Title:  Investing in Tomorrow's Teachers
Date:   January 21, 1999

Investing in Tomorrow's Teachers

The Integral Role of Two-Year Colleges in the Science and Mathematics
Preparation of Prospective Teachers

A REPORT FROM A NATIONAL SCIENCE FOUNDATION WORKSHOP

Division of Undergraduate Education
Directorate for Education and Human Resources
National Science Foundation
December 1998

FOREWORD

This document reports findings from the workshop on the integral role of
two-year colleges in the science and mathematics preparation of
prospective teachers.  This was a joint effort of the National Science
Foundation and the Virginia Urban Corridor Collaborative for Excellence
in Teacher Preparation.  The workshop was developed with leadership from
the Division of Undergraduate Education and significant support from
other divisions of the Directorate for Education and Human Resources.
The American Association of Community Colleges and Phi Theta Kappa, the
national honor society for two-year colleges, ensured that
representatives from all groups who are stakeholders in the preparation
of teachers were afforded opportunities to address issues.

On March 12 - 14, 1998, two-year college faculty, administrators, and
students met with representatives from four-year colleges and
universities, school systems, professional societies, and government
agencies to explore issues important to the development of teachers
well-prepared in science, mathematics, and technology and well-qualified
to teach.  During the three days, participants developed recommendations
for future activities and projects designed to improve the quality of
the U. S. future teachers. The role of helping to prepare future
teachers was recognized as consistent with the community-based and
student-centered missions articulated by two-year colleges.  Two -year
colleges can play an important role in helping prepare teachers of
mathematics, science, and technology.

The opinions expressed in this report are those of the workshop
participants and do not necessarily represent NSF policy.  The
recommendations are under review at NSF.

Luther S. Williams
Assistant Director
Education and Human Resources
National Science Foundation

LETTER OF TRANSMITTAL

September 3, 1998

Dr. Luther S. Williams
Assistant Director
Directorate for Education and Human Resources
National Science Foundation
4201 Wilson Boulevard
Arlington, VA  22230

Dear Dr. Williams:

On behalf of the steering committee, I am pleased to transmit to you the
report of the National Science Foundation (NSF) conference, The Integral
Role of the Two-Year College in the Science and Mathematics Preparation
of Prospective Teachers.  This conference was convened by the Division
of Undergraduate Education of NSF and held March 12 - 14, 1998.

The conference focused on strategies to increase the awareness of two-
and four-year college mathematics and science faculty and
administrators, national leaders in education, and funding agencies to
the key role that community colleges are providing in the mathematical
and scientific preparation of teachers.  Over 100 participants
represented faculty and administrators from science, mathematics and
education departments in two-and-four year colleges, disciplinary
professional societies, other organizations and federal agencies, and
current preK-12 teachers and pre- service teachers from two-year
colleges.

With the assistance of the steering committee, the coordinating
committee and NSF staff, participants received assignments prior to the
conference designed to stimulate their thinking in six critical areas.
Each of the following six areas was addressed by an interdisciplinary
working group:

* recruitment of prospective teachers;
* strengthening undergraduate courses;
* pre-teaching experiences;
* in-service activities;
* liaisons between two-year colleges and four-year institutions; and
* liaisons with business and industry, professional societies and others.

Participants also worked in discipline-based groups to develop specific
recommendations about how two-year colleges can move individually and
collectively to develop programs to meet the national need for
high-quality teacher preparation.

Members of the steering and coordinating committees and the chairs and
recorders of the six working groups have reviewed this report.  We now
submit it to NSF in the spirit of cooperation, collaboration and mutual
optimism for the future of the science, mathematics, and technology
preparation of prospective elementary and secondary teachers.  We
encourage NSF, in concert with two-and four-year colleges,
discipline-based organizations, and other national organizations and
federal agencies, to take a leadership role in implementing the
recommendations in the report.  It is commendable that NSF has begun to
actively engage two-year colleges through undergraduate programs such as
the NSF Collaboratives for Excellence in Teacher Preparation; Course,
Curriculum, and Laboratory Improvement; and Advanced Technological
Education.  We look forward to a more specific focus on teacher
preparation in two-year colleges.

On behalf of all participants of the conference, we wish to extend to
you, and Dr. Norman Fortenberry, Dr. Robert Watson, Dr. Elizabeth Teles,
Dr. Jack Hehn and Dr. Terry Woodin of the Division of Undergraduate
Education, our deepest appreciation for your support of this endeavor.
The education community applauds your continued commitment to
undergraduate education in the science, mathematics, and technology
preparation of future elementary and secondary teachers and your
recognition of the integral role of two-year colleges.

Sincerely,

Sadie C. Bragg
Chair, Steering Committee
Borough of Manhattan Community College
The City University of New York

Executive Summary

The workshop Investing in Tomorrow's Teachers: The Integral Role of the
Two-Year College in the Science and Mathematics Preparation of
Prospective Teachers was held in Washington, DC on March 12 - 14, 1998.
Eleven exemplary two-year college programs chosen in a national
competition were highlighted at the conference. Over 100 individuals
participated, including faculty and administrators from two-year
colleges already engaged in exemplary activities in teacher preparation;
faculty and administrators from science, mathematics, and education
departments in two- and four-year colleges who have responsibility for
the various components of teacher preparation; representatives from
national disciplinary professional societies and organizations
specifically devoted to the preparation of teachers; and current preK-12
teachers and pre-service teachers from two-year colleges. Participants
considered the role of two year colleges in the preparation of teachers
and then developed a set of recommended actions.

Current Role

It has become increasingly apparent that the resources of the nation's
community colleges must be utilized fully if the need for a teaching
force well prepared in science, mathematics, engineering, and technology
(SMET) is to be met. Generally, neither two-year colleges, nor the
four-year institutions where teachers complete their preparation, nor
the schools that hire teachers fully recognize the essential role of
two-year colleges in teacher preparation. In many ways, the preparation
of teachers is a hidden mission of two-year colleges.  Many future
elementary and middle school teachers are taking most, if not all, of
their college-level science and mathematics courses at two-year
colleges. Equally important is the potential for each of the nation's
two-year college to provide active leadership in recruiting the next
generation of elementary and secondary school teachers.  Two-year
colleges, with their orientation towards teaching and their strategic
locations, are in a pivotal position to recruit and help prepare the
next generation of science and mathematics teachers as well as give
students preparing to teach in the elementary grades a strong grounding
in science, mathematics, and technology.

Recommended Actions

Recommendations for action were developed in the following areas:

* recruitment of prospective teachers;
* strengthening undergraduate science, mathematics, engineering, and
technology courses;
* pre-teaching experiences;
* in-service activities;
* liaisons between two-year colleges and four-year institutions; and
* connections with business and industry, professional societies, and
other organizations.

The recommendations, detailed in this report and summarized below,
address actions two-year colleges can undertake by themselves and in
partnership with four year colleges or professional societies.

Two-year colleges should:

* Recruit and attract the best students to the teaching of science,
mathematics, engineering, and technology.
* Actively involve SMET faculty and administrators in institution-wide
recruitment of prospective teachers through such activities as visiting
area high schools in coordination with guidance counselors or
participating in on-campus visitation days for prospective students.
* Include teacher preparation efforts into the colleges' mission and
strategic plans.
* Provide meaningful and frequent professional development in SMET both
within and across disciplines for full-time and adjunct faculty.
* Offer continuing education programs for teachers as a regular
component of workforce training initiatives to meet the needs of
regional employers.

Two-year colleges should collaborate with four-year colleges and
universities and school systems to:

* Coordinate student advising for prospective teachers between two-year
and four-year institutions concerning the transfer of courses, financial
support, and program requirements.

* Eliminate the barriers of course transferability by articulating
transfer agreements between two-year colleges and four-year institutions
that are mutually established through open communication concerning
specific course content and expectations.

* Design and implement high-quality science, mathematics, and technology
curricula.

* Engage potential teachers in preK-12 tutoring, mentoring, and
enrichment programs in SMET fields.

* Cooperate with local school districts and institutions such as science
museums and mathematics and science centers to provide SMET pre-teaching
experiences for two-year college students.

