ࡱ> @ jbjb H@ l,,,,,,,$P,Zd t <Z\\\\\\, /X-,   ,, $,,ZPl,,,, ZR,,,8 D W.M. Keck laboratories For the Advancement of Science and Mathematics Education contents  TOC \f Project Description  PAGEREF _Toc467756606 \h 2 Abstract  PAGEREF _Toc467756607 \h 2 Rationale  PAGEREF _Toc467756608 \h 2 The Project  PAGEREF _Toc467756609 \h 5 The Role of the Project Director  PAGEREF _Toc467756610 \h 9 Potential Impact  PAGEREF _Toc467756611 \h 9 Acknowledgment of the W.M. Keck Foundation's Generosity  PAGEREF _Toc467756612 \h 10 Budget  PAGEREF _Toc467756613 \h 11 Budget  PAGEREF _Toc467756614 \h 13 Timetable for Implementation  PAGEREF _Toc467756615 \h 17 Project Staff & ADVISORY BOARD  PAGEREF _Toc467756616 \h 21 Other sources of financial support  PAGEREF _Toc467756617 \h 24 Project Evaluation  PAGEREF _Toc467756618 \h 26 Biographical sketch of project director  PAGEREF _Toc467756619 \h 27  Project Description TC "Project Description" \l 1  Abstract TC "Abstract" \l 2 : The School of Education at the California State University, Northridge (CSUN), requests that the W.M. Keck Foundation provide a grant of $125,000 to establish the W.M. Keck Laboratories for the Advancement of Science and Mathematics Education within the $28,000,000 state funded Education/Business Complex now under construction. Funding of this proposal will allow us to design and furnish a state-of-the-art center for training pre-service and in-service educators in effective methods of teaching science and mathematics to primary, middle, and secondary school students. In addition, the W.M. Keck Laboratories will provide a rich environment for faculty and graduate student research in science and mathematics education. Rationale TC "Rationale" \l 2 : The United States has enjoyed a period of leadership in most scientific and technological fields throughout the past century. The list of major discoveries and inventions attributed to American scientists and engineers during this period is truly impressive. Unfortunately, the past three decades have seen a gradual erosion of America's position as a leader in science and technology, as well as math & science education. In the past 30 years there has been a dramatic decline in the percentage of students interested in pursuing careers in the physical sciences and mathematics. In 1960 nearly 8% of all college freshmen declared majors in these fields, but by 1990 only about 3% declared such majors . The First International Science Survey conducted in 1971 indicated that American 18 year-old students were performing at a lower level than comparable students from all other major industrialized countries, and recent studies have shown that the performance of this cohort has now dipped below that of some developing nations as well. While there has been a drastic reduction in the number of students desiring to pursue careers in mathematics and the physical sciences, there has also been a substantial increase in the percentage of students requiring remedial work in these fields. The National Science Foundation noted that the number of students enrolled in remedial mathematics courses sky-rocketed from 13% in 1960 to 36% in 1982, and current studies suggest the percentage is still rising. Many other industrialized nations place a stronger emphasis on science and mathematics education than does the United States. Japan, Germany, and Russia use a vertical, spiraling curriculum in which all students receive training in mathematics and the sciences throughout their pre-college career. By contrast, chemistry, physics, and biology are generally offered only as full year courses in the United States, and students can elect not to take these classes. While all high school students in Japan, Germany, and Russia are required to take at least three years of mathematics and science, only 20% of American students take 3 years of science and only 32% take three years of mathematics. While all Japanese, German and Russian students are introduced to physics, chemistry and biology, only 16% of American students take physics, 35% take chemistry, and 77% take biology! It is evident that attention must be given to the problems in the American science curriculum, particularly in light of the new middle school movement that is sweeping the nation. Districts are rapidly restructuring their schools, yet few have given much thought to curricular changes that must accompany such structural changes. The past 30 years have also witnessed a significant decline in the level of preparation of science and mathematics teachers. The National Science Teachers Association recently performed surveys indicating that nearly half of all newly employed science and mathematics teachers in the