Invitational Conference on K-12 Outreach from University Science Departments
February 10 – 12, 2004, Raleigh, NC
Burroughs Wellcome Fund Center, Research Triangle Park, NC
Inspiring Teacher Pioneers Across North Carolina
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The Science House, an outreach program of the College of Physical and Mathematical Sciences at NC State University, works in partnership with K-12 teachers to increase the use and impact of hands-on learning technologies in science and math. The Science House offers a variety of programs that serve over 3,000 teachers and 20,000 students annually. In addition to our main office on the Centennial Campus of NC State University, five satellite offices have been established across North Carolina. Outreach Coordinators at these satellite offices manage equipment loan programs and train teachers to incorporate technology into their curriculum. The satellite equipment loan programs build on NSF and Howard Hughes funded projects that began in 1993 and have been maintained through a variety of state funds and external grants. The Coordinators also conduct science, math, and technology workshops that focus on Inquiry-Based Learning and Hands-On activities. They host summer camps and other student programs, serve as a science resource for teachers in their area, and partner with other organizations to expand programs. Outreach Coordinators work closely with teachers and students in the classrooms by conducting demonstration lessons or team-teaching in the classroom and by providing technical assistance during labs. By maintaining a viable presence and supporting teachers in their home environment, The Science House continues to inspire Teacher Pioneers across the state.
Current work supported by grants from the US Department of Education, the Howard Hughes Medical Institute and the Progress Energy Foundation.
Gina Barrier
Western Satellite Coordinator, The Science House, NC State University
Whose Job Is It To Support Good Science Education Anyway?
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Granting agencies and foundations in the U.S. are always anxious to consider new science and math initiatives for funding to meet their missions: strengthening math and science education. But how do successful, proven programs keep going when the same agencies that fund pilot programs say it is not within their missions to sustain educational programs? Federal agency staff members have pointed to the fact that responsibility for public education programs lies at the state and local levels. For instance, school law in Pennsylvania (PA School Code) dictates local control by requiring all curricular support materials (including science equipment, materials and professional development) to be approved by the locally-elected school boards and paid for from their individual school district budgets that are supported by state and local taxes. It is difficult to convince school board members to fund new science programs and advanced equipment when many board members have been elected on a promise to minimize local taxation. Given this system of foundations and federal agencies starting programs that they seem unwilling to sustain, the problem for sustainability falls to the state and local levels. Thus there are two solutions: 1) convince local school board members to adequately fund science from local revenues, or 2) convince state officials that a change in funding policy is needed because it is in the state’s economic interest to have an adequately-trained science and technology workforce. Option two is clearly the more cost-effective approach, and a particularly important component of any solution must be a mechanism for ensuring the continuous involvement of faculty, staff and resources from institutions of higher education so that K-12 schools also continue to have the support to infuse modern science into their curricula.
Lorraine Mulfinger, Juniata College
The Pharmacology Education Partnership: Improving High School Biology and Chemistry
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The Pharmacology Education Partnership (PEP) was developed by a Duke University professor of pharmacology (Schwartz-Bloom) and a high school chemistry teacher at the NC School of Science and Math (Halpin). The aim is to help high school students learn biology and chemistry better by integrating topics of pharmacology (and drug abuse) into their curriculum. We developed a series of teaching modules and recruited 50 teachers using a randomized “wait-listed” control design to train and field-test the PEP curriculum in their classes. Approximately 3500 of their students were tested for knowledge of basic biology and chemistry concepts as well as advanced knowledge involving drugs of abuse. Results indicated that the more PEP modules that the teachers used, the better their students scored on the two achievement tests. A continuation of the PEP program is ongoing; teacher training workshops are provided through Distance Learning technology as well as on-site at the National Science Teachers Association meeting. We have developed additional modules and an interactive web-based curriculum for teachers and their students (www.thepepproject.net to be released to the public June, 2004). Current enrollment is 265 biology and chemistry teachers across the US, and approximately 8000 students have been tested to date (target is 16,000). Use of the website is tracked daily, and the “popularity” of the various modules can be assessed. Preliminary analysis indicates, again, that the more modules teachers use, the better their students perform on tests for biology, chemistry and drug concepts. We conclude that substantial gains in achievement may be made when high school students are taught science using topics that are interesting and relevant to their own lives. We hope that approaches to increase science literacy may help teenagers make intelligent decisions about drug use.
