Table Of Content

TORN 06 1997 DUE NEWS 1996 A Publication of the National Science Foundation's Division of Undergraduate Education Also Available on ST/S 8 Reviewing the Nation’s Undergraduate Education = During the past year, a subcommittee of The National Research Council joined forces advisors to NSF's Directorate for Education with NSF in conducting this review, designating and Human Resources conducted a nation- academic year 1995-96 as a “Year of National wide review of the status of undergraduate Dialogue’ on this subject. education in science, mathematics, The needs of under- engineering. and technology (SME&T). graduates have been weighed in light of the This very broad review opportunities for improved educational experiences considered the needs of and learning, in a/l/ students at a// types consideration of the rapid of institutions serving development of information undergraduates. technology and educational technology, and in It considered numerous response to the skills most other studies and frequently identified as reports. conducted critical by employers. focus groups, and invited comments and ideas from a large The review team paid particular attention to the number of stakeholders in undergraduate needs of all undergraduates for broad education, including: students, parents, competency and knowledge in SME&T, and on educators, administrators, professional the needs of those preparing to be classroom associations and societies, federal agencies, teachers. industry and other employers. — continued on page 2 Featured in this Issue : see index on page 2 e New initiative invites institution-wide reform — p 3 xxe impact of DUE-supported projects and national meetings — p. 9 ¢ Shaping the Future: A national working conference — p. 4 xxe Information Technology workshop looks to the future — p. 13 ¢ New Collaboratives support urban teacher preparation — p. 6 xxe NSF’s Second Annual Community College Day — p. 15 A Message from the DUE Division Director 1996: A Truly Extraordinary Year Undergraduate Education (see story above), a This has been an exceptionally dynamic and year-long study of the state of U.S. undergraduate exciting year for NSF's Division of education in science, mathematics, engineering, and technology (SME&T). As the outcome of a Undergraduate Education (DUE). The recent conference, Shaping the Future: Strategies for comprehensive process of public hearings, Revitalizing Undergraduate Education held in interviews, discussions, and a synopsis of Washington, DC, July 11-13, was in many hundreds of opinions solicited from across the ways a fitting capstone for the Division's nation, the forthcoming report about the review will activities during FY 1996. The principal focus mark the first major study of its kind in nearly a of the conference was the Review of — continued on page 8 2 © DUE News 1996 Who’s Who at DUE: Reviewing the Nation’s Undergraduate Education Permanent staff are listed by name only, others are on leave from the institutions noted in italics. (continued from page 1) Division Director A clear picture has emerged from this review Robert F. Watson Norman L. Fortenberry (for the year beginning 11/96) of 1) major opportunities to improve the quality Chemistry of undergraduate SME&T instruction (resulting Susan Hixson from numerous innovative developments), Herbert H. Richtol, Rensselaer Polytechnic Institute Nina P. Roscher, Amencan University 2) rapidly growing needs to make these Frank A. Settle, Virginia Military Institute (Ementus) improvements on a number of fronts (perhaps Peter E. Yankwich most urgently for the preparation of classroom Computer Sciences teachers), and 3) an academic climate that is Lillian Cassel, Villanova University Thomas Howell, Anzona State University increasingly receptive to comprehensive and Anita J LaSalle, Amencan University systemic efforts to improve education. Michael C. Mulder University of Nebraska Engineering Effective methods of instruction entail emphasis Daniel B. Hodge, Flonda Institute of Technology Thomas Howell, Anzona State University of active, participative, and frequently collab- Janet C. Rutledge, Northwestern University orative techniques that engage students in Margaret D. (“Peggie”) Weeks, Corning Community College important problems and issues and provide them Geosciences the opportunity to learn these subjects by direct Duncan E. McBride Robert Ridky, University of Maryland experience with the methods and processes of Life Sciences inquiry. Herbert Levitan Joseph Pelliccia, Bates College Systemic reform will need to occur on a number Terry S. Woodin of fronts in order to increase substantially the Mathematics James H_ Lightbourne effectiveness of instruction in undergraduate Rafael Martinez-Planell, University