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PEER Perspectives Broadening the Reach of University Resources by Advancing STEM

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PEER Perspectives Broadening the Reach of University Resources by Advancing STEM 2006 PEER Perspectives Broadening the Reach of University Resources by Advancing STEM Lesson plans and novice teaching tips for middle schools; PEER research findings; graduate, undergraduate, and faculty testimonials GK-12 Virginia Traweek and Larry Johnson Department of Veterinary Integrative Biosciences, Texas A&M University College Station, Texas 77843-4458 Letter from the chief investigator: My involvement in public schools started when I attended an open house at my son’s middle school in 1994. His teacher asked for scientists to serve as guest speakers to About Dr. Johnson: promote science and careers. I began routinely presenting a talk on the “Health of Larry Johnson, professor in the the Respiratory System” using anatomical specimens from the Texas A&M Univer- Department of Veterinary Integrative sity College of Veterinary Medicine and Biomedical Sciences and attending career Biosciences at Texas A&M University, days as a college professor and scientist. I was asked by the Center for Environmen- has published over 110 original, peer- tal and Rural Health (CERH) at Texas A&M to submit a grant proposal (CERH is reviewed, scientifi c journal articles; funded by the National Institute of Environmental Health Sciences (NIEHS)), as part given invited scientifi c talks on four of an outreach effort to help translate environmental health science research fi ndings continents; won a national research from CERH scientists into a form that was usable by K-12 schools. award; served on a research panel for the United States Congress; served on We assembled a team of scientists, veterinarians, educators, and staff to prepare NIH, NSF, USDA, and NIOSH grant the grant proposal. We received our fi rst grant for a program directed at increasing review panels; received NIH and/or interest in environmental health science in rural middle schools. Our approach was NSF funding for over 25 years; served to produce an environmental health science curriculum, train teachers, and sponsor on editorial boards of three scientifi c scientists’ visits to rural middle schools. We dubbed ourselves the Partnership journals; and received both college-level for Environmental Education and Rural Health (PEER). In our fi rst year, NIEHS and university teaching awards for his requested grant applications for a seven-year grant that integrated environmental histology courses. He also coordinates health science with science, mathematics, English language arts, and social studies. a graduate course on scientifi c ethics We added new members to the PEER team, including faculty experienced in those and recently initiated a graduate course areas. We obtained a second grant from NIEHS that allowed integrated curriculum and veterinary school elective on development, teacher training, and scientists’ visits to schools. the development of communication, organization, and mentoring skills Since that time, PEER has produced three life science and environmental health/ through public school outreach training toxicology online curriculum modules. We also created 14 additional modules that and experiences. integrate environmental health science into middle school science, mathemat- ics, English language arts, and social studies. A group of 804 teachers has been trained through our workshops and 1,522 teachers and 35,000 students have experienced PEER scientists’ visits to their schools. The NSF GK-12 project was brought into PEER as a means of placing science, technology, engineer- ing, and mathematics (STEM) role models and enhanced instruction in more rural K-12 schools. In our GK-12 program, 22 Graduate Fellows have served as STEM content resources for 56 teachers and 6,910 students in local rural schools; mentored University Honors Undergraduate Fellows; and produced 138 customized lesson plans that are available to all rural schools through our Teacher-Requested Resources. Broader impacts of PEER activities include broadening the reach of university resources to rural schools to advance dis- covery, enhance scientifi c and technological understanding, and provide STEM career knowledge and opportunity for all middle school students. This monograph provides the “PEER Perspective” on institutions of higher education partnering with rural schools. PEER’s mission is to provide resourc- es and role models in the four STEM subject areas for schools with limited access to university-level science and mathematics inspiration. The goal of this publication is to document and share experiences and accomplishments of university faculty and students. We also present research fi ndings and useful resources, including lesson plans and tips for new teachers. Here teachers can see a glimpse of what awaits them at http://peer.tamu.edu. Sincerely, Larry Johnson, Ph.D. Dr. Larry Johnson displays two lung casts illustrating highly branched airways of lungs. 