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Title PRECOLLEGE EDUCATION PROGRAMS - 1986

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Author Lawrence Berkeley National Laboratory

Publication Date 1986-03-01

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UBf/ARV H!\Ji} PRECOLLEGE EDUCATION PROGRAMS - 1986 DOCUMENTS SECTiON

March 1987

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Prepared for the U.S. Department of Energy under Contract DE-AC03-765F00098 DISCLAIMER

This document was prepared as an account of work sponsored by the Government. While this document is believed to contain correct information, neither the United States Government nor any agency thereof, nor the Regents of the University of California, nor any of their employees, makes any warranty, express or implied, or assumes any legal responsibility for the accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights. Reference herein to any specific commercial product, process, or service by its trade name, trademark, manufacturer, or otherwise, does not necessarily constitute or imply its endorsement, recommendation, or favoring by the United States Government or any agency thereof, or the Regents of the University of California. The views and opinions of authors expressed herein do not necessarily state or reflect those of the United States Government or any agency thereof or the Regents of the University of California. PUB-609

LAWRENCE BERKELEY LABORATORY

PRECOLLEGE EDUCATION PROGRAMS -- 1986

March 1987

Lucille Day Director, Precollege Education Programs

Margaret Carlock Coordinator, Residence in Science and Technology and Precollege Program Development

Susan Cristancho Coordinator, Summer Teacher Program

Roland Otto Principal Investigator Precollege Education Programs

Lawrence Berkeley Laboratory University of California Berkeley, California 94720

This work was supported by the U.S. Department of Energy under Contract Number DE-AC03-76SF00098 CONTENTS

I. Introduction...... 1

II. Programs for Teachers: Summer Teacher Program and Residence in Science and Technology (REST) .•...... 3

History...... 3 Participant Selection ...... 5 Research Laboratory Assignments ...... •...... 6 Supplementary Activities ...... 8 Evaluation...... 9

III. Program for Students and Teachers: Science Week Award ...... 12

History...... 12 Participant Selection ...... 12 Activities...... 12 Evaluation...... 12

IV. Funding...... 15

V. Future Plans...... 16

VI. ConclusiOn...... 18

Appendices

A. Staff...... 19

B. Summer Lecture Series Topics...... 2 0

C. Past Participants in Summer Teacher Program ...... 21

D. Past Participants in REST ...... 24

E. Past Participants in Science Week Award ...... 25

F. Participants in LBL Teacher Programs in ·1950s and 1960s...... 28 I. INTRODUCTION

Part of the Lawrence Berkeley Laboratory's mission as a national laboratory is to "educate and train future genera­ tions of scientists and engineers." Throughout its history, LBL has earned a reputation for excellence in providing a world-renowned training ground for college students and young postgraduate scientists. Since 1983, this educational role has been expanded in response to urgent, nationwide demands for precollege educational reform: with the help of Depart­ ment of Energy funds, LBL has launched three programs that provide precollege teachers and students with the opportunity to tap the Laboratory's rich human and scientific resources. The Summer Teacher Program, started in 1983, gives high school and junior high science and mathematics teachers an opportunity to update their knowledge and revitalize their interests by spending a summer in research positions at LBL. Qualified teachers with bachelor's or master's degrees in physics, chemistry, biology, engineering, or mathematics are hired for specific Laboratory projects in which they gain firsthand knowledge and become an integral part of the scientific process. An outgrowth of the LBL Summer Teacher Program, the Residence in Science and Technology (REST) program was started in 1985 as a consortium of three national laboratories-­ Lawrence Berkeley Laboratory, Argonne National Laboratory, and Brookhaven National Laboratory. In 1986, REST provided five nationally recognized science teachers with summer research positions at four national laboratories; eight national laboratories are expected to participate in 1987. Also launched in 1985, the Science Week Award has brought more than 80 outstanding students and teachers to visit LBL and interact with researchers in small group presentations. The program includes tours, lectures, and hands-on experi­ ments. LBL' s approaches to enhancing precollege education are firmly grounded in educational and psychological research. Educational Testing Service researchers have found that Scholastic Aptitude Test (SAT) scores in math and science are increased when students are exposed to teachers who have worked in laboratories or in industry and bring a real-life perspective on math and science to the classroom. It is precisely the opportunity for such work -- often a once-in­ lifetime experience -- that the Summer Teacher Program and

1 REST provide. Socialization studies show that student achievement in a wide range of subjects is augmented by exposure to appropriate role models. In addition, a great deal of research, including the work of Swiss psychologist Jean Piaget and his followers, shows that performing hands-on experiments is essential to the development of math and science skills. In the Science Week Award program, role models include nationally renowned scientists -- even Nobel laureates; hands-on experiments are an integral and important part of the program.