of Puerto Rico SME&T education. Areas in need of change Elizabeth J. Teles Lee L. Zia, University of New Hampshire include a faculty reward system that too often Physics/Astronomy recognizes oniy research successes, an Jack Hehn, Amencan Association of Physics Teachers academic organizational structure that reflects Duncan E. McBride high faculty autonomy rather than departmental Social and Behavioral Sciences responsibility for student outcomes, and a Myles G. Boylan departmental structure that is typically designed | 1996 DUE News: to meet the requirements of research Reviewo f the Nation's Undergraduate Education —— specialization rather than the needs of New Initiative Invites institution-Wide Reform 3 undergraduate students. It will also be Shaping the Future: A Nationa! Working Conference 4 necessary to invest more in the development of New Collaboratives Support Urban Teacher Preparation 6 faculty instructional skills. Harvard Professor Adopts Peer instruction to Promote Renewed 9 Interest in Science and Engineering Courses DUE and Mathematics in Puerto Rico 10 The impact of systemic reform is increased by The Geographer's Craft at the University of Texas at Austin 11 successful collaboration of faculty from different Workshop Discusses National Educational Resource Center 12 SME&T departments (including the school of information Technology Workshop looks at SME&T Education 13 education, as appropriate), growing partnerships Foundation Roundtable Commits to Improved Undergraduate among institutions, as well as strengthened Education connections between colleges and employers. Fred Haise Keynotes NSF's Community College Day 15 Edu. Tech@Work Prepares Knowledge Workers of the Future 16 — Myles Boylan Reexamining the Role of SME&T Faculty, Departments in 17 Teacher Preparation Analytical Sciences Address Curricular Reform 18 Recent NSF Publications on Undergraduate Education 19 DUE Program Closing Dates tear cover DUE News 1996 @ 3 New Initiative Invites Institution-Wide Reform The National Science Foundation's Directorate the institutional culture and structure and to for Education and Human Resources (EHR) produce national models of excellence in successfully launched a new initiative in the SME&T education that will impact all students. 1996 Fiscal Year: /nstitution-Wide Reform of Undergraduate Education in Science, A major objective is to help two- and four-year Mathematics, Engineering, and Technology colleges and universities align their curricula (SME&T). Funding provided through the "IR" with the employment opportunities that await initiative is both an incentive and a recognition their students as graduates. For FY 96, NSF of those institutions that are making significant received more than 130 proposals and made gains in the quality of their undergraduate awards of up to $200,000 each to the 23 education programs and are now prepared to institutions listed alphabetically below: introduce reforms that combine and transcend ® California Institute of Technology (CA) traditional academic disciplines and impact all ® California State University - Fullerton (CA) Students. ® Clark Atlanta University (GA) ® Community College of Philadelphia (PA) The NSF Institution-Wide Reform Initiative ® Grinnell College (IA) ® Miami University (OH) Announced: August, 1995 ® Middlesex County College (NJ) Aim: To promote the development of comprehensive and self-sustaining reform efforts in undergraduate ®@ New York University (NY) education ® Northeastern University (MA) Eligibility: All institutions that teach undergraduates ® Oakton Community College (IL) Amount Up to $200,000 each ® Panola College (TX) ® Rensselaer Polytechnic Institute (NY) Duration: Specific to project. @ The Richard Stockton College of New Jersey (NJ) Process: Successful proposals offer visionary plans for institution-wide reform of undergraduate education ® Salish Kootenai College (MT) based on significant achievements, with the intent of ® St. Andrews Presbyterian College (NC) providing national models of excellence ® Stanford University (CA) ® State University of New York - Binghamton (NY) ® University of California - Berkeley (CA) Recent criticisms of higher education have ® University of Hartford (CT) included such issues as: substandard ® University of Michigan - Ann Arbor (MI) instruction of courses by graduate students, ® University of Michigan - Dearborn (MI) professors who are “preoccupied by research," ® University of Rochester (NY) curricula that are outmoded and unsuited to the @ \Wake Technical Community College (NC) needs of students entering the workforce, and outdated systems for instructional delivery The initial response to NSF's /nstitution-Wide (e.g., large lecture-style classes and Reform initiative is