the twenty-first century places new requirements on science, mathematics, and technology education and training, not only for researchers but for the workforce and for an educated citizenry.

The National Goals of the President and Governors, set in 1989, state that science and mathematics achievement of U.S. students will be the first in the world by the year 2000. This daunting goal spurred wide ranging education reform activities. Although, there are concerns regarding science and mathematics scores of U.S. students as reported by TIMSS, the TIMSS results of U.S. students in science at the fourth grade level are encouraging. They show that America’s fourth grade students are performing very well. According to the report, fourth grade students in science in the U.S. rank second in the world in the TIMSS tests.

Efforts to reform K-12 education system in science and mathematics appear to be working at the fourth grade level. Science at the early elementary level may well be the defining factor for our success. If our national goal is to be "first in the world in science and mathematics achievement by the year 2000," in fourth grade science achievement, we are close to this mark. However, in spite of the fourth grade students performance, America’s education system must look at ways to improve science and mathematics performance at every academic level.

In 1992, North Carolina changed its statewide program for testing elementary and middle schools from a national-norm achievement test to more closely aligned with the mandated state curriculum. The state tests measure a curriculum which has an emphasis on higher order thinking skills and which reflects national curriculum standards. Since the state curriculum and the end-of-grade tests allow for tracking student performance over a period of years (Grade 3 through 8), a school accountability model based upon growth in student performance is made possible.

North Carolina educators are interested in knowing not only how much progress is being made in attaining the goals set for themselves, but also how well the state is doing when compared with the Nation. Participation in the NAEP state-by-state program allows North Carolina to see its relative standing.

National assessments of fourth grade mathematics were made in 1992 and 1996 that allowed a comparison of performance results with other states and with the Nation as a whole. Similar assessments of eighth grade mathematics were made in 1990, 1992, and 1996.

The new North Carolina mathematics curriculum, adopted in 1989, was not in place long enough to have an impact on the 1990 NAEP, but results of the revised curriculum can be seen beginning with the 1992 NAEP administration. Three descriptions - basic, proficient, and advanced - are applied by NAEP to indicate levels of accomplishment for each assessment.

Information presented on the next page summarizes the recent performance of North Carolina students on the NAEP.

• No other state has experienced the substantial, sustained gains demonstrated by North Carolina’s schools since 1990. Today, North Carolina’s public schools are performing as well as other schools in the country and at a higher level than all other southern states including Virginia, Georgia, and Florida.

North Carolina’s 17-point gain in eighth grade mathematics for the

six years reported by NAEP is twice the national average gain (8 points)

and approximately 50 percent higher than the gain by any other state

in the nation.

North Carolina’s 11-point gain in fourth grade mathematics from 1992

to 1996 is almost three times that of the national average gain (4 points)

and places the state above the national average for fourth grade.

North Carolina reported increases in the percentages of fourth grade

students who scored at or above the Basic and Proficient achievement

levels in mathematics over the period 1992 to 1996.

• North Carolina students have improved the equivalent of one additional grade level during this decade. In other words, during the six years from 1990 to 1996, North Carolina students achieved the equivalent of seven years of growth.

The estimated level of improvement for North Carolina’s eighth grade

mathematics score ranges from 0.75 grade level equivalent to 1.50 grade

equivalent. In other words, eighth grade students in 1996 were a full year

ahead of eighth grade students in 1990.

The estimated level of improvement for fourth grade mathematics ranges

from 0.75 to 1.00 grade level equivalent.

• North Carolina’s fourth and eighth grade African American students scored 5 points ahead of African American students nationally. North Carolina’s African American students are closing the gap with White students in the state and nation.

The report card presented in 1997, on the performance of our nation’s schools in mathematics, showed that North Carolina made the greatest gain and the most dramatic improvement on the 1996 NAEP Mathematics Assessment when compared to the NAEP four years earlier. In releasing these results, the U.S. Secretary of Education, Richard W. Riley, singled out North Carolina for the "most improved player award." Secretary Riley said "If you look at the states that are on the way up--states like North Carolina, Michigan, Texas, Maryland and Kentucky—these are the states that have gotten excited about education, that have done the hard work of raising standards. Action leads to results." Further, states Secretary Riley, "The sustained progress we are seeing at every grade level tells me that our efforts to raise standards is starting to get down to the classroom."

The improved performance of North Carolina students in mathematics took place during the years that Congressman Bob Etheridge was North Carolina’s Superintendent of Public Schools (1988-1996). Congressman Etheridge reacted to the NAEP report card by saying "Clearly, these results demonstrate that marked improvement in our nation’s education is indeed possible." He goes on to say "I know the credit for this wonderful achievement belongs to the students, the parents and the supportive communities that made this progress possible through good old-fashioned hard work." The government’s role is illustrative. In North Carolina, says former Superintendent Etheridge, "we instituted rigorous standards and have equipped our students with the tools they need to attain those standards. These results are proof positive that education standards work to lift our students’ sights and improve educational performance."

Although NAEP has measured science achievement on eight occasions since 1969, the 1996 Science Assessment is the first to see a new framework developed by the National Assessment Governing Board (NAGB), an independent bipartisan body. The NAEP 1996 science results are important not only because they provide baseline information for the American public, policy makers, and educators, but also because their release coincides with release of the performance results for the United States on TIMSS.

The tests, from NAEP, were mandated by Congress to measure student achievement. The national exam has been used for almost 30 years, but it did not offer state-by-state comparisons in each state. Although the scores leave room for improvement, the increases posted in mathematics by North Carolina’s students since 1992 are the largest in the nation.

Achieving excellence in science, mathematics and technology is a priority for the school systems in North Carolina. Significant gains have been made by the elementary and secondary students in these areas in the state since 1992. Efforts to reform and restructure science and mathematics education are working. With teachers making the appropriate adjustments in content, pedagogy and materials in the classroom, it is anticipated that an increase in student achievement in these subjects will continue.

Profile of Science, Mathematics and Technology Teaching and Learning in or near the Second Congressional District

Many programs in the Second Congressional District take an integrated approach to helping solve major issues facing the state’s scientific community; encouraging research and development innovation; and establishing partnerships between public and private entities to leverage resources.

The Office of Environmental Education in The North Carolina Department of Environment and Natural Resources serves a coordinating role among schools, colleges, state and federal agencies, citizen groups, and the business/industrial community in providing environmental education and natural resource stewardship. The Environmental Education Office is engaged in projects that bring together the scientific and industrial communities of the Research Triangle area in partnership with the K-12 education community to strengthen and enrich classroom teaching and learning in science, mathematics, engineering and technology.

The University of North Carolina Mathematics and Science Network (MSEN) applies the resources of the university to strengthen mathematics, science and technology education in K-16 schools in North Carolina. Not only does MSEN offer programs for teachers, students, and school administrators, it also works to improve curricula, coordinate its efforts with other professional development outreach organizations, and build partnerships between universities, schools, parents, and businesses. MSEN has ten Centers located on university campuses statewide, with six Pre-college sites at these universities. One of the MSEN Centers is located at North Carolina State University. One of the Pre-college Programs, the Consortium between North Carolina State University and St. Augustine’s College, which serve middle and high school students, is located in the Second District.