* Engage potential teachers as teaching assistants in inquiry-based SMET
classroom and laboratory settings and in testing and evaluation.

* Engage professionals in the community from business and industry to
provide students and faculty in two-year colleges with information and
perspective about how science, mathematics, and technology are
applicable to teaching and other career tracks.

* Promote joint professional education activities involving student
groups between two-year colleges and four-year institutions.

* Work with local school systems and state policy officials to establish
stronger teacher certification standards.

Professional societies should work with two-year colleges to:

* Highlight the roles of two-year colleges in the science and
mathematics preparation of future teachers.

* Seek students from two-year colleges for membership and welcome as
members two-year college students who wish to pursue careers as
teachers.

Implementation of the recommendations of this report requires all groups
involved in the preparation of teachers to take a more proactive role
than in the past. Two-year colleges must plan and work cooperatively
with four-year colleges and universities, school systems, professional
societies, business and industry, state, local, and national government
agencies, and with each other. No one group can do it alone.  All must
cooperate.  Participants summarized by noting that with support from the
National Science Foundation and others who share this vision, two-year
colleges can help our nation produce a teaching workforce highly
qualified in science, mathematics, and technology.

Teaching is the essential profession, the one that makes all other
professions possible.  Without good teachers, the highest standards in
the world will not ensure that our children are prepared to be the
nation's future scientists, or productive citizens ... More than ever
before in our history, education is the fault line between those who
will prosper in the new economy and those who will be left behind.

William Jefferson Clinton
Presidential State of the Union Address, 1997

A large percentage of prospective teachers begin their education in
two-year colleges.  These institutions, with their clear commitment to
teaching and with so many prospective teachers as students, must be more
significant partners in the system of teacher preparation.

Shaping the Future (NSF 96-139)

INVESTING IN TOMORROW'S TEACHERS

Investing in Tomorrow's Teachers: The Integral Role of the Two-Year
College in the Science and Mathematics Preparation of Prospective
Teachers

INTRODUCTION

In order to better understand and increase the awareness of the role of
two-year colleges, a major resource in teacher preparation, the Division
of Undergraduate Education of the National Science Foundation (NSF)
convened a national conference The Integral Role of the Two-Year College
in the Science and Mathematics Preparation of Prospective Teachers in
Washington, DC on March 12 - 14, 1998. Eleven exemplary two-year college
programs chosen in a national competition were highlighted at the
conference.  In introducing them, the NSF director, Dr. Neal Lane,
remarked:

The exemplary activities being showcased here accomplish the best of all
possible educational objectives.  They equip students with skills that
enable them to step directly into today's technological workforce.  They
also provide the broader opportunities to learn mathematics and science
and to practice habits of mind and problem solving techniques that will
serve students well if they are called to teaching or other careers.

At the conference, science and mathematics faculty, presidents, and
other administrators from these eleven colleges joined other national
leaders to assess successful two-year college teacher preparation
approaches underway and to develop specific recommendations concerning
how two-year colleges can better help to meet the national need for
well-prepared teachers of science, mathematics, and technology.  This
role of helping to prepare future teachers was recognized as consistent
with the community-based and student-centered missions articulated by
two-year colleges.  Yet, the role of two-year colleges in teacher
preparation has often gone unrecognized.  In many ways, the preparation
of teachers is a hidden mission of two-year colleges.

Over 100 individuals participated, including:

* faculty and administrators from eleven two-year colleges who are among
those already engaged in exemplary activities in teacher preparation;
* faculty and administrators from science, mathematics, and education
departments in two- and four-year colleges who have responsibility for
various components of teacher preparation;
* representatives from national disciplinary professional societies and
from organizations specifically devoted to the preparation of teachers;
and
* current preK-12 teachers and pre-service teachers from two-year
colleges.

Participants developed detailed recommendations concerning the role of
two-year colleges in the following areas:

* recruitment of prospective teachers;
* strengthening undergraduate science, mathematics, engineering, and
technology courses;
* pre-teaching experiences;
* in-service activities;
* liaisons between two-year colleges and four-year institutions; and
* connections with business and industry, professional societies, and
other organizations.

Subsequent sections of this report lay out the conference's specific
recommendations articulating how two-year colleges can move individually
and collectively to ensure that all involved in the science,
mathematics, and technology preparation of prospective teachers
recognize the crucial role of two-year colleges and that two-year
colleges with their partners develop programs that meet the national
need for well-qualified teachers.

BACKGROUND

The science, mathematics, and technology preparation of the next
generation of teachers is critical to the social and economic future of
the nation.  Demographics indicate that the nation's colleges and
universities must begin to produce many more teachers than they are
currently producing.  There is an even greater need for teachers willing
and prepared to teach in the inner cities, in remote rural areas, and in
schools with large minority populations and for mathematics and science
teachers in all regions. The performance of United States students on
international tests suggests that the consequences of putting into
classrooms large numbers of middle and high school science and
mathematics teachers who have neither majored nor minored in
mathematical or scientific disciplines and of hiring elementary school
teachers with inadequate preparation in science and mathematics are not
acceptable.

Historically, teacher preparation has been considered the province of a
small number of four-year colleges and universities. While two-year
colleges have always played an unrecognized role in teacher preparation,
with support from NSF and their communities, two-year colleges are
beginning to take more active leadership roles in undergraduate science,
mathematics, engineering, and technology (SMET) instruction including
the science and mathematics courses taken by future teachers. Currently,
two-year colleges enroll nearly half of all United States undergraduates
and over one-third of all students taking science, mathematics, and
engineering and technology (SMET) courses. In increasing numbers,
two-year colleges are recruiting more future teachers, providing them
with stronger mathematical and scientific preparation, and utilizing
their college resources to meet the challenges facing elementary and
secondary education. According to Luther Williams, NSF's Assistant
Director for Education and Human Resources,

The resources of the nation's community colleges must be utilized fully
if the need for a teaching force well prepared in science, mathematics,
engineering, and technology is to be met.

THE NEED

The number of new teachers that will be needed within the next decade is
daunting. The U.S. Department of Education predicts that 40% of current
public school teachers will retire or leave the profession by the 2003-4
school year.   At the same time, school enrollments are rising
dramatically.  In the next ten years, America will need to hire two
million new teachers to replace the generation of teachers about to
retire and to keep up with rising enrollments. The NSF report Shaping
the Future: New Expectations for Undergraduate Education in Science,
Mathematics, Engineering, and Technology (NSF 96-139), as well as many
other studies, have made a persuasive case that America's future
teachers require stronger backgrounds in science, mathematics, and
technology. The number of teachers essential for a strong school system
becomes even greater as additional states legislate limits on class
sizes.

In many parts of the country, a large percentage of elementary and
middle school science and mathematics classrooms are currently being
staffed by teachers with little or no college-level training in science
or mathematics. In his address The State of Mathematics Education:
Building a Strong Foundation for the 21st Century on January 9, 1998 at
the annual joint meeting of the American Mathematical Society and the
Mathematical Association of America, U.S. Secretary of Education Richard
Riley lamented:

Presently, 28 percent of high school math teachers do not have a major
or minor in mathematics.  The average K-8 teacher takes three or fewer
mathematics or mathematics education courses in college.  Furthermore,
fewer than one-half of 8th grade mathematics teachers have ever taken a
course in the teaching of mathematics at this level. Equally
distressing, the teacher qualifications are even lower in low income and
minority schools.  We must do better.

Secretary Riley also noted that 18 percent of high school science
teachers neither majored nor minored in science. In the physical
sciences, where 12th grade student performance lags the most in
international assessments, almost half of American students are taught
by teachers without a major or minor in that field.

The recently released reports of the Third International Mathematics and
Science Study (TIMSS) reveal that U.S. students are less successful than
their counterparts in other nations as they progress through the various
grade levels. Although students in elementary grades at least match
international averages in the TIMSS, the performance of high school
seniors is almost last in both mathematics and science. The reasons for
this poor level of performance are complicated, but significant
improvement would be encouraged by a teaching corps that is well
prepared in both content and pedagogy of science, mathematics and
technology.