encouraging and suggests a insufficient or ineffective use of technology). strong inclination within academe to initiate However, universities and colleges are working changes. These inaugural awards have the hard to dispel these perceptions and, in some potential to serve as national exemplars, cases, realities. leading the way in meeting the needs of their own students while providing models for the By supporting projects from comprehensive Nation's higher education system, now and for and research universities, community colleges the decades to come. and liberal arts colleges that present visionary — Herb Levitan plans for revitalizing undergraduate education, the IR awards intend to stimulate changes in 4 e DUE News 1996 Shaping the Future: A National Working Conference In July, NSF in cooperation with the National Included in the rigorous agenda were several Research Council (NRC), sponsored the roundtable discussions featuring national working conference, Shaping the representatives from industry (moderated by Future: Strategies for Revitalizing Denice Denton, Dean of Engineering Undergraduate Education (held July 11-13, Designate, University of Washington), 1996, at the Sheraton Washington Hotel, legislators (held at the National Academy of Washington, DC). Sciences and moderated by Alfredo de los Santos Jr., Vice Chancellor of the Maricopa Community Colleges, AZ), and academic presidents (moderated by NSF Assistant Director for Education and Human Resources Luther Wiiliams). Bill Kurtis, Chicago news anchor and producer of The New Explorers, gave an engaging presentation on the role of video in capturing and inspiring the interest of students in learning about science. The intent of the conference was twofold: Firstly, to provide a forum for discussion and analysis of two recently completed studies of U.S. higher education: The Review of Undergraduate Education and the NRC's Report of a Convocation, “From Analysis to Action.” The “Year of National Dialogue” was NRC's follow-up to the Convocation, a conference sponsored jointly by NSF and NRC that kicked-off both reviews. The chairpersons Conference delegates browse the exhibitors’ hall, featuring for these activities, Melvin George (for NSF) approximately 50 institutional teams, as well as publishers, and Donald Kennedy (for NRC), were on hand employers, and other representatives from industry. at Shaping the Future, and discussed their A number of smaller-sized breakout sessions findings at an informal “fireside chat” plenary were also held, including “birds of a feather’ session, which was cited as a conference discussion groups that encouraged exchariges highlight by many participants. between and among representatives from industry, institution presidents, faculty, and Secondly, Shaping the Future recognized new students. Teams of participants from 50 invited partnerships and strategic plans proposed for institutions provided representatives from all the systemic reform of undergraduate levels of the undergraduate experience, education, including the awardees for the first including students, faculty, presidents, alumni year of NSF's Institution-wide Reform and representatives from industry. These teams initiative (see page 3) and recent signatories to also exhibited completed examples of products the Memorandum of Understanding for the and pedagogical techniques in the systemic revitalization of undergraduate education revitalization of higher education, as well as the deriving from April's Foundation Roundtable plans for similar gains proposed by recent discussion (see page 14). awardees. Also featured were displays from publishers and industry. DUE News 1996 @ § Over the three-day event, the 550 participants also heard views from state representatives Andrew Nichols (AZ) and Mignon Waterman (MT), and David Goldston (representing Congessman Sherwood Boehlert, NY) on how academe can better communicate their needs and concerns to legislators; from Clarence Eidt, Jr. (Exxon), Jimmie Haines (The Boeing Company), Alfred Moyé (Hewlett-Packard), Pamela Peters (Genentech), and John Saurer (Eastman Kodak) on industry's views of undergraduate education; and from NSF Director Neal Lane and National Academy of Sciences President Bruce Alberts on how their respective agencies can coordinate and support cooperatively successful reform efforts. The Great Hall at the National Academy of Sciences provided an elegant setting for the July 12 plenary session and Legislators Roundtable. Shaping the Future was highly successful in the strategies proposed, and to assist providing a dynamic forum for various successful models as they look towards stakeholders in quality undergraduate adaptation, dissemination, and other next education to discuss the “state of the