ERIC ED387317: TTIP: Texas Teacher Internship Program 1994 Curriculum Implementation Plans.

385 Pages·1994·8.6 MB·English

by  ERIC

DOCUMENT RESUME
ED 387 317
SE 056 571
AUTHOR
Walenta, Brian T., Ed.
TITLE
TTIP: Texas Teacher Internship Program 1594
Curriculum Implementation Plans.
INSTITUTION
Texas Alliance for Science, Technology, and
Mathematics Education, College Station.
PUB DATE
94
NOTE
421p.
PUB TYPE
Classroom Use
Guides
reaching Guides (For
Teacher)
Tests/Evaluation Instruments (160)
(052)
EDRS PRICE
MF01/PC17 Plus Postage.
DESCRIPTORS
Biology; Chemistry; Computer Uses in Education; Earth
Science; Elementary Secondary Education; Mathematics
Education; *Partnerships in Education; Physics;
Science Activities;
Sci.ence Curriculum; Science
Education; Summer Programs; Technology Education
ABSTRACT
The Texas Teacher Internship Program (TTIP)
is a
c6mpetitive program for science, technology and mathematics teachers
who serve as summer interns at industry and university sites in order
to experience real world applications of the subjects they teach.
This document contains curriculum implementation plans developed by
the teachers to illustrate how they would translate the summer
experience into the subsequent year's classroom curricula. Topics
covered in the curriculum plans include: industrial technology;
information super highway; medical science; environmental resources;
computer literacy; biology; DNA; algebra; data collection and
analysis; integrating computers with business and science;
mathematics; water pollution and analysis; photosynthesis; cellular
respiration; endangered species; earth science; career opportunities;
communic.tion skills; critical thinking skills; bacteriology;
physics; scientific method and research equipment; organic synthesis
and gas chromatography; and cooperative learning. Appendices ccr,:ain
intern information list, teacher intern pre-questionnaire, teacner
evaluations, mentor/coordinator pre-questionnaire, mentor program
evaluation and orientation session evaluation.
(JRH)
Reproductions supplied by EDRS are the best that can be made
from the original document.
TTIP
Texas Teacher
Internship Program
Texas A&M University
Brian T. Walenta, Editor
1994
CURRICULUM
IMPLEMENTATION
PLANS
DEPARTMENT OF EDUCATION
U
;, I
1el
Othce ol EducahOnal Research and Icnoro.en,eru
0=40.,tpr.: Lo,
EDUCATIONAL RESOURCFS INFORMATION
,
CENTER (ERICI
docurnenI nes been reproduced as
PDuckx\.
Organaahn-
enced Icons the pefSOn
r
originating iT
CiaL
0c,,
0s01000
C Minor changes neve been made
reptloduttrOn quality
u
Po tots 010100, or oponionS Stated .nin,S
chant do not neCeSSarely
OEM pos,l,nn or pohCy
BEST COPY AVAILABLE
Texas Alliance For Science, Technology &
Mathematics Education
About the Alliance
The Texas Alliance for Science, Technology and Mathematics Education is a statewide, nonprofit organization whose
membership includes representatives from K-12 schools, colleges and universities, businesses and industry, professional
and civic organizations, and government agencies. By fostering partnerships between schools and the private
sector, the
Texas Alliance works to:
N improv ; student literacy and competency in science, mathematics and technology education; and
assist teachers in developing curricula with emphasis on "real world" pplications and problem-solving skins.
For membership and educational program information, contact:
Texas Alliance for Science, Technology & Mathematics Education
Tetas A&M University
EDCI, College of Education
College Station, Texas 77843-4232
PH: 409/845-0825 FAX: [phone]
Dr. Robert K. James, Director
Darryll Brandt, Development Coordinator
Brian Walenta, IMP and Symposium Coordinator
Dwight Bohlmeyer, BTEP Coordinator
Jeannine Kautz, BTEP Coordinator
Craig Wilson, ARSC Coordinator
Eddie Edwards, TENET Project
Kristin Hal11111, SALISH Project
The Texas Teacher Internship Program is a project of the Texas Alliance for
Science, Technology
and Mathematics Education, under the (Erection of Dr. Robert K. James, EDC1, College
of Educa-
tion, Texas A&M University, College Station, TX 77843-4232.