2 II. PROGRAMS FOR TEACHERS: SUMMER TEACHER PROGRAM AND RESIDENCE IN SCIENCE AND TECHNOLOGY (REST}

History The LBL Summer Teacher Program (STP} was started in 1983 as a six-week pilot program funded by the Department of Energy. Under the guidance of the program director, six San Francisco Bay Area science and mathematics teachers met to determine the role of a national laboratory in precollege education. The teachers worked in research laboratories approximately 50% of the time; they spent the remaining time investigating Laboratory facilities, attending lectures and seminars, and preparing a paper summarizing their recommenda­ tions for future precollege programs at LBL. The report prepared that first summer, entitled "The Role of a National Laboratory in Precollege Education," became a reference document not only for the LBL Summer Teacher Program staff, but also for precollege education program developers at at the Lawrence Hall of Science in Berkeley, the University of California, the California State Colleges, and other DOE national laboratories. Among the main recommendations were that ample time be devoted to the teachers' laboratory research assignments and that teacher programs at national laboratories build upon the knowledge of teachers who already have a basic background in science. The teachers recommended further that, if the national laboratories become involved in training teachers who are now teaching science but have backgrounds in other fields, the expertise at university schools of education should be utilized. The 1984 Summer Teacher Program was conducted according to the recommendations of the pilot group. This was a five­ week program with 11 Bay Area participants, all of whom held a degree in one of the sciences; two members of the pilot group served as coordinators. Participants spent 80% of their time in research laboratories; the remaining 20% was devoted to attending lectures and tours and preparing educational materials to take back to their schools. The teachers worked on curriculum materials in groups formed according to their fields of specialization. The idea for the Residence in Science and Technology (REST) Program was concieved at the end of the summer of 1984 at a conference on educational programs at the national laboratories. The conference, held at Argonne National Laboratory, was attended by three staff members of the LBL Precollege Education Programs. In a meeting of education project leaders from laboratories already involved in precol­ lege program development, Roland Otto, representing the LBL

3 team, presented the concept of a multilaboratory outreach to public school educators. In addition, the closing summary of the conference included a discussion of the "multiplier effect" of investing in teachers: since a teacher typically reaches about 150 students per semester, investing in teachers stretches program dollars to reach the maximum number of students. Representatives from Argonne National Laboratory and Brookhaven National Laboratory agreed to join LBL in a multilabortory outreach, and, in 1985, REST sponsored six u teachers at these three laboratories. In 1986, Pacific Northwest Laboratory joined the REST consortium; that year, five teachers recieved support from the participating labora­ tories. The third Summer Teacher Program at LBL, held in 1985, was an eight-week program that included 20 teachers: 18 from the Bay Area, one from Texas and one from Washington. The two out-of-state teachers were sponsored through REST. The program was similar to that of 1984 in that the participants spent 80% of their time working in research laboratories and 20% in other activities. A weekly seminar for the par­ ticipants was conducted by Marjorie Gardner, Director of the Lawrence Hall of Science, who discussed the value of teacher involvement in science fairs and the need for using hands-on activities in the classroom. In addition, each teacher prepared and presented a seminar on his or her research and how it could be translated into classroom activities. In 1986, the Summer Teacher Program lasted six weeks and had 17 participants, including two from Puerto Rico, two sponsored by REST, and three sponsored by the LBL Minority Outreach Program, wh.ich was established to promote quality science education at institutions serving predominantly minority populations. The division of time between scientific research and other activities was the same as during the previous two years. Twice a week, participants attended a seminar prepared by the program development administrator and based on Opportunities in Chemistry, a report authored by a committee of distinguished chemists headed by George Pimentel. Again, the teachers presented seminars on their research assignments and their ideas for classroom transfer. When possible, the seminars were attended by the principal investi­ gator and other workers from the laboratory. In 1985 and. 1986, a preparing or first-year teacher was included in the progam. These recent college graduates were capable and comfortable in the research environment, but recognized a lack of confidence in their teaching skills. The interaction between the experienced, often master, teachers and the novice teachers was a dynamic one in which there was

4 much communication and sharing on the subjects of science, technology, and teaching methodology. Each year, the Summer Teacher Program has evolved based on new ideas generated by the staff and on the feedback of teachers attending the previous year. The number of par­ ticipants and length of the program has varied from year-to­ year according to available funding. Since 1984, participants have had the option of registering for university credits through the Summer Program for Educators offered by the Graduate School of Education at the University of California at Berkeley.

In 1986, at the California Administrators Conference, the State Department of Education recognized the LBL Summer Teacher Program for establishing an exemplary partnership with the Albany Unified School District. Five teachers from Albany High School -- most of the science staff members have participated in the Summer Teacher Program.

Participant Selection The Summer Teacher Program is designed for science and mathematics teachers possessing degrees in their fields. The process of selection has varied and evolved over the four years of the program. Originally, the superintendents of local school districts were notified and asked to recommend an outstanding science or mathematics teacher. As the program has grown and gained recognition, applicants have also been obtained by the following methods: 1. Former participants have given LBL the names of outstanding science and mathematics teachers who might benefit from the program. 2. In the spring of 1986, the director and program development administrator described the program at the National Convention of the National Science Teachers Association in San Francisco. 3. An announcement with a tear-out interest form was ·placed in the California Science Teacher Association Bulletin. 4. Many teachers who heard about the program contacted LBL and had their names placed on a master-list of interested teachers. 5. The LBL Minority Outreach Program selected outstanding teachers from areas with large minority populations.