nation’ steps. A volume of conference proceedings on several key issues. NSF, in cooperation will be issued in the coming months. Look for with the NRC, industry partners, and all future editions of DUE News to carry updates institutions offering undergraduate education, on the growth and progress of these exciting is now poised to use these tangible first steps strategies for revitalizing undergraduate as a springboard for implementing many of education. — Janet Rutledge Shaping the Future Friday, July 12 (cont'd) Summary of the Conference Agenda e Breakout Sessions | & |/ e Academic Presidents/Provosts Forum Thursday, July 11 e Plenary Session |V e Welcoming Reception and Exhibits (at the National Academy of Sciences) Speakers: Bruce Alberts, Clarence Eidt, Jr e Plenary Session | “The Challenge to U S Undergraduate Education’ e Legislators Roundtable Welcoming Address - Luther Williams Moderator: Alfredo de los Santos, Jr Industry Roundtable - Moderator Denice Denton e Evening Reception at the National Air & Space Museum e Focus on Exhibits Saturday, July 13 Friday, July 12 e Plenary Session || e Corporate and Foundation Partners Forum “Perspectives on Revitalizing Undergraduate Education” e Breakout Sessions II! & IV Keynote Address. Neal/ Lane e Academic Presidents/Provosts Forum e Pleanary Session II! e Luncheon “The NSF Review of Undergraduate Education and the NRC Keynote Speaker Bill Kurtis ‘Year of Dialogue’ .” Hosted by Melvin George, Donald Kennedy e Plenary Session V “New Directions for Undergraduate SME&T Education” Academic Fresidents Roundtable - Moderator: Luther Williams 6 @ DUE News 1996 New Collaboratives Support Urban Teacher Preparation NSF is undertaking a major effort to improve Training, and Retention of Oklahoma significantly the science, mathematics, Science and Mathematics Teachers engineering, and technology (SME&T) (including the University of Tulsa, education of prospective elemeiitary and Oklahoma State University, the University secondary teachers. The SME&T that of Oklahoma, the University of Central prospective teachers learn as part of their Oklahoma, Northeastern State University, undergraduate education and the manner in Southwestern Oklahoma State University, which the courses are presented, have a Cameron University, and Langston critical influence on the quality of their University) includes a similarly broad set of teaching. Knowledgeable teachers who are institutions; and the Virginia Urban excited about the subjects they teach will Corridor Teacher Preparation Collab- ensure that their students are well prepared orative (including Virginia Commonwealth in SME&T subjects. University, Longwood Coilege, Mary Washington College, Norfolk State College, The NSF Collaboratives for Excellence in and Germana, J. Sargeant Reynolds, and Teacher Preparation (CETP) program is Tidewater Community Colleges) also one major programmatic thrust of DUE. serves a broad urban area. These projects lt supports large-scale systemic projects feature the participation of groups and designed to significantly change teacher settings not previously intimately involved preparation programs on a state or regional with teacher preparation in SME&T. basis and to serve as comprehensive national models. Student groups targeted include such unique populations as those preparing to be In addition to the Collaboratives program, teachers aides (para-teachers). Participants DUE supports projects with a concentration in efforts to incorporate creative methods of or focus on teacher preparation in each of teaching in SME&T course reform include, as its other programs: Advanced Techno- crucial components, master K-12 teachers, logical Education (ATE), Course and actively involved as equal partners both in Curriculum Development (CCD), Instrumen- course and program development and in tation and Laboratory Improvement (ILI), facuiiy enhancement. and Undergraduate Faculty Enhancement (UFE). Three collaboratives were newly funded in FY 96, involving a total of 20 institutions, including two-year, four-year, comprehensive and research institutions. The San Francisco Bay Area Collaborative for Excellence in Teacher Preparation (including San Jose State University, San Francisco State University, the College of San Mateo, San Jose City College, Evergreen Valley College, and City College institutions involved in project activities include such of San Francisco) serves a large urban informal but rich settings as museums, research area; the collaborative, Recruitment, laboratories, and zoological parxs. DUE News 1996 @ 7 Activities include: summer academies to CETP Full Collaboratives engage ail stakeholders, including students, FY 93 to FY 96 in course design, implementation and ® Arizona Collaborative for