The Teachifig Associate Program Marjorie Gardner University of Maryland College Park, Maryland 20742
improving instruction in high school and college chemistry
Approximately two years ago, the chemistry faculty a t the University of Maryland, under the leadership of its new department chairman, Joseph Vanderslice, decided to experiment with a new approach to the improvement of instruction in high school and college. Thus, the Chemistry Teaching Associate program was born. Each year ten experienced high school chemistry teachers are invited to join the faculty as Teaching Associates. During their year on campus they participate with the regular faculty in an effort to improve instruction and curriculum a t the undergraduate level. They do this through team planning and implementation of the general chemistry lectures and by providing leadership through example for the teaching assistants in the laboratory and recitation sessions. They are also important communication links between and among faculty members, teaching assistants, and students in the course, since the notes they take in lectures, embellished with announcements and additional information that will be of interest and value, are immediately placed in the Independent Study Center for students and in the general chemistry office for the teaching assistants. I n addition to their teaching responsibilities, the Teaching Associates have the opportunity to enroll in courses that will improvetheir professional competence or advance them toward higher degrees. They may select courses in chemistry, science education, or related areas such as physics, mathematics, or computer science. Teaching Associates are advised in these programs by faculty in either the Science Teaching Center or the Chemistry Department. As we initiate our third year of this program, it is time to evaluate progress. The following accomplishments, a t least, seem to be evident results of the cooperative efforts of teaching associates, teaching assistants, and faculty. 1) Better instruction for students enrolled in the introductory chemistry program: in the laboratory, in the discussionsquiz sessions, in tutorials, and in the lecture program. Response of students as reflected in evaluation questionnaires and in articles appearing in the campus newspaper, The Diamondback, indicate t h a t undergraduates strongly sense the efforts of the Chemistry D e p a ~ t m e n tto improve instruction and value the personalized attention and concern for their scholastic welfare that has grown out of this program. 2) Development of new demonstretions, instructional aids, and an Independent Study Center to compliment the lecture and laboratory programs. 3) The opportunity for high school teachers to participate in s. program that permits them to continue their own education
through formal course work and seminars, and to interact with college teaching faculty as well as with research groups. 4 ) Benefits to the secondary schools and community a t large where Teaching Associates return s t the end of their year's participation. The broadening of the Teaching Associates' teaching experience and chemical knowledge makes them more effective in their secondary school instruct.ion, more competent in their counselling, and better able to motivate the students to continue science education a t the college level. 5) For everyone concerned, an increasing awareness and understanding of the unique features and integrative relationships of secondary schoals/juniar college/university science program with subsequent improvement a t all levels as the potential payoff over a period of years. 6) Initiation of new projects in chemical education, partially a t ieast, catalyzed by the Teaching Associates. These include: s) a Professional Development Day for area chemistry teachers, and, b ) publication of the proceedings in a series entitled REACTS, c) development of an Independent Study Center and 1nstructiana.l Materials Center in the Chemistry Department, d) initiation of a. project to develop interchangeable instructional units far high school chemiitry that can be used in conjunction with existing courses or be arranged into new one-semester or full-year courses. The instructional characteristics of these units lean toward the investigative approach with strong laboratory mientation, inquiry, interdisciplinary themes, flexibility and individualization to meet 8. variety of classroom situations, and relevance through a. "reel world" focus as appropriate. Units presently under development include an introductory unit and iiterchengeable units on inorganic, organic, biochemistry, geochemistry, environmental chemistry, and physical-analytical ~ an attemDt to fuse the general, organic, and chemistrv. e i h e l in analytical co&ses'taught a t t i e freshman Lnd sophomore level into a two-year integrated program that, hopefully, will promote more efficient instruction, move organic and biochemistry more strongly into the first-year program, and postpone the most rigorous physical chemistry until the second year when students have a background in physics and calculus.
Teachers are selected so that about two-thirds of them are from Maryland, Washington, D. C., and northern Virginia, and the other one-third are outstanding teachers from other areas of the nation. They are identified through honors they have received as chemistry teachers in local, national, and international programs, and through recommendations of science supervisors. The Teaching Associate program is supported out of University funds. Participants receive stipends of $7000 plus waiver of fees and tuition for enrollment in courses. In nearly all instances, this represents a considerable decrease in income for the Teaching Associates. Some are able to arrange sabbatical leaves from their school systems, and all seem to believe that the benefits, other than financial, are sufficient to make participation in this program worthwhile.
Volume 47, Number 12, December 1970
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