5 6. The program development administrator described the program at many professional meetings, including the National Science Supervisors Association, the California Partnerships Conference, and the American Chemical Society National Convention.

All of the above methods, including asking school district superintendents for recommendations, were used to generate applicants for the 1986 Summer Teacher Program. The program coordinator conducted a telephone interview with each of the prospective participants. On the basis of these interviews and the teachers' resumes, each teacher's potential for success in an LBL research laboratory was evaluated, and the most promising candidates were selected for participation in the program. The number of applicants selected was determined by available funding (see Section IV). A separate procedure is used to procure applicants for the REST program. Outstanding high school and junior high school teachers are recommended by four professional socie­ ties: the American Chemical Society, the National Association of Biology Teachers, the American Association of Physics Teachers, and the National Council of Teachers of Mathematics. Invitations to apply are sent to all recommended teachers; final selection of candidates is made by REST coordinators and precollege program directors at~ the participating national laboratories.

Research Laboratory Assignment The research laboratory assignment is the heart of the Summer Teacher Program and REST. Through this experience, teachers draw on rarely used talents, develop new skills, and gain a renewed enthusiasm for science that is transferred to their classroom work. In addition, they have an opportunity to use scientific equipment and instrumentation far more sophisticated than anything available on a limited school district budget.

On the basis of experience and interests, each teacher is matched to a research laboratory. The following methods were used to generate a list of laboratories in which the 1986 participants could be placed: 1. Former participating principal investigators were asked if they would like to take part again. 2. In Currents, the LBL weekly newspaper, stories

6 were published explaining the programs and inviting interested scientists to participate.

3. The program coordinators contacted principal investigato'rs with research projects in areas matching the experience of.teacher participants. This resulted both in placement of teachers and in referrals to laboratories more suited to the program needs.

In 1986, teachers worked on the projects listed below (more than one teacher worked on some of the projects). * Combustion of compounds using lasers * Collagen regulation in the cell * Environmental quality and inhalable atmospheric particles

* Differentiation of normal and carcinogenic mammary gland epithelial cells * The effect of malaria on blood-forming stem cells * Neutron activation analysis in relation to dating objects and substances * Control of the Ten-Meter Telescope * Oxidative.free-radical damage in biological systems * Nickel-zinc battery improvement using factorial modeling * Determination of selenium in sediments, vegetation, and animal tissue samples from Kesterson Reservoir * Stem cell differentiation in mice * Energetic neutron reactions in cosmic material Almost without exception, teachers in the program not .. only gain exposure to modern instruments but are given primary responsibility for their operation -- including such analyti­ cal instruments as atomic absorption spectrometers, gas chromatographs, electrophoresis systems, x-ray machines, and gamma-ray or nuclear-particle counters. They also have access to lasers, electron microscopes and a large array of electron­ ic equipment.

The teachers become important members of the research

7 teams. For example, a participant working with LBL's atmos­ pheric aerosol group analyzed filtered atmospheric particles from China, Europe, and the Arctic. Through this experience, the teacher not only became aware of, but was a direct par­ ticipant in, the study of the role of soot in global climate modifications and in·· the catalytic transformation of pol­ lutants to acid rain and fog. In effect, the teacher became an original resource for students -- who will number in the thousands during the teacher's career.

Supplementary Activities The Summer Teacher Program includes tours to give participants an overview of LBL research projects and facili­ ties. In 1986, these tours included visits to the following: * Neutron activation analysis experiment * SuperHILAC * Nuclear reactor, Etcheverry Hall, University of California campus * Bevatron * Scanning electron microscope * Computer center Participants also attended a multimedia presentation on research at LBL, a lecture presentation on laboratory safety, and CPR and first aid training sessions. The LBL Summer Lecture Series (see Appendix B), which features LBL scientists internationally known for their research, is an important part of the teachers' experience. The series was started in 1983 to supplement ·ongoing summer programs for students. Speakers are still asked to target their remarks to college students, nut this is precisely the level that is well received by teachers, as well as many LBL staff members. ··

The Summer Teacher Program tries to maximize partici­ pants' exposure to state-of-the-art developments in scientific research. In the 198 6 Opportunities in Chemistry seminar, teachers were asked to examine recent advances on the fron­ tiers of chemistry. They discussed the current direction of research in chemistry, its relevance to society's needs, and its relevance to classroom science instruction. The group acknowledged that Opportunities in Chemistry clearly demon­ strates that we can no longer have deep divisions separating

8 the sciences: physics .and chemistry are an integral part of modern biology. The teachers also agreed that the report demonstrates the need for chemistry to be a common language for teachers in all areas of science. The teachers concluded that educators should make an effort to interweave topics from chemistry, physics, and biology in a single course. As a result, some of the seminar participants may be among the first educators to translate .... current technology into teaching units which incorporate an interdisciplinary approach. For example, a chemistry teacher is collaborating with a math teacher who plans to teach logar­ ithms in algebra and trigonometry courses in conjunction with practical applications from acid/base chemistry and pH.