Funding for ,he project is provided by the participating industries. Publication of
the curriculum
plans for 1994 was provided by Ranger Insurance Co., Houston, TX.
rrIP Program Mission
In 1989, the Texas Alliance for Science, Technology and Mathematics Education began
placing
teachers at industry sites as part of its now-successful program, the Texas Teacher Internship
Program (11Pformerly Teacher-In-Industry). In the six
years of the program, the numbers of
both teacher participants and internship sponsors have increased steadily. Since its inception,
over
120 teachers have interned at 42 company, university and
government agency sites. With each
teacher affecting an average of 150 students per year, over 52,400 Texas students have been
directly
impacted by TTIP to date.
111P is a competitive program for science, technology and mathematics teachers who
serve as
summer interns at industry and university sites hi order to experience "real world" applications of the
subjects they teach. Teacher interns are mentored by a scientist
or engineer, and work on a project(s)
for an 8 to 10 week internship period.
The objectives of the program are to:
Provide teachers with relevant, timely ;-
ition about science, technology and mathematics
applications so they can better pre,.
_tents for the future.
Establish interactive partnerships between industry and teacherssharing
resources and
curriculum improvements, and strengthening state and community networks throughout
the
educational system.
Increase teachers' awareness of industry expectations and
career opportunities to better inform
and motivate students regarding careers in science, technology, and mathematics.
In 1994, a total of 25 teachers interned at twelve sites. Each teacher
was required to develop a
cunicalum implementation plan (CIP) which
was to illustrate how they would translate the summer
experience into the subsequent year's classroom curricula. The Alliance staff provided
teachers with
suggestions for developing the CIPs during site visits.
We are pleased with the success of the 1994
program and hope that you fmd the CIPs helpful in
planning new activities for your students.
For more information on the Texas Teacher Internship Program, please
write or call:
Brian T. Walenta, fill' Coordinator
or
Robert K. James, Director
do Texas Alliance
EDCI, College of Education
Texas A&M University
College Station, TX 77843-4232
PH: 409/845-0825 FAX: [phone]
Acknowledgements
The Texas Alliance for Science, Technology and Mathematics Education would like to thank the
program's supporters for providing the oppor:unity for teachers to experience "real-world" applica-
tions of their teaching fields. Many thanks to the industry coordinators and mentors involved with
the 1994 Texas Teacher Internship Program.
Advanced Micro Devices, Austin
Texas A & M University, College
Allyson Peerman
Station
Renee Craft
Biochemistry and Biophysics
Mark Harris
Ed Funkhouser
Elfido Coss
Jim Hu
Andrew Patterson
Harris Co. Medical Society, Houston
Cynthia Bandemer
Ocean Drilling
Bill Rose
Shell Development Co., Houston
John Coyne
Patricia Loman
Jack Baldauf
M.J. Pierce
University of Texas Medical Branch,
Tenneco Gas, Houston
Galveston
Barry Mon-is
Peter Bowman
Bogdon Nowicki
S. Baron
Texas Parks and Wildlife Department,
Rita Patterson
Austin
R. Perez-Polo
Bob Murphy
Brad Thompson
Diana Foss
David McAdoo
A. Kimludeke
Robert Safirstein
Linda Kissock
David Klein
Ranger Insurance Co., Houston
Dave Buzan
heti Casting
OF CONTENTS
TABLE
CURRICULUM
IMPLEMENTATION PLANS
John Ellis
Advanced Micro Devices
1
James Roe
Advanced Micro Devices
9
Jana Deloach
Harris Co. Medical Society
15
Alvin Denmon
Shell Development Co.
37
Pshaun Hopkins
Tenneco Gas
59
Mark Briles
Texas A&M University
Biochemistry/Biophysics Dept.
75
Susan Skidmore
Texas A&M University
89
Biochemistry/Biophysics Dept.