Excellence in the Preparation of assessment; integrated capstone courses Teachers (ACEPT). Arizona State University (DUE-9453160) . designed by faculty from multiple disciplines: ® Los Angeles Collaborative for Teacher Excellence (LACTE). and systems to identify and support a cohort California State University, Dominguez Hills (DUE-9453608). of students preparing to be teachers from ® San Francisco Bay Collaborative for Excellence in Teacher Preparation. San Jose State University (DUE- their freshman experience through their first 9553786). three years of teaching. ® Rocky Mountain Teacher Education Collaborative (RMTEC). University of Northern Colorado (DUE-9354033). NSF efforts in teacher preparation respond ® Louisiana Collaborative for Excellence in the Preparation of to the nation’s need for well-trained SME&T Teachers (LaCEPT). Louisiana Board of Regents educators. A study recently released by the (OUE-9255761). Council of Great City Schools reveals thai ®@ Maryland Collaborative Excellence in Teacher Preparation over 60% of the school systems in the (MCTP). University of Maryland (DUE-9255745). nation’s largest cities have an immediate ®@ Teacher Education Addressing Mathematics and Science in Boston and Cambridge (TEAMS-BC). Harvard University demand for mathematics or science (DUE-9354052). teachers. These three collaboratives will ® Systemic Teacher Excellence Preparation: The STEP Project. join the 10 collaboratives first funded in FY Montana State University (OUE-9255792). 93 through FY 95 (see sidebar). Collectively ® New York Collaborative for Excellence in Teacher Preparation. incorporating more than 110 institutions, the City University of New York, Brooklyn (DUE-9453606). CETP program expects to continue to fund ® Recruitment, Training and Retention of Oklahoma Science three to five projects each year at a level of and Mathematics Teachers. University of Tulsa (DUE-9553790). $500,000 to $1,000,000 per year for up to five years. ® Collaboratives for a New Model for K-12 Teacher Preparation Focused on Enhancing Math/Science Knowledge, New Methodologies and Technology, Temple University Each CETP project represents a set of (DUE-9354034). unique needs, resources, participating ®@ The El Paso Partnership for Excellence in Teacher institutions, population, geography, and Preparation (PETE), University of Texas, Ei Paso (DUE- 9453612). cultural and political traditions. Six of the ® Virginia Urban Corridor Teacher Preparation continuing projects are urban centered Collaborative. Virginia Commonwealth University (Arizona State University, California State (DUE-9553789). University at Dominguez Hills, City Listed alphabetically by state University of New York, Harvard University, Temple University, and the University of Over the past four years, NSF has awarded $63 Texas at El Paso): three projects million dollars through the CETP program. Last encompass institutions distributed year alone, these projects involved over 20,000 throughout the state (Louisiana, Maryland, students in classes designed to help students and Montana); while the collaborative develop their skills as SME&T teachers. “These project from Northern Colorado is regional in awards will enable the training of a generation of character. teachers who are knowledgeable in their content areas, creative, enthusiastic and life long All CETP projects include strong leadership learners," said Luther Williams, NSF’s Assistant and participation from faculty in SME&T Director for Education and Human Resources. departments working in partnership with faculty from the departments of education In addition, FY 96 CETP development grants of and master K-12 teachers. Since attention approximately $100,000 each were given to the to introductory courses is essential, each University of Alabama at Birmingham, the project must include strong leadership by University of Hawaii, and the University of the faculty and departments responsible for Delaware. such courses. — Terry Woodin 8 e DUE News 1996 AN EXTRAORDINARY goal the best possible curriculum and laboratory undergraduate SME&T projects sited at many colleges YEAR (continued from page 1) education for a// students in and universities across the ail types of U.S. two-and country, and some excellent, decade. The report is currently four-year colleges and creative examples of DUE- available on DUE’s home page universities, and maintains supported projects are described on the World Wide Web and a portfolio of programs to in this publication. will also be widely distributed in promote this ambitious print form (request document agenda. The extensive activity and change NSF 96-139). The report has occurring in undergraduate great potential to catalyze However, if one were to ask education has