United States are hired on an "emergency" basis, indicating a dearth of qualified, credentialed candidates. While many schools staff science classes with unprepared individuals, other schools can't find anyone at all. By 1990, 29% of all high schools in the United States had no physics teachers, while 17% had no chemistry teachers, and 8% had no biology teachers! Science education is an expressed national concern of most nations, and unlike the United States, countries like Japan, Germany, and China have national programs designed to recruit and train science educators. In addition, these countries have developed specialized centers for the training of pre-science and in-service teachers. Over 200 science teaching centers exist in the nation of Japan alone! The United States opened many such centers as the national concern for improving science education swelled following the launching of Sputnik in 1957, but nearly all of these disappeared as federal funds vanished and colleges failed to assume leadership. It is necessary that Americans allocate the resources necessary to establish permanent science teaching centers that are perpetually dedicated to the improvement of science and mathematics education. While problems in science and mathematics education are widespread, they are particularly acute in large urban centers. As science and mathematics educators at the California State University, Northridge, we are deeply concerned by the crises in American science and mathematics education, and particularly with the special problems encountered in the Los Angeles area. As one of the largest teacher training institutions in the country, it is essential that we attempt to deal with these problems. At C.S.U.N. we are fortunate to have numerous faculty members who specialize in science and mathematics education, both within the School of Education as well as the School of Science and Mathematics. These faculty have received a number of federal and state grants to produce curricular materials and re-train teachers in the teaching of science and mathematics. There is general agreement among all of these faculty members that we must establish a center dedicated to the advancement of mathematics and science education to serve not only as a training center for our credential and master's students, but also a center for research and in-service training. Towards this end, the School of Education has dedicated three rooms for math and science education in the Education/Business complex now under construction, and we hope to equip these rooms with the instruments and materials necessary to enhance and expand our mission to improve mathematics and science education. If funded, we plan to dedicate the W.M. Keck Laboratories for the Advancement of Science and Mathematics Education to the: (1) development of innovative curriculum in science and mathematics for all grade levels, and especially for the middle schools; (2) training of pre-service elementary, middle, and secondary school teachers in use of new and classic methods of teaching science and mathematics; and (3) development of a science and mathematics education center where practicing teachers may come to attend workshops, seminars, and conferences designed to promote professional development. The Project TC "The Project" \l 2 : In early 1994, the C.S.U.N. School of Education will move into the new state funded Education/Business Complex. Three rooms within this new $28,000,000 structure have been designated to serve as a center for science and mathematics education. When completed, these laboratories will be equipped with basic features including laboratory tables, desks, storage cabinets, gas valves, electrical outlets, sinks, screens, chalkboards, a demonstration table, and a fume hood. Although the laboratories will be equipped with basic furnishings, they will not contain the equipment and instruments necessary to train pre-service and in-service instructors in the methods of teaching science and mathematics. We are therefore requesting the W.M. Keck Foundation to consider a grant of $125,000 to provide the necessary laboratory equipment and administrative expertise to turn these rooms into a high quality teacher training center. This center will be dedicated to the development of innovative science and mathematics teaching techniques as well as the training of pre-service and in-service teachers in new and classic methodologies. During the past decade, the technological revolution has produced a variety of devices of tremendous benefit to mathematics and science instruction. If funded, we intend to equip the W.M. Keck Laboratories with a variety of devices that will enhance the instructional