Visions and Voices:
Educational Leadership in the Research Center Environment

Keynote Presentation:

Dr. Judith Ramaley
Assistant Director
Education and Human Resources
National Science Foundation.

"What does it mean to integrate research and education and why is it so important?"

The broader societal goals of NSF, expressed both in the NSF strategic plan and GPRA goals and in our instructions to proposers, can only be achieved if the research we support is conducted within institutions that have embraced the habits of engagement and if researchers care about the educational implications of their work. To make this case, we must explore in depth what the integration of research and education can mean, what engagement means, the capacities required to operate in an engaged mode, and why partnerships of the kind we are now calling for can be so difficult to develop and sustain. There are several ways to interpret the idea of integration of research and education. All of them could readily be adopted by a research team in their interactions with the larger community. These issues will be discussed in the context of an NSF Center.

Sessions:

Sunday, 11:30 AM – 12:30 PM

Considerations for Sustained Research: A Specific Case (Theme 2)
Roundtable. Elizabeth Hancock and Jim Washburne, Center for Sustainability of semi-Arid Hydrology and Riparian Areas

Seamless Integration of Research Discoveries of NSF-Supported Centers into K-12 education: Challenges and Successes (Theme 3)
Panel Presentation. Anna Waldron, Carl Batt, Karolyn Eisenstein, Pamela Cook

This panel discussion will attempt to look at the mission of the NSF-supported Centers in the area of education and ways to fulfill that mission. NSF-supported Centers face a multi faceted challenge with respect to the integration of research into their education programs. They need to consider programmatic, logistical and personnel issues as they plan their approach. Careful assessment of the educational needs of the target audience and their learning environment serves as an excellent guide for establishing the goals of the education program. Then, collaboration between the Center faculty, staff and students can generate vibrant programs that not only engage young students but also provide solid learning activities in science, math, engineering and technology. This presentation will examine the overarching educational goals of NSF-supported Centers, the effective integration of research and K-12 education and relevant measures by which success can be assessed. Examples from ‘successful’ K-12 efforts will be highlighted.

Issues Of Diversity: Pipelines and Pathways (Theme 4)
Think Tank. Pat Marstellar and Shirley Malcom.

Research centers can take a leadership role in addressing the diversity of the scientific workforce. Women and minorities are underrepresented in nearly all scientific fields. In some fields US citizens, male and female, are not pursuing doctoral degrees. This presentation will propose a pipelines and pathways approach. Participants will then be asked to identify a specific target audience for their own center. Each table will develop a list of 10 things they think need attention in K-12, undergraduate and graduate education to facilitate entry for women, minorities and others. We will begin planning a targeted meeting for 2003 or 2004 to focus on diversity issues.

Sunday, 1:30 PM – 2:30 PM

The RET Program’s Impact on Teachers and Students (Theme 2)
Roundtable. Jay Dubner and Alison Biuso, Columbia University

Increasing the Effectiveness of Scientists and Engineers Involved in K12 Outreach (Theme 3)
Roundtable. Carol McLaren, Christine Morrow

Involving scientists and engineers in K-12 programs is rewarding and can also be challenging. This round table presentation will deal with how to most effectively incorporate scientists and engineers into K-12 education outreach efforts. Some of the potential issues, challenges and outcomes will be examined. The base of experience includes K-12 outreach efforts with the Ferroelectric Liquid Crystal Materials Research Center at the University of Colorado, Science Discovery at the University of Colorado and a teacher enhancement project at the National Center for Atmospheric Research. Over the years many scientists, technicians and engineers have worked with these programs in a variety of roles and functions ranging from one hour presentations at teacher conferences, helping to write curriculum, traveling with educators to rural parts of Colorado to present professional development workshops, and being in email contact with a classroom of students in North Carolina as a hurricane descended upon their state.