A number of universities and community colleges are instituting curriculum changes by creating partnerships with school districts, businesses, government and education organizations. Together, they work to implement science and technology programs with inquiry-based, hands-on science curriculum. For example, several projects are implemented through The Science House at North Carolina State University in Raleigh. Many of the projects are collaborations with other North Carolina educational organizations such as the North Carolina Department of Public Instruction and the University of North Carolina Mathematics and Science Education Network. Programs in The Science House emphasize hands-on learning in K-12 science and mathematics. The programs annually reach 18,000 students and 600 teachers in science across the state of North Carolina.

The North Carolina Museum of Life and Science is one of the only 35 institutions worldwide to be recognized by the prestigious Association of Science-Technology Centers, receiving international recognition for its facilities and educational programs. The Museum has educational programs for preK-12 students, science lectures for senior students and hands-on experiences for the entire family.

The Museum is also partnering with Durham County and Orange County public schools to provide hands-on after-school experiences.

The North Carolina School of Science and Mathematics (NCSSM), an affiliation school of North Carolina, is the nation’s first supported, residential high school for students with talents and interest in science and mathematics. It is the model for similar schools in eleven other states. Opened in 1980, NCSSM offers students in grades 11 and 12 a rigorous and diverse program designed to prepare tomorrow’s leaders in science and mathematics and technology. Since its inception, the school has graduated over 3500 students and trained several thousand teachers through workshops and conferences. The emphasis of the NCSSM instructional program is on a thorough grounding in science and mathematics.

North Carolina State University in Raleigh has several innovative science programs for students and teachers. The North Carolina State University Biology Outreach programs provide teacher training and other support to schools and teachers in the life and environmental sciences. The primary mission of the program is to link more effectively the academic and research programs of the College of Agriculture and Life Sciences with the instructional programs in the public and private schools of the state. The primary focus of the program is the improvement of pre-college science education in rural economically disadvantaged areas of the state at grade levels 6-12.

Shaw University has an instructional and hands-on laboratory project that provides for enrichment activities in science, mathematics, computer applications, and communication for high school students in grade 12 interested in pursuing careers in science, mathematics, and engineering.

The Wake County Public School System in Raleigh is involved in the implementation of an elementary science and mathematics summer institute. The institute is a professional development opportunity that models exemplary practices in science and mathematics instruction for teachers. The system also has a model technology classroom program currently operating in nine elementary and eight secondary classrooms.

Duke University has outreach programs for the preparation of students and teachers in various fields of science and mathematics. One of the programs is a summer residential program for academically talented and financially needy students in grades 7-11 to study science. This program provides new science-oriented courses, such as the Science of Medicine, Genetics, Pharmacology, and the Philosophy of Medicine to complement existing courses in such areas as physics, chemistry, astronomy, and evolutionary biology.

The North Carolina Biotechnology Center, head-quartered in Research Triangle Park, and the nation’s first state-sponsored biotechnology initiative, conducts a program to prepare and equip the state’s educators to teach about biotechnology and related biosciences. The Center works with middle schools, high schools, community colleges, universities and agricultural groups statewide to develop educational, informational and training programs in biotechnology Approximately 800 teachers have participated in Center-based programs and more than 400,000 students have been reached through biotechnology instructional and laboratory activities. Over the years, North Carolina has worked toward the fulfillment of its expectations. North Carolina has laid a firm foundation for the emerging growth of technology. Research Triangle Park has established a leadership role in technology. North Carolina is the third region in the United States to begin developing a biotechnology industry. North Carolina’s biotechnology industry is emerging from its innovation/development stage and is on the brink of its rapid growth phase.

In 1983, the North Carolina General Assembly determined that biotechnology could be useful for the state for economic development. The North Carolina General Assembly set up a Study Commission Co-chaired by then representative Bob Etheridge. As Co-Chairman, representative Etheridge was instrumental in endorsing the General Assembly’s decision to establish America’s first State Biotechnology Center. Representative Etheridge led the charge in the General Assembly to establish the Biotechnology center because he recognized the emergence of a powerful new technology that could bring North Carolina substantial economic and social benefits. As a state legislator and as a Congressman, Mr. Etheridge has always been an advocate for biotechnology endeavors.

The Pines of Carolina Girl Scout Council program provides girls in its Science and Technology around Research Triangle Park (START-UP) program opportunities to participate in hands-on science activities to increase their skills and confidence in science. Approximately 800 girls are paired with female scientists who serve as mentors and role models. Most of the activities used in the program are hands-on kits developed by the North Carolina Museum of Life and Science.

The North Carolina School of Science and Mathematics provides distance learning high school courses, short enrichment topics, and teacher workshops to public schools in North Carolina. During the 1996-97 school year, over 128 teachers participated in the school’s distance learning teacher professional workshop sessions and over 2,000 students in North Carolina were served.

The North Carolina Department of Public Instruction will receive more than $1 million to provide technology training to educators as part of a five-year, $9.8 million Star Schools grant awarded to the United Star Distance Learning Consortium (USDLC) for distribution among its members. Sharing in the $9.8 million award are four other state departments of education, remaining members of the consortium, Florida, Illinois, New Mexico and Texas.

North Carolina educators’ training will occur over the StarNet satellite network in five areas - assisting students with special needs, helping administrators become advocates for teaching and learning with technology, guiding prospective teachers from pre-service to in-service training programs, establishing technology-based in-service training programs, and developing effective student assessment models.

According to Elsie Brumback, Director of the Instructional Technology Division, Department of Public Instruction, the award will enable the school system to expand its efforts. The earlier work focused on integrating technology into K-12 classrooms. With the award, the system can address important related issues and reach a broader audience to strengthen the impact of previous efforts.

This is only a sampling of a long list of innovative projects in the Second Congressional District. Perhaps the most outstanding characteristic of these projects is their capacity to reach a wide range of students. The projects serve everyone from those identified as gifted and talented to those whose interest in science has been dulled by less than ideal school conditions and those who have potential but have never thought of themselves as scientists.

There are an array of ongoing projects in the Second Congressional District designed to enhance the skills and knowledge of science, mathematics and technology education for K-12 pre-service and in-service teachers. The projects stress mastery of both the content and pedagogy.

These projects assisted in helping the schools and districts produce more competent science and mathematics teachers and more scientific and mathematical literate students. Although there are some obstacles to improving students’ performance, Congressman Etheridge recognizes that there are numerous ways to help the state of North Carolina move forward. The district is using its resources and opportunities provided by places like the Biotechnology Center, The School of Science and Mathematics, The Science House and North Carolina State University, The North Carolina Department of Environment and Natural Resources, Duke University, Shaw University, and the Museum of Life and Science, and resources from federal agencies, such as, the National Science Foundation (NSF), U.S. Department of Education, and the Burroughs Wellcome Fund to effect change. The use of these resources are beginning to pay off. For example: (a) All members of the first graduating class of the Durham Public Schools Summer Institute, conducted by Durham Academy, went on to college, and 100 percent went into the sciences; and (b) Students graduating from the University of North Carolina Mathematics and Science Education Network’s Pre-College Exploring Science Program are more likely to take algebra in high school, and their scores are significantly above the statewide average in both algebra and physical science.

The data show that efforts to reform K-12 science, mathematics and technology education are working in the Second Congressional District.

"In times of change, learners inherit the earth while the learned find themselves beautifully equipped to deal with a world that no longer exists" ( Hoffer, 1990). This statement speaks powerfully to people concerned about education for life, work, and citizenship in an emerging New Century.