process. The School of Education is currently sponsoring a National Science Foundation Project entitled "Computer Visualizations in Teaching Mathematics". Through the grant, the project team has provided invaluable instruction in new teaching methodologies for math teachers from across the country. The response to this project has been so positive, that we are convinced we need to offer similar instruction for all the pre-service and in-service mathematics teachers in our program here at C.S.U.N. To provide this valuable experience, we will need to acquire a classroom set of graphing calculators as well as projection panel for the instructor. The School of Education at C.S.U.N. has a long record of commitment to providing a quality education in the field of instructional computing. Our Certificate Program and Masters Degree in "Computers in Instruction" are popular options within our graduate program. Through the years, our faculty have developed expertise in a wide variety of computer based technologies which are of great importance to mathematics and science instruction. As we continue to offer graduate courses in computer applications in mathematics and science teaching, we desire to expand the scope of our instruction to provide quality instruction for pre-service teachers as well. Towards this end, we desire to equip the W.M. Keck Laboratories with laser discs, CD-ROM readers, data acquisition interfaces, telecommunication devices, math and science software, and hypermedia software. Laser discs provide educators with an endless source of visual images which can be used in instruction. For example, a single laser disc may contain up to 108,000 separate still images relevant to geology, biology, or other graphic-intensive scientific subject. CD-ROM (compact disc, read only memory) readers can store so much textural and graphic data that an entire set of encyclopedias can be stored on a single side of one disk! Laser disc and CD-ROM technologies provide educators with unparalleled access to graphics and data that can be used to enhance and enrich instruction. The C.S.U.N. faculty has expertise in developing C.A.I. (computer assisted instruction) software that interfaces with both the CD-ROM readers as well as laser discs. By supplying the W.M. Keck Laboratories with the appropriate hardware and software, we will be able to provide training in this field to all our credential candidates. Methods of conducting scientific research have been greatly improved by computer based technologies. For example, while technicians used to make endless recordings of temperature or pH, computers now routinely collect such data in a much more comprehensive and accurate manner. We have found that both teachers and students benefit from such technology because it requires less time to do the mechanics of an experiment, allowing for more time for experimental design and higher order reasoning. By supplying the W.M. Keck Laboratories with the needed hardware, probeware, and software, we can provide extensive training to all pre-service and in-service teachers. More than ever before, good scientific research requires cooperation between researchers. Computer based telecommunications has dramatically improved the opportunity for such communication and cooperation. Students can not only retrieve current, pertinent scientific information through the use of electronic bulletin board services, but they can also conduct projects with others through teleconferencing. Numerous agencies, such as the National Geographic Society, already provide excellent teleconferencing where students from across the country participate in similar experiments, such as the monitoring of acid rain, and subsequently analyze the data of their peers from across the country. Upon equipping the W.M. Keck Laboratories with the appropriate telecommunications equipment, we plan to provide prospective and practicing teachers experience in accessing important databases as well as in developing teleconferences. The Biology Department and School of Education at C.S.U.N. direct a National Science Foundation Project to provide biology teachers experience with new methods of life science research. Teachers who have participated in the "Advances in the Biological Sciences" project have expressed considerable enthusiasm in a particular technique known as video microscopy. Video microscopy not only allows teachers to display microscopic images to their classes, but also allows them and their students to make videotape productions of their research. By equipping the W.M. Keck Laboratories with the appropriate video and microscope equipment, we will be able to provide our teacher candidates with invaluable