ERIC ED370808: Foundation for the Future.

37 Pages·1994·1.1 MB·English

by  ERIC

DOCUMENT RESUME
SE 054 572
ED 370 808
Foundation for the Future.
TITLE
National Science Foundation, Washington, DC.
INSTITUTION
Directorate for Education and Human Resources.
REPORT NO
NSF-94-65
PUB DATE
94
NOTE
37p.
Non-Classroom
Guides
Descriptive (141)
Reports
PUB TYPE
Use (055)
EDRS PRICE
MF01/PCO2 Plus Postage.
Braille; Demonstration Programs; Elementary Secondary
DESCRIPTORS
Education; Higher Education; *Mathematics Education;
Program Descriptions; Science Education; *Science
Programs
Hands on Science; National Science Foundation;
IDENTIFIERS
*Systemic Change
ABSTRACT
This document describes some of the many programs
sponsored by the National Science Foundation in its efforts to
continue to promote systemic science and mathematics education
reform. Brief descriptions of the following programs are included:
(1) Interactive Math Program Restructures 9-12 Math Education;
(2)
Algebra I Project Sparks Citywide Mathematics Curriculum Reform;
(3)
A River Runs Through It: Interdisciplinary Curriculum in 250 Schools;
(5) Air, Earth, Fire, Water--What Do
(4) Calculus Leading the Way;
(6) Educating the Technical
These Have to Do with Modern Chemistry?;
(7) Promoting Technology Transfer;
Work Force for the 21st Century;
(8) Hampton University Spearheads Increased Production of Doctorates
(9) Isolated Colleges Ride the Information Highway;
in S&E by HCBUs;
(10) CGI: "You Sort of Take What They Know and Build from There";
(11) Science Comes to Television: "Bill Nye the Science Guy" and
(12) 180 Students Demonstrate the Art and
"CRO" with School Kits Too;
Science of Engineering--Some Even Invented Equipment for the
Disabled; (13) Students in the Global Laboratory Make Their School a
(14) NSF Projects Engage the Public in the Science of
Safer Place;
(15) Physics Is Fun, Toys, and Games for Girls in
Birds and Bogs;
Missouri; (16) Hands-on Science Curriculum Helps Students, Teachers,
and Parents "Find Out"; (17) No Substitute for Well-Prepared
Teachers; (18) Twenty-Percent of the Full-Time Physics Teachers Learn
(19) Workshops Work for College
How To change the Way They Teach";
and University Faculty; (20) Understanding Epileptic Seizures; (21)
Blind Physicist Develops New Braille Technology for Science and
Mathematics; (22) U.S. Senators Land NSF Project Selected as the 1992
(23) Experimental Program to Stimulate
Anderson Gold Medalist Winner;
Competitive Research (EPSCoR) Builds Science & Technology
Competitiveness; (24) Urban Systemic Initiative: A Revolutionary
(25) Urban Systemic Initiative Chicago Planning Award:
Transaction;
"What Was, Will Not Be"; (26) Statewide Systemic Initiatives Program
Having Major Impact on States; (27) New Rural Initiative Completes
the Educational Systemic Reform Trilogy; (28) Mississippi AMP
Program: Making a Revolutionary Difference; and (29) Inventing
Systemic Evaluation: The Bottom Line of EHR Program Evaluation.
(UH)
NSF
N W
Foundation
for the Future
, n.
,
4
,
$
401
NsF
77n'
To
i
I1E
Ay T OL I VE R
I.