The world is approaching a new decade at a time when technology has accelerated the pace of change and generated a need for up-to-date knowledge and skills. Changes in the world mean that students today must learn more than in the past; more in-depth content knowledge, better problem-solving strategies, and the skills to use emerging new technologies. Teachers are faced with more demands than ever; how to ensure that all students, including the under-represented minority students and those with special needs, learn to higher standards; how to ensure that students are able to use that knowledge to solve complex real-world problems; and how to make the best use of technologies that were not even invented when they were in school. Congressman Etheridge is working to achieve these goals.

In a recent report (September, 1998) released by Education Secretary Richard Riley, colleges and universities are urged to make teacher education a priority. There is an urgent demand for more teachers during the coming decade. Schools in the United States will need to hire 2.2 million more teachers during the next decade because of retirements and increasing enrollments. At the same time, says Secretary Riley, colleges must do a better job of preparing teachers if "the nation’s No. 1 priority" of improving children’s education is to occur.

Congressman Etheridge agrees with Secretary Riley but he also expresses concern specifically over the severe shortage of qualified science and mathematics teachers.

Congressman Etheridge believes that teacher education is key to a stronger science and mathematics program. He stresses the importance of providing professional development of teachers who are already in the classroom and the preparation of new teachers. In order to assist current teachers, the Etheridge agenda promotes sustained and intensive professional development activities that are based on mastery of science and mathematical content and tied to high-quality instructional materials and technology. Despite the importance of technology in teacher education, it is not part of the teacher preparation experience in most U.S. colleges of education today. Most new teachers graduate from teacher education institutions with limited knowledge of the ways technology can be used in their professional practices. Although many teachers see the value of student learning about computers and other technologies, a majority of teachers report feeling inadequately trained to use technology resources, particularly computer-based technologies. Given the importance of science, mathematics and technology in our society, an undergraduate education that does not include extensive exposure to these subjects is incomplete says Congressman Etheridge. He believes that all undergraduates should achieve high levels of literacy in science, mathematics and technology by having access to excellent programs that provide direct experience with the methods and process of inquiry.

Congressman Etheridge is also concerned about the low participation of under-represented minorities, Blacks, Hispanics, and Native Americans in science and mathematics. As of 1996, large differences remain at all grade levels in the achievement scores of under-represented minority students as compared with Whites and Asians/Pacific Islanders (NSF, 1998). However, there have been large gains in the proportion of students taking advanced science and mathematics courses in high school since the early and mid-1980s-gains that often include students from under-represented groups. In the class of 1994, approximately 70 percent of students had completed geometry, 58 percent completed algebra 2, and 9 percent took calculus. Over 90 percent of seniors completed biology, over half completed chemistry, and about one-quarter took physics.

It is well documented that minority students are under-represented and under-served in science and mathematics. At a time when their numbers are growing, minority students are under-represented among students doing well in science and mathematics and among those who go on to pursue careers in these fields. An unfortunate reality that characterizes the problem of many minority students in science and mathematics education is that the burden of understaffed and under-equipped schools usually falls on minority communities (Clark, 1996). This phenomenon can be especially harmful to a science and mathematics curriculum because well-trained teachers and laboratory experiences are essential, says Clark.

The Federal government’s research and development program should continue to provide substantial funding for basic research and applied development of advanced networks that contribute to educational goals and economic competitiveness. Congressman Etheridge has worked to see that existing partnerships among government, higher education, and industry receive necessary funding and other program support.

While education is a national priority, it is primarily funded and controlled at the state and local levels. Congressman Etheridge, through his years of service in education and now as a Member of the Science Committee of the U.S. House of Representatives, has developed a list of concerns that he wishes to share with state and local superintendents and boards of education and with science and mathematics supervisors, principals, teachers, and other educators whom he urges to take a critical look at the curricula, instructional materials, and professional development strategies in science and mathematics education.

Among his concerns are the following:

1. Making science and mathematics training and experiences available and

mathematics..

Congressman Etheridge will continue to talk about these concerns in his speeches before civic clubs and other groups of citizens, to advocate for their resolution before the Science Committee and before other government bodies, and to seek to solve the problems that have been created by these concerns. He can be counted on to explore federal remedies for these schools and to advocate their resolutions before the U.S. Office of Education as well as within Congress.

In addition to the list of concerns, Congressman Etheridge has established an Agenda for himself that he hopes to accomplish in the future in his service as a member of the U.S. Congress. The agenda goals are as follows. Congressman Etheridge will:

• As a member of the Science Committee, Subcommittee on Basic Research and Subcommittee on Technology, encourage and support funding for programs that contribute to educational goals and economic competitiveness in science, mathematics and technology for all students.

• Promote the integration of technology and high-quality instructional materials

• Continue to sponsor his "Give a Teacher a Break" program in the schools of the

Second District in order to keep abreast of what is happening in the schools and to

convey to teachers his appreciation of the task they do.

• Join with the Science House outreach program at North Carolina State University and participate through seminars and workshops to promote K-12 science and mathematics education. The program reaches more than 600 teachers and 18,000 students annually.

• Work with the Biotechnology Center in Partnership for Biotechnology Workforce Training, a statewide collaboration of businesses, industries, and educational institutions.

• Join forces with the National Science Foundation (NSF) to strengthen the impact of federal investments in state and local school districts to implement high-quality, standard-based curricula for the improvement of science and mathematics education.

• Communicate clearly the crucial need for colleges and universities, museums, and the school system to form partnerships with industries, businesses, and federal agencies to develop a strong network aimed at raising student achievement, including minority students.

This is Congressman Etheridge’s agenda for education and for America’s high-tech future. It is up to all of us, individually and collectively, to educate America’s youth. Congressman Etheridge emphasizes the need to provide appropriate curriculum that will prepare our students for the 21^st century. This curriculum should include appropriate instruction, pedagogy and materials that will enable students to think critically about the world and to make informed decisions about personal and societal issues. An understanding of science, mathematics, and technology is also very important in the workplace. To be prepared for today’s workforce, informed about important issues, and able to understand the complex world in which we live, all students must have a solid education in science, mathematics, and technology.

We need to provide ways to awaken the interest of America’s youth for participation in science, mathematics, and technology, says Congressman Etheridge, After all, he says, their future, and ours, depends on it.

Appendix A

North Carolina State University

University of North Carolina Mathematics and Science Education Network (MSEN)

Duke University

Shaw University

North Carolina Museum of Life and Science

North Carolina Museum of Natural Sciences

North Carolina Biotechnology Center

Research Triangle Park, NC

North Carolina Department of Environment and Natural Resources

United States Environmental Protection Agency

North Carolina School of Science and Mathematics

Wake County Public School System

Durham Academy

Department of Public Instruction, State Board of Education, Raleigh, NC

Public School Forum of North Carolina

North Carolina State University (Raleigh)

Dr. David G. Haase

Professor of Physics

Director of the Science House

Several projects take place in The Science House. They all emphasize hands-on math and science learning. Many of the projects are collaborations with other North Carolina educational organizations such as the North Carolina Department of Public Instruction and the University of North Carolina Math and Science Education Network.

Programs in The Science House emphasize hands-on learning in K-12 mathematics and science. The programs annually reach 18,000 students and 600 teachers in science across the state of North Carolina. Since the operation of the Science House in 1991, several schools from the Second and Fourth Congressional Districts have been impacted.