Since 1984, the Summer Teacher Program has included weekly· meetings to encourage and foster development of instructional materials based on the teachers' research assignments. Examples of materials produced by participants include a series of lessons on acid rain developed by a junior high general science tea6her and an amino acid titration developed by a high school chemistry teacher.

In the spring of 1986, a dinner was held that brought recent LBL Summer Teacher Program participant's together with participants of a teacher project that was conducted at LBL 30 years ago as part of the National Science Foundation In­ stitutes for Teachers. The purpose was to have the two groups of teachers reflect on their experience at LBL and share ideas regarding the professional and personal value of this research opportunity. The search for participants from many years ago turned up the names of individuals who had become leaders in the teaching profession, most of whom were retired. These teachers and the recent Summer Teacher Program participants concurred that the summer at LBL had been an important step in their professional development.

Evaluation

At the beginning of the 1986 program, the teachers filled out a program evaluation form based on their expectations and initial feelings; at the end of the program, they filled out an identical form based on their experiences. These forms revealed a transition from feelings of trepidation and anxiety about working in a research laboratory to feelings of excite­ ment and competence. On the first questionnaire, teachers made comments such as the following:

9 * I felt confused, overwhelmed, and unable to grasp what was going on or being said. * There are some anxious moments involved in this kind of learning because mistakes can be costly. I find myself asking many questions before actually doing anything. In contrast, the follow-up questionnaire revealed a newfound confidence: * Anxious changed to excited when I -actually got my feet wet. * My learning experiences have been many. . . I will - enter the classroom more intense and more well­ rounded, exploding_with-new ideas and better things to tell. It seems evident that a science teacher who has feelings of self-doubt and inadequacy about the prospect of entering a research laboratory will be less effective in encouraging students to pursue careers in science than a teacher who has worked in a research laboratory, feels competent in the skills needed to succeed• J there,. and has exper1ertcedI the exc1tementI of scientific discovery firsthand. All participants felt that they benefited from the programs. The specific benefits they cited included deeper understanding of the scientific method, ideas for student projects, practical applications of topics that they teach, contacts with scientists, and increased confidence in their knowledge of scientific careers. The following comments are typical: * I think I've gotten a little different feeling about the scientific method. When you just talk about it, you think it's a cutjdry set of steps that you follow. Here, you find out there are sometimes alternate steps. I worked on several ideas I will have students pursue as viable research topics in my research class this fall. * I have a teaching unit with a'model of an ongoing research problem, and I have gathered information on genetic disorders associated with the bone marrow that will serve as projects for my students. * The greatest benefit was in seeing the math I use in class being used on the job.

10 * I gained contacts with •ireal, live" scientists and confidence in my ability to act as a spokesperson and advocate of science as an avocation and career.

Principal investigators were given the choice of provid­ ing a written or verbal final evaluation of the program-­ whichever was more convenient. Their praise for the teachers was high, and they expressed firm belief in the worthwhileness of the program: * She was truly exceptional.... She very quickly assimilated our operational techniques in measurements of iridium and the sometimes complex statistical treatments necessary to reduce the data. She was very well organized and efficient, and she came up with innovative ideas for presenting data and solving problems. She was helpful with suggestions about other parts of our program not related to her problem. Such teachers can be a very effective conduit in transferring to high school · students the scientific and mathematical background necessary for some of the academic decisions they must make in high school and college. * I was particularly impressed with his enthusiasm and capacity for grasping concepts to which he may not have had a great deal of exposure previously. I feel any school should be proud of having him on the faculty. * His enthusiasm, diligence, and meticulous care was a big help to our program this summer. More important, these are the qualities we consider desirable in high school students. He prepared a teaching document which could be used in his classes and which empha­ sized these points. With participants such as this, the LBL Summer Teacher Program will have a significant effect on science teaching in the Bay Area and elsewhere. Follow-up meetings for past participants were held in 1985 and 1986. At these meetings, teachers expressed their feelings· about the value of their experiences in the LBL Summer Teacher Program. A recurring comment was that when they discussed their summer research experiences in the classroom, they had the undivided attention and interest of the students. Many teachers expressed a renewed commitment to carrying out experiments in the classroom. Many also said that they now had a better understanding of how students feel when approaching a new experiment.

11 III. PROGRAM FOR STUDENTS AND TEACHERS:

SCIENCE WEEK AWARD

History Science Week Award was initiated in the summer of 1985 as a one-week, hands-on program for outstanding high school science students. The program was developed and run by two past Summer Teacher Program participants hired specifically for this purpose. One of these teachers was rehired to design and run the program in 1986.

Participant Selection Participants are selected primarily from candidates for the Lawrence Hall of Science 1 s E. 0. Lawrence Travel Award Program, which offers an outstanding high school student the opportunity to travel to Stockholm with Glenn Seaberg Nobel Laureate and LBL scientist -- to attend the Nobel Prize awards ceremony. Candidates include regional science fair winners, winners of the Junior Science and Humanities Sym­ posium, and Olympiad qualifiers. Candidates are also recom­ mended by past participants "of LBL 1 s Summer Teacher Program. Students selected have the opportunity to invite a mentor teacher to accompany them to LBL and are encouraged to do so. Both students and teachers receive round-trip travel expenses, housing, and per diem allowances while visiting LBL. Forty participants attended the Science Week Award program in 1986.

