Task Force on Education Final Letter Report (Dec. 2, 1998)
Attachment A: DOE Laboratory Precollege Programs

The following are brief descriptions of exemplary precollege activities at several of the Department's laboratories and facilities:

Argonne National Laboratory

Precollege activities focus on teachers from middle school/junior high and high schools. Teachers participate in research with laboratory scientists or are involved with programs by which they can enhance their science and technology content knowledge, and have a positive impact on student learning.

Brookhaven National Laboratory

Teacher's Research Associates (TRAC) Program -- teacher enhancement program focused on science content and based on the laboratory's research. Emphasis is on providing actual research participation for secondary teachers and science immersion experiences for primary teachers. The aim is to develop the teachers' critical perspective not only on content but also on the methods of inquiry used in actually doing science and technology, and empower them to apply this in their teaching.

Integrating Mathematics, Science, and Technology (MST) in the Elementary Schools Program -- a partnership between the Department and the National Science Foundation for teacher professional development. The laboratory compliments the effort of specialists in teacher education at two universities to reinforce new pedagogy by displaying its linkage to the actual practice of teaching, and supporting classroom implementation. This program pre-dated and influenced the issuance of new state learning standards in MST, several of which are now research-based.

Fermi National Accelerator Laboratory (Fermilab)

Fermilab is the nation's premier laboratory for particle research. Part of doing physics always has meant teaching physics, and Fermilab is a teaching laboratory, committed to improving science literacy, communicating the nature and value of basic research, and training the next generation of scientists. The Laboratory's open site and low hazard level make it accessible to students, teachers and visitors; and the Leon Lederman Science Center provides a Teacher Resource Center and hands-on physics learning center for younger students.

The Leon Lederman Science Education Center at Fermi National Accelerator Laboratory (Fermilab) has been a crucial element in the DOE supported involvement in the Chicago Public Schools. Through Fermilab and Argonne National Laboratory, DOE initiated the Teachers Academy for Math and Science, which is now in 75 Chicago public schools, engaged with intensive in service retraining of over 3,000 primary school teachers in the Chicago area. Teacher Academy personnel, with strong Fermilab leadership, spend approximately 120 hours a year of contact time with each teacher, supervising how they teach, and advising them how to be more effective teachers of science. The Task Force believes the cost of $3,000 a year per teacher is not prohibitive and is a good investment, given the fact that there is substantial evidence demonstrating that the Center's efforts have led to improved standardized test scores in many of the poorest schools in Chicago.

Saturday Morning Physics Program -- For 20 years, outstanding physics students from area high schools have come to Fermilab for 10 weeks of Saturday Morning Physics. Organized, operated and taught by laboratory physicists, the program offers three 10-week sessions each year.

LInC -- a unique course for K-12 teachers that helps them use World Wide Web technology to support problem-based learning. Fermilab offers the course either face to face or on-line. Teachers develop classroom projects.

Idaho National Engineering and Environmental Laboratory

INEEL Science Action Teams -- A Science Action Team consists of a high school science teacher, a teacher-in-training, 3 to 5 students, and a scientist or engineer from the Idaho National Engineering Laboratory (INEEL). The team spends 8 weeks during the summer solving a real life research or engineering problem at the INEEL. Participants gain access to the considerable resources of the laboratory, which enhances a greater understanding of research methodology and discovery as well as career exploration that occurs in the classroom. Teachers and students are directly involved with INEEL personnel that focus on solving critical problems related to energy production and application, the environment, U.S. Economic competitiveness, and national security. Participants earn University credit for the experience as well as a stipend. Successful teachers can come back to the laboratory to learn to transfer the SAT experience back into the classroom through our Teaming Teachers with Industry Program.

Teaming Teachers with Industry -- Teaming Teachers with Industry (TTI) is based on the teachers practical internship at the INEEL. Master teachers instruct in the "Solutions Model" that shows how to transfer their experience into the classroom by providing modeling techniques, training, teaching tools, and follow-up support for implementing a new project-based way to teach science. Follow-up support is provided to the teachers as they transfer the Solutions Model into their classroom, thus enabling their students to engage in learning that reinforces and makes relevant the academic delivery of instruction. A strong partnership with the Idaho State Department of Education ensures the model can be adapted to fit the specific educational requirements of each school and/or district.

Both of these programs are highly leveraged with other than DOE funding. Sponsors include the Office of Naval Research, Idaho School-to-Work, JTPA, and The Albertson Foundation.

E. O. Lawrence Berkeley National Laboratory

Hands-on Universe -- provides students with a technology-based astronomy learning environment including access to an automated telescope. As a result of this program two high school students were co-discoverers of a supernova. About 200 teachers and 6,000 students are touched by the program, and has enhanced interest in science.