Two of the major projects in The Science House are: (1) The Team Science project for high school science teachers; and (2) the EMPOWER project for middle school science and mathematics teachers. Both projects serve schools in the Second and Fourth Districts, and focus on helping teachers become leaders in using up-to-date teaching technology to improve their teaching. Each includes intensive summer training institutes for the teachers and the loan of computers and laboratory equipment. The projects operate four vans of teaching equipment that circulate to schools in 17 counties in the central areas of North Carolina and five other counties in the west.

The Team Science Project began in 1993 and has been and continues to be a collaboration of North Carolina State University with high school physics, physical science, and chemistry teachers in high schools in rural and small town Eastern North Carolina. The focus point of the project has been to improve the science laboratory teaching of a group of rural school teachers through a sustained year-round and teaching support program. The Science House, an innovative university outreach center which emphasizes hands-on learning in science and mathematics, has been the center of this activity.

Evaluations show that as a result of Team Science the teachers are doing more laboratory teaching. They have become leaders in showing their colleagues, schools and school systems how to properly use technology. Science enrollments have increased and students perform better on end-of-course exams. All levels of students, from high achieving to low achieving, show more enthusiasm for learning science. The project has been an effective means to introduce schools to teaching technology and to involve the university in K-12 science education.

The project has led to other similar outreach and teacher training projects that reach other parts of North Carolina. The model of teacher training and academic year equipment support has operated successfully and has produced several positive outcomes among the teachers and students served. The teachers learned how to use the instructional technology tools. The teachers and their students have been provided with access to instructional technology tools and the tools are being used in the classroom. The participating students are doing more laboratory work and are learning more science. The students have developed a positive attitude about science careers. The Team Science teachers have been teaching and continue to teach other teachers how to use these technology tools.

The Team Science Project is a collaboration of the College of Physical and Mathematical Sciences and the College of Education and Psychology at North Carolina State University, in partnership with high schools in twelve counties. This project has been a core activity of The Science House for the last five years.

The EMPOWER project began in April 1997. This project currently involves 53 teachers in 22 middle schools. They participated in a three-week summer institute in 1996 and are currently sharing on a rotating basis eight sets of computers, calculators and laboratory equipment. These teachers came back for another week of training in June of 1998 and brought equipment for two more years. Another cohort of 60 teachers were recruited to begin in the summer of 1998.

Project: Science and Mathematics Colloquies at The Science House

This year-round project enables 120 academically gifted students from across

the state to participate in experimental "colloquies" that bridge the gap between the science taught in high school and the training provided in university science courses.

A second project, the Team Science Outreach Project, funded by NSF, is a collaboration of the College of Physical and Mathematical Sciences and the College of Education and Psychology at North Carolina State, in partnership with high schools in 12 counties. The project has served 29 first tier teachers and 17 schools in Eastern North Carolina. These schools have large portions of students from racial minorities or economically disadvantaged groups. During the first four academic years of the project over 9000 rural high school students were taught by Team Science teachers using laboratory teaching equipment provided from North Carolina State University.

More than 400 second tier teachers have participated in laboratory teaching technology workshops taught by members of the Team Science staff or by Team Science first tier teachers.

The focus point of the project has been to improve the science laboratory teaching of a group of rural school teachers through a sustained year-round training and teaching support program. The Science House, an innovative university outreach center which emphasizes hands-on learning in science and mathematics, has been the center of this activity.

North Carolina State University

Dr. Charles Lydlo

Coordinator of Biology Outreach Program

Professor of Zoology

This project involves 12 schools in 9 counties; satellite programs; teacher

Training; Howard Hughes Rural School Initiative

North Carolina State University Biology Outreach programs provide teacher training and other support to schools and teachers in the life and environmental sciences. The office of Biology Outreach Programs was established in 1994 to formalize 25 years of assistance to secondary schools, school systems, and teachers in North Carolina. The primary mission of the program is to link more effectively the academic and research programs of the College of Agriculture and Life Sciences with the instructional programs in the public and private schools of the state. The principal focus of the programs is the improvement of pre-college science education in rural economically disadvantaged areas of the state at grade levels 6-12. Principal activities include:

• Organizing and conducting workshops for science teachers to improve quality of content and instructional methods in science classes. Emphasis is on increasing hands on inquiry-based laboratory experiences for all science students. More than 900 teachers from 30 school systems in North Carolina and some 15 other states were trained in 40 seminars and workshops during 1994 and 1995.

• Assisting in the incorporation of technology into the science curriculum through teacher training and providing technical information and support. Among the schools benefiting from such support efforts during 1994 and 1995 are those in seven counties in southeastern North Carolina participating in the Howard Hughes Medical Institute (HHMI) Pre-college Outreach Programs, as well as schools in Guilford, Johnston, Wake, Union and several other counties.

• Assisting in the acquisition of computers and laboratory equipment necessary for implementation of lab-based science classes, including equipment loans through the HHMI and other programs.

The Outreach Program works closely with other North Carolina State University groups, including The Science House and the Department of Mathematics and Science Education. The Program also collaborates with several state and national organizations in science reform and science education activities, including the North Carolina Department of Public Instruction, the North Carolina Science Teachers Association, the North Carolina Student Academy of Science, the National Association of Biology Teachers, the National Science Teachers Association, the American Junior Academy of Science, and The College Board.

Dr. Harriett S. Stubbs

Project: SCI-LINK/GLOBE-NET

Project involves teachers from Wake, Johnston, and other counties in North Carolina. The project is involved in environmental research, technology, and professional development of 150 teachers K-12.

SCI-LINK is a project for translating the results of current scientific research into teaching content and practices. SCI-LINK provides professional development opportunities for teachers, publishes new instructional materials that incorporate current environmental research, and promotes networking among scientists, educators, and students through regular personal and computer communication. Project topics include global climate change, air and atmosphere, water resources, wetlands, estuaries, oceans, bio-diversity, deforestation, sustainable agriculture, and urbanization. Successful SCI-LINK workshops and institutes have been held in both urban and rural locations in North Carolina and in Minnesota.

GLOBE-NET is a project to develop instructional materials based in part on the best activities produced in SCI-LINK workshops and institutes. Booklets resulting from the project include: (1) Changes in the Environment series, with topics covering ozone, Lyme disease, acid rain, air pollutants and forests, and urbanization; (2) Monitoring the Environment series, which features clover studies for students; (3) Tips Booklets series for scientists, teachers, and students; and (4) numerous articles for professional journals. Workshops and institutes focus on specific topics about environmental change so teachers can develop and test new classroom activities that will facilitate the dissemination of this current scientific knowledge.

Dr. Sarah B. Berenson

Professor of Mathematics Education

Center for Research in Mathematics and Science Education (CRMSE)

CRMSE’s programs address the problem of raising student achievement in mathematics and science. This is done through the following activities: (a) Workshops for Teachers and Teacher Leaders; (b) Research and Development to Improve Teaching and Learning; and (c) Intervention Programs for Under-represented Pre-College Students.

On a recent needs assessment, CRMSE found that many North Carolina elementary and middle grade teachers have not taken a university course in geometry. Teachers also requested opportunities to learn how to teach using technology. Coincidentally, student performance on geometry and measurement knowledge falls short on state and national tests. Therefore, this program offered a 60-hour course in using computers and calculators to teach geometry and measurement for elementary and middle grade teachers.