Activities

Students and teachers are given tours, lectures, demon- ' strations, and an opportunity for hands-on experience with instrumentation used in the research laboratory. The program stresses direct small-group exposure to research and research­ ers. Topics covered have included DNA cloning and mapping, atmospheric aerosol research, scanning electron microscopy, the evidence for comet impact leading to the extinction of the dinosaurs, and many others.

Evaluation At the end of the program, both students and teachers are asked to complete an evaluation form.

12 Comments from students reveal that they gain both inspiration and specific knowledge from the program: * By seeing these great scientists at work, I get great incentive to delve deeper into science. * Being able to talk to scientists furthered my interests and goals in science. * This week will certainly influence my future career plans, as well as my education plans. * I will use the motivation to go out and do what I want -- Mr. Seaberg and Mr. Ghiorso taught me that. * I feel more at home now with science equipment and experiments. * I definitely have a better understanding of atoms and their makeup. * I will use my new knowledge of particle physics to better understand the fundamentals of chemistry and physics.

For teachers, too, the week at LBL was a learning -experience. Many commented on obtaining information they would take back to the classroom: * I will have more firsthand information to relay to my students about frontline research.

* Most of the information (obtained at LBL) will be used in some way. Contacts developed will also be used for student research and information. * Some of the best points of the program were the chance to view sophisticated research equipment and interact with other teachers and students. I will definitely include information from this visit in my curriculum.

Both students and teachers commented on the enjoyment and benefits.of attending the program together:

* I have heard comments about how much fun it is to have students and teachers together. * The program allows the student and teacher to discuss what was learned. Hence, the teacher better knows what material could be feasibly added to his or her curriculum. Also, the student can clarify anything he or she may not understand.

13 * Because we were treated as equals, we treated each other as equals.

* Often the teachers brought up some intriguing questions during discussions. (student comment)

Both students and teachers also agreed that the hands-on activities were especially valuable, and many commented that they would have liked even more.

14 IV. FUNDING

The table below summarizes the sources and amounts of funding for the LBL Precollege Education Program participants since 1983. Funds from school districts match DOE funds used to support teachers from those districts; the LBL Minority Outreach Program supports teachers and students from the ... Jackson, Mississippi area, Puerto Rico, and other areas with large miniority populations. Administrative staff costs are covered by the Lawrence Berkeley Laboratory, and research staff time is covered by research grant funds.

Year Program Source Amount ($K) 1983 Summer Teacher DOE (Precollege) 15 Oakland Schools 1.5 1984 Summer Teacher DOE (Precollege) 25 Albany Schools 1.8 Mt. Diablo Schools 1.8 Oakland Schools 1.8 1985 Summer Teacher DOE (Precollege) 30 Albany Schools 2 Hayward Schools 2 Livermore Schools .5 Oakland Schools 2 Minority Outreach 6 1985 REST DOE (Precollege) 20 (LBL} 22 (ANL) 18 (BNL} 1985 Science Week DOE (Precollege) 20 1986 Summer Teacher DOE (Precollege) 20 Albany Schools .5 Acalanes Schools 2 Minority Outreach 12 ,. 1986 REST DOE (Precollege) 20 (LBL} 1986 Science Week DOE (Precollege) 20 Minority Outreach 1 ------

15 V. FUTURE PLANS

The Precollege Education Programs will be an important component of the proposed LBL Science and Engineering Educa­ tion Center which is scheduled to begin operation in FY 1988. Existing programs will be expanded so that by FY 1989, the precollege teacher programs will accommodate 45 participants annually, including 25 total through REST at the participating DOE laboratories. Two new programs will be implemented for high school students with demonstrated interest and academic accomplishment in science: the Student Internship Program and the Precollege Research Assis;tant Program. These programs will give outstanding high school students the opportunity to work in research laboratories.

Two important dimensions will be added to th~ Summer Teacher Program. First, a preservice program will be devel­ oped to encourage top science and mathematics students to consider teaching careers. By participating in the Summer Teacher Program, these students will have the opportunity to interact with outstanding, committed secondary teachers. A second added dimension w.ill be to include industrial arts teachers and junior college instructors. National laborator­ ies such as LBL can provide many enrichment opportunities to these two groups as well. LBL plans to enter into a partnership with Lawrence Hall of Science (LHS), a nationally renowned science museum and science education center. One proposed joint program is the LBL/LHS Colloquium, a program to provide academic year followup for teachers who have participated in REST, the LBL Summer Teacher Program, or Industry Initiatives for Science and Mathematics Education (IISME, an LHS/industry partnership program that provides teachers with summer employment in industry) . This program will promote ongoing interaction among teachers who have participated in summer programs at LBL or in industry, and will encourage trans£er of their experi­ ences into classroom activities. Monthly evening meetings will be patterned after the successf~l LHS Colloquium, entitled "Updating Science Know­ ledge for Instruction," that was held during the 1985/86 academic year. Each meeting will include dinner, a lecture or panel presentation, and a discussion period. Lecturers will be prominent educators and research scientists; panelists will be outstanding science and mathematics teachers. Programs will be videotaped for viewing by teachers unable to attend. The videotapes will become part of the permanent collection of educational materials used by partici­ pants in the LBL Precollege Education Programs. 16 LBL will seek additional ways to cooperate with the IISME program, which is supported by industries and businesses in seven San Francisco Bay Area"counties and has provided over 130 teachers with summer research appointments during the past two years. An important mission.of the Lawrence Hall of Science is to promote public understanding of science and technology. This mission is accomplished in part through exhibit programs. Through the Science and Engineering Education Center, LBL will collaborate with the Lawrence Hall of Science to develop and plan exhibits featuring breakthroughs in science and tech­ nology developed under DOE funding. A Superconducting Super Collider exhibit is currently being planned. The exhibit development process includes school workshops and presenta­ tions at school assemblies.