Si
HARI:
EAST
__Aii
_
5-11UDENT5
\
.__
T E C I-1
U S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
)0 This document has been reproduced as
received from ihe person or organization
originating it
Minot changes have been made to improve
reproduction quality
fEST COPY MAIM
Points Of crew or opinions Stated on this docv-
ment do not necessanty represent official
OE RI pOsitiOn or policy
2
The goal of the Education and Human Resources (EHR) Directorate of the National Science Foundation (NSF) is long-lasting
and far-reaching improvement of the American educational system. From cradle to grave, learning is a lifetime proposition in
today's world of fast-forward technologies. To adopt a phrase of my colleague, Labor Secretary Robert Reich, EHR has become
a strategic broker, bringing together those who have identified the problems with those who have the resources and the skills
to solve them. EHR provides the money to launch new projects and serves as a catalyst for new ideas and new approaches.
Education is at the core of what the National Science Foundation does. One cannot separate education from research.
Research stimulates curiosity, creating a continued learning and exploration environment for all sectors of society and across
the whole spectrum of age groups. That is central to the NSF mission.
44,-Aasfic,
Neal Lanc
Director
National Science Foundation
.7
'as1111
-
What have we done for educa:ion lately...
budget of thc Education and
During the last several years, there has been a rapid growth in the
has taken place within
Human Resources Directorate. The accompanying expansion of activity
of the increased program-
the context of careful attention to strategy that will permit effective use
acquisition and new
matic resources. More specifically, NSF has taken the position that resource
a literal and profound
programming must be coupled with defined outcomes and results
from inadequate,
change in the basic paradigm. This accommodation acknowledges the shift
of
insufficient, and perhaps even ill-defined objectives to emphasis on documentable measures
goals for programs of appropriate scope and scale. In
progress toward the achievement of specific
that
these efforts, we are responding to the challenges of the presem and the future in a manner
entails a quite fundamentally different order of resourcefulness and productivity expectations.
approach that permits the alignment of projects and
NSF has articulated a systemic approach to educational reform. It is an
NSF's Statewide Systemic
activities and supports the establishment within the field of unifying policies and structures.
that are carrying out this strategy.
Initiative, the Urban Systemic Initiative, and the Rural Systemic Initiative are programs
These projects, coupled with strate-
Additionally, large-scale curriculum projects have enhanced the impact of EHR activities.
projectslarge and smallwithin a given geographical
gies within the EHR Directorate to effectively coordinate all our
of new materials and the teacher collabora-
region, are accompanied by both the education of classroom teachers in the use
this publication, we present sonic of our activi-
dyes that address teacher preparation in an interinstitutional framework. In
ties/projects that are
Changing the Curriculum and the Classroom
Promoting Science to Students and the Community
'
Enhancing Teachers and Their Craft
Acting Systemically
with specific emphasis on their individual and collective impacts.
Resources Directorate has
The activities described here make clear the leadership niche that NSF's Education and Human
aforementioned achievements
established in the reform of science, engineering, mathematics, and technology education. The
being made in such
notwithstanding, future efforts must ensure the systemic objectives are fully realized and rapid progress is
standards based on instructional
instances as innovation transferability, sustainability, full implementation of math/science
informed by research and practice.
innovations, equitable participation by all students, and enhanced project design
individual projects are important,
Moreover, it is vital to recall that while major gains being made in local communities or
becomes nationwide.
If
they do not equal a national enterprise. What is needed is a mechanism to ensure that the enterprise
knowledge bases, programs, and resources, the nation \vill be
we can effectively conjoin individual experiences, outcomes,
will further increase the qual-
afforded a reasonable opportunity to address an exceedingly complex problem whose resolution
ity of life for all its citizens.
Luther Williams
Assistant Director
Education and Human Resources Directorate
National Science Foundation
4
*
.
*
.
,
.
.
e
.
,
*
N
k
r
I
M
.
"
<
-
*
/
. -
.
c
N
.
.
. *
.
.
4
:
,
. 4,
,
.
0
.
,
'
,
0
.
;
0
0
0
0
0
)
.
,
.
