Goals

We have been awarded approximately one million dollars per year for five years from the National Science Foundation. NSF funding began July 1, 1996. We plan to provide over two million extra dollars over the five year period in cost sharing; thus, the budget for the project is over seven million dollars over a five year period. The two million dollar cost share will be, contributed primarily by the comprehensive universities, cooperating industries, and informal education agencies. Because this project goes beyond what the NSF funds are able to support, we must generate local support to compliment the NSF funds and implement a more comprehensive approach, which is to improve the pipeline of teacher preparation from elementary school through new teacher support on the job.

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Attracting Underrepresented Groups

We am especially interested in increasing dramatically the number of underrepresented groups in science and mathematics teaching. Our universities have a large and increasing number of such students, yet few elect to enter science and math teaching. Several factors must contribute to this career decision. In California, teaching requires a year of graduate study in order to become certified. This can be financially difficult for most students, especially when the entry level salary for teachers is a disincentive to enter the profession. Underrepresented students who are strong in science and math are offered other attractive options, such as, medical and graduate school education, at little or no cost to the student. And, it seems likely that school teaching is not one of the most highly regarded careers by members of some cultures. In this Project we shall introduce attractive incentives to motivate and financially support promising 'students from underrepresented groups in order to be able to attract, train and retain them as science, and math teachers. And, for those who choose not to continue with a teaching career, we intend to launch them into worthwhile careers that can make use of their strong science and math backgrounds. We shall be integrating our efforts with the MESA (Mathematics, Engineering, Science Achievement) Program which has many active Chapters already in our schools.

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Revision of the Undergraduate Curriculum for Future Teachers

The colleges and universities in this Collaborative will undertake curriculum improvement efforts to introduce new and more effective methods of instruction in key courses. Four types of courses will be targeted

1. The freshman & sophomore level introductory core courses for science and math majors

2. Upper division capstone-type courses for science, and math majors

3. Selected General Education courses taken by future elementary school teachers, and

4. Selected courses in the teacher certification program.

College level faculty and a group of outstanding K-12 science and math faculty together will attend conferences and workshops on teaching and learning to explore improved methodologies for teaching science and math. Curriculum development teams will be formed from this large group for the purposes of developing and implementing the revised curricula and how best to implement these curricula.

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Application of Multimedia Technologies

This project will enlist the talents of outstanding K-12 teachers; college professors in the fields of science, mathematics, and education; plus professionals from industry and government laboratories, to provide a comprehensive approach to attracting, educating, and supporting science and math teachers for the K-12 level. A critical component of this project is the application of emerging multimedia instructional techniques together with other effective instructional methods from the elementary to the teacher credentialing phases of education. Multimedia should provide a powerful motivational tool to attract students to science and mathematics teaching (and into science, math and engineering in general) while also providing a vehicle to introduce, new curricula and approaches into schools. Our model proposes to use students (middle school level and above) to assist the participating teachers in developing creative multimedia units of study for use in the classrooms at all levels. To accomplish this, each participating school must become equipped with multi-media technology and receive the training to use it. The computer equipment at the school sites will also be used for extensive science projects that involve monitoring weather, air and water quality, and seismic activity near the school.

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Impacting Elementary Schools

Middle and high school students will also work with our elementary school teachers to present lessons and act as teacher assistants at the participating elementary schools in the project. Thus, using students who are planning to be, future science, and math teachers as role models for younger students serves to both recruit younger students into science, math and teaching, but also provides practical experience in teaching and curriculum development for the participating students. Middle schools, high schools, community colleges, undergraduate programs of study, and teacher certification programs in this project will all utilize multimedia as a key component in their programs. Much of the expertise needed to accomplish this use must come from our local electronics industries, where these new technologies are being developed and marketed. Several companies in Santa Clara County are already participating in getting modern technologies into schools. We propose to engage the assistance of additional companies and make them equal players with teachers and universities in this Project. Importantly, unlike many requests to industries, we are not asking for cash donations. We need expertise, equipment, and logistical support.

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Establishing an Educational Network

In addition, this project also emphasizes the, formation of education networks between K-12 teachers, college and university teachers, industry and government personnel, and informal education resource personnel to create a comprehensive community involvement and commitment to our goals. We shall create an infrastructure and network that will continue accomplishing our goals after NSF funding has ceased.

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Formation of Science & Math Clubs

We shall organize Science & Math Clubs, in conjunction with local MESA Chapters in many cases, in each of our participating schools and colleges and provide, interesting and motivating activities for these students, including extensive access to modem multi-media technology. Extensive involvement by industry specialists working with the students and teachers is necessary to make these Clubs "state of the art.þ We shall designate these students as "teacher assistants" to reward and motivate them. We shall educate them about how satisfying and important a career in teaching is, and we shall use our best and most enthusiastic teacher and industry participants as their mentors.

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Providing Financial Incentives
to Enter Teaching

Financial incentives are necessary to attract and support many of the students we seek, especially those from underrepresented groups as discussed earlier. We propose to make available to needy students summer and part time jobs related to science and mathematics. Selected industries and government facilities (e.g., Lawrence Livermore National Lab and NASA- Ames) are already cooperating with us, but these efforts must be greatly expanded and better coordinated so that they act as further incentives for students in our program. Plus, the experience in the "real" world that our students will get as part of this effort should enrich their teaching once they enter the classroom.

An additional financial incentive to attract students into science and math teaching would be to guarantee future teachers summer employment in industry, government, or university during the first few years of their teaching career. Combined with this employment would be a rewarding "in-service" program of professional development leading towards a Master's Degree. Thus, the first few years of a teaching career would be made financially easier and result in a higher pay level as a function of the Master's Degree.

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Participating Agencies in the Collaborative

Universities

Community Colleges

Selected Elementary, Middle and High Schools in the service areas:

Approximately 40 schools total will be accepted into MASTEP so that these schools can serve as professional development programs. These schools will receive multi-media equipment, Science and Math Club support, etc. to enrich the science and math curricula at the schools.

Industry and Government Laboratories