Also in cooperation with the Lawrence Hall of Science, the LBL Science and Engineering Education Center plans to provide teacher enhancement and curriculum development programs. with a focus on interdisciplinary energy science. The programs will develop hands-on experiments and demonstra­ tions for Kindergarten through twelfth grade students and support curriculum development and teacher training at LHS. The science and technology basis for the experiments, demons­ trations, and curriculum materials will be drawn from research projects at LBL. In addition, LBL will coordinate school and classroom tours of LBL and LHS, support teacher-scientist one­ day exchanges during the academic year, provide guest speakers from the LBL staff, and provide a directory of scientists and teachers with expertise in science education and the research environment. There currently is no · mechanism for translating the experiences and educational products of teachers, students, and scientists at the national laboratories into useful materials for teacher~ and students across the country. It is expected that through the DOE Science and Engineering Educa­ tion Centers curriculum materials will evolve. LHS has developed national leadership in evaluation and dissemination of curriculum materials; therefore, the LBL Science and Engineering Education Center, in collaboration with LHS, is proposing to be a center for DOE national laboratories for this evaluation and dissemination process.

17 VI. CONCLUSION

Today a high school or junior high science teacher will teach more than 100 students daily. The impact of revital­ ized, enthusiastic, and motivated teachers on their students, as well as on administrators and colleagues, will mean improved science education for thousands of students in each teacher's career. The teachers' experiences can be translated directly to the classroom: students receive firsthand accounts of the relevancy and sense of discovery that is part of scientific research. Teachers carry a great responsibility for encouraging and guiding their students into careers in science. The nature of research at LBL, whether basic or applied, is usually both innovative and long-range and thus gives teachers a peek into the future the same future in which their students, inspired by stimulated science teaching in their early years, will make their contributions. The benefit of the Summer Teacher Program to science education is exemplified by the case of one discouraged teacher of high school chemistry teacher who participated in the 1983 summer program with the intention of leaving teaching the following year. As a result of her experience at LBL, she remains in the classroom and works with the Laboratory to help develop its precollege programs. She also has been recognized as one of the top three science teachers in California and has become an effective spokesperson for improvement in science education. Similarly, experiences in the Science Week Award program can change the lives of participants. For example, on the evaluation form, one student said, "This week has opened my eyes to many areas of study. I'm being completely sincere when I say that this week has piqued my curiosity and I am now seriously considering pursuing a career in scientific re­ search. Personally, the timing of this visit has been great! I can't help but feel that my increased enthusiasm in research and study will help me in college and shape my life in the future." Examples like these make it clear that LBL and other national laboratories not only should participate in reform efforts at the high school and junior high levels, but should also take a leadership role in establishing -- through the interaction they can provide among researchers, teachers, and students -- an important link between scientific research and precollege education.

18 APPENDIX A: Staff

Roland J. Otto, Assistant Director of the Lawrence ijall of Science, University of California at Berkeley, and staff scientist at LBL (on leave of absence), received his Ph.D. in nuclear chemistry. His research and management experience encompasses nuclear chemistry, energy storage, and environmen­ tal chemistry. He is past Director of the LBL Precollege Education Programs and is currently Principal Investigator for the Lab Co-op Program, the Science and Engineering Education Center, and the Precollege Education Programs, including REST. Lucille Day, Director of LBL Precollege Education Programs, holds a Ph.D. in science and mathematics education and an M.A. in zoology with specialization in cell and developmental biology. Her experience in science education includes research, curriculum development, in-service teacher training, and elementary-through-college teaching. She is a coauthor of How to Encourage Girls in Math and Science: Strategies for Parents and Educators (Prentice-Hall, 1982; Dale Seymour Publications, 1986). Margaret S. Carlock, REST Coordinator and Precollege Education Program Development Administrator, holds an A.B. in biochemis­ try. She is Science Department Chair at Albany High School, Albany, California, and has been an instructor in the U. C. Berkeley Summer Program for Educators. Her many honors as a science educator include 1985 and 1986 State Awardee Plaques for the Presidential Award for Excellence in Science and Mathematics Teaching, and inclusion on the National Associa­ tion of Science-Technology Centers 1986 Honor Roll for Teachers. Susan Christancho, Coordinator of the Summer Teacher Program, received her A.B. in bacteriology1 immunology. She has been teaching science for nine years. For the past five years, she has been Science Department Chair at Claremont Middle School in Oakland, California, where she teaches seventh grade general science. She has also been a researcher in immunology at U.C. Berkeley; her work involved isolating and studying a bacterium to improve the Mishell/Dutton immunoassay test.