,
*
Interactive Math Program
Restructures 9-12 Math Education
In 1993, approximately 12 percent of
IMP is one of 12 mathematics curricu-
Forty-thousand students in 56
the 42 million KI 2 students across thc
lum projects funded by NSF's
schools throughout the country arc
country used mathematics and science
Instructional Materials Development
pan of a restructured secondary-school
curricula developed through the
Program in the past four years to pro-
mathematics curriculum that works for
Instructional Materials Development
vide comprehensive multi-year mathe-
all students. The Interactive
Program during the past five years.
It
matics curriculum materials Cor stu-
Mathematics Program (IMP) began
is estimated that these numbers will
dents and teachers KI2 based on the
development of mathematics curricu-
rise rapidly over the next few years as
National Council of Teachers of
lum for all students in grades 9-12 in
the new curricula near completion.
Mathematics Curriculum Standards.
1990, with 3 pilot schools in the San
Another funded performer, TERC
Francisco Bay area. IMP has now
(Technical Education Resource
spread to half of California and across
Center), produces materials that usc
the country. Preliminary data show
the popular Used Numbers units devel-
IMP's effectiveness. While roughly
oped by TERC and published by Dale
half of California high school students
Seymore, a division of Addison-Wesley,
after
opt out of mathematics each year
as a base for the new comprehensive
thc ninth grade, students who begin
curriculum for grades K-6. The "texts-
the IMP in ninth grade generally stay
for grades three and four will come off
with it for all four years. In addition,
thc presses in March 1994. More than
comparisons of data over the past four
33,000 teacher units of the six Used
that IMP
years of the project indicate
Numbers Modules have been sold and
students perform better on SAT tests
have
more than 3.5 million students
than non-IMP students. Though the
used them since 1990.
program developers do not believe
standardized tests measure true stu-
The Instructional Materials Develop-
dent performance, they realize that
ment Program's primary goal is the
many of their students still need to
development of instructional materials
take SAT exams if they want to go to
appropriate for students of all interests,
college. More and more students may
More than
backgrounds, and abilities: at all levels
be on their way to college with IMP as
(prc-K-12): and in all areas of science,
a background.
33,000 teacher units
mathematics, and technology. The
program directs attention to the com-
Each year of the IMP curriculum is
of the six
ponents of assessing student under-
built around substantial complex prob-
standing of concepts and processes. It
lems. The problems arc in the areas of
Used Numbers
supports 20 assessment projects that
algebra, geometry, trigonometry, prob-
look at all aspects of low- and high-
Modules
ability, and statistics, each of which
stakes testing. Widespread imple-
interconnects with one another and
have been sold and
mentation of new curriculum materi-
their applications. Students arc chal-
als funded by NSF is a high priority.
lenged to actively explore open-ended
more than
situations, experiment with examples,
look for and articulate patterns, and
3.5 million students
make and test conieetures in a way'
that closely resembles thc work of
have used them
mathematicians, scientists, and work-
ers in industry.
since 1990.
6
...,
4 no
i
V
it
e...1141
,1:1
. AI
.
iidOIC
, 0
11. t
. . <60.1
,:.
ol,
.:..: ,,,A
.1...sr flr.:,, ,,,,,Cb.0";,:),
i
aft VA.
trip
AO gib 0 -4,
..aw
Ilt,
as
1,
.... ,,,,,;
-
I
r A.
deg.. AL" , 71i,i 1
WM-, .w-.... a.
1.....
Algebra I Project Sparks
Results to date are very encouraging:
Citywide Mathematics Curriculum
nearly 100 percent of the students
Reform
completed the course; grades were
higher in the course than in the science
The Algebra I initiative of the Science.
courses
In September 1992. the West Baltimore
and equal to those in English
Engineering, and Mathematics
Nliddle School. under the auspices of
and language arts; and the overall
atten-
Precollege Preparation (SEMPREP)
the CRCM program at Morgan State
dance for eighth graders improved. The
program in Baltimore. Maryland,
University, piloted the Algebra I pro-
principal of the West Baltimore Middle
which is supported by NSF's
ject. The CRCM program provided
School believes that the attention given
to
Comprehensive Regional Centers for
classroom materials, workshops for
students in the special project improved
Minorities C CRCM ) program. led to
teachers and parents. tutors for
stu-
their self-esteem and led to better school
major changes in the mathematics
cur-
dents, guest speakers. and field trips.