training in this popular new technique. Through our Master's and Certificate programs in "Computers in Instruction" we provide students with opportunities to critique a wide variety of educational software. A grant from the W.M. Keck Foundation will allow us to expand and improve our library of mathematics and science software. A well-stocked software preview library will be a great asset not only to those students in our programs, but also to those teachers in the surrounding community as well. Although advances in computer-based technologies have brought numerous products of value to the mathematics and science educator, they have not supplanted traditional laboratory techniques. Two of our professors are contracted with Prentice Hall Publishers to write teacher resource books for the teaching of physics and chemistry using traditional instruments and house hold items. Through our experiences we are gaining insight as to how to teach laboratory science in an exciting, relevant, and cost effective manner. A grant from the W.M. Keck Foundation will allow us to acquire equipment to train instructors in those experiments and demonstrations that we find particularly effective for stimulating student curiosity and interest. To provide this type of training, the W.M. Keck Laboratories must be equipped with a full set of standard laboratory equipment including instrumentation, models, glassware, chemicals, and safety devices. After the W.M. Keck Laboratories are fully equipped, they will be perpetually dedicated to serve as a center for the training of mathematics and science teachers. The W.M. Keck Laboratories will serve as a training facility for all students who take courses in the methods of teaching mathematics or science, as well as a center for graduate and faculty research and curriculum development. Since the School of Education and the School of Math and Science have demonstrated their ability to acquire and manage large grants for the training of math and science teachers, we fully expect the W.M. Keck Laboratories to also serve as a center for these and future science and mathematics education projects. The Role of the Project Director TC "The Role of the Project Director" \l 2 : The project director will guide the development and use of the W.M. Keck Laboratories. He will be responsible for the acquisition of the equipment, and will provide in-service training for C.S.U.N. faculty as well as those who serve as master teachers in our teacher education program. The Director will be responsible for the development of curricular materials that make direct use of the equipment purchased by the W.M. Keck grant, and will also develop a plan by which the laboratory will be used for research and development purposes. In addition, he will work with representatives from the departments of Secondary and Elementary Education to develop curricular materials appropriate for use in middle schools, the most rapidly growing school movement in the country. The Director will provide the W.M. Keck Foundation with yearly progress reports, as well as a formal evaluation of the project's effectiveness after three years of operation. The Director will be paid one quarter salary over a period of two calendar years from 1994 to 1995. Potential Impact TC "Potential Impact" \l 2 : The W.M. Keck Laboratories will serve as center of research and development for professors in the School of Education who specialize in methods of teaching science and mathematics. Each year, these professors will train approximately 400 teacher candidates as well as numerous graduate students using equipment provided by the W.M. Keck Foundation as well as the curricular materials developed within the W.M. Keck Laboratories. In addition, the W.M. Keck Laboratories will serve as the host site for in-service teacher training programs in conjunction with local school districts and nationally sponsored projects such as our current National Science Foundation programs. Approximately 500 pre-service and in-service educators will benefit from the W.M. Keck Laboratories each year. It is estimated that these educators will teach approximately 45,000 elementary, middle, and secondary school students each year! After 10 years of operation, approximately 5,000 educators will have received training in the W.M. Keck Laboratories, and these teachers will have taught approximately 2,475,000 students. (Note: Accounting for faculty attrition and other factors, the number would likely be substantially smaller). In addition, research articles and curricular materials developed in the laboratory are likely to have a widespread impact on the academic community. While it is impossible to quantify the