Curriculum and Technology Development for the Precollege Environment -- curriculum development projects that call on the leading information at Berkeley lab are used around the world and attract additional support. The Standard Model of Fundamental Particle and Interactions Wall Chart is being used to teach elementary physics in almost very country in the world. Examples of curriculum areas: Contemporary Physics Education Project, Whole Frog Project, Microworlds.

Lawrence Livermore National Laboratory

Laser Science and Optics for the Classroom (LSOC) program is developing lessons about laser science and optics technology for incorporation into high school science and mathematics curricula. Unlike most curricula that have a single discipline emphasis, each LSOC lesson is connected to a mathematics lesson creating a cross-disciplinary curriculum platform exemplifying the integration of science and mathematics instruction. LLNL is a world leader in laser/optics science, engineering, and technology as part of its mission-directed science in support of Defense Programs (DP) Stockpile Stewardship Program. With this unique set of resources, LLNL is partnering with the San Francisco Exploratorium, the San Jose Tech Museum, San Jose State University, Los Angeles Unified School District, Fresno Unified School District, and Las Positas Community College to develop LSOC lessons that are activity based. These lessons spiral from grades 9 through 12 and use lasers and optics materials as tools to support learning in physical science, life science, chemistry, and physics. Thirty teachers are now pilot testing these new science and math lessons in their classrooms.

LLNL's Science on Saturday is a eight week series of Saturday morning presentations about research in a variety of disciplines being conducted at LLNL and other R&D organizations. Topics provide up-to-date information on research and new developments in a variety of scientific fields. The free lectures are provided by scientists and engineers from state-of-the-art facilities from around the country. Science on Saturday, which started in 1997, has attracted each year during February and March over 2,000 enthusiastic participants, primarily middle-school and high-school students along with numerous parents and teachers. Examples of Saturday lectures in 1998 that illustrate the breadth of topics include Dr. Russell Hulse, 1993 Nobel Laureate in Physics from Princeton Plasma Physics Laboratory who presented "An Astronomical Detective Story: The Discovery of the Binary Pulsar" and Dr. David Nowak from LLNL who presented "Making Computers Fast!". Due to its overwhelming success, Science on Saturday is a continuing program which is supported by LLNL infrastructure funds to enhance public literacy in science, mathematics, engineering, and technology.

Los Alamos National Laboratory

New Mexico Supercomputing Challenge -- an academic-year long program in which teams of one to five high school students and their sponsoring teachers conduct computational science projects using high-performance computers at LANL. The program includes a two-day Kickoff Conference with workshops and training in the fall, Laboratory mentors for each team, site visits by Laboratory personnel at least twice during the academic year, a two-day visit to the Laboratory in the spring, and summer teacher training workshops.

Teacher Opportunities to Promote Science (TOPS) -- a three-year teacher development program for teachers of grades 4-12 from rural New Mexico schools to enhance their math, science and technology teaching skills. Teachers are recruited as multi-level teams from districts, and from specific geographical areas, so that the teachers have a local peer group to work with. Each year, approximately 65 teachers participate and work side by side with the school districts and administrators to promote systemic change in the way math and science are taught. Through hands-on activities, research experiences in laboratory-related cutting-edge science, and a methodology that helps them transfer their program experiences to the classrooms, this program provides teachers and students with an exposure to innovations and applications in real world science.

Educational Networking Support (EduNets) -- This program was developed to respond to the national goal of having every school connected to the "Information Highway" by the year 2000. Its mission is to help get school classrooms, libraries and offices connected to Internet resources on science, math, engineering and technology, and to provide training for teachers, administrators, and technical support teams to use these resources in the schools. A major emphasis is on the total integration of these resources and tools into the classroom and into the curriculum. A team of LANL experts helps schools design, purchase, and install the necessary hardware and software. The team then holds workshops in the schools or regionally to train the teachers and administrators in the use of the resources. Local technical teams are trained to be the maintenance and help infrastructure in the region. Often the local community colleges are used as a hub, both for interconnection to the Internet, and for technical help. K-12 schools are then connected through the community colleges, giving the colleges a natural "recruiting" connection to the schools, and the schools a continuing source of technical help.

New Mexico Supercomputing Challenge -- an academic-year project in which teams of one to five high school students and their sponsoring teachers conduct computational science projects using high-performance computers. Typical participation in a single year is 550 students in 120 teams, and about 85 teachers.