attendance.
riculum in the Baltimore City Public
Nearly 500 students in the eighth
School (BCPS) system. Thc need for
grade were enrolled in the middle
The success of the pilot
program led
change in basic mathematics and sci-
school algebra project in 1992-93.
to the establishment of a school
ence curriculum in public schools
along with eight mathematics teachers
board policy requiring algebra for all
nationwide is evident.
I lowever. the
and department administrators.
eighth grade students in the
implementation of successful innova-
Teachers received stall development.
Baltimore Public Schools, beginning
tions in classroom activities has been
so that sixth and seventh graders could
in school year 1993-94.
slow, often meeting resistance from
he prepared for the eighth grade.
Approximately 8,000 students are
now
both teachers and administrators.
In
Tutoring for participating students
enrolled in Algebra 1 in the Baltimore
was
1992, less than 5 percent of seventh
provided by engineering and mathe-
City Public Schools. According to Dr.
graders and less than 25 percent of
matics majors at Morgan State
Maurice B. Howard, Assistant
eighth graders in BCPS were
l*niversitv. Textbooks, w hich students
Superintendent of Curriculum
enrolled in algebra courses
that are
could carry home, were also provided.
Instruction. "Our goal is to ensure that
viewed as "gatekeepers- for higher
Parents were provided orientation
all of our graduates pursue mathemat-
ses-
level mathematics and science.
sions to learn about their children's
ics through calculus and science
involvement in this special project. All
through physics...
agreed to their children's participation.
7
I
students in 23 states
The "rivers curriculum" challenges
of chemistry, biology, earth science,
to integrate concepts
geography, and language arts.
A River Runs Through It:
Interdisciplinary Curriculum in 250 Schools
Region V award from the USEPA for
central United States. The interdisci-
The Illinois Rivers Project's interdisci-
the President's Environmental Youth
plinary curriculum developed by the
plinary "rivers curriculum- challenges
Award, and a national USEPA award
project is designed to apply to any
students in 23 states to integrate
for Excellence in a Group ?roject. The
river in the world.
concepts of chemistry, biology, earth
Project received a merit award from
science, geography, and language
the Keep merica Beautiful National
The Illinois Rivers Project has gained
arts. Students complete measure-
Awards Program, a Chevron
recognition by earning various awards,
ments, analyze data, and discuss that
Conservation Award, and the
including two state and national merit
data's significance in decision-making
Outstanding Achievement Award for
awards from the Soil and Water
and problem-solving formats. In addi-
1993 from thc Renewable Natural
Conservation Society. The Illinois
tion to the coursework, a congress is
Resources Foundation.
Department of Conservation presented
hekl each year Nvhere students present
the Rivers Project with two Take Pride
their efforts, which are then published
This project is an example of an
in America awards, and die
in a student-authored publication,
instructional materials development
Department of Interior awar(ca the
Meandcring. The Project also spon-
project that produces modules that can
Project with a national Take Pride in
sored a River's Curriculum Training
be added to any science curriculum in
America award. The Project has
Session for nearly 200 teachers in
a school.
received two Illinois Department of
1993. Initiated in 1990 with 8 schools,
Energy and Natural Resources IEEE!)
the Illinois Rivers project has grown to
awards for Energy Achievement, a
include more than 250 schools in the
.1.;
141.
.141
.,1
8
I k
kA
A
Calculus Leading the Way
"[I] actually understood
a large part of the
Although the Core Calculus
Consortium materials arc by far the
information involved in first
semester calcu-
most widely adopted of the calculus
lus. Notice that I said 'understood,'
materials developed with NSF support,
not that
other projects have led to the publica-
I simply memorized the concepts."
tion of texts and other materials. The
purpose of the NSF Calculus and
(7niversity of Arizona
calculus student talking about the Core Calculus
Consordttni.