ultimate impact of the W.M. Keck Laboratories, it is clear that they will play a significant role in the improvement of science and mathematics education, and hopefully serve as a model for other institutions that share our commitment to improving the status of science and mathematics education. Acknowledgment of the W.M. Keck Foundation's Generosity TC "Acknowledgment of the W.M. Keck Foundation's Generosity" \l 2 : The School of Education at the California State University, Northridge plans to acknowledge the W.M. Keck Foundation's generosity by: (1) Identifying the three rooms indicated on the enclosed floor plan as the W.M. Keck Laboratories for the Advancement of Science and Mathematics Education, (2) noting the W.M. Keck Foundation as a Founding Sponsor in the School's Capital Campaign, (3) inviting representatives of the W.M. Keck Foundation to the dedication of the laboratories, (4) providing press releases regarding the W.M. Keck Foundation's role in the new laboratory at the time of dedication, (5) citing the W.M. Keck Foundation as a sponsor of research and publications made possible as a result of the laboratory facilities, and (6) citing the W.M. Keck Foundation as a sponsor of curricular materials developed in the laboratories. Budget TC "Budget" \l 1  IN-KIND CONTRIBUTIONS BY C.S.U. NORTHRIDGE Laboratory Space 217,000 1340 square feet on 2nd floor of Education complex Networking Equipment 111,000 Hubs and associated Computer Mainframe access for 13 computers 3900 Security devices for 13 computers 1950 Line maintenance for mainframe connections 1950./yr Computer maintenance and repair 2500./yr. Personnel Benefits for project director 4940./yr Student assistant 3600./yr Benefits for student assistant (Workman's compensation) 144./yr Clerical assistant 4500./yr Benefits for clerical assistant 1710./yr Utilities Gas, electricity, water, AC, heating, sewer, etc. 7600./yr Communication Mail 2000./yr Photocopying 2500./yr Telephone 2000./yr Initial C.S.U.N. Contribution $410,850 Yearly C.S.U.N. Contribution $33,444./yr Budget TC "Budget" \l 1  KECK FOUNDATION FUNDS Investigation & Visualization of Mathematical Functions Hand-held Graphing Calculators (25) 2500 Projection Panel for Graphing Calculators (2) 400 Mathematics Manipulatives (25 sets) 2000 Video microscopy for Life & Earth Sciences Video Microscope & Adapter (5) 1500 Tele-macro Zoom Lens (5) 1000 Videocassette recorder (2) 600 Monitor (5) 1400 Developing Interactive Hypermedia in Math & Science Laserdisc Players (5) 3000 Cables & Interface Cards (5) 600 Laserdiscs in the Earth, Physical & Life Sciences 3000 Hypermedia Software 400 Computer-Based Data Acquisition Computer/Probe Interface (5) 1000 Probeware (software to interpret signals from probes) 500 Probes (pH meters, thermocouples, photo cells, etc.) 500 Teaching Research Techniques with Telecommunications Modem & Telecommunications Software (5) 1400 Membership in science & science education teleconferences 800 Teaching Research Techniques with CD-ROM CD-ROM Readers (5) 2100 CD-ROM discs in the sciences 2000 Cabling for interface with computers 250 Library Research Techniques Science & Mathematics Reference Texts 1000 Science & Mathematics Primary & Secondary School Texts 1000 Texts on Math & Science Pedagogy 1000 Subscriptions to Journals in Science & Math Education 2000 Audiovisual Aids; Computer Projection Devices Large Screen Monitor 1500 Video Cassette Recorder 300 Videotape library 2500 Computer Projection Panel (2) 1200 High Efficiency Overhead Projector (2) 800 Computer Workstations for CMI, CAI, data analysis Microcomputers (13) 22100 Network Cables & Networking Software 600 Printers (2) 3500 Earth Science Software 1700 Chemistry Software 1700 Physics Software 1700 Biology Software 1700 Mathematics Software 2300 Specific Instrumentation & Equipment Mechanics (air tables, photogates, mechanics sets, etc.) 650 Properties of Matter (conductometers, pumps, manometers, etc.) 500 Test Equipment (VOM, Oscilloscopes, Power supplies, etc.) 1400 Electromagntics (circuitry components, generators, magnets, etc.) 800 Energy Conversion (solar collectors, motors, etc.) 800 Wave Motion (wave generators, sonometers, etc.) 700 Optics & Light (optic bench, lasers, spectrometers, etc.) 1300 Modern Physics (Geiger counters, Cloud chambers, etc.) 1500 Meteorology (anemometer, barometer, psychrometer, etc.) 400 Oceanography (maps, aquaria, charts, conductivity meters, etc.) 300 Astronomy (telescope, model, star charts, etc.) 500 Geology (rock & fossil collections, UV lamps, etc.) 600 Histology (slides, prepared slides, etc.) 400 Anatomy (models, specimens, dissection tools, skeletons, charts, etc.) 700 Botany (growth