Oak Ridge National Laboratory

The Ecological and Physical Sciences Study Center -- provides mission-related, standards-based, hands-on programs for students and teachers on such topics as: "Fun with Fossil", and "Birds of Prey".

Appalachian Regional Commission (ARC) Summer Honors program -- provides 2-week research immersion experience for 46 students from 13 Appalachian states.

Project SEED -- program co-sponsored by the American Chemical Society which provides summer research experiences for economically disadvantages high school students.

Adventures in Supercomputing (AiS) -- the goal of this program is to foster and enhance the participation of women, minority, and rural elementary through high school students in mathematics, science and computing by preparing teachers to provide an interdisciplinary approach to a project-based curriculum

ARC Teachers Program -- a two-week mentored research experience for high school teachers from the Appalachian region.

Teacher Research Participation Program (TREP) -- provides 8-week summer research experience for middle and high school teachers.

Pacific Northwest National Laboratory

Student Research Apprenticeship Program (SRAP) -- This project targets students who are under represented in the science, mathematics and technology pipeline. High school students with a background in science and mathematics and an interest in and potential for a career in science and mathematics are provided research appointments at Pacific Northwest. They are placed with a scientist, engineer, or technical specialist. Students work 4 days each week in the Laboratory and spend the fifth day participating in educational enrichment activities, which are guided by a teacher/counselor.

Scientist-Student-Teacher (SST) High School Research Project -- This project brings teams of high school teachers and their students to the Laboratory to participate in specific research projects that support the Laboratory's science and technology mission and connect to the school's existing curriculum. Teams return to their high schools and continue to contribute to the Laboratory's research through a junior/senior level research course which is established at each high school. The National Science Foundation is a partner with Pacific Northwest and Associated Western Universities in this project. In the summer, teams work 4 days each work on their research in the Laboratory and spend a fifth day participating in enrichment activities designed to facilitate the transfer of the research to the classroom. This project incorporates elements of DOE's Teacher Research Associates Program.

Teacher Development Partnership for Arid Lands Stewardship (PALS) Teacher Leadership Institute -- This project brings teams of K-12 teachers to the Laboratory for simulated research experiences and intensive workshops designed to develop a cadre of teacher leaders in science education. The simulated research projects immerse teachers in learning experiences that parallel the way scientists study the ecology of arid lands. Workshops assist teachers in their efforts to integrate their ecological content knowledge with knowledge of learning, pedagogy, and students to create standards- based projects that enhance the school curriculum.

National Teacher Enhancement Project II/Science Alive Technology Project: Leadership Institute Integrating Internet, Instruction, and Curriculum (LinC) -- This is an innovative approach to instruction designed to challenge teams of educators to create engaged learning projects that incorporate the best use of technology. Following three years of field and laboratory work on local ecosystems through the Laboratory's Science Alive program, a team of teachers from Pacific Northwest (along with 6 other DOE Labs) is now participating in this on-line course offered by Fermilab. As a part of the project, Pacific Northwest teachers will create on-line classroom projects based on real laboratory data on the aquatic and terrestrial ecosystems of the Columbia Basin. The on-line course further leverages Science Alive which is closely aligned with
Washington State's efforts to create a cadre of elementary science teacher leaders who can participate in its statewide effort to reform science, mathematics, and technology education. Use of information technology to improve teaching and learning is a key strategy in this statewide effort.

Materials Science and Technology -- Teams of teachers and administrators work with Laboratory researchers in materials science and technology. Teams enhancetheir knowledge of the nature and behavior of materials and take part in hands on activities that can be replicated in classrooms. A Materials Science and Technology course, on which teacher training is based, was developed by Pacific Northwest staff and Northwest teachers. The course has received regional and national recognition, including endorsement by the U.S. Materials Education Council.

Note on Evaluation : Pacific Northwest conducts ongoing evaluation of all its projects. Impacts on participant knowledge and skills are measured for each project. Additionally, teachers' assessments of their ability to transfer their Laboratory experiences into classrooms are gathered. Pacific Northwest uses a variety of formative evaluation tools in its efforts to continually improve the quality of its programs.

Princeton Plasma Physics Laboratory

Plasma Physics and Fusion Energy Institute -- a summer Plasma Camp in which high school teachers design and run experiments, analyze data, and work in teams with PPPL scientists to integrate what they learn into their school curricula. In addition, PPPL has developed the Interactive Plasma Physics Experiment in which teachers and students work collaboratively with scientists over the Internet on an interactive virtual fusion reactor.