Because of high demand, CRMSE has moved toward school partnerships with Wake, Johnston, and Franklin Counties to develop teacher leaders in using technology to teach mathematics. This will maximize resources to provide counties with teachers who can share their expertise with their colleagues in county-led workshops. The Center will take the lead in developing teacher leaders, writing the instructional materials, and providing technical support. The schools will take the lead in teaching the workshops.

More than 600 teachers have participated in a variety of workshops held at CRMSE over the past five years. These workshops traditionally average 50 hours with teachers earning over 1,000 university graduate credits. Nearly 100 of these teachers participated in 50-hour workshops to develop alternative ways of assessing their students understanding. Most recently, workshops have focused on how teachers can use technology in their classrooms. In 1997, 32 Wake County teachers were given, on the average, 58 hours of instruction. Indirectly, this professional development effort affected more than 1,000 students in grades 4-8 in Wake County in 1997.

CRMSE’s activities promote university access to the real-world laboratory of the classroom. Programs are designed to reflect the needs of schools, teachers, and students. Several development projects are focused on instructional materials for use in teacher enhancement workshops and in classrooms. In the spring of 1998, the publication, Exploring Geometry Using Technology for Grades 4-8 was completed. These materials will be made available to teacher educators across the state for their workshops. The materials have the potential of reaching more than 200 teacher leaders in Congressional District 2 over the next five years.

CRMSE serves 450 pre-college students in Wake and Johnston Counties each year with a year-round enrichment program. Students in grades 6-12 attend Saturday Academics, Summer Scholars, and other intervention activities to encourage them to select a rigorous course of study through high school, leading toward mathematical, scientific, or technological careers. Each year, 95% of these students are accepted to college, 66% elect to major in science or mathematics. More than half of these students obtain scholarships for their academic accomplishments, fostered and awarded by the pre-college program.

Programs in the CRMSE are designed to improve student achievement

Dr. Gerry M. Madrazo, Executive Director

University of North Carolina Chapel Hill

The University of North Carolina Mathematics and Science Education Network (MSEN) aims to strengthen science and mathematics in K-12 schools in North Carolina. MSEN has Centers located on university campuses statewide, with six Pre-College sites at these universities. The MSEN Education Centers are: Appalachian State University, East Carolina University, Elizabeth City State University, Fayetteville State University, North Carolina State A&T State University, North Carolina School of Science and Mathematics, North Carolina State University, UNC Chapel Hill, UNC Charlotte, UNC Wilmington, and Western Carolina University.

The MSEN Pre-college Program was established in 1986 to increase the number of minority and female students who graduate from high school with sufficient preparation to pursue university-level study in science- or mathematics- based fields. It is a direct intervention program that offers special courses in science, mathematics, and communications. The Pre-college Program serves middle grade and high school students through six sites; five are housed jointly with MSEN teacher education centers. Of the six Pre-college sites, two of them impact teachers and students in the Second Congressional District: Research Triangle Consortium - North Carolina State (consortium between North Carolina State University and St. Augustine’s College, physically housed at North Carolina State University; Research Triangle Consortium - Chapel Hill (consortium between UNC Chapel Hill, the North Carolina School of Science and Mathematics, and North Carolina Central University, physically housed at UNC Chapel Hill).

MSEN applies the resources of the university system to strengthen science, mathematics and technology education in K-16 schools in North Carolina. Not only does MSEN offers programs for teachers, students, and school administrators, it also works to improve curricula, coordinate its efforts with other professional development outreach organizations, and build partnerships between universities, schools, parents, and businesses.

MSEN provides statewide leadership to improve the quality of science and mathematics teaching and learning in the schools by: (a) strengthening the quality and increasing the size of the teaching base in mathematics and science education; and (b) increasing the pool of students who graduate from North Carolina high schools prepared to pursue careers requiring science and mathematics.

MSEN’s key strength lies in its two complementary components: (a) professional development, which serves teachers; and (b) the Pre-college Program, which serves under-represented students. These two components allow teachers to apply concepts learned in workshops and seminars directly in the classroom.

Duke University (Durham)

Judy Hammes, Development Officer

Project: Talent Identification Program

This summer residential program enables 30 to 40 academically talented, financially needy students in grades 7 through 11 to study science. This program provides new science-oriented courses-such as the Science of Medicine, Genetics, Pharmacology, and the Philosophy of Medicine to complement existing courses in such areas as physics, chemistry, astronomy, and evoluntary biology.

Dr. Martha Absher

Director of Outreach and Program Director for Duke University’s Engineering Research Center for Emerging Cardiovascular Technologies

The heart of the Center for Emerging Cardiovascular Technologies is its Educational Program. The vision of this vital and comprehensive program is to provide a substantive and meaningful educational experience incorporating cross-disciplinary research, interaction with industrial personnel, a systems overview, and excellent leadership preparation for the bright, highly motivated students who are selected as National Science Foundation/Engineering Research Center (NSF/ERC) Undergraduate and Pre-doctoral Fellows. These Fellows continually infuse new life into the Center’s research. The ERC’s Educational Program is designed to support and encourage these students to acquire the competence, methodologies, and conceptual bases to contribute at advanced professional levels.

An exciting addition to the program is the participation of high school teachers. The first residential High School Fellow is a deaf student from the Model High School for the Deaf on the Gallaudet campus in Washington, DC.

Dr. Absher is one of the 16 United States researchers receiving the 1996 NSF Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring.

The Center for Emerging Cardiovascular Technologies (CECT), which is in its tenth year, came into existence as one of the earliest of the NSF/ERC, and also leverages Foundation and industrial funding via its Educational Partners Program. The CECT employs an engineering systems approach to the development of next generation instrumentation and technologies for cardiovascular applications. In collaboration with industry, the Center has made major contributions leading to improved anti-arrhythmic devices, revolutionary 3-D ultrasound diagnostic systems, very high resolution magnetic resonance microscopes, and low cost chemical sensors for biomedical applications. The Center’s goals include developing novel methods for restoring cardiac function resulting from CAD and advancing understanding of electrical, mechanical, and chemical changes associated with this disease.

The Center has made a major commitment to outreach over its history. Its outreach program, Involving Populations Under-represented in Engineering, has made a significant contribution to diversifying the ERC, the School of Engineering, and the university, and has become a role model within the university and beyond.

A residential program for high school students has been added to the Outreach Program. This program is unique among REU programs in the country in its involvement with hearing impaired students.

Shaw University (Raleigh)

Dr. Aqemoia L. Ejire

Office of Sponsored Programs

Shaw University has a pre-college summer project which focuses on quantitative, scientific, and communication skills for 24 students. The project is funded by the U.S. Department of Defense.

The University also has a project for enrichment activities in science, mathematics, computer applications, and communication. This project is provided for high school students in grade 12 interested in pursuing careers in science, mathematics, and engineering. The project provides instructional supplies for a six-week summer session and an academic Saturday Academy. This project is funded by EPA.

North Carolina Museum of Life and Science (Durham)

Dr. Thomas H. Krakauer, President and CEO

The North Carolina Museum of Life and Science is one of only 35 institutions worldwide to be recognized by the Association of Science-Technology Centers, receiving international recognition for its facilities and educational programs. The efforts of the Museum begin with pre-school children, continue at the elementary grades, include a teenage Youth Partner program with 46 percent minority participation, and science lectures for seniors, then culminate with an inviting hands-on Museum for the entire family.