Many new teachers must be encouraged, willing, and prepared to teach in
the inner cities, in remote rural areas, and in schools with large
minority populations.  In July of 1997, President Clinton also called
attention to the need for well-trained college graduates to enter the
teaching profession and, in particular, to the critical need for
teachers who can serve as role models for inner-city students.

ROLE OF TWO-YEAR COLLEGES

According to data gathered by the American Association of Community
Colleges (AACC), the more than 1,100 two-year colleges across the
country currently enroll about 45% of all U.S. undergraduates, with more
than 5 million students in credit classes  (1997 AACC Facts, 1997).  In
the fall of 1992, two-year institutions accounted for over 40% of all
undergraduate science, mathematics, engineering, and technology courses
and 34% of all undergraduate SMET course enrollments (Shaping the
Future). While precise data do not exist, it is estimated that more than
40% of teachers completed some of their science and mathematics course
work at two-year colleges. Indeed, many future elementary and middle
school teachers are taking most, if not all, of their college-level
science and mathematics courses at two-year colleges.

Generally, neither two-year colleges, nor the four-year institutions
where teachers complete their preparation, nor the schools that hire
them fully recognize the essential role of two-year colleges in teacher
preparation. The fact that two-year colleges are already heavily engaged
in the mathematical and scientific preparation of teachers is one reason
to recognize more prominently this priority of two-year schools.
However, an equally important reason is the opportunity of each two-year
college in the nation to make important contributions to recruiting and
training the next generation of elementary and secondary school
teachers.   Because excellent instruction is the primary focus at
two-year colleges, their faculty members are well positioned to provide
leadership in the quality of instruction in mathematics and science.
Furthermore, two-year colleges are often located in regions directly
serving rural and urban communities where new teachers will be needed
most.  Thus, two-year colleges, with their orientation towards teaching
and their strategic locations, are in a pivotal position to recruit and
help prepare the next generation of science and mathematics teachers as
well as give students preparing to teach in the elementary grades a
strong grounding in science, mathematics, and technology.

The way the community college works here in Texas and across America, in
my view, is a model of the way America ought to work. ...  You think
about it.  This place ... is open to all.  Nobody gets turned away
because they're too old or too young or because of the color of their
skin or because of their gender or anything else.  ...  It very much
focuses on results, not rhetoric. ... [and] they're always about change,
not about the status quo. ... [Finally, community colleges are] much
more about partnership than politics.  The whole thing ... works when
people are working together to build a community.

William Jefferson Clinton
San Jacinto Community College, Houston, Texas,
September 26, 1997

RECRUITMENT OF PROSPECTIVE TEACHERS

Two-year colleges play a critical role in attracting people with a high
potential for becoming excellent teachers. These institutions are
strategically positioned in urban and rural regions, enroll a large
proportion of the nation's minority college students, and welcome
returning adults. Given this large and diverse student body, the nation
benefits to the extent that the most talented in this large student
population consider teaching as a career option.

In an effort to expand the pool of prospective teachers and to improve
the academic preparation of teachers in SMET, two-year colleges must
identify, attract, nurture, and guide individuals from within their
student population who have the potential to become excellent teachers.
Recruitment and encouragement of prospective future teachers at two-year
colleges should be undertaken as a comprehensive, coordinated effort,
tied directly to the institution's long-term strategic plan.  State
policies and structures should be reevaluated to ensure that they do not
hinder efforts to recruit new teachers.  Most importantly, SMET college
faculty and advisors must heighten respect for the teaching profession
as a worthy career for outstanding students.

Recognizing that they have a major role to play in the recruitment of
students into careers in teaching, two-year colleges should:

* Recruit and attract the best students to the teaching of science,
mathematics, engineering, and technology.

* Actively involve SMET faculty and administrators in institution-wide
recruitment of prospective teachers through such activities as visiting
area high schools in coordination with guidance counselors or
participating in on-campus visitation days for prospective students.

* Work collaboratively with school systems and four-year institutions to
develop recruitment and retention programs.

* Create networks among business and industry and community-based and
religious organizations for effective recruitment into teaching.

* Join with professional associations to initiate public campaigns on
community, state, and national levels to emphasize the need, importance,
and rewards of teaching as a profession.

* Recruit potential teachers from various segments of the population,
including minorities and underrepresented groups, mid-career changers,
paraprofessionals, and other nontraditional students.

* Provide prospective students with complete information regarding
pathways to SMET teacher certification.

* Provide students with research-oriented science experiences that
encourage them to consider science or mathematics as an academic major
and teaching as a profession.

* Advocate for financial incentives such as scholarships, loans, or loan
forgiveness on the federal and state levels for students who plan to
teach.

* Encourage businesses and foundations to develop and/or expand
financial incentives for students who plan to teach.

* Offer programs with strong SMET components to prepare
paraprofessionals for full certification.

* Include teacher recruitment efforts in the colleges' mission and
strategic plans.

STRENGTHENING UNDERGRADUATE
SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY COURSES

Two-year colleges have a responsibility to ensure that prospective
teachers complete science, mathematics, and technology courses of the
highest quality. Programs of study for future teachers should include
multidisciplinary approaches and be informed by discipline based
research in teaching and learning as well as research in education and
cognitive science. Because teachers usually base their own teaching
approaches on the way that they have been taught, it is vital that
college courses emphasize inquiry activities and experiential discovery.

Excellence in instruction is the primary focus at two-year colleges.
Thus two-year college science, mathematics, engineering, and technology
faculty are positioned to provide national leadership in the quality and
nature of instruction. Many future preK-12 teachers choose teaching as a
career after completing the first two years of college. Structuring all
two-year college mathematics and science instruction to reflect active,
participatory, discovery-oriented approaches provides those students who
become teachers a sound foundation in both the content and methods of
science and mathematics and enhances the entry-level mathematics,
science, and technology experiences for all students.

Two-year college SMET faculty should:

* Ensure that SMET courses and experiences become more centered in the
student and the processes of the SMET disciplines.

* Ensure that all students have frequent access to inquiry-based
experiences in and outside of class.

* Collaborate with preK-12 teachers and four-year faculty to design and
implement high-quality science, mathematics, and technology curricula.

* Integrate results of cognitive research and standards-based curriculum
development into SMET instruction.

Two-year colleges SMET departments should:

* Hire and support full-time and adjunct faculties who incorporate
standards-based instruction.

* Provide meaningful and frequent professional development in science,
mathematics, engineering, and technology both within and across
disciplines for full-time and adjunct faculty.

* Encourage and support full-time and adjunct faculty's participation in
professional organizations and development activities.

* Provide reassigned time for faculty to engage in classroom research,
curriculum development, and dissemination.

Federal, state, and private funding agencies should support:

* Development of standards-based SMET curricula at the introductory
college level.

* Collaboration among preK-12 teachers, two-year college faculty, and
four-year college and university faculty to implement curricula.

* Local and regional initiatives that enhance communication and
collaboration among SMET and other disciplines.

* Professional development activities for faculty who teach in SMET
fields.

PRE-TEACHING EXPERIENCES

Experiences that introduce students to the excitement of helping others
to learn and acquaint them with the rewards of teaching are critical to
the recruitment and development of the workforce of future teachers.
Two-year colleges, in collaboration with others, should actively seek to
engage students and faculty in authentic pre-teaching experiences that
encourage and support prospective teachers.  In order to provide this
engagement, each college must assess its current policies and practices,
and a full commitment must be made through initiatives at local, state,
and national levels.

Two-year colleges should:

* Engage potential teachers in preK-12 tutoring, mentoring, and
enrichment programs in SMET fields.

* Cooperate with local school districts and institutions such as science
museums and mathematics and science centers to provide pre-teaching
experiences.

* Engage potential teachers as teaching assistants in inquiry-based SMET
classroom and laboratory settings and in testing and evaluation.

* Support faculty efforts to initiate programs of SMET pre-teaching
experiences for prospective teachers.

* Work with four-year colleges and universities to provide structured
opportunities for prospective teachers to visit preK-12 classrooms and
to observe a variety of science and mathematics teaching strategies, use
of technology, assessment, and individual work with students.

* Provide prospective teachers with support structures (future teacher
associations, faculty mentoring, and advising programs) that provide
career exploration and articulate transfer paths to professional
certification.