Bridge to Calculus Program is to foster
the reform of calculus instruction
on
A recent study
the national level.
Students are learning calculus using
The initial consortium of eight insti-
estimates that in Fall 1993 over
the "Rule of Three," exploring graphi-
tutions led by Harvard University
125,000 students, or about 22% of
cally, numerically, and analytically
the total calculus enrollment in
included the University of Arizona,
as
our
part of the Core Calculus Consortium
Colgate University, Haverford-Bryn
nation's colleges and universities,
Project. Through these multiple
are enrolled in courses using
Mawr Colleges, University of Southern
approaches and the use of technology,
Mississippi, Stanford University,
approaches developed through the
students understand the mathematics
Suffolk Community College, and
national calculus reform movement.
and better apply it. NSF funding has
The materi-
Clemsford High School.
been essential to support critical fea-
als are now being used at approxi-
tures that have led to the success of the
mately 315 colleges and universities
project: development of materials radi-
and 35 high schools.
cally different from those which
were
being developed through commercial
publishers: involvement of diverse
institutional types in the development
and testing of the materials; and facul-
Through NSF support,
numerous calculus materials
ty workshops to introduce the funda-
including texts, laboratory
manuals, faculty handbooks, and
mental changes in teaching and stu-
dent learning.
software packages have
been commercially published.
University of Illinois
-larvard University
at Urbana-Champaign
Calculus
Calculus anclMathematica
(John Wiley)
(Addison-Wesley)
Duke University
St. Olaf College
Calculus from Graphical,
The Calculus Reader
Numerical
(D.C. Heath)
and Symbolic Points of View
(Saunders College Publishing)
Univer3ity of Iowa
Oregon State University
Calculus Using Mathematica
Calculus
(Academic Press)
(PWS-Kent)
Purdue University
Five Colleges, Inc.
Calculus, Concepts and Computers
Calculus in Context
(West Educational)
(Freeman)
Air, Earth, Fire, Water
What do these have to do with modern chemistry?
111111h...,
"
A
water samples are obtained. The pro-
Those alchemical "elements" may well
tocol for significance in sampling plays
become the basis for an exciting mod-
a very important role as does the soci-
ern approach to the freshman chem-
etal concerns about what is appropriate
istry laboratory. At the University of
to look at.
California, Berkeley, students are actu-
ally using the soil from their commu-
Is it working?
The chemistry comes in when the stu-
nity, thc water from local ponds, and
dents return to the laboratory.
the air they breathe as a basis for learn-
So far the course is
Working in groups, they decide \vhat
ing chemistry. The Environmental
to test and how to do it.
Chemistry
Chemistry Laboratory lets students
oversubscribed.
and laboratory concepts must he
work as "real" scientists do and at the
learned to do this. The soil, for exam-
Students admit that
same time illu.-,trates the realistic sod-
ple, will be tested for lead and other
etal issues that roust be a part of sci-
this environmental
potentially toxic metals. The water
ence decisions.
might be tested for pesticides, or salts,
course requires much
or a variety of other materials related
The course is often called a "discovery
to public health.
laboratory" because students arc pre-
more work than the
sented with a question, then must pro-
Finally, students develop their own
pose answers and experimental
standard freshman
special topic project. These projects
approaches therm-Ives rather than
require the students to use their
working through a dull "cookbook"
chemistry laboratory,
knowledge of sampling, site assess-
procedure o simply verify some con-
ment, la'ooratory techniques, and
cept or data. The students actually go
but they say it is
chemistry principles, as well as cooper-
out into the community to sample sites
worth it.
ate with others in the class.
that may be of environmental interest.
Communication skills arc developed
For example, one site is a community
through a final oral and written report
play area where the students sample
to the class.
soil; another is a local pond where
I 0