19 APPENDIX B:

Summer Lecture Series Topics

1986 Titles:

Electrochemical Energy in Our Future Dr. Elton Cairns

Understanding Chemical Reaction Dynamics: A Laboratory Laser Ligh~ Show Dr. Brad Moore

Fractal Analysis in Physics and Chemistry Dr. Shayne Johnston

From the Cyclotron to the SSC: High Energy Physics Today· Dr. David Jackson

In Search of Quark Matter Dr. Lee Schroeder

1985 Titles:

Energy Efficient Buildings Dr. Art Rosenfeld

Research in Biology and Medicine Dr. Edward Alpen

Industrial Haze Over the Polar Ice Cap: A New Term in the Climate Equation Dr. Hal Rosen

Chemical Education: A World Perspective Dr. Marjorie Gardner

Dinosaurs, Comet Storms, and Nemesis Dr. Richard Muller

20 APPENDIX C:

Past Participants in Summer Teacher Program

Alford, Laura A. (1985) DePasquale, Don (1984) Physical Science, Chemistry Physics, Mathematics Siwell Road Junior High School Albany High School

·~ Jackson, MS Albany, CA

Bartevian, John (1985) Dearborn, Terry (1983) Biology, Physical Science Physics Mount Eden High School Ygnacio Valley High School Hayward, CA Walnut Creek, CA

Bussell, Hugh (1986) Douglas, Chris (1985) Physics Chemistry, Biology Union City, CA Antioch, CA

Carlock, Margaret (1983) Forte, Frederick (1986) Chemistry, Biology Chemistry, Biology Albany High School Oakland Technical High Albany, CA . Oakland, CA

Coughlin, carroll (1985) Freeman, Warner ('84, 1 86) Molecular Biology Physiology, General Science Albany High School King Junior High School Albany, CA Berkeley, CA

Cristancho, susan (1983) Gates, Kenneth (1986) General Science Gen. Sci., Metals, Photo. Claremont Middle School El Dorado Intermediate Oakland, CA Concord, CA

Daily, Ron (1985) Gusner, Norm (1985) Physics Algebra, Computers Sacred Heart High School Portola Junior High School San Francisco, CA El Cerrito, CA

Dean, Larry (1986) Heffernan, Andrew (1985) Chemistry, Computers Biology, Physical Science De La Salle High School Dewey School Concord, · CA Oakland, CA .. deBellis, Tony (1986) Holland, Marcela (1984) Physics, Chemistry Biology, Physical Science Clayton Valley High School Moraga, CA Walnut Creek, CA

21 Summer Teacher Program Participants, contd.

Johnson, Thomasina (1985) Mayfield, Greta (1983) Biology, Physiology Chemistry, Computers McClymonds High School El Cerrito High School Oakland, CA El cerrito, CA

Joyce, James (1986) Nelson, Henry (1983) Biology Physics S.F.V. Marshall High School Berkeley High School Tehula, MS Berkeley, CA

Klein, Elisabeth (1986) Panasenko, Alex (1985) Mathematics Biology Albany High School Berkeley High School Albany, CA Berkeley, CA

Latch, Gary (1985) Powell, James (1984) Biology, Life Science General Science Livermore High School El Dorado Intermediate Livermore, CA Concord, CA

Lawrence, Bob (1985) Rebensdorf, Allen (1984) Physics, Chem., Bio., Physiol. Chemistry Hayward, CA Alameda, CA

Lewis, Bobera (1983) Reyes, Esilda (1986) Physiology, Biology Biology Oakland High School Blanca Malaret High School Oakland, CA Sabana Granda, PR

Lohman, Rich (1985) Rivera-Gurley, E. ('84, 1 86) Gen. Sci., Geom., Elec., Precalc. Bio., Phys. Sci., Physiol. Albany High School Far West High School Albany, CA Oakland, CA

McGee, Frenchye (1985) Sepulveda, Luis (1986) Student Chemistry Jackson State University Centro Res. de Oppor. Educ. Jackson, MS Mayaguez, PR

MacArthur, Ted (1984) Taylor, Linda (1984) General Science Bio., Gen. Sci., Env. Sci. Sequoia East Junior High Willard Junior High School Walnut creek, CA Berkeley, CA

Matsuoka, Robert (1985) Wiese, Jim (1986) .. Phys Sci., Environ. Sci. Chern., Physics, Biology James Logan High School Mt. Diablo High School Union City, CA Concord, CA

22 summer Teacher Program Participants, contd.