* Acknowledge pre-teaching activities through formal recognition,
student record annotation, and other incentives.

* Provide financial support and incentives such as internships to
encourage students to engage in pre-teaching experiences.

* Work with industry and business to enable future teachers to learn
about the role of science, mathematics, and technology in the workplace.

* Work with four-year colleges and universities and the schools to
provide early field experiences for students.

In-Service Activities

From the college faculty point of view, in-service and pre-service
activities are closely linked. Two-year colleges, with their presence in
many communities, are a natural resource for delivering professional
development for preK-12 teachers. Two-year college faculty are well
versed in working with adult learners and are well positioned to take
leadership roles in providing and supporting these in-service
activities. A by-product of participation by two-year college faculty in
in-service activities is an increased appreciation of the value of
standards-based instruction that may be reflected in improvements to
their own college courses.  In particular, participation in in-service
teacher training may generate faculty involvement and interest in the
recruitment and preparation of prospective teachers at two-year
colleges.

Two-year colleges should:

* View the provision and support of strong SMET in-service programs for
current preK-12 teachers as an area of high priority.

* Offer continuing education programs for teachers as a regular
component of workforce training initiatives to meet the needs of school
districts.

* Work collaboratively with other providers of professional development
opportunities to offer a rich overall continuing education program in
all SMET areas.

* Recognize that, in many rural areas, the two-year college must serve
as the primary provider of continuing education opportunities and, in
conjunction with area school systems and four-year institutions, develop
a comprehensive in-service SMET program.

* Design SMET professional development activities that foster
utilization of research-based and standards-based pedagogy.

Professional associations should:

* Seek adequate funding for mutually beneficial partnerships among
two-year colleges, preK-12 schools and other contributors to SMET
teacher professional development.

* Create SMET programs that simultaneously address the continuing
professional development needs of faculty from preK-12 schools, two-year
colleges, and four-year institutions.

Two-year college administrators should:

* Support professional development opportunities in SMET such as team
teaching, teacher exchanges, sabbatical assignments, and peer
observation among faculty from preK-12 schools, two-year colleges, and
four-year institutions.

* Provide incentives for the professional growth and development of all
faculty who participate in the science, mathematics, and technology
preparation of prospective preK-12 teachers.

* Establish expectations that all faculty who participate in the
science, mathematics, and technology preparation of prospective preK-12
teachers be involved in ongoing professional growth and development
activities.

LIAISONS BETWEEN TWO-YEAR COLLEGES AND FOUR-YEAR INSTITUTIONS

Traditionally the preparation of teachers of science and mathematics has
been viewed as the exclusive purview of four-year institutions. Because
a large percentage of prospective preK-12 teachers begin their education
in two-year colleges, two- and four-year colleges must work
collaboratively in the science, mathematics, and technology preparation
of future teachers.  Not only do students at two-year colleges transfer
to four-year institutions to complete their education training and
certification, but faculty at two-year colleges are themselves the
product of the four-year institutions.  Although two- and four-year
colleges have different overall missions, in the area of science and
mathematics teacher preparation, they must share a common goal to
prepare preK-12 teachers who are well trained, qualified, and motivated.
To reduce barriers that hinder smooth transition of prospective
teachers, colleges and universities need to improve transfer programs,
partnerships, and professional development opportunities.

Two- and four-year colleges and universities should:

* Work together to develop two-year college SMET programs that provide
seamless transition to teacher preparation programs at four-year
institutions.

* Coordinate student advising for prospective teachers between two-year
and four-year institutions concerning the transfer of courses, financial
support, and program requirements.

* Eliminate the barriers of course transferability by articulating
transfer agreements between two-year colleges and four-year institutions
that are mutually established through open communication concerning
specific course content and expectations.

* Reduce the cultural barriers and misconceptions between two-year
colleges and four-year institutions by encouraging the exchange of
faculty and facilitating SMET topical workshops.

* Support transition of students through the personal involvement of
SMET faculty at two-year and four-year institutions.

* Work collaboratively to ensure that two-year colleges and four-year
institutions are both represented as preK-16 SMET educational policy is
formulated.

* Increase the number of partnerships between two-year colleges and
four-year institutions focusing on joint SMET program development and
dissemination.

* Promote joint professional education activities involving student
groups between two-year colleges and four-year institutions.

* Work with local school systems and state policy officials to establish
stronger teacher certification standards.

* Develop collaboratively a teaching track for M.S. and Ph.D. SMET
students whose career goal is to teach at two-year colleges.

* Increase sustainable joint SMET professional development opportunities
(co-teaching, teacher exchange, and others) by preK-12 institutions and
two- and four-year colleges for full-time and adjunct faculty.

* Encourage partnerships that jointly address major public issues facing
SMET educational policy and practice (e.g., adoption of standards,
approaches to teaching practices and content, mandatory program
requirements, expectations of students' skills and knowledge,
appropriate role of technology in SMET teacher preparation, and roles of
teaching assistants and adjunct faculty in preK-12 SMET teacher
preparation.)

CONNECTIONS WITH BUSINESS, INDUSTRY, AND PROFESSIONAL SOCIETIES

Two-year colleges contribute significantly to the economic health and
vitality of the cities or regions in which they are located. As a
result, groups or organizations that have a stake in the success of
students at two-year colleges can have great influence on two-year
college programs. These include SMET professional societies at local,
regional, state, and national levels as well as business and industry,
other professional societies, parents, informal education agencies,
museums, legislative bodies, and accrediting agencies. Awareness by
these communities of the contributions of two-year colleges in the
science, mathematics, and technology preparation of prospective teachers
is vital. Two-year colleges should convene forums on their campuses with
representatives from state legislatures, members of the preK-12 and
higher education communities, and business and industry to discuss
issues of SMET teacher preparation.

Business and industry should:

* Provide internships and other opportunities to enable future teachers
and teacher educators to learn about the role of science, mathematics,
and technology in the workplace.

* Communicate clearly to future teachers' expectations about the desired
characteristics of potential employees.

* Provide scholarships for students and support for equipping
laboratories and enhancing technology.

* Engage professionals in the community to provide students and faculty
in two-year colleges with information and perspective about how science,
mathematics, and technology are applicable to teaching and other career
tracks.

SMET Professional Societies should:

* Highlight the roles of two-year colleges in the science and
mathematics preparation of future teachers.

* Seek students from two-year colleges for membership and welcome as
members students who wish to pursue careers as teachers.

* Promote opportunities for full participation of prospective SMET
teachers at professional meetings.

* Establish student chapters on two-year college campuses.

* Recruit faculty from two-year colleges to join and assume leadership
roles.

* Publicize efforts by two-year colleges in teacher preparation through
various media and to a variety of targeted audiences.

A CALL FOR ACTION

The science, mathematics, and technology preparation of the next
generation of elementary and secondary schoolteachers is a critical
national concern.  Every two-year college in the country has the
opportunity and responsibility to address this challenge.  This
leadership conference calls upon the nation's two-year colleges to make
teacher preparation in SMET a major priority.  This requires assessment
by each college of its priority and current practices and full
commitment on the part of all sectors of the two-year college
community-presidents, trustees, faculty, and students-and collaborations
with all pertinent education and community sectors.

Participants in this workshop developed a comprehensive set of detailed
recommendations concerning the role of two-year colleges:

* Two-year colleges should actively recruit prospective teachers from
the areas that the two-year colleges serve. Two-year colleges are
uniquely placed to participate in recruiting the numbers of teachers
that are needed nationally and, in particular, to recruit future
teachers who can best understand the needs of the communities that the
colleges serve.

* Two-year colleges should demonstrate leadership in strengthening the
undergraduate mathematics, science, and technology courses taken by
prospective teachers at both two- and four-year colleges.  Two-year
college faculty specialize in the development and teaching of freshman
and sophomore courses and are therefore in a pivotal position to provide
national leadership in this area.

* Two-year colleges should provide rich and varied pre-teaching
experiences in SMET for their students.  Students beginning their
undergraduate work need pre-teaching opportunities including mentoring
and tutoring preK-12 students and serving as instructor aides in a
variety of elementary, secondary and college settings. The activities
can help students confirm their interest in teaching mathematics and
science by involvement in pre-teaching experiences that foster
creativity, curiosity, and inquiry.