fostered an discussion and needed change what issue deserves DUE’s increased need and opportunity to in undergraduate education, most urgent attention, the make this information more readily and we invite suggestions for answer would be to foster available to the widest possible assistance and participation in improvement in the prep- audience. DUE is therefore in the implementing its recommen- aration of the Nation’s future process of gathering information to dations locally as well as elementary and secondary determine what role it should take nationally. school teachers of science it) encouraging and assuring the and mathematics. We systematic dissemination of peer Shaping the Future also cele- believe that SME&T faculty, reviewed findings, products, and brated the inaugural awards for working in collaboration with outcomes of research and the initiative, /nstitution-wide their colleagues in colleges development projects related to Reform of Undergraduate of education, are key to the undergraduate SME&T education. Education in SME&T (see success of teacher page 3). The “IR” program is preparation programs. These are times of uncertainty for managed by DUE in collab- many people, but they are also oration with the other Education A second major DUE priority times of great promise as we see and Human Resources (EHR) is the health of science and increasing interest in, attention to, divisions. Represented among technology education in U.S. and improvements of under- the 23 awards were research community colleges, graduate SME&T despite universities, community especially as it relates to the increasing complexity of mission colleges, comprehensive preparation of students to and demands on faculty and universities and liberal arts enter the industrial, technical institutions. colleges. We expect these workforce. In both of these institutions will demonstrate important areas collaboration We at DUE want to be as visibly to the public, govern- among two- and four-year effective as we can be to assist ment and state legislators, and colleges and universities, the in the process of needed Boards of Trustees, that higher schools, and industry is often change in undergraduate education is committed to essential if improvement education. As always, we serving the best interests of efforts are to succeed. would welcome comment and its students and society. advice on the contents of this, One of the advances in recent DUE'’s fourth annual newsletter, Increasingly, quality under- years in undergraduate and on any aspect of the DUE graduate SME&T education is education is the accumulation mission. necessary for the success of of a growing knowledge base — Robert F. Watson most citizens in our complex on what works in the teaching Director, civilization. Consistent with the and learning process. Much of NSF Division of findings of the Review, DUE this knowledge has been Undergraduate Education continues to regard as its incorporated in undergraduate DUE News 1996 @ 9 Community Impact Articles By and About DUE Principal Investigators and their Projects Harvard Professor Adopts Peer Instruction to Promote Renewed Interest in Science and Engineering Courses With funding assistance from) DUE’s Course and Curriculum Development (CCD) progam, a revolutionary pedagogical technique iS impecting introductory science students at Harva’d University. Eric Mazur, Presidential Young Investigator and Harvard's Gordon McKay Professor of Applied Physics, is the principal investigator of the project, “Peer Instruction: Stimulating Renewed Interest in Physics and Other Science and Engineering Courses,” which has received CCD funding Using peer instruction, students test each other's knowledge of the concepts underlying the scientific process. The method since FY 93. enhances the students’ understanding of the material as well as their ability to explain it to others. The project addresses the widespread problem of student dissatisfaction with traditional Mazur's peer instruction method was first used introductory science courses. Mazur, a successfully in large, introductory calculus-based respected researcher in optical physics. physics classes. The initial impact on student believes that too much lecture time is usually performance was so encouraging that the technique spent on problem-solving skills, not explaining has now been applied across disciplinary boundaries fundamental concepts. The result is rote and at other institutions. Professor Albert Altman, memorization of problem solving techniques a collaborator on the method, now uses Peer and passive student reception of le sture material Instruction for an introductory engineering without a proper appreciation of the fundamental course at the University of Massachusetts-Loweli. scientific