Sandra Peterson
Texas A&M University
Ocean Drilling Program
108
Linda Ray
Texas A&M University
Ocean Drilling Program
116
Jim Telese
Texas A&M University
Ocean Drilling Program
144
Al Barr
Texas Parks & Wildlife/
Star Enterprises/ HL&P
146
Roy Daryl lle
Texas Parks & Wildlife
156
Becky Gullett
Texas Parks & Wildlife
158
Kathleen Jackson
Texas Parks & Wildlife
160
Steven Krupp
Texas Parks & Wildlife
170
Dixie Smith
Texas Parks & Wildlife/
Star Enterprises/ HL&P
178
Liz Troub
Texas Parks & Wildlife/
Star Enterprises/ HL&P
178
242
Ann Miller
Texas Parks & Wildlife
Frances Beeson
University of Texas Medical
266
Branch at Galveston
Otis Carrell
University of Texas Medical
292
Branch at Galveston
University of Texas Medical
Barry Gray
296
Branch at Galveston
University of Texas Medical
Charlyn Kyles
320
Branch at Galveston
Johnetta Session
University of Texas Medical
342
Branch at Galveston
Donald Van Alstyne
University of Texas Medical
364
Branch at Galveston
University of Texas Medical
Laura Wolfe
382
Branch at Galveston
APPENDICES
Intern Information List
1994 Evaluatioa Information
TTIP
CURRICULUM IMPLEMENTATION PLAIN
Abstract
NAME:
John Ellis
INTERNSHIP:
Advanced Micro Devices, Austin Texas
SCHOOL:
Del Valle High School, Del Valle
PRIMARY
SUBJECT:
Industrial Technology
- Production
ACTIVITIES:
Ice breaker with the whole class
Divide class into groups
Manufacturing exercise
Quality control exercise
Evaluations as a group
Field trips
Guest speakers
SUMMARY:
In the semiconductor manufacturing industry, working in
groups
is part of the job. The objective of the activity is
to simulate a
manufacturing facility and have students work in
groups to
produce as many products as possible in
a specified amount of
time. After the groups have had time to work together; introduce
the quality control exercise. The objective of this exercise is
to
produce as many products as possible with
as little defects as
possible. Both of these exercises cover two
very important goals
of industry; one being teamwork and the other is producing
a
quality product which increases profits.
o
0-
1
CURRICULUM IMPLEMENTATION PLAN
OBJECTIVES
1. Students will be able to establish a foundation for
structured teamwork.
2. Students will be able to use reading and writing to
develop their goals as a team.
3. Students will learn how to communicate effectively.
4. students will learn responsibility and leadership skills.
SETTING UP THE ACTIVITY
To inl:roduce this activity to the class, start out with
the ice breakers provided. Make a transparency of the
"common terms and phrases" sheet. have the students try and
figure out the meaning of the pictures. This activity will
increase the students self-esteem as they figure out the
answers, therefore improving their motivation.
Explain to the class that they will be working in groups
to manufacture a product called a truss. The product
specification sheet will be passed out when the groups are
divided. Each team will need to write down their goals that
they want to accomplish as a group. Each team member will be
assigned a job title and salary. The instructor may act as a
manager, assigning jobs, overseeing production, and setting
the production goal. The objective of each group is to
produce as many trusses as possible within the allotted
time. They are to learn their jobs and write down their
group goals. Pass out the product specification sheet,
scissors, tape, prototype, and 3X5 cards.
As the students start working in their groups, they
should begin working out their processes and assigning jobs
(folder, cutter, tape, inspection, etc.). Have the first run
last five minutes. The procedure maybe repeated until the
group is able to reach their production goal. You will be
able to see improvements with each production run, and the
group will become more united as they learn how to work with
each other.
After several runs increase the number of trusses
produced without defects. When better quality is demanded,
the group will start to develop better ways to produce the
trusses.
As a manager you will want to keep a tally of the number
of trusses produced, the number of trusses that have
defects, the number of trusses that you inspected that had
defects. Record the number for each run on the chalkboard.
2
CIP
Before the groups disband, have the
group answer the
following questions:
1. How well was the group able to work
together ?
2. How well did your group perform?
3. How well did you perform for the
group?
Explain to the group how critical it is
in industry to
produce quality work. Review with the
class the number of
trusses you found defective. This would represent
the number
of defective products the customer would
buy. Resulting in
the number of dissatisfied customers
your company would have
to make happy; not to mention the number of
people they are
going to tell. The goal of every business
should be zero
defects and 100% customer satisfaction
to insure maximum
profits.
To evaluate the project, have each student
write a one
page essay on how to produce trusses with
zero defects.
-.Y....a.,