Yaffe, Florence Bio., Gen. Sci., Earth Sci. Portola Junior High School El cerrito, CA

•

23 APPENDIX D:

Past Participants in REST

1986 Participants: ,.. Camasto, Susan (ANL) Darien, IL

Johnson, Mary (PNL) Birmingham, MI

Krishman, Chirakaal (BNL) Islip, NY

Meyer, James (LBL) Cedar Falls, IA

Olenchalk, Joe (LBL) Antioch, CA

1985 Participants:

Dombrosky, Jack (LBL) Takoma, WA

Escobar, Carole (BNL) Islip, NY

McHugh, Kathryn (ANL) Chicago, IL

Shargey, Bernice (LBL) Houston, TX

...

24 APPENDIX E:

Past Participants in Science Week Award

1986 Participants: ~' Anderson, Paul Huang, Sherry San Diego, CA Sparks, NV

Avedesian, Gary Irizarry, Doris Pacific Grove, CA Ponce, PR

Barrie, John Jacobson, Jessica Fresno, CA Orinda, CA

Boone, Jeanette Javendal, Farid Modesto, CA Albany, CA

Bueler, Edward Johnson, Connie Monterey, CA Eureka, CA

Calabrese, David Jung, Jackson San Diego, CA Monterey Park, CA

Camacho, Petra Lusk, ·Fred Dorado, PR Fresno, CA

Carlon, Debra Maculans, Livia Los Banos, CA Chowchilla, CA

Carr, David Mau, Matthew Los Altos Hills, CA Chico, CA

Carrasquillo, Felipe Mau, Maurice Dorado, PR Chico, CA

Chien, Jane Mau, William San Jose, CA Chico, CA

Davis, Tanya Mar, Kelvin San Jose; CA Monterey Park, CA

Hagan, Kurtis McKenna, William Lafayette, CA Sparks, NV .-, Hammer, Lori Melendez, Adalberto San Diegao, CA Naguabo, PR

Harrich, Lloyd Nichols, Duane Danville, CA Walnut, CA

25 Science Week Award, 1986 Participants, contd.

Nieh, James Wong, Kelvin Saugus, CA So. Pasadena, CA

O'Connell, James Wong, Patrick San Bruno, CA Sacramento, CA

Schuser, Bill Wood, Jennifer Eureka, CA San Diego, CA

Scott, Odell Yao, Kenneth Escalon, CA sunnyvale, CA

Tozer, Dwight So. San Francisco, CA

1985 Participants: Bencze, William Hayashida, Kenneth Saratoga, CA Seal Beach, CA Biermann, Neil Jackman, Ken Bremerton, WA Pacific Grove, CA

Briggs, Thomas Kurokawa, Paul San Francisco, CA Fresno, CA

Davis, Tanya Olenchalk, Joe San Jose, CA Antioch, CA

Emery, Chelsea Petropoulos, Leo Portland, OR Sunnyvale, CA

Erakovic, Vesna Smith, Laura Bremerton, WA Corning, CA

Fenske, James Swain, Mark Sacramento, CA Marysville, CA

Gabler, Craig Terry, Anne centralia, WA Salinas, CA

Gould, Lynn Tikalsky, Susan Corning, CA Antioch, CA

Hachman, Carter Ton, Khoa Stockton, CA San Francisco, CA

Hardy, Kathryn Van Brocklin, Henry San Jose, CA Salinas, CA

26 Science Week Award, 1985 Participants, contd. Winjum, Randy Centralia, WA

"{:

27 APPENDIX F:

Participants in LBL Teacher Programs in 1950s and 1960s

Annis, John Mink, Charles Acalanes, CA Burlingame, CA

Bartholomew, Duane Nelson, Henry Oakland, CA Berkeley, CA

Choulett, Harry Nicholson, Margaret Berkeley, CA · Walnut Creek, CA

Crosby, Frank Reneau, Charles Morgan Hill, CA Mill Valley, CA

Fibish, Alan Rice, Robert San Rafael, CA Berkeley, CA

Genetti, Rudy Roberts, Eugene San Anselmo, CA San Francisco, CA

Glasser, Martin Simons, Paul Monterey, CA Acalanes, CA

Goldstein, Norman Sorenson, Harley San Francisco, CA Castro Valley, CA

Granholm, Donald Spohn, Father Richard Mountain View, CA San Francisco, CA

Guyan, Ralph Taylor, Art Santa Rosa, CA San Francisco, CA

Johnson, Mildred Weichert, William San Francisco, CA Oakland, CA Kelson, Walter Concord, CA

Lew, Robert ( Berkeley, CA

McNab, Keith San Anselmo, CA

McRae, Norman Pleasant Hill, CA

Merrill, Richard Walnut Creek, CA

28 .,

This report was done with support from the Department of Energy. Any conclusions or opinions expressed in this report represent solely those of the author(s) and not necessarily those of The Regents of the University of California, the Lawrence Berkeley Laboratory or the Department of Energy. Reference to a company or product name does not imply approval or recommendation of the product by the University of California or the U.S. Department of Energy to the exclusion of others that may be suitable. '~-~~ ;,~ ~

LAWRENCE BERKELEY LABORATORY TECHNICAL INFORMATION DEPARTMENT " UNIVERSITY OF CALIFORNIA BERKELEY; CALIFORNIA 94720