Highlights of the past two years include work with the Center for Mathematics and Science Education in a Family Science/Family Math Institute, supporting elementary school teachers in the "Centers of Science Inquiry" program, and hosting an overnight teacher camp-in. Additionally, the Museum provides intensive pre-professional training for North Carolina Central University as a site for year long pre-service placements of university sophomores to practice hands-on science teaching. Collaborative intern programs between the Museum and other universities, such as the University of North Carolina Chapel Hill, afford pre- and in-service teachers, graduate students and those interested in gaining science museum experience, and an opportunity to observe and practice informal science education. Throughout the school year, teachers earn CRE credits in Museum workshops and go to the Science Education Resource Center for ideas.

North Carolina Museum of Natural Sciences (Raleigh)

Betsy Bennett, Museum Director

The Museum offers K-12 school groups a variety of hands-on Curiosity Classes presented by trained volunteers and staff using living and preserved specimens. Classes are offered three times each day in the Museum and in locations throughout the state. During the 1996 year, the Museum Science Programs Department provided 26 classes to 829 students from Durham, Franklin, Granville, Harnett, Johnston, Moore, Vance and Wilson counties.

Using the Outdoors to Teach Experiential Science (UTOTES) project, funded by the National Science Foundation, is a statewide program that encourages elementary teachers to incorporate the use of the local natural environment in the teaching of all subjects by transforming school grounds into educational resources for hands-on learning. Currently six elementary schools in counties contained in District Two are participating in the 2-year UTOTES program.

The Museum’s Public Programs Department also conducts over 324 programs each year at community colleges, libraries and neighborhood centers across the state. In 1997, outreach programs exposed over 30,000 people in every region of the state to science and North Carolina’s natural history. Educational programs often target those traditionally under-served (low income, rural, and minority). The Public Programs Department has provided 108 programs over the last year to children and adults to ten of the twelve counties located in District 2.

North Carolina State Museum of Natural Sciences (Raleigh)

Barbara Beaman

Coordinator of Classroom Programs

Project: Girls in Science

This program has two major elements: the Girls in Science Neuse River Project, an intensive school year program for 12 middle school girls who have demonstrated ability or are perceived to be gifted in science; and the Girls in Science Site-Based Clubs, which will involve approximately 50 middle school girls. The program’s goals are to provide the following: a safe atmosphere in which to develop natural scientific, curiosity, an opportunity to learn about the scientific method by "doing science," opportunities to interact with female role models in scientific careers, "hands-on" experience with living things, and an opportunity to keep a scientific journal.

North Carolina Biotechnology Center, Research Triangle Park, NC.

Dr. Barry D. Teater, Director of Public Affairs

Dr. Eleanor F. Nunn - HMU Project Coordinator

The State in 1981 created an organization to stimulate the development of biotechnology: the North Carolina Biotechnology Center, the nation’s first state-sponsored biotechnology initiative. The K-12 Education Enrichment Program prepares middle school, high school and community college teachers to teach about the science, applications and issues of biotechnology. More than 800 teachers have attended Center-sponsored workshops throughout the state and have reached hundreds of thousands of students with biotechnology lessons and labs.

Fifty-one high school biology teachers throughout North Carolina sharpened their ability to teach about biotechnology at workshops sponsored by the Center in 1996.

The Center works with middle schools, high schools, community colleges, universities and agricultural groups statewide to develop educational, informational and training programs in biotechnology. A Secondary Education Project prepares middle school and high school teachers to teach about the science, applications and social issues of biotechnology. Approximately 800 teachers and more than 400,000 students have been reached.

Nine universities across the state provide a solid foundation for the development of biotechnology through research, teaching and public service: The Bowman Gray School of Medicine at Wake Forest University, Duke University, East Carolina University, North Carolina A&T State University, North Carolina State University (District 2) , Western Carolina University and the University of North Carolina at Charlotte, Chapel Hill and Wilmington. More than 4,500 scientists and technicians work in biotechnology-related disciplines at these and other colleges and universities.

More than 5,000 teachers provide quality instruction to students through the state’s public school system. North Carolina also has the nation’s first residential public high school for students excelling in science and math.

The Center conducts a program to prepare and equip the state’s educators to teach about biotechnology and related biosciences.

The efforts of the Education and Training Program are beginning to yield returns. Center-sponsored workshops have trained about 800 instructors who now reach more than 80,000 students each year with biotechnology lessons and lab activities. A textbook written by program staff, Recombinant DNA and Biotechnology, was published by the American Society for Microbiology Press. This text represents a major contribution to the teaching and understanding of the fundamentals of biotechnology.

Office of Environmental Education, Raleigh, NC

Dr. Denis DuBay, Information Resource Manager, and GIS Project Coordinator, Office of Environmental Education

The Office of Environmental Education serves a coordinating role among schools, colleges, state and federal agencies, citizens groups, and the business/industrial community in providing environmental education and natural resource stewardship.

Environmental Education is an active process that increases awareness, knowledge and skills that result in understanding, commitment, informed decisions and constructive action to ensure stewardship of all independent parts of the earth’s environment. Environmental education program provides professional development for pre-service and in-service teachers in grades K-12. The Neuse River Basin Environmental Studies Using Geographic Information Systems (GIS) provided a week-long workshop for 23 teachers from elementary through secondary school. The teachers learned how to electronically explore and draw maps displaying North Carolina environmental data. They also worked individually and in groups to create grade and curriculum-appropriate activities that use GIS to help students gain a better understanding of their environment.

A growing assemblage of people from local, state and private sector organizations in North Carolina are working together to make local and statewide environmental data more readily available and usable by teachers, students and the general public. The consortium aims to enhance environmental education by enabling teachers and students as well as the general public to access North Carolina environmental data using geographic information systems (GIS). Specific objectives are to:

• Assist K-12 teachers and other educators in learning how to apply GIS technology in the construction of age-appropriate environmental education activities exploring North Carolina environmental data;

• Prepare World Wide Web-accessible GIS projects providing teachers, students and the general public access to North Carolina environmental data related to specific environmental components; and

• Introduce college and university education faculty to North Carolina environmental data using GIS as a tool they can utilize in undergraduate teacher preparation programs to enhance environmental education.

Geographic information systems (GIS) is a software system that allows you to visualize large and complex databases that have geographic linkages. GIS software starts with a base map and adds points, lines and polygons representing physical, political, biological and cultural features singly or in combinations.

Consortium-supported activities and materials motivate and enable teachers and students to use GIS software in interactive visual explorations of research-quality data describing North Carolina’s complex environment. Workshops and materials focus on specific components of the environment, such as river basins, water quality, waste management and hazardous wastes.

Project: Research Triangle Science and Mathematics Partnership:

The goal of this project is the bringing together of the scientific/industrial communities of the Research Triangle area in partnership with the K-12 education community to strengthen and enrich classroom teaching and learning in science, mathematics, engineering and technology.

Objectives: (1) Help teachers and students become a part of the Research Triangle’s scientific/industrial communities; (2) Help scientists/engineers/doctors/technicians become a part of the Research Triangle’s K-12 education communities; and (3) Strengthen and enrich science and mathematics education for all students on an equitable basis regardless of race, gender, opportunity, achievement, or aspiration.