* Two-year colleges should provide in-service SMET courses and
experiences for current teachers.  Providing continuing education in
science, mathematics, and technology is particularly important for
two-year colleges located in large urban areas with specific needs.  In
many rural areas, the two-year college must serve as the primary
provider of comprehensive in-service programs, developed in conjunction
with local school systems.

Conference participants also recognized that activities by two-year
colleges related to teacher preparation must be undertaken in
conjunction with four-year institutions and others involved in the
science, mathematics, and technology preparation of prospective
teachers.

* Two-year college efforts in the preparation of teachers must take
place in close coordination with four-year institutions.  Careful
attention must be paid to articulation agreements and clear policies
must be developed concerning transfer, joint advising, and
joint-registration.

* Two-year colleges and four-year institutions must collaborate to
strengthen and align science, mathematics, and technology courses for
prospective teachers, to establish student transfer agreements, and to
provide mutual support for one another's role in teacher education.

* Two-year colleges must become full partners in all discussions about
the SMET preparation of future teachers.  Fully engaging two-year
colleges in the preparation of teachers will require liaisons with
business and industry, professional societies, state legislatures, and
statewide and national policy boards.

* Faculty in two- and four-year colleges and universities should
establish cooperative ventures affecting teacher preparation activities.
A dialogue between faculty should be established among two-year
colleges, four-year college and university science and mathematics
departments, and colleges of education.

It is the expectation of conference participants that the above
recommendations will lead to action.  Conference participants,
professional societies, and other national leaders designed to highlight
the role of the two-year college in teacher preparation are already
accomplishing much; however, further efforts must also take place
nationally.

* The need for more information was highlighted. Conference participants
recognized as a high priority the need for more detailed information
concerning the role of two-year colleges in the SMET preparation of
teachers.  In particular, data should be collected on a national level
to determine what percentage of new teachers studied mathematics and
science education at two-year colleges and the extent of the studies.

* Effective partnerships are needed involving many groups. Two-year
colleges should work with the American Association of Colleges for
Teacher Education (AACTE), the Holmes Partnership, and others, to
facilitate understanding and recognition of the role of two-year
colleges in teacher preparation.

* External support is needed to initiate change. Financial support from
federal, state, corporate, and foundation sources is necessary for full
implementation of these recommendations.

ACTIONS TAKEN AS A RESULT OF WORKSHOP

* Two-year college presidents, deans, and other administrators returned
from the conference and committed their institutions and systems to an
increased focus on the preparation of SMET teachers.

* The American Association of Community Colleges (AACC) is sending
letters to all two-year colleges announcing the recommendations of this
conference.  The communication includes testimonials from presidents at
the colleges recognized at this conference, indicating the impact that
teacher preparation initiatives have had on their institutions.

* The American Mathematical Association of Two-Year Colleges (AMATYC),
through the Teacher Preparation Subcommittee of its Program/Curriculum
Issues Committee, is referring the recommendations to the AMATYC
membership for action.  AMATYC has included in its next conference
program sessions featuring the teacher preparation activities of the
colleges recognized at this conference. Recent AMATYC newsletter
articles have addressed the conference activities.

* The American Association of Physics Teachers, through its Two-Year
College in the Twenty-First Century (TYC21) program, has formed a
national alliance of fifteen regional networks.  A special "Bridges"
session at the 1998 summer TYC21 conference addressed bridging
activities concerning the training of prospective precollege teachers
and showcased many of the exemplary activities.

* The Virginia Mathematics and Science Coalition in conjunction with the
National Association of Statewide Science and Mathematics Coalitions
(NASSMC) has agreed to devote a special issue of The Journal of
Mathematics and Science:  Collaborative Explorations, to the conference
and reports of the work of the eleven exemplary activities.

* The League for Innovation in the Community College has invited members
of the Conference Steering Committee to submit a Leadership Abstract on
the role of two-year colleges in preK-12 teacher preparation.

* The Mathematical Association of America (MAA) has highlighted the work
of the conference and the role of two-year colleges through a feature
article in FOCUS: "Enlisting Two-Year Colleges in Educating Mathematics
Educators."

* Recruiting New Teachers, Inc. is conducting a study of community
college programs that both encourage and enable prospective teachers to
complete the baccalaureate degree and link to teacher preparation.

Actions in Progress: Activities Highlighted at Conference

In March 1998 at the conference The Integral Role of the Two-Year
College in the Science and Mathematics Preparation of Prospective
Teachers, NSF's Division of Undergraduate Education in the Directorate
for Education and Human Resources recognized eleven two-year colleges
for their exemplary activities in the area of teacher preparation.
These colleges were selected by the Steering Committee from among
thirty-seven nominations from across the nation.  Characteristics of
these projects include:  active recruitment of prospective teachers; the
offering of pre-teaching experiences for prospective teachers;
introductory science and mathematics courses strong in content and
pedagogy; and many and varied liaisons with local colleges,
universities, and school systems.  For more information about these
projects, see the October 1998 special issue of The Journal of
Mathematics and Science:  Collaborative Explorations, Volume 1, Number
2.  Copies can be obtained by writing:  Journal of Mathematics and
Science Collaborative Explorations, Virginia Mathematics and Science
Coalition, Richmond, Virginia 23284-2014.

Austin Community College,
Austin, Texas

Learning to Understand:  The Mathematical Preparation of Prospective
Teachers
Mary Hannigan and Vera Preston

Austin Community College faculty have collaborated with university
faculty to develop a two-course sequence in mathematics content that
prepares prospective elementary teachers to teach mathematics with a
deep understanding of concepts. As a result of taking these courses,
students accept responsibility for their own learning, have increased
self-confidence, and show enthusiasm for mathematics. Components of
these courses include:

* a safe environment in which students become independent learners;
* written communication as an integral part of the course; and
* students who increase their conceptual understanding.

Borough of Manhattan Community College
City University of New York, New York

The Integral Role of Borough of Manhattan Community College in the
Mathematics Preparation of Prospective Teachers

June Gaston and Barbara Ann Lawrence

At Borough of Manhattan Community College, high quality teacher
preparation is promoted through mathematics coursework built upon
recommendations of the National Council of Teachers of Mathematics and
the American Mathematical Association of Two-Year Colleges (AMATYC).
Over 1,000 students are enrolled in the Early Childhood Education
Program, with approximately 300 new students annually selecting this
area of concentration.  Features of teacher preparation activities at
the Borough of Manhattan Community College include:

* enriching pre-teaching experiences;
* collaborating with four-year institutions in teacher preparation
efforts;
* teaching students how to use technology in future courses; and
* attracting minorities into teacher preparation for New York City.

College of San Mateo,
San Mateo, California

The College of San Mateo and the Bay Area Collaborative for Excellence
in Teacher Preparation

Carlene Tonini

Through the MASTEP project (Mathematics and Science Teacher Education
Program), the College of San Mateo has joined with nearby universities,
other community colleges, selected preK-12 schools, and a number of
informal educational institutions and local industries to improve
teacher preparation. The College of San Mateo plays a major role in
identifying and supporting future teachers and providing these students
with courses that are models of effective teaching. Teacher preparation
activities at the College of San Mateo include:

* recruitment of future mathematics and science teachers through an
active future teacher club;

* tutoring, mentoring and advising though the activities of an
integrated science center; and

* significant involvement of science and mathematics faculty in
curriculum reform.

Community College of Philadelphia
Philadelphia, Pennsylvania

Educating Teachers for a Changing World
Kerri L. Armstrong and Karl Liljedahl

Through a partnership with Temple University and the Philadelphia School
System supported by an NSF Collaborative for Excellence in Teacher
Preparation grant, the Community College of Philadelphia has created a
model for preK-12 teacher education which integrates new
inquiry-intensive and technology-based pedagogy with mathematics and
science core content courses.  Features of newly created and implemented
science and mathematics courses are:

* emphasis on a learning paradigm rather than a teaching paradigm;
* a focus on the learner and the learning environment;
* high expectations for student success; and
* individual and collaborative inquiry in an environment which expects
and demands critical thinking.

