The Institute for Scientist & Engineer Educators (ISEE) is a national effort to improve STEM education and workforce development by transforming how the next generation of scientists and engineers teach and mentor. Housed at the University of California, Santa Cruz, ISEE is the legacy of the educational side of the Center for Adaptive Optics…

The Institute for Scholarship on Engineering Education (ISEE) program is one element of the NSF-sponsored Center for the Advancement of Engineering Education (CAEE). Its primary goal is to build a community of engineering education scholars who can think and work across disciplines with an ultimate aim of improving the engineering student…

This report consists of an evaluation of the effects of introducing the Intermediate Science Curriculum Study (ISCS) Level One curriculum into the classes of ISCS Institute participants. Participants were compared with a control group on the basis of results obtained from the Classroom Activity Checklist, Student Inventory, Scientific Attitude…

Purdue University recently received $1.2M in funding from the National Science Foundation (NSF) for the development of educational programs for high school teachers, high school counselors, and high school students. The purpose of these intervention programs is to show that women (and men) can have interesting, useful, and society-impacting…

Reported are the results of a workshop designed to instruct college teachers and science consultants in "Science - A Process Approach" and "Science Curriculum""Improvement Study" curricula. One of the objectives of the workshop was to influence participants to promote these curricula and initiate change. This report…

Reviews a project designed to prepare participants to assume leadership roles in the implementation of the Intermediate Science Curriculum Study (ISCS). (SL)

Thirty-eight secondary school teachers from seven public school systems attending a five week full-time institute at Montgomery Junior College participated in this summer program. The teachers were introduced to the newly available Earth Science Curriculum Project materials. Three college teachers and an experienced ESCP high school teacher…

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)

This study is based on a questionnaire survey of teachers trained over a three-year period in a program centered at the University of Wyoming, the Portal School Project (PSP), and a similar survey of a random sample of teachers in Rocky Mountain States neighboring the region served by the PSP. Teachers were asked certain demographic questions and…

In order to determine and analyze the impact and influence that a specific National Science Foundation (NSF) summer institute at the University of Montana had, questionnaires were sent to the 109 participants who obtained the M.S.T. degree for teachers of biology and also to a control group of teachers made up of randomly selected non-NSF trained…

On the basis that one of the primary goals for an inservice institute introducing an innovative curriculum should be to change the participants' philosophy of teaching, this study analyzed the achievement of this goal in several inservice institutes designed to prepare teachers for implementing the Elementary Science Study (ESS) and the Science…

This report focuses on the long-range (i.e., two and one-half years later) effects of the National Science Foundation Summer Institutes of 1957 on the high school mathematics and science teachers who participated in them. Of the 4,600 high school teachers who had taken part in the Summer Institutes, 2,628 were involved in this study. Data were…

Describes how the Physics Department at the State University of New York at Stonybrook has attempted to provide a new model for working with elementary schools and assisting them in introducing science materials. (Author/TS)

Considers the development of science curricula from World War II and how the emphasis has changed to conceptualization of science knowledge in order to encourage intellectual activity. As well, this change has led to an improved climate for curriculum innovation. (Author/RK)