The following issues and questions will be raised in the Round Table presentation/discussion:

• What roles scientist and engineers best play
• How to prepare scientists to be more effective with K-12 teachers and students
• What are the benefits to scientists of being involved in the Centers' K-12 programs
• How do you know what content is appropriate to what grade level
• How to interface with national, state and district standards
• Methods of presentation (how to keep it interesting, how to integrate hands-on activities)
• Teacher internships
• Scientists as role models
• Role of science in teaching critical thinking skills
• Role of the outreach coordinator working with scientists
• Trends in K-12 Science Education with which scientists should be familiar.
• Important lessons learned

Transforming Undergraduate Education: A Challenge to NSF Research Centers (Theme 4)
Think Tank. Pat Marsteller and Danielle Gray, Center for Behavioral Neuroscience

Throughout the 90’s reports from the National Academy of Sciences, Project Kaleidoscope, NSF and others suggest that undergraduate SMETeducation must focus on direct experiences with the methods and processes of inquiry for all undergraduates. To educate the next generation of scientifically literate citizens, teachers and scientists requires research rich introductory courses, PBL, investigative cases, early research experiences, new lab and curricular materials. The presentation will outline faculty development and a novel interinstitutional program inviting freshman and sophomore undergraduates to research and internship experiences. We will then challenge participants to identify ways their own centers could use their research missions to revitalize undergraduate STEM education. Small groups will identify best practices, challenges and constraints.

Focus Questions:

• How can your center assist faculty with active learning pedagogy, such as PBL investigative cases?
• How can your center develop curricular materials for science majors and prospective teachers?
• How can your center build early research and internship opportunities?

Sunday, 2:45 PM – 3:45 PM

Participation of Scientists in Improving K-12 Education:
Effective Strategies from Three Programs (Theme 3)
Panel. Mary Louise Bellamy, David Haase.

Educational literature and national reports provide insight into how scientists can be involved effectively in educational outreach to K-12 students and teachers. Many benefits can be gained from such involvement both by scientists and by members of the K-12 community. Challenges related to scientist involvement in K-12 education have been identified, as well as characteristics of effective programs. The NSF Science and Technology Center for Environmentally Responsible Solvents and Processes (CERSP) and others have identified and successfully implemented strategies that meet these challenges and provide effective K-12 outreach by scientists. A panel discussion with the audience will be facilitated by members of CERSP and two other programs involved in K-12 outreach by scientists. Questions will be addressed in the panel discussion related to effective K-12 outreach strategies, as well as how to meet challenges related to such outreach.

Bridging the Gap Between Research Scientists and the K-12 Community (Theme 3)
Panel. Marni Goldman, Pat Dixon, Christine Morrow, Jonathan Fernsler

It is recognized that although one may have expert knowledge of a subject such as science, this does not imply the ability to impart that knowledge, especially to the K-12 community. Both interest and communication on the part of the scientist are key elements for a successful K-12 partnership. This panel will focus on these and other issues and challenges involved in selecting and preparing research scientists for participation in K-12 education programs. The following questions will be addressed:

1. How do you involve scientists at all levels (senior investigators, graduate students and undergraduate students) in K-12 education programs such that all are benefited (the scientist, the community, the students)?
2. How do you decide which scientists to involve and how do you match them with projects/programs?
3. How do you prepare scientists for working with the K-12 community?
4. How can you tap into support services at your center, institution or community?

NSF Research Centers: An Opportunity for Catalyzing Change in Doctoral Education (Theme 4)
Lisa Hunter, Center for Adaptive Optics. Roundtable.