Delaware Technical & Community College
Wilmington, Delaware

Preservice Teacher Education:  Alive and Well at Two-Year Colleges
Valerie Bergeron and Ruth Collins

Delaware Technical & Community College is one of the three
state-supported institutions of higher education in Delaware.  As a
result of collaboration among the three institutions and with NSF
support, preservice teacher education at all three institutions has been
transformed.  The words "collaboration," "creativity," "communication,"
and "change" only begin to describe the activities which have occurred.

For example, extensive projects were introduced into eight courses in
biology, chemistry, and physical science.  The preservice mathematics
courses at Delaware Technical & Community College have become "hands-on"
and "minds-on."  Student response to the work at all schools has been
consistently positive.

Grand Rapids Community College
Grand Rapids, Michigan

Accepting the Challenges:  The Emerging Role of Grand Rapids Community
College in the Preparation of New Teachers

Jim Chesla and Joseph Hesse

In 1992, Grand Rapids Community College was one of six community
colleges invited to participate in an NSF initiative to improve science
and mathematics teaching within the state of Michigan.  In response to
this challenge, Grand Rapids Community College has:

* designed a new course in Physical Science for future teachers;

* created the Grand Rapids Community College Teacher Education Pathway
and the Grand Rapids Community College Teacher Education Center; and

* formed a local alliance with Grand Rapids Public Schools and Grand
Valley State University for the purpose of recruiting and supporting
minorities in mathematics and science teaching.

Green River Community College
Auburn, Washington

Teachers of Tomorrow Program
Steve Kinholt and Marvin Nelson

About five years ago, Green River Community College began offering
tutoring services by students interested in becoming teachers to a few
local elementary schools. Current planning includes efforts with local
school systems and universities to provide a seamless transition through
the students' educational experience.  Green River Community College is
contributing to systemic change in the preparation of future science and
mathematics teachers in the Northwest. The program includes:

* two courses:  Mathematics for Elementary Teachers and Introduction to
Education;

* a club for students wishing to enter the teaching profession; and

* elementary and secondary and peer tutoring programs as an integral
part of the students' experience.

Henry Ford Community College
Dearborn, Michigan

Pre-Education Programs:  A Comprehensive Project at Henry Ford Community
College Larry Smyrski and Deborah Zopf

Henry Ford Community College has initiated a comprehensive project to
develop a structured teacher education program. The redesigned
Mathematics for Elementary Teachers course reflects the State of
Michigan Frameworks for Mathematics Content (K-8) and the NCTM
Standards.  As a result of these reforms, Henry Ford Community College
has experienced a dramatic increase in pre-education majors from 354
students in 1994 to 697 in 1997.  The project has five central
components:

* creation of a pre-elementary education program;
* development of pre-secondary and pre-special education programs;
* creation of courses specific to the programs;
* redesign of Educational Psychology and Mathematics for Elementary
Teachers courses; and
* institution of articulated transfer agreements as a result of
collaboration with neighboring universities.

J. Sargeant Reynolds Community College
Richmond, Virginia

Collaborative Efforts to Enhance and Strengthen Teacher Training in
Mathematics and Science
Donna Jovanovich and Gwen Turbeville

With NSF support, J. Sargeant Reynolds Community College is engaged in
active collaborations with Virginia Commonwealth University and other
area two- and four-year colleges and universities and local school
districts.  Benefits of these collaborations extend to Reynolds
students, to its pre-service teachers, to local preK-12 teachers, as
well as to faculty by opening dialogue and enabling faculty to explore
and fine tune new teaching techniques. Newly developed courses and
institutes model best practices in teaching, assessment techniques, and
use of appropriate technology, and promote a standards-based approach
considering the Virginia Standards of Learning and the NCTM and AMATYC
Standards. The fruits of these collaborations include:

* a team-taught statistical thinking course;
* a contemporary mathematics course for liberal arts students and
students who are prospective teachers;
* an interdisciplinary museum-based science course based on a
student-centered, investigative approach to learning science; and
* Eisenhower institutes for in-service teachers on graphing
calculator-enhanced teaching and geometry.

Tulsa Community College
Tulsa, Oklahoma

Parateacher Training Program and The Integral Role of Tulsa Community
College in the Mathematics and Science Preparation of Prospective
Teachers

Carla Goble and Carla Thompson

Since 1987, Tulsa Community College has hosted many events, activities,
and programs aimed at the recruitment and preparation of preservice
teachers.  Partial support for such efforts has come from participation
in the Oklahoma Teacher Collaborative (O-TEC), funded by the National
Science Foundation. The Parateacher Program in particular is an
innovative pathway for underserved and non-traditional populations to
enter science and mathematics teaching.  Upon completion of training,
parateachers are prepared to become contributing members of the teaching
team led by a Bachelor's or Master's level classroom teacher. Components
of these programs include:

* recruitment and emphasis on underrepresented groups;
* parateacher associate degree/certification program;
* preservice and inservice preparation;
* state and federal grants for summer teacher institutes; and
* workshops, seminars, and other activities.

William Rainey Harper College
Palatine, Illinois

Classroom Teachers' Use of Research to Effect Change in Pre-Service
Elementary Teachers Mercedes McGowen and Nancy Vrooman

William Rainey Harper College has incorporated activities that utilize
current mathematics education research articles and videos into the
preservice content course, with these outcomes:

* broadening and deepening preservice teachers' understanding of the
complexities of teaching and learning;
* encouraging students to develop reflective practices; and
* exposing students to the scholarship of teaching.

The use of the articles and videos brings benefits to the preservice
elementary teachers by providing experiences that:

* effect changes in their attitudes about mathematics;
* challenge their pre-conceived ideas about what they themselves and
elementary students are capable of learning;
* engage the preservice teachers in professional practices that inform a
variety of perspectives about teaching; and
* enable the students to re-examine their own mathematics learning.

References

American Association of Community Colleges. 1997.  National Profile of
Community Colleges: Trends & Statistics, 1997-98. Kent A. Phillippe, ed.
Washington DC: Community College Press.

American Mathematical Association of Two Year Colleges. 1995. Crossroads
in Mathematics: Standards for Introductory College Mathematics Before
Calculus. Don Cohen, ed. Memphis, TN.

Eubanks, Segun C.. 1996. The Urban Teacher Challenge: A Report on
Teacher Recruitment and Demand in Selected Greater City Schools.  A
report prepared for the Urban Teacher Collaborative. Belmont, MA:
Recruiting New Teachers, Inc..

Haver, W.E., and R.F. Watson. 1997. A Not So New Challenge for Community
Colleges: Teacher Education.  Community College Journal 68, No 2: 32-34.

Martin, Michael O., I.V.S. Mullis, A.E. Beaton, E.I. Gonzalez, T.A.
Smith, and D. L. Kelly. 1997.  Science Achievement in the Primary School
Years: IEA's Third International Mathematics and Science Study. Boston,
MA: Center for the Study of Testing, Evaluation, and Educational Policy,
Boston College.

Mullis, Ina V.S., M.O. Martin, A.E. Beaton, E.J. Gonzalez, D.L. Kelly,
and T.A. Smith. 1998. Mathematics and Science Achievement in the Final
Years of Secondary School: IEA's Third International Mathematics and
Science Study.  Boston, MA: Center for the Study of Testing, Evaluation,
and Educational Policy, Boston College.

-------. 1997.  Mathematics Achievement in the Primary School Years:
IEA's Third International Mathematics and Science Study. Boston, MA:
Center for the Study of Testing, Evaluation, and Educational Policy,
Boston College.

National Commission on Teaching & America's Future. 1996. What Matters
Most: Teaching for America's Future. New York, NY.

--------. 1997. Doing What Matters Most: Investing in Quality Teaching.
New York, NY: Author.

National Science Foundation. 1996. Shaping the Future: New Expectations
for Undergraduate Education in Science, Mathematics, Engineering and
Technology. NSF  96-139. Arlington, VA.

--------. 1993 Gaining the Competitive Edge. NSF 94-32. Arlington, VA.

U.S. Department of Education, National Center for Education Statistics.
1996. Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics and
Science Teaching, Learning, Curriculum, and Achievement in International
Context. NCES 97-198. Washington DC: U.S. Government Printing Office.