The Research Triangle Science and Mathematics Partnership is an independent corporation with a Board of Directors representing the education and scientific/industrial communities of the Research Triangle area. In keeping with its overall goal, all of its operations must be collaborative efforts of both the scientific/industrial communities and the education communities.

Reaching out to the six school districts within Durham, Granville, Wake, Chatham, and Orange Counties, volunteers share their expertise with teachers and students. They present hands-on activities or demonstrations, help with science experiments or mathematics activities, and provide individual or small-group mentoring.

The Scientist-In-The-Classroom Project began in September 1989. In the first year 250 teachers hosted 650 visits from more than 300 visiting scientists. The program has grown to average 1,100 classroom visits per year. These volunteers help to achieve the partnership’s goal of fostering among students positive perceptions of their abilities in science and mathematics and accurate impressions of scientists, engineers, health professionals and the work they do.

Listed below are some ways the scientist/engineer/mathematician volunteers help teachers:

• Classroom Visits - The teacher selects an activity from the Activity Manual and the volunteer develops a presentation to address the topic. Requests are not limited to those listed in the manual.

• Science and Math Fairs - Volunteers help with various aspects of a Science Fair or Mathematics Exposition. Assistance could include help to classes, individuals, or teachers. Science Fair judges are also available.

• Partnering - A volunteer works directly with teachers, for example discussion sessions at the school, a "help line" telephone referral service to answer questions of a scientific, mathematical or technological nature.

• Nature Walks - The volunteer can lead walks or short trips around the school grounds or to nearby nature areas. Suggested topics include plant classification, horticulture, birds, animals, nature history, and natural resource conservation.

Research Triangle Science and Mathematics Partnership, (RTSMP), Raleigh, NC

Dr. Denis DuBay, Chair, RTSMP Board

This program brings together the scientific/technical communities of the Research Triangle area in partnership with the K-12 education communities to strengthen and enrich classroom teaching and learning in science, mathematics, engineering and technology.

The RTSMP is an independent, publicly-supported corporation. Several hundred scientists, engineers, and other technical professionals from area organizations join the RTSMP to share with teachers and students their expertise and enthusiasm for scientific research, engineering, and technology. Over 100 scientists and engineers completed a workshop offered by the RTSMP to help them communicate with teachers and young students, understand science and mathematics curriculum objectives, and appreciate the difficulties pre-college teachers encounter in presenting science and mathematics to students. Each year hundreds of teachers from the Research Triangle area request visits from scientist/engineer volunteers, and each year the RTSMP nurtures close to 1,000 of these partnerships. Activities include classroom experiments, demonstrations and field trips.

Research Triangle Park, NC

Donna P. Rogers, Environmental Education Coordinator

Education and Outreach Group

Office of Air Quality Planning and Standards

The U.S. Environmental Protection Agency’s Office of Air Quality Planning and Standards recognized long ago that education and stewardship are essential for maintaining a healthy environment. Acknowledging a lack of attention to air and air pollution issues in current earth and environmental science curricula, the Office of Air Quality Planning and Standards’ Environmental Education Program was established. The Program’s activities, including teaching training, classroom presentations, and grants are directed toward raising awareness among the educational community regarding the value of air as a natural resource.

By virtue of reaching hundreds of teachers each year through institutes and workshops, who in turn teach thousands of students and indirectly their parents, a multiplier effect results for a relatively small investment. The multiplier effect ensures that countless students and teachers gain a better understanding of air quality issues.

The mission of the Environmental Education Program is to educate, inform, and provide resources to teachers, students and other clients to promote the importance of environmental preservation with a focus on air quality.

The primary goals of the Environmental Education Program are to: (1) improve environmental literacy among students, teachers, and the general public with special emphasis on air issues; (2) initiate and enhance environmental stewardship K-12 students and educators; and (3) encourage interest and understanding of careers in environmental protection.

Environmental literacy, stewardship and career interest can best be measured through personal interactions and verbal feedback that environmental education team members receive during classroom presentations and teacher interactions.

The Education and Outreach Group’s Environmental Education Program recognizes that environmental stewardship is essential for maintaining a healthy environment. Recognizing the lack of attention on air in current curricula, the program strives to raise awareness among the educational community regarding this critical natural resource.

To accomplish this a variety of strategies have been designed to achieve the goals of the K-12 Environmental Education Program. Through partnerships and independent efforts the strategic areas of emphasis include: teacher training; information and resources; educational outreach activities and presentations; and grants of assistance for projects supporting the Clean Air Act.

The Education and Outreach Group (EOG) Environmental Education Program emphasizes teacher training thereby enabling the introduction of students to air as a natural resource, air quality, and EPA’s role in protecting air quality. One teacher typically meets with 3 to 4 classes of 30 students daily. As a result, training teachers has an exponential effect on the number of students the EOG Environmental Education Program is able to reach. The objectives of the Environmental Education Program’s teacher training efforts are to: (1) introduce pre-service and in-service to air as a natural resource, air quality issue, EPA’s role in protecting air quality, and the teaching tools available to them; (2) involve pre-service and in-service teachers in hands---on training to foster the transfer of air education programs to the classroom and community; and (3) collaborate with colleges, universities, State and local agencies, and professional organizations to provide experiences for in- and pre-service teachers that cross environmental media.

North Carolina School of Science and Mathematics (NCSSM) (Durham)

Dr. John Friedrick, Executive Director

Project: Support for the Educational Future Center

In celebration of four decades of support for biomedical research, the Burroughs Wellcome Fund in 1996 awarded $1 million in a special anniversary grant to the North Carolina School of Science and Mathematics (NCSSM). The grant enabled the school to establish an Educational Future Center (EFC) devoted to improving the science, mathematics, and technology education provided in K-12 grades and beyond in North Carolina. In July 1997, Burroughs Wellcome Fund awarded the school another grant for $70,000 to help secure funding for core personnel in the EFC. The center’s goal is to interconnect schools in the state with the next generation of multimedia technologies so that teachers have the training and support they need to implement tools and curricula for institutional reform and improvement.

The NCSSM is one of the nation’s pioneers in providing innovative science and mathematics education to gifted students and in developing state-of-the-art tools and methods for teaching these subjects. The Burroughs Wellcome Fund grants have helped the school attract additional funding for the EFC, which serves most directly seven high schools in low-wealth counties - Alleghany, Cherokee, Pasquotank, Halifax, Cabarrus (Kannapolis), Lenoir, and Pender. Through a technology complex cyber campus and other services, these schools will provide other schools in their district and surrounding areas access to advanced technologies. Fifty-one of North Carolina’s 100 counties will have access to services offered by EFC and its cyber campuses.

Dr. Myra Halpin, Instructor of Chemistry

Rural Science Initiative

The Rural Science Initiative is an outreach program of NCSSM to help rural high schools make laboratory investigation a central part of their teaching. The program was launched in 1991 through support of the Bryan Family Foundation and continues through the support of the Z. Smith Reynolds Foundation. The program brings 60 student-teacher pairs, 15 pairs each year, to NCSSM during 4 summers for intensive experiences in laboratory investigation.

Peggy Manning, Head, Department of Distance Learning

The Distance Learning Program provides twelve year-long high school courses and collaborations over the Highway and serves 225 students. NCSSM offers student enrichment programming to high schools across the state. In 1996-97 over 2000 students in North Carolina were served.