concepts involved. C. Bradley Moore, a chemist at the University of California-Berkeley, is among several other Mazur’s method uses "ConcepTests" and peer instructors who have also successfully used the interaction to expose students’ misconceptions technique. Mazur’s text, "Peer Instruction: A User's about syllabus topics, then to rectify these Manual” is being published by Prentice-Hall. notions with enhanced conceptual under- Standing. Using Peer Instruction techniques, Although statistics on the project's success are still about one-third of lecture time is devoted to the being compiled, the use of ConcepTests and asking of conceptual questions with multiple- student interaction have improved student choice answers. Student responses. performance on conceptual questions, as well as in misconceptions, and levels of confidence in their solving problems based upon them. The ultimate answers are immediately recorded using benefits of peer instruction are improved classroom computer technology. Students are understanding and appreciation of material and then asked to discuss their answers with increased student interest in science courses that classmates and, if necessary, revise their can be applied across many disciplines. answers and levels of confidence in them Finally, clarification of the concept is provided by the instructor, guided by the original class responses and subsequent reconsideration 10 © DUE News 1996 Community Impact DUE and Mathematics in Puerto Rico Contributed by: Rafael Martinez-Planell A few years ago, we were reading of the changes occurring throughout the mainiand United States in the teaching of mathematics. Some of these changes were due to an increased use of technology in the classroom. Related but more fundamental changes were resulting from the rethinking of the curriculum Betty Ramirez and Rafael Martinez-Planell. that came along with the Calculus Reform The proposal, "Using Technology to Enhance the movement. We asked ourselves how these Teaching of Calculus and Precalculus," was written changes could be integrated with our program with the collaboration of nine colleges and at the University of Puerto Rico Mayaguez. We started by sending two of our professors approved by the National Science Foundation’s UFE program. The project enabled us to offer to participate in a workshop sponsored by the workshops on graphing calculators, University of Undergraduate Faculty Enhancement (UFE) Arizona software, collaborative learning techniques, program at the City University of New York, projects for student investigation and other Manhattan. classroom activities, materials from the Calculus Upon returning, we taught a few pilot pre- Consortium based at Harvard (CCH), Derive and calculus sections using the graphing calculator. Mathematica. The results were so gratifying that we decided We also organized a three-day conference - the to implement these changes in all our pre- first of its kind in Puerto Rico - dedicated entirely to calculus sections, provided the professors the use of technology and reform in the teaching of teaching the courses could be convinced to calculus and pre-calculus. This meeting was co- adopt the change. sponsored by the NSF-supported Alliance for A considerable portion of our pre-caliculus Minority Participation project of Puerto Rico. sections is taught by tenured professors with terminal Masters degrees who teach up to 18 All this activity has resulted in a faculty that is credit hours per semester. Most of them were aware and willing to accept the challenge of unaware of the newer issues associated with change. The original project approved by the teaching reform and the use of technology in Undergraduate Faculty Enhancement (UFE) the classroom, and were hesitant to change program has proven itself pivotal in promoting what they had been doing for so many years. the intended curricular changes as well as in The same could be said of faculty at neighbor- spurring a series of related projects and ing two-year colleges, who must be considered activities. It forged bonds between the since many of their students transfer to our participating institutions that have spurred university. Any changes in our basic curriculum collaboration in other projects. directly affect the course equivalents at these Somewhat unexpectedly, it also produced a contributory institutions. surge of precollege-oriented activities and Next, we personally contacted the mathematics externally funded projects as several of the department chairpersons at a variety of the participating professors began exploring the use institutions involved and showed them a pros- of technology in middle school and high school pectus for a joint facu.cw enhancement project. mathematics.