table, hormones, terrariums, etc.) 800 Physiology (sphygmomanometer, respirometers, etc.) 500 Ecology (laserdiscs, aquaria, etc.) 600 Biotechnology (electrophoresis, restriction enzymes, etc.) 1500 General Apparatus Heating: (microwave, convection oven, burners, hot-plates etc.) 1000 Cooling: (refrigerator, freezer, ice maker etc.) 1100 Media Preparation (autoclave, centrifuge, incubator) 1200 Safety Equipment (Eye wash, extinguishers, fire blanket, goggles etc.) 1300 Measuring (balances, thermometers, calorimeters, etc.) 1500 Storage Equipment (fire cabinets, pails, reagent trays, etc.) 800 Microscope (stereoscopes) 1600 Glassware (flasks, beakers, burettes, etc.) 3000 Miscellaneous Chemicals 2000 Personnel (Director; 1/4 time for 2 years) 26000 TOTAL KECK FOUNDATION CONTRIBUTION $125,000 Timetable for Implementation TC "Timetable for Implementation" \l 1  1992-1993 Develop Middle School Credential Curriculum: Prior to the completion of the building, faculty in the Departments of Elementary and Secondary Education will collaborate to develop a new Middle School Credential Program to meet the needs of the rapidly emerging middle school movement. Plan the W.M. Keck Laboratories: The Program Director, in consultation with other math and science teacher educators, will develop a comprehensive development plan for the W.M. Keck Laboratories. This will include plans for equipment purchase, curriculum development, facility utilization, and grant writing. Develop an Evaluation Procedure: The Program Director, in consultation with other math & science teacher educators, will develop a comprehensive evaluation plan by which the effectiveness and impact of the project may be judged. 1993-1994 Purchase Equipment for the W.M. Keck Laboratories: The Program Director, in consultation with other faculty members, will create a specific purchase budget for the W.M. Keck Laboratories. Install Equipment in the W.M. Keck Laboratories: The Program Director will make an inventory of all items purchased by the grant, and will test and install all equipment. Dedication of Laboratory: W.M. Keck Foundation representatives will be invited to attend the dedication of the Education/Business complex and the W.M. Keck Laboratories for the Advancement of Mathematics and Science Teaching. In-Service Training for C.S.U.N. Faculty: The Program Director will develop a comprehensive in-service training program for C.S.U.N. science and mathematics teacher trainers. These in-service sessions will provide C.S.U.N. faculty with training in the use of such things as the: (1) development of hypermedia for math and the sciences; (2) application of laserdiscs, CD-ROM, laboratory data acquisition devices, telecommunications, networks, data projection devices, robotics, and other computer-based technologies to the teaching of math and science; (3) pedagogy of state-of-the-art computer assisted instructional software for math and science; and (4) the use of new instrumentation and other devices used in teaching and laboratory work. Develop & Document Teaching Methodologies: The Program Director will develop and document teaching methodologies specific to the equipment purchased by the grant. First Classes Offered in the W.M. Keck Laboratories: The Program Director will schedule courses for the teaching of science and mathematics in the W.M. Keck Laboratories as soon as they are completed. NSF and CPEC Sponsored Programs meet in the W.M. Keck Laboratories: The School of Education currently sponsors three major projects: (1) Integrating Science into Mathematics, sponsored by the California Post-Secondary Education Commission; and (2) Computer Visualizations in Teaching Mathematics, sponsored by the National Science Foundation. Both these, and any newly sponsored projects will make use of the new W.M. Keck Laboratories. 1994-1995 Full Schedule of Pre-Service & Graduate Courses Taught in the W.M. Keck Laboratories: By the 1994-1995 academic year, all courses in the teaching of science and mathematics will be conducted in the W.M. Keck Laboratories. In-Service Training for Master Teachers: The C.S.U.N. School of Education works closely with a group of exemplary master teachers in the surrounding school districts to train our teacher candidates. Many of these science and math teachers are not aware of the latest developments in educational technologies and will benefit from a special in-service program offered at the W.M. Keck Laboratories which the Project Director will both organize and conduct. NSF Sponsored FATHOM Project uses W.M. Keck Laboratories: If Funded by the National Science Foundation, the FATHOM (Functions and Transformations in Higher Order Mathematics) Project will make use of the W.M. Keck