Wake County Public School System (Raleigh)

Cindi Heuts

Assistant Superintendent of Curriculum and Instruction

Raleigh School System

The school system has a model technology classroom program currently operating in 9 elementary and 8 secondary classrooms. This program places 5 computers in a classroom for use in reinforcing writing and reading skills. Eighty (80) teachers will participate in the implementation of the program this year.

This school system is involved in the implementation of an elementary math and science summer Institute. The Institute is a professional development opportunity that models exemplary practices in math and science instruction for teachers. The participants engage in activities that build content understanding for teachers as well as classroom-ready learning opportunities. This workshop takes place in a learner-centered classroom. The use of tools and technology, such as measuring tools, a variety of magnifiers, as well as computers, are integrated into the instruction. Assessment strategies are modeled and learning extensions for the academically gifted are shared with teachers. Participants leave the Institute with materials for their school/classroom that enable them to bring the instructional strategies to children.

The Elementary Science Standard Course of Study is preparing for revision. Wake County teachers are serving as reviewers and writers for this state revision. Their recommendations are in concert with the National Standards for Science Education. They encourage studying fewer topics or content areas in greater depth so students have opportunities to apply what they learn to their own inquiries or investigations.

Selected teachers from the elementary grades are piloting modular, hands-on, standard-based, science kits. They are beginning their search for high quality materials for the next science textbook adoption. The goal is to recommend for purchase the best kits for each content area so that teachers will have the materials to teach hands-on science everyday with every child.

More than 150 first and second grade teachers are involved in training in mathematics assessment strategies. Assessment strategies include pre-assessment, on-going assessment, and evaluative practices.

Kenneth A. Cutler

Project Director

Durham Public Schools

Project: Bridging Education Science and Technology (BEST) High School

This year-round program is a collaborative effort of the Durham Public Schools and the National Institute of Environmental Health sciences. The BEST program has resulted in a state-of-the-art Molecular Biology Laboratory Research and Training Center at Hillside High School in Durham, a partnership with the Mount Desert Island Biological Laboratory in Maine, and the High School Molecular Research Preparation Course. The course provides an opportunity for 45 high school juniors and seniors to work in research programs in basic and comparative biology and toxicology under the direction of senior scientist mentors. Talented and interested students participate in a unique research experience designed to increase their knowledge in science, broaden their social horizons, and inspire them to target a career in the biological sciences.

Durham Academy

Donald C. North, Headmaster

Trish Whiting, Director, Durham Public Schools Summer Institute

Project: Durham Public Schools Summer Institute

This program offers five weeks of academic enrichment activities in science, mathematics, computers, and verbal skills to approximately 80 disadvantaged students from the Durham public schools. This program requires three summers to complete. During the third year, the students will have an opportunity to work under the mentorship of scientists in area laboratories

State Board of Education, Education Building, Raleigh, NC.

Linda K. De Grand, Section Chief, Distance Learning Systems

The Instructional Technologies Division of the Distance Learning Network provide North Carolina schools the technology resources and services needed to support the ABCs of Public Instruction: accountability, basics and high standards, and maximum local control.

Public School Forum of North Carolina (Raleigh)

John Dornan, Executive Director

Project: Support for the Institute for Educational Policy Makers

In 1997, Burroughs Wellcome Fund provided $250,000 to support a 3-year program to develop an Institute for Educational Policy Makers. The goal of the Institute, the first of its kind in the nation, is to enhance the capacity of elected and appointed officials to deal with issues related to school improvement, especially in the areas of science, mathematics, and technology.

The Institute’s efforts will focus on three groups that have a great impact on educational policy making: members of education committees in the Senate and House of Representatives, members of the state Board of Education, and members of the print and electronic media who cover and interpret educational issues. Following a schedule geared to the cycle of election-year politics and the North Carolina General Assembly, the institute will employ a blend of programs and events for new and seasoned policy makers, seminars designed specifically for elected and appointed officials in their first or second year of service, and conferences for the media. The institute also will blend broad, topical content offerings and more specific offerings in the areas of science, mathematics, and technology.

Pines of Carolina Girl Scout Council (Raleigh)

Susan Carpentor, Director

Project: Science Enrichment Program

This year-round program provides approximately 500 scouts in the council’s 20-county area with hands-on science activities to help them increase their science skills and become more self-sufficient about their scientific aptitude.

Shodor Education Foundation (Durham)

Dr. Robert M. Panoff - President and Executive Director

Project: Stimulating Understanding of Computational Science through Collaboration, Exploration, Experiment, and Discovery (SUCCEED) ($176,930 from Wellcome Fund).

This year-round program enables 330 middle school and high school students to collaborate with scientists in inquiry-based, experiential science research and exploration. While the program is open to students across the state, particular efforts are made to bring together a diverse group comprising students from the Durham public schools, students from the Durham-based North Carolina School of Science and Mathematics, and Triangle-area students who are being taught at home.

Congressman Bob Etheridge where she serves as

Congressman Etheridge’s Principal Advisor for Science

and Technology issues. She is also responsible for

Congressman Etheridge’s assignment to the House Science

Committee, Subcommittee on Basic Research and Subcommittee

on Technology. She is on Detail from the National Science

Foundation (NSF) where she is Program Director of the

Teacher and Student Research Development Program in the

Directorate of Education and Human Resources. She has also

been a Program Officer at the U.S. Department of Education.

She has a distinguished record as a scholar, educator, and administrator. She has been a tenured Associate Professor of Science Education at Texas A&M University; Associate Professor of Biology and Science Education at Clark Atlanta University; Assistant Professor of Science and Mathematics Education at Howard University; Assistant Professor of biology and Botany at Albany State University and Morris Brown College; Adjunct Professor of Science Education at Atlanta University; Visiting Professor of Education at the University of Maryland-College Park; and Visiting Professor of Science Education at Memorial University in Newfoundland, Canada. She taught physics, chemistry, biology and physical science at the junior and senior high school levels from 1960 to 1968.

She received a Bachelor of Science in Natural Science, 1960, Fort Valley State University; Masters’, 1968, University of Georgia; and Doctorate, 1980, Rutgers University. She has completed additional graduate studies in Environmental Science at Yale University; Radiation Biology at the University of California-Berkeley; and Chemistry and Biology at Emory University.

Throughout her career, Dr. Clark has published in both science and education. Her publications and research undertaken include a wide assortment of timely topics in cognitive development, science curriculum, epidemiology, women and minorities in science and leadership development. Her recently published book entitled "Redirecting Science Education: Reform for a Culturally Diverse Classroom," has received national recognition. Over the years she has received an award from the Lily Foundation, an Outstanding Young Women of America award, a Distinguished Alumni award, an Exceptional Women in Science and Technology award, and she was a Kellogg National Fellow.

Dr. Clark has traveled extensively as a speaker, workshop and seminar leaders, sharing her expertise and talents across a diverse spectrum of audiences. Some of her international travel includes trips to China, Japan, England, Italy and Mexico. She is active professionally as a member of the National Association for Research in Science Teaching, American Association for the Advancement of Science, Sigma XI Scientific Research Society, National Science Teachers Association, Phi Delta Kappa, American Association of University Women, Association for Women in Science, and Minority Women in Science.