Participants

Investing in Tomorrow's Teachers: The Integral Role of the Two Year
College in the Science and Mathematics Preparation of Prospective
Teachers

March 12 - 14, 1998
Washington, D.C.

Kerri Armstrong
Department of Biology
Community College of Philadelphia
1700 Spring Garden Street
Philadelphia, PA 19130
215-751-8559

Kathleen Bavelas
Department of Mathematics
Manchester Community-
Technical College
Mathematics Department
60 Bidwell Rd, MS 29
Manchester, CT 06045
860-647-6185

Peggy Blackwell
Professor and Dean Emeritus
College of Education
University of New Mexico
Albuquerque, NM 87131
505-277-3883

Richelle "Rikki" Blair
Department of Mathematics
Lakeland Community College
7700 Clocktower Drive
Kirtland, OH 44094
440-953-7341

* Spencer Benson
Department of Biology
University of Maryland
Department of Microbiology
College Park, MD 20742
301-405-5478

Valerie Bergeron
Department of  Chemistry
Delaware Technical &
Community College
333 Shipley Street
Wilmington, DE 19801
302-657-5170

* George Boggs
President
Palomar College
1140 West Mission College
San Marcos, CA 92069-1487
760-744-5359

** Sadie Bragg
Vice President of Academic Affairs
Borough of Manhattan
Community College
199 Chambers Street
New York, NY 10007
212-346-8820

S.A. "Bud" Burnette
President
J. Sargeant Reynolds
Community College
P.O. Box 85622
Richmond, VA 23285-5622
804-371-3200

* Rodger Bybee
Executive Director
Center for Science, Mathematics
and Engineering Education
National Research Council
2101 Constitution Ave, NW
HA450
Washington, DC 20418
202-334-2353

Richard  "Dick" Calkins
President
Grand Rapids Community College
143 Bostwick Ave, NE
Grand Rapids, MI 49503
616-771-3902

Jon A. Celesia
Department of Physics
College of San Mateo
1700 W. Hillsdale Blvd.
San Mateo, CA 94402
650-574-6624

Jim Chesla
Department of Mathematics
Grand Rapids Community College
143 Bostwick, NE
Grand Rapids, MI 49503
616-771-4273

Ruth Collins
Department of Mathematics
Delaware Technical &
Community College
333 Shipley Street, Rm 329
Wilmington, DE 19801
302-571-5335

Nancy Devino
National Research Council
Center for Science, Mathematics and Engineering Education HA450
2101 Constitution Ave, NW
Washington, DC 20418
202-334-1548

Marvin Druger
American Association for the Advancement of Science
Chair, Department of Science Teaching
Syracuse University
108 College Place
Syracuse, NY 13244
315-443-3820

# Jason Edington
Phi Theta Kappa
Saddleback College
28000 Marguerite Parkway
Mission Viejo, CA 92692
714-582-4500

Diane U. Eisenberg
Project Coordinator
Improving Science and Technology at Community Colleges
Phi Theta Kappa Honor Society
Eisenberg Associates
8872 Woodland Drive
Silver Spring, MD 20910
301-562-9260

+ Reuben Farley
Department of Mathematical Sciences
Director, Virginia Collaborative for Excellence in Preparation of
Teachers
Virginia Commonwealth University
P.O. Box 842014
Richmond, VA 23284-2014
804-828-1301 x 121

Joan Ferrini-Mundy
Director Mathematical Science Education Board
Center for Science, Mathematics and Engineering Education
National Research Council
2101 Constitution Ave, NW
Washington, DC 20418
202-334-3294

Elizabeth Fideler
Vice President, Policy and Research
Recruiting New Teachers Inc.
385 Concord Ave, Suite 103
Belmont, MA 02178
617-489-6000

Susan Forman
Department of Mathematics
Bronx Community College
West 181st Street and University Avenue
Bronx, NY 10453
718 289-5372

Larry Flick
Association for the Education of Teachers in Science
Department of Science and Mathematics Education
Oregon State University
Weniger 263
Corvallis, OR 97331-6508
541-737-3664

+ Sherman Frye
Department of Physics
Northern Virginia Community College, Annandale Campus
8333 Little River Turnpike
Annandale, VA 22003
703-323-3878

Sol Garfunkel
Executive Director
COMAP
57 Bedford St. Suite 210
Lexington, MA 02173
781-862-7878 x 21

June Gaston
Department of Mathematics
Borough of Manhattan Community College
199 Chambers Street
New York, NY 10007
212-346-8541

Jim Gates
Executive Director Emeritus
National Council of Teachers of Mathematics
Mathematical Sciences Education Board
2101 Constitution Avenue, NW
HA 450
Washington, DC 20418
202-334-3294

Patsy Ann Giese
Teacher Education Council of State Colleges and Universities
Department of Education
Slippery Rock University
McKay Education Building
Slippery Rock, PA 16057
724-738-2317

Carla Goble
Coordinator Child Development Academic Program
Tulsa Community College
7505 West 41st Street
Tulsa, OK 74107
918-595-8199

Beth Gross
Recruiting New Teachers Inc.
385 Concord Ave, Suite 103
Belmont, MA 02178
617-489-6000

Mary Hannigan
Department of Mathematics
Austin Community College
1212 Rio Grande
Austin, TX 78701
512-223-3294

+ Elsie Harris
Department of Mathematics
Tidewater Community College, Virginia Beach Campus
1700 College Crescent
Virginia Beach, VA 23456
757-321-7177

+ Bill Haver
Department of Mathematical Sciences
Virginia Commonwealth University
P.O. Box 842014
Richmond, VA 23284-2014
804-828-1301 x 123

Warren Hein
Associate Executive Officer
American Association of
Physics Teachers
One Physics Ellipse
College Park, MD 20740
301-207-3323

Joe Hesse
Department of Chemistry
Grand Rapids
Community College
143 Bostwick NE
Grand Rapids, MI 49503
616-771-4259

Fred Johnson
President
National Science Teachers Association
Assistant Superintendent for Instructional Services
Shelby County Schools
160 South Hollywood
Memphis, TN 28112
901-321-2527

Donna Jovanovich
Department of Mathematics
 J. Sargeant Reynolds Community College
P.O. Box 85622
Richmond, VA 23285-5622
804-371-3481

* Judy Kasabian
Department of Mathematics
El Camino College
16007 Crenshaw Blvd
Torrance, CA 90506-0001
310-660-3218

Steve Kinholt
Department of Mathematics
Green River Community College
12401 SE 320th Street
Auburn, WA 98092
253-833-9111 x 4354

Larry D. Kirkpatrick
Department of Physics
Montana State University
MSU Bozeman
Physics EP 203
Bozeman, MT 59717
406-994-6182

* Jay Labov
Principal Program Officer
Division on Postsecondary Policy and Practice
Center for Science, Mathematics and Engineering Education
National Research Council
2101 Constitution Ave, HA450
Washington, DC 20418
202-334-1458

Carole LaCampagne
Office of Educational Research and Improvement
U.S. Department of Education
555 New Jersey Ave, NW
Washington, DC 20208
202-219-2064

Peter Landsberger
President
College of San Mateo
1700 West Hillsdale Blvd.
San Mateo, CA 94402

Barbara Ann Lawrence
Professor of Mathematics
Borough of Manhattan Community College
199 Chambers Street
New York, NY 10007
212-346-8530

Frances H. Leach
Dean of Instruction
Delaware Technical &
Community College
333 Shipley Street
Wilmington, DE 19801
302-571-5376

Karl Lilijdahl
Department of Biology
Community College of Philadelphia
1700 Spring Garden Street
Philadelphia, PA 19130
215-751-8989

Linda Lloyd
Chair of Elementary Education Department
Ricks College
Smith Building, #294C
Rexburg, ID 83460
208-356-1357

Andrew A. Mazzara
President
Henry Ford Community College
5101 Evergreen Road
Dearborn, MI 48128
313-845-9650

Mercedes McGowen
Department of Mathematics
William Rainey Harper College
1200 W. Algonquin Road
Palatine, IL 60067
847-925-6526

+ Alan McLeod
Division Head, Teacher Education
School of Education
Virginia Commonwealth University
P.O. Box 842020
Richmond, VA 23284-2020
804-828-1305