Laboratories. Curricular Materials Developed in the W.M. Keck Laboratories: The Project Director will direct the development of curricular materials using equipment provided by the W.M. Keck Foundation. All materials disseminated by the project will be identified as having been prepared through the support of the W.M. Keck Foundation. Research Conducted in the W.M. Keck Laboratories: Research in the Teaching and Learning of Science and Mathematics will be conducted in the W.M. Keck Laboratories. All papers published will be identified as having been prepared through the support of the W.M. Keck Foundation. Grants for Math/Science Teacher Training Sought: The Project Director, in conjunction with other C.S.U.N. science and mathematics education faculty, will seek funds from additional sources for the training of mathematics and science teachers in innovative, effective teaching strategies and laboratory activities. 1995 Formal Evaluation of Project: The project director will conduct a formal evaluation of the project in early 1995, and will submit it to the W.M. Keck Foundation for review. W.M. Keck Laboratories Serve as a Perpetual Center for Research, Pre-Service Training, and In-service Training: The W.M. Keck Laboratories will continue to serve as a center of research and instruction in the fields of science and mathematics education. Project Staff & Advisory Board TC "Project Staff & ADVISORY BOARD" \l 1  PROJECT STAFF Project Director Norman Herr, Ph.D.* Associate Professor, Science and Computer Education Department of Secondary and Adult Education * Curriculum Vitae included with proposal Professors of Science & Mathematics Education James Cunningham, Ph.D. Professor, Science and Computer Education Chair, Department of Secondary and Adult Education Arlinda Eaton, Ph.D. Professor, Elementary Education Chair, Department of Elementary Education Linda Huetinck, Ph.D. Associate Professor of Mathematics and Computer Education Department of Secondary and Adult Education Barnabas Hughes, Ph.D. Professor of Mathematics Education Department of Secondary and Adult Education Jan Eckmeir, Ph.D. Assistant Professor of Mathematics and Computer Education Department of Secondary and Adult Education Richard Sharp, Ph.D. Professor of Math, Science & Computer Education Department of Elementary Education Vicki Sharp, Ph.D. Professor of Math, Science & Computer Education Department of Elementary Education Hooshang Bagheri, Ph.D. Associate Professor of Math & Science Education Department of Elementary Education ADVISORY BOARD Supervising Dean Carolyn Ellner, Ph.D. School of Education California State University, Northridge Proposed Advisory Board Steven Oppenheimer, Ph.D. Professor of Biology Joyce Maxwell, Ph.D. Professor of Biology Dean of the School of Sciences Gerry Simila, Ph.D. Professor of Geological Sciences Paul Chow, Ph.D. Professor of Physics and Astronomy Bob Park, Ph.D. Professor of Physics and Astronomy Margaret Holzer, Ph.D. Professor of Chemistry Kenneth Hardcastle, Ph.D. Professor of Chemistry Gerald Garner, Ph.D. Science Director Los Angeles Unified School District Ted Pearce Master Teacher Los Angeles Unified School District William Lee Master Teacher Los Angeles Unified School District Chester McCloskey, Ph.D. President Norac Chemical Company  Other sources of financial support TC "Other sources of financial support" \l 1  In-Kind Contributions from the California State University, Northridge $410,850 Initial contribution $33,444 Yearly contribution (Please see Budget for details) Laboratory Space: In early 1994, the C.S.U.N. School of Education will move into the new state funded Education/Business Complex. Three rooms within this new $28,000,000 structure have been designated to serve as a center for science and mathematics education. Basic Equipment: When completed, these laboratories will be equipped with basic features including laboratory tables, desks, storage cabinets, gas valves, electrical outlets, sinks, screens, chalkboards, a demonstration table, and a fume hood. Computer: The University will cover the cost of computer security and maintenance as well as the cost of lines to the University mainframe computer. Maintenance: The University will cover all of the cleaning, maintenance and repair costs associated with the laboratory. Utilities: The University will pay for all utilities, including gas, heating, air conditioning, electricity, and water, Administration: The University will pay for the general administrative costs for the laboratory, including equipment purchasing, receiving and tagging. Personnel: The University will pay for the benefits of the project director. In addition, it will pay for the cost of a student