Sandia National Laboratories - CA

SUPER! (Science Understanding Promotes Environmental Responsibility) -- Combining Sandia's unique scientific and technological excellence with the educational expertise of the Lawrence Hall of Science and the K-12 Alliance, the SUPER! Institute provides middle and high school teachers with insight into the science concepts behind national security issues and their environmental impact. SUPER! includes an intensive three-week summer Institute and year-round activities during which teachers explore topics ranging from the dismantlement of the nuclear stockpile, groundwater remediation strategies and integrated manufacturing, to the effective use of technology (i.e., the Internet) and issues around risk. Teachers learn how to help students understand that science is basic to surviving in today's complex world and return to their classrooms to advance scientific literacy by combining state of the art science with innovative teaching strategies.

2020 Vision Program -- The 2020 Vision program introduces students and teachers to national security issues. It is an increasingly Web-based program that reaches more than a dozen teachers and several hundred high school students across the country. Through a technique called scenario building, teams of students develop stories about the future of the United States and different regions of the world, considering how international developments might affect U.S. national security over the next 20 years. The students provide DOE and Laboratory planners with an alternative, youthful perspective on national security issues, a perspective sometimes lacking in traditional strategic planning circles. In the past year, a mentor program, enhanced teacher training, and an online discussion room have been added to the program.

LASER -- Partnering Sandia National Laboratories/California leading edge technology with statewide educational organizations and the Lawrence Hall of Science, LASER provided teachers with training in science content, pedagogy, and leadership to ensure their confidence, commitment and competence in teaching science. This professional enhancement program provided teachers with insight into a breadth of topics being dealt with at Sandia in relation to national security which gave real world applications to science concepts. LASER also assisted in developing a
district infrastructure that will continue to improve inquiry-based (i.e., hands-on) science in elementary education post-LASER by working with all customers and stakeholders in the district including parents, all levels of administrators, and other teachers. LASER has been honored with awards from the school district, the K-12 Alliance (California's systemic reform organization) and most recently the President's Quality Award (PQA) by Sandia National Laboratories for significantly enhancing the quantity and quality of science instruction taught in its participating school district. PQA is Sandia's internal version of the Malcom Baldrige National Quality Award. The gold level is particularly prestigious in that since the inception of the Sandia PQA in 1992, only one had previously been awarded at the California and New Mexico sites combined.

Sandia National Laboratories - NM

Advanced Manufacturing -- This program is designed to develop technicians in the local school system capable of supporting the Sandia advanced manufacturing activities and replaces an intensive Sandia apprenticeship program. It is a partnership with West Mesa High School and the Technical Vocational Institute (TV-I), a local community college. Through this program a special core curriculum has been established at West Mesa High School, with an emphasis on mathematics, applied physical sciences, computer aided drafting, design and manufacturing, materials processing and machining, and manufacturing technology projects. The program is in its third year of operation and formally established at West Mesa High School as the Advanced Technology Academy. Exceptional students participating in the program are eligible for a summer internship at Sandia. During the summer of 1998, twelve Advanced Technology Academy students interned at Sandia in the Manufacturing Technology Center.

University Pre-Service Program -- This is a multi-year collaboration with the University of New Mexico's College of Education and College of Arts and Sciences to develop a pre-service hands-on, integrated science curriculum for K-8 teachers that meets recognized science content and instructional standards. The science curriculum developed by this program is a three course sequence integrating physics, chemistry, biology, and geology content with the appropriate pedagogy for hands-on science instruction. The curriculum is established at UNM and required for all K-8 teachers. Approximately 400 students per year are enrolled in this course sequence. For FY98, Sandia joined in a partnership with the NM Commission of Higher Education and Southwestern Indian Polytechnic Institute (SIPI), a Native American community college, to establish the same three course science sequence at SIPI. The first course in this sequence will be initially offered in September 1998, and successful graduates from the SIPI program may transfer to UNM to complete their baccalaureate education degree. This effort is supported with Sandia indirect funds.

Savannah River Site

National Resources Science, Mathematics and Engineering Education Program -- The objective of this program is to enhance science, math, and engineering interest and abilities, particularly among women and minorities. In 1997, the program provided over 15,000 student visits from 12 different counties/school districts. Students in grades 3-12 have an opportunity to learn science, math, and engineering principles in a "hands-on" setting. The relevance of math and science principles is highlighted and reinforced through activity-based exercises such as sampling and measurement of plant and animal communities, investigation of soil and weather chemistry, and surveying.

The Traveling Science Demonstration Program -- a pilot project providing 12 kits for teachers and students to have access to up-to-date science equipment, allowing more hands on science activities.

School to Work Program -- provides formal training combining supervised work and classroom education. The program offers students exposure to state of the art technology and computer skills starting in high school and continuing into higher education.