Gerald "Jerry" Meyerhoeffer
President
College of Southern Idaho
315 Falls Avenue
P.O. Box 1238
Twin Falls, ID 83303
208-733-9554 x 2200

Cindy Miles
Director, Information Technology Initiative
League for Innovation in the Community College
26522 La Alameda,
Suite 370
Mission Viejo, CA 92691
714-367-2884 x 105

Lawrence Miller
Vice President/Campus Director
Delaware Technical &
Community College
333 Shipley Street
Wilmington, DE 19801
302-573-5470

# Sarah Miller
Phi Theta Kappa
Sparks State Technical College
P.O. Drawer 580
Eufaula, AL 36072-0580
334-687-3543

# Lori Mitchell
Phi Theta Kappa
Southwestern Community College
1501 West Townline
Creston, IA 50801
515-782-7081

* Mary Beth Monroe
Department of Physics
Southwest Texas
Junior College
2401 Garner Field Road
Uvalde, TX 78801
830-591-7224

+ Roland Moore
Division Chair - Arts and Science Division
J. Sargeant Reynolds
Community College DTC
P.O. Box 85622
Richmond, VA 23285-5622
804-786-7374

Terri Nally
Head, Department of Higher Education
American Chemical Society
1155 Sixteenth Street, NW
Washington, DC 20036
202-872-4587

++ Deborah Neely-Fisher
Department of Biology
J. Sargeant Reynolds
Community College DTC
Arts and Science Division
P.O. Box 85622
Richmond, VA 23285-5622
804-786-1879

Marvin Nelson
Department of Physics
Green River Community College
12401 SE 320th Street
Auburn, WA 98092
253-833-9111 x 4351

Arnold Oliver
Chancellor
Virginia Community College System
101 N. 14th Street
James Monroe Building, 15th fl
Richmond, VA 23219
804-225-2118

Ardash Ozsogomonyan
Dean- Mathematics and Science Division
College of San Mateo
1700 W. Hillsdale Blvd.
San Mateo, CA 94402
650-574-6268

Wayne Packwood
Math Chair- Stephen F. Austin High School
1715 West Cesar Chavez
Austin, TX 78703
512-414-2505

* Jim Palmer
Department of Educational Administration and Foundation
Illinois State University
323 DeGarmo Hall
Normal, IL 61790-5900
309-438-2041

Jim Paolini
Science Education Program
San Jose State University
One Washington Square
San Jose, CA 95192
408-924-4835

Antonio Perez
President
Borough of Manhattan Community College
199 Chambers Street
New York, NY 10007
212-346-8800

* David Pierce
President and CEO
American Association of Community Colleges
One Dupont Circle, NW
Suite 410
Washington, DC 20036-1176
202-728-0200 x 238

Robert Pope
Department of Biology
Miami-Dade Community College
Kendall Campus
Miami, FL 33176
305-237-2429

Vera Preston
Department of Mathematics
Austin Community College
2001 Delvin Lane
Austin, TX 78728-6830
512-252-8990

Monica Ramirez
Chair, Science Department
Aims Community College
Math/Natural and Applied Science Division
P.O. Box 69
Greeley, CO 80632
970-330-8008 x 6310

* Rod Risley
Executive Director
Phi Theta Kappa International Honor Society
1625 Eastover Drive
Jackson, MS 39211
601-957-2241

Sandra Robinson
The Holmes Partnership
Dean - College of Education
University of Central Florida
P.O. Box 161992
Orlando, FL 32816
407-823-5529

Stephen B. Rodi
Dean- Mathematics and Science
Austin Community College
5930 Middle Fiskville Rd.
Austin, TX 78752
512-223-3300

Ronald C. Rosier
Conference Board of the Mathematical Sciences
1529 Eighteenth St NW
Washington, DC 20036
202-293-1170

Richard Rutkowski
President
Green River Community College
12401 SE 320th Street
Auburn, WA 98092
253-288-3340

* Karen Sharp
Department of Mathematics
Charles S. Mott Community College
1401 E. Court Street
Flint, MI 48503
810-232-3980

Larry Smyrski
Department of Mathematics
Henry Ford
Community College
5101 Evergreen Road
Dearborn, MI 48128-1495
313-845-6388

Lynn A. Steen
Department of Mathematics
St. Olaf College
1520 St. Olaf Avenue
Northfield, MN 55057
507-646-3412

James H. Stith
American Institute of Physics
Department of Physics
Ohio State University
174 W. 18th Street
Columbus, OH 43235
614-292-7436

Linda Swartz
Teacher- Mills E. Godwin High School
2101 Pump Road
Richmond, VA 23233
804-750-2600

Carla Thompson
Department of Mathematics
Tulsa Community College
3727 East Apache
Tulsa, OK 74115
918-595-7505

Michael Tinnesand
Department Head for K-12 Science
American Chemical Society
1155 16th Street NW
Washington, DC 20036
202-872-4382

Carlene Tonini
MASTEP Campus Coordinator
Department of Biology
College of San Mateo
1700 West Hillsdale
San Mateo, CA 94402
650-574-6250

Patricia Traynor
Dean- Technologies, Mathematics and Sciences
William Rainey Harper College
1200 W. Algonquin Road
Palatine, IL 60067
847-925-6793

Gwen Turbeville
Department of Mathematics
J. Sargeant Reynolds Community College
P.O. Box 85622
Richmond, VA 23285-5622
804-786-6770

Dean VanTrease
President
Tulsa Community College
6111 E. Skelly Dr. #202
Tulsa, OK 74135-6198
918-595-7868

# Andrea Vargas
Phi Theta Kappa
Scottsdale Community College
9000 East Chaparral Road
Scottsdale, AZ 85250-2699
602 423-6000

Nancy Vrooman
Department of Mathematics
William Rainey Harper College
1200 West Algonquin Rd
Palatine, IL 60067
847-301-7808

# Regena C. Wake
Phi Theta Kappa
Mineral Area College
P.O. Box 1000
Park Hills, MO 63601
573-431-4593

# Angela B. Walters
Phi Theta Kappa
University of Alabama at Birmingham
Birmingham, AL 35294-0104
(205) 934-4011

Vivian Lee Ward
President -National Association of Biology Teachers
Access Excellence@Genentech, Inc.
MailStop #16B
1 DNA Way
San Francisco, CA 94080
650-225-8750

Ronald Williams
Acting President
Community College of Philadelphia
1700 Spring Garden Street
Philadelphia, PA 19130-3991
215-751-8350

Anna Wilson
President - Association of Biology Laboratory Educators
Purdue University
1153 Biochemistry Bldg.
West Lafayette, IN 47907
765-494-1644

++ Susan S. Wood
Department of Mathematics
J. Sargeant Reynolds Community College PRC
Engineering and Applied Science
P.O. Box 85622
Richmond, VA 23285-5622
804-371-3027

* Jacqueline Woods
Liaison for Community Colleges
Office of Vocational and Adult Education
U.S. Department of Education
600 Independence Ave SW
MES Building, Rm 4076
Washington, DC 20202
202-205-5451

* Vera Zdravkovich
President for Instruction
Prince Georges Community College
301 Largo Road
Largo, MD 20744-2199
301-322-0406

Deborah Zopf
Coordinator of Pre-Education Programs
Instructor  of Mathematics
Henry Ford Community College
5101 Evergreen Road
Dearborn, MI 48128-1495
313-845-6430

Conference Leadership

**	Steering Committee Chair
*	Steering Committee Member
++	Coordinating Committee
	Co-Chair
+	Coordinating Committee
	Member
#	Student Participant

Participants from the
National Science Foundation
4201 Wilson Boulevard
Arlington, Virginia 22230

Office of the Director

Neal Lane, Director

Division of Undergraduate
Education
Room 835
703-306-1666

Myles Boylan
Norman Fortenberry, Division Director
Jack Hehn
Joan Prival
Elizabeth Teles
Robert Watson, Division Director (on assignment)
Margaret (Peggie) Weeks
Terry Woodin

Division of Elementary, Secondary, and Informal Education
Room 885
703-306-1620

John (Spud) Bradley
Joyce Evans
Tonia Thompson

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