Doctoral education in the United States has been the subject of numerous studies and reports due to criticisms about the training graduate students receive, compared to what they want or what is needed to create a diverse, highly competent workforce. The unique funding of NSF Centers provides an opportunity to challenge current systems and practices by incorporating innovative strategies for training a new generation of scientists and engineers for faculty careers as well as for non-academic career paths. This presentation will outline identified needs of graduate students at the Center for Adaptive Optics, the challenges in addressing these needs within academic culture, and ideas for making incremental change through the center mechanism.
Participants will be asked to address the following questions:
Given the heavy research workload of graduate students, how can centers increase professional development activities for graduate students, including:
- ethics education
- more training in how to teach science/technology
- working on an interdisciplinary team
- preparation for the professoriate
- preparation for non-academic career paths

Monday, 8:30 AM – 9:30 AM

Hands-on Evaluation Workshop (Theme 2)
Anne Donnelly and David Haase

Research Centers: NSF Perspectives, (Theme 2)
Panel. Marshall Lih and Dragana Brzakovic

Monday, 9:45 AM – 10:45 AM

Hands-on Evaluation Workshop (Theme 2)
Anne Donnelly and David Haase

Continues. See description above.

Determining Educators Needs in Secondary Science Education(Theme 3)
Roundtable. Rachel Zimmerman, Robert-Michael deGroot

The Center for Neuromorphic Systems Engineering (CNSE) Local EducatorsNetwork (LEN) was established as a focus group of K-20 science educators and administrators from the greater Los Angeles, California area in the spring of 2002. Focus group meetings are still underway. Early results of the LEN focus group meetings will be used to form tailored science education experiences for area high school and community college students, both in the classroom and extra-curricular programs. Once an implementation plan has been developed and tested, the LEN will be broadened to include other school districts in the region. There is potential for expanding the program nationally if the local pilot projects are successful.

The CNSE LEN Network focus group is working to determine the needs of science educators in Southern California, and to identify ways in which the CNSE faculty, post-doctoral scholars and students can fill these needs.

An important component of the LEN is the input from educators, and the resulting joint ownership of the products. For example, if an educator is handed a lesson plan, it easier to put it on a shelf than to incorporate it into the classroom environment. If that same educator has played an active role in developing the lesson plan, and knows there is support available via mentorship programs or classroom assistance, s/he is much more likely to use it.

This presentation will involve the audience in a Nominal Group Technique brainstorming session to generate education and outreach initiatives that would be common to all NSF Centers. As a group, we could work toward creating a common mission statement, goals, and objectives based on universal needs in science and technology education.

Some issues will be addressed:

• How can we reach the most students, effectively?
• What types of outreach programs would be most effective in helping K-12 students learn more about science and technology, in an inspiring and engaging way?
• What kinds of hands-on experiences can we create, based on the specific focus, lab equipment, and expertise of the faculty and students in our NSF Center?
• Should we focus our efforts on reaching underrepresented students, and if so, how?
• How should we prioritize our list of possible action items to form an implementation plan for our NSF Center’s education and outreach program?

The First Entrepreneurial and Practice Oriented Masters Program in Microsystems Packaging (Theme 4)
Roundtable. Leyla Conrad, Microsystems Packaging Research Center, Georgia Institute of Technology.

Very few programs exist today in the U.S. and around the world to produce any significant number of packaging engineers. Individuals who arrive at careers in electronic packaging do so with a single discipline background in science or engineering and are trained by industry on the job. The dynamic and global nature of the industry, however, requires an entirely different approach. As a result of this need, the Packaging Research Center (PRC) faculty together with the Center’s industry members, have developed the first entrepreneurial and practice-oriented certificate program in microelectronics systems packaging. This new practice-oriented Master’s program is a response to the industry need for a strong professional Master’s program. It is primarily designed for students who plan to go immediately into industry after obtaining a masters degree rather than seek a Ph.D. The program has three major components: (1) an engineering component, (2) a management and business component, and (3) an internship component. The engineering component focuses on system-level understanding and hands-on laboratory experience, coupled with fundamental scientific knowledge in key packaging-related disciplines. The management component focuses on management of technology (particularly aimed at achieving national roadmap goals), entrepreneurship, and global aspects of the packaging enterprise. The internship consists of either a domestic or international industry experience. Students who complete all three components successfully receive a microelectronic packaging certificate. This talk describes the details of the program and discusses its implementation in three engineering schools at Georgia Tech.