The UCI Summer Science Institute M. Taagepera, G. E. Miller, and A. J. Benesi University of California, Iwine, Iwine, CA 92717 Mounting concerns about the precollege science experience of entering freshmen a t the University of California, Irvine, led the science faculty to initiate extensive discussions with local school district administrators. teachers. and students. As a result of these discussions, the science faculty desiened a rieorous five-week institute in 1982 for 100 elementary, junior, and senior high school science teachers.' The intent of the institute is to undate and refine the scientific knowledge of experienced tkichers and 10 hnild n solid srientific foundation for "crossover" teachers who ure waching science without a n adequate science background. The institute is now in its fifth year. The response from the teachers and district administrators has been very positive, suggesting that programs such as the UCI Summer Science Institute are needed and could he offered with some modifications on every college or university campus. The significant ingredient has been the interaction of teachers with academic and industrial research scientists. Although organized by members of the UCI chemistry department, faculty members from the physics, biology, and eneineerine also serve as instructors. The ex"denartments . citement a t the forefront of research and the academic discinliue necessarv to succeed are shared with the teachers. T o quote a teachkr: "Looking over the shoulder of an active researcher has been exhilarating." The science faculty discuss the results of their research in a "Special Topics" course and also teach basic conceptual biology, chemistry, and physics classes for the teachers. In 1985 the instructors were two chemistry, four physics, two bioloay, one mathematics, and one eng&eeringdepartment faculty members. Twelve teachers from the 1984 Institute served as assistant instructors. Five industrial scientists and engineers volunteered as instructors for the Modern Technology Special Topic. Most of the participating teachers enrolled in two courses. Eight courses were offered in August 1985. A list of these courses, including a brief description, is provided in the table.
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For additional information on the institute and related activities see "California Summer Institute Boosts Science Teacher Effectiveness." Chem. Eng. News 1985, 63, (March 11). 22.
234
Journal of Chemical Education
hfost of the funds for the institute have l~eenraised hy the industrial members of the 1'CI Science Education Advisorv Board. Local school districts, local organizations, the National Science Foundation, and UCI provided the remainder. Stipends were provided to the participants to offset time spent away from their usual summer jobs. More than half of the funds were used for teacher stipends; the remainder was solit evenlv between instructor comnensation and administrative costs. In order to evaluate the effectiveness of the 1985 institute, as judged by the participants, asurvey was conducted during the third week of classes. The majority (88%) of those surveyed either agreed or strongly agreed that the courses were increasing their understanding of basic concepts in science, that thev orovided additional ideas for teachine science. and that th&kere a valuable experience. The maiority of k i t ten comments exoressed the idea that contact with nrofessors engaged in active research was a critical component of the institute's success. that the learnina urocess itself had been intense and rewarding, and that the professors were outstandine teachers as well as first-rate scientists. An important byproduct of the institute is the line of communication that has been established between K-12 teachers and university faculty. Graduates of the institute feel comfortable interactina professionallv with university professors and other precolikge teachers. Five institutes and five vears of communication between university faculty and K-12 faculty have resulted in programs such i s "Saturdays for Science", a fun and enlightening program for 4 t h 4 t h graders offered at the university, and the NSF-sponsored "UCI Science and Mathematics Mentor Teacher Program", in which outstanding K-12 teachers receive financial rewards and recognition while acting as leaders in science curriculum development and in-service training for their districts. In summarv. ".the UCI Summer Science Institute is a successful approach to increasing the scientific knowledge and awareness of K-12 teachers. The institute provides the opportunity for experienced science teachers to update and refine their knowledae, while a t the same time providing the less experienced science teachers, who may have recently moved from other disciplines, the opportunity to build a solid scientific foundation.
UCI Summer Sclence Institute Program Intended Audience
SubjecI Matter
Elementary school teachers, other teachers with lihle or no science background Elementary schwl teachers. other teachers with linie a no science background
The elements, chemical bonds. physical and chemical changes of substances: qualitative applications of Newton's laws to everyday phenomena Laboratory exprimen*. to III~sbaleselentific concepts covered in lecture
No
Chemistry and physics faculty members were the primary inshuctors.
Yes
mree previous Summer Science institute graduales joinec the two UCi facu PI members to co-insbuct this course. meir participatlon catalyzed the exchange of ideas between the teachers and the professors.
Intermediate Modern Unified Science
Juniw and senior high schwl teachers, other teachers with some background in science
Chemistry: Atomic strumre, quantum phenomena, Interaction of llgh with matter, the mole concept, staichiometry, me states of matter. Physics: Gravitational acceleration, me simple pendulum, electrostatics, transverse waves in a string
Yes
A chemlshy faculty member and a graduate from me earlier Summer Science Institutes wain sewed as co-lnshuctorr. The participation of the laner was invaluable in prcmofing the exchange d ideas between the teachers and the professor.
Conceptual Biology
Senior hioh schml teache m and others who need a more thorough understanding of biology, mclecuiar biology. and bicchemistry Senior high school teach-
Soecial em~hasisis laced on recent deveiopmsnlr in moiec~iarb o i w . cei. oiology. genetics. an0 evolutmn
Yes
A biolagy faculty member was the p r i w instructor for this course.
Topics Include: nature of chemical analysis, SpeCtroChemical methods, chromatographic methods. Simple experiments that could ba used in high school senings will be developed. Topics from Newtonian mechanics, properties of maner, heat and thermodynam ics, electricity and magnetism, relativity. quantum mechanics, atomic and nuclear physics, and elementary panicle physics
Yes
A chemistry faculty member was lhe primary insbuctor.
Yes
A physics facully member was the primary instructor.
Course Title
Elementary Modern Unified Sctence (Physlcai Sciencel
Elementary Modern Unified Science Lab (Physical Science)
InstrumentalAnalysis in Chemishy and Biology
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Conceptual Physics
Senior high school teachers and others who need a thorough understanding of physics
Special Topics
Elementary and Junior hlgh school teachers
(1) Computer Software in
Science Education
(2) An Introductionto Volca noes and Earthquakes of California (3) Problem Solving in Sdence and Math (4) Nunition-Biochemical Background Advanced Special Topics (1) Seismlc and Volcanic
Risks
(3) Problem Solvlng in Science and Math ( 4 4 Man's Place in the Universe
(4b) Elementary Particles
Lab
Comments
Each of the topics lasted one week. Dally demonstration of computer software emphasizingthe characteristicsof g w d and poor software. Handson experience for ail teachers. Predictions of future earthquakes and volcanic eruptions; including a field hip.
A computer software company president was assisted bv a science teacher.
M e t M h of approaching sclence and math problems. An up-todate overview of the biochemir try of human nuhition.
Presentationswere made by math-science mentor teacher teams. A biology faculty member was the primary instructor.
A geology faculty member taught the MUDB.
Each of the topics lasted one wee$.
Junior and senior hlgh school teachers Tectonic framework of CalifMia: relationship of plate tectonics to fault movement; predicting earthquakes and volcanic eruptions. Field bip to California faults. Topics included: "What BiDteohnology Has in Store far Us'', 'Wse of M o n o c l o ~ l Antibodies". "Photons. Physlolagy, and Physicians". "Biotechnology in F& and FTo~es~ing". robotic^". See above.
A geology facully member taught the corn.
Discussion of the delicately balanced wnditions pmduced by the history ol our entire universe to support chemically based life. DisC~sSionof elememary . .articles of which the universe is composed.
A physios faculty member taught the course.
Volume 84
m e course was coordinated by an engineering facuky member and was taught by industrial scientists.
A physics faculty member taught the course.
Number 3
March 1987
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