2 PEER Perspectives 2006 Larry Johnson Principal Investigator, PEER Table of Contents Voice: 979-845-9279 Part I: Research Findings Page Article E-mail: [email protected] 19 The Making of Free Teacher- Page Article Requested Resources Jim Kracht 4 PEER Overview 20 Adventures of an Undergraduate Co-Principal Investigator, PEER 5 Project Products Fellow Social Studies Specialist Voice: 979-845-8364 6 Lessons Learned 21 Teaching Philosophy of a E-mail: [email protected] 7 PEER Curriculum: Experiences Scientist in Caldwell Middle School 21 “Wings Across Texas” Report William Klemm 8 Golden Nuggets Co-Principal Investigator, PEER 9 Snook: Science Bowl Victory Part II: Lesson Plans, Teacher Tips, Voice: 979-845-4201 10 PEER and GK-12 Improve and Worksheets E-mail: [email protected] Middle School Teaching 11 A GK-12 Experience in Page Article G. Donald Allen Mathematics 22 Under Pressure: Calculating Co-Principal Investigator, PEER 12 The Death of “Drill and Kill” Surface Area Voice: 979-845-7950 E-mail: [email protected] 13 Dr. Bill, Memory Medic 25 Crank Up the Volume! 14 Scientists’ Visits 29 Folding in the Scientifi c Method Jimmy Lindner 16 Southwest Regional GK-12 30 Rational Code Cracking Co-Principal Investigator, PEER Meeting 32 Shoebox Apartments Evaluation Specialist 17 The Making of a 34 Walk This Way Voice: 979-458-2701 “Mathemagician” 36 Sequence Races E-mail: [email protected] 17 Value of Scientists in Public 40 How Low Can You Go? Schools 43 Seasonal Mathematics Jon Hunter 18 First-Year Classroom 47 Novice Teacher Corner Co-Investigator, PEER Improvement Mathematics and Engineering Voice: 979-862-1024 E-mail: [email protected] Deborah Kochevar Editors: Virginia Traweek and Larry Johnson Co-Investigator, PEER Contributors: G. Donald Allen, Candace DiBiano, Kevin Curley, Shannon Degenhart, K.C. English Language Arts Specialist Donnelly, Jan Fechhelm, Jon Hunter, Larry Johnson, Michael Karka, Bill Klemm, Kelly Voice: 979-845-5700 Lazo, Danielle Lewis, Marta Kobiela, Shawn Martin, Diana Mowen, John Nelson, Bruce E-mail: [email protected] Ngo, Ryan Pedrigi, Melanie Ramon, and Virginia Traweek K. C. Donnelly This monograph is published by the Partnership for Environmental Education and Co-Investigator, PEER Rural Health (PEER). PEER is funded by grants from the National Science Foundation Voice: 979-845-7956 (Grant # 0338310) and the National Institute of Environmental Health Sciences E-mail: [email protected] (Grant # ES 10443-03, ES 10735-06), cost-sharing of Texas A&M University and the Department of Veterinary Integrative Biosciences, and support for GK-12 Undergraduate Vince Hardy Fellows from the Texas A&M University Honors Program. PEER Coordinator Voice: 979-845-8339 Copyright pending. E-mail: [email protected] Jeremiah McNichols Graphics Specialist Voice: 979-458-0521 E-mail: [email protected] About Virginia Traweek: Shawn Martin After beginning work as a GK-12 Undergraduate Fellow, Virginia Middle School Teacher Traweek is now a GK-12 Graduate Fellow involved in graphics and Voice: 979-458-4048 dissemination. Upon completion of her Bachelor of Environmental E-mail: [email protected] Science degree in architecture last August, she began studying for a Master of Science in Finance. She expects to graduate in May 2007. Virginia Traweek Graphics Specialist, GK-12 Fellow E-mail: [email protected] 2006 PEER Perspectives 3 Quick Definitions PEER Overview PEER- the Partnership for Environmen- Goals and Roles of the PEER GK-12 Program tal Education and Rural Health; outreach component of CERH. Visit peer.tamu. Larry Johnson and Virginia Traweek edu for more information. Goals of the PEER GK-12 program established; NSF- the National Science Foundation, are to enhance interest in learning, 9. Facilitate long-term interactions which supplies part of PEER grant fund- to improve academic performance of between teachers, teacher educators, and ing. Visit www.nsf.gov for more infor- K-12 students, and to enrich graduate university scientists; and, mation. education. The project hopes to inspire 10. Facilitate a long-term, sustainable the next generation of researchers in interface between Texas A&M and public NIEHS- the National Institute of Environ- academia, industry, and government schools. mental Health Sciences, which supplies to become aware of and sympathetic part of PEER grant funding. Visit www. to the challenges and opportunities Roles of participants in the niehs.nih.gov for more information. in K-12 education, and of how they GK-12 program: can contribute and improve the The main players are the GK-12 CERH- the Center for Environmental and Rural Health, parent organization of science,
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