assistant and a clerical assistant. Communication: The University will bear the cost of telephone lines, photocopying and mailing. complementary grants Note: The School of Education at the California State University, Northridge is striving to improve the status of mathematics and science education in our community and country. Towards this end, we continue to write and administer grants designed to provide up-to-date training for teachers of science and mathematics. The following is a list of grants that we are currently administering. In addition, Dr. Jan Eckmeir has recently applied for a $855,000 NSF grant entitled: Functions and Transformations in Higher Order Mathematics. National Science Foundation (NSF) Dr. Linda Huetinck manages two National Science Foundation Grants totaling $503,357 (Visualizations in Teaching Mathematics Parts I & II). California Post-Secondary Education Commission (CPEC) Dr. Linda Huetinck manages a $460,857 grant from CPEC entitled Integrating Science into Mathematics. International Business Machines (IBM) Dr. Norman Herr manages a $137,716 grant from the IBM corporation to develop a laboratory for Computer Education. Project Evaluation TC "Project Evaluation" \l 1  If funded, we plan to dedicate the W. M. Keck Laboratories for the Teaching of Science and Mathematics to: (1) the development of innovative curriculum in science and mathematics; (2) the training of pre-service elementary, middle, and secondary school teachers in use of new and classic methods of teaching science and mathematics; and (3) the development of a science and mathematics education center where practicing teachers may come to attend workshops, seminars, and conferences to advance the status of the discipline. The effectiveness of the project will be evaluated on these three criteria. Prior to the purchase of the equipment, the Project Director will work with other members of the project team to develop a comprehensive evaluation instrument. In short, the project team will establish criteria on which to measure (1) the quantity and quality of curricular materials and research made possible through the W.M. Keck grant, (2) the number of elementary, middle, and high school math and science teachers trained in the use of new and innovative techniques, (3) the quality of instruction provided in the W.M. Keck Laboratories, and (4) the use of the facility as a training center for in-service faculty through workshops, seminars and conferences. In addition, we will construct a questionnaire to be given to our pre-service and in-service teachers, as well as principals in the surrounding community. This questionnaire will be designed to elicit information about the effectiveness of the project as well as ideas about how the W.M. Keck Laboratories might be used more effectively. The Project Director will provide the W.M. Keck Foundation with: (1) yearly assessment of the project's effectiveness, (2) plans for improvement, and (3) a comprehensive assessment after three years of operation. Biographical sketch of project director TC "Biographical sketch of project director" \l 1  Dr. Norman Herr will serve as the Project Director of the W.M. Keck Laboratories for the Advancement of Science and Mathematics Education. Dr. Herr earned his B.S. degree in Biology from the University of California, Irvine, his M.S. and C.Phil. degrees in Botany from the University of California, Davis, as well as a Ph.D. degree in Education from the University of California at Los Angeles. Dr. Herr has a strong background in science, technology, and education. He has served as chair of a high school science department, research chemist, community college biology instructor, and university professor. Dr. Herr is committed to improving science, mathematics, and technology education, and has received awards for his service to the university as well as a variety of grants to improve curriculum and instruction. He is active in professional organizations and serves as a consultant for the College Board and the Educational Testing Service. Dr. Herr is the subject area coordinator of student teachers in the physical and life sciences. He is director of the University Certificate Program for Computers in Instruction, serves as chair of the University Computer Committee, and has developed three computer laboratories for the School of Education. In the past year he has published seven articles in his field of science education and has received a contract from Prentice-Hall (Simon & Schuster) to publish two resource books for chemistry and physics teachers. A copy of Dr. Herr's resume may be found on the following pages. C.S.U.N. 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