OBJECTIVES: An outline of program proceedings at South Carolina State College for trade and industrial teachers of the disadvantaged. DURATION: The summer of 1971. AUDIENCE: Twenty-three trade and industrial teachers were selected from target counties in South Carolina having a high percentage of disadvantaged youth. CURRICULUM: Teaching skills in…

AN 8-WEEK INSTITUTE WAS HELD TO PREPARE SELECTED HIGH SCHOOL TEACHERS TO INITIATE AND DEVELOP VOCATIONAL PROGRAMS. THE PROJECT INCLUDED FOLLOWUP ACTIVITY FOR 1 YEAR TO IDENTIFY THE APPLICATION OF LEARNINGS ACQUIRED IN THE SUMMER INSTITUTE. THE INSTITUTE PROGRAM WAS WELL RECEIVED, AND ITS GENERAL EVALUATION WAS HIGHLY FAVORABLE. IT WAS RECOMMENDED,…

Efforts of college and university classics departments to increase enrollments, evaluate teaching methods, and introduce new courses are reported. A cooperative program between Brooklyn College and CUNY, the Summer Latin and Greek Institute, is described. (LBH)

Chautauqua Institution, a 105-year-old educational venture that was one of the U.S.'s first successful attempts at mass adult education, offers summer theme-oriented lecture programs, college courses, religious lecture series, opera, symphonies, and plays. Its current efforts and outlook are discussed. (LBH)

Describes the Summer Reading Institute, given in 1977 in metropolitan Washington, D.C. (MKM)

This article describes several trans-disciplinary summer institute designs and the general content of two teacher inservice education courses which have been established through the Environmental Studies Institute (ESI) of Syracuse University. Five activities for use in inservice workshops are identified and described. (BT)

For 25 years, professionals concerned with undergraduate admissions have gathered in Cambridge to discuss topics of interest. Writing recommendations, selective admissions, prediction equation in the selection process, radical students, financial aid, enrollment management, etc., are discussed. (MLW)

A project was conducted to develop a summer institute for new (up to 2 years' experience) adult education teachers in Pennsylvania. During the first phase of the project, the institute was designed as a 3-day intensive training session consisting of 14 workshops (most presented twice), and teachers were recruited. The second phase of the project…

Criticizes present trends in preparing science teachers to teach newer science programs via summer institutes which concentrate on cognitive aspects while ignoring the teacher as a vulnerable risk-taking human'' whose emotional needs must be met. Second of three parts--SE 506 133. (AL)

Describes the initiation and progress of summer science and mathematics institutes for secondary and college teachers in India achieved by the cooperative efforts of United States and Indian personnel and agencies. Summaries of participant evaluations at the 1963 and 1964 institutes are presented. Bibliography. (LC)

Shows that six minor modifications in the standard format for summer teacher institutes can modestly increase the mastery of geography content by participants. Discusses the six modifications and demonstrates their effects based on observations of two institutes, one that did employ the modifications and one that did not. (DSK)

Since 1988, the Jose Valdes Summer Math Institutes have helped some 4,800 (mostly minority) students get a running start on their high school careers. The program consists of four main elements: intensive math instruction for students, training for teachers, parent education, and a student support program. (MLH)

The 2002 NRC Report "Bio 2010" (NRC, 2003), calling for changes in undergraduate education for biologists, suggested the establishment of summer workshops to help implement reform. While the report was in press, Millard Susman, a retired genetics professor at the University of Wisconsin, Madison, and Bob Yuan, a professor at University of…

A sample of 186 Jordanese high school science teachers participated in a summer training course in chemistry, physical science, physics, or biology. Analysis of pretest-posttest means showed significant increases in understanding the nature of science for participants in the chemistry, physical science, and physics groups. (MLH)