Rochelle D. Schwartz-Bloom, Duke University
Myra J. Halpin, NC School of Science and Math
Sustaining Partnerships: Informal Science Centers
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The National Inventors Hall of Fame® (NIHF) is a nonprofit 501 (c)(3) organization based in Akron, Ohio. Over the past nine years, NIHF has developed a variety of collaborative relationships with universities, school systems, museums and public and private business partners. This presentation will explore the benefits and challenges of developing and sustaining these cooperative partnerships.
Brenda Wojnowski, National Inventors Hall of Fame
Creating an Effective Interface between the Ocean Sciences and Educators
SouthEast Center for Ocean Sciences Education Excellence (SouthEast COSEE), one of seven national awards from the National Science Foundation, serves North Carolina, South Carolina and Georgia. The COSEE effort began in 2002 when the National Science Foundation concluded a two year study of needs by announcing a major initiative to bring ocean sciences into the precollege arena. Each of the seven awards has a slightly different approach, which includes the regional focus in the Central Gulf of Mexico from Texas to Florida, the MidAtlantic region extending from Virginia to New Jersey, and the coast of California; the urban focus with California COSEE in Los Angeles, California, the northeastern partnership between the New England Aquarium and Woods Hole Oceanographic Institute and the Florida site.Since Georgia, South Carolina and North Carolina share a common shoreline within the South Atlantic Bight, teachers from the three states can compare and contrast physical, chemical and biological factors through rotating programs among the state. In addition, the coastal region also shares a rich cultural heritage, including the African American experiences still seen in rice impoundments and the Gullah/Geechee culture.
The challenge of SouthEast COSEE is to build a sustainable infrastructure through the evolution of partnerships and long term projects. SouthEast is testing several models designed to increase the connections between ocean sciences and K-12
education. The science of the coast is brought to teachers through the development of Ocean Sciences Leadership Institutes. Extending these summer institutes to "free choice" institutions throughout the year encourages and supports leadership skills of the teacher/participants. Another effort is to "broker" marine education initiatives from one state to the other two states. Since the focus on increasing diversity in the ocean science workforce is an overarching effort of SouthEast COSEE, several new initiatives have been started for 2004 based on a valuable 2003 charrette with science educators and researchers.SouthEast COSEE benefits from partnerships with the Sea Grant programs in the three states. Its national source of funding represents another tier of partnerships among NSF, the National Oceanic and Atmospheric Administration Office of Ocean Explorations and Coastal Services Center and the US Office of Naval Research. The Center is administered through the South Carolina Sea Grant Consortium with staff located at NCSU, NC Sea Grant, UGA Marine Education Center and Aquarium/GA Sea Grant and College of Charleston.
Lundie Spence, Ph.D.
SouthEast COSEE Director
S.C. Sea Grant Consortium
Supporting K-12 Science and Mathematics in an emerging "Culture of
Evidence."Most decisions that are made at the district level, and even among institutions of higher education, about teacher supply, quality, retention, and enhancement are made with little attempt to use data in a systematic way to inform and evaluate strategies and outcomes. We need to know what works, when it works, and why it works. How can we assure that our interventions and activities shift from a focus on individual teachers to a focus on changing those aspects of the system that are impediments to equity, opportunity and social justice for all students.
The Center for the Enhancement of Science and Mathematics Education (CESAME) is an education, research and development center at Northeastern University. Supported by the National Science Foundation and other public and private funding, CESAME works with schools, districts, state agencies and other organizations to effectively implement science, technology, engineering and mathematics curricula in grades K-12. CESAME's work is informed by and contributes to the research base in the design and validation of models and in the delivery of technical assistance, onsite and online support, and K-12 outreach for teachers and their students.
Resources
CESAME
http://www.cesame.neu.edu/
http://www.ret.neu.edu/
http://www.cesame.neu.edu/MMCP/about.html
http://projects.terc.edu/impact/Instructional Materials Evaluation Tool
http://projects.terc.edu/impact/template/resources/msthtml.cfm"The Culture of Evidence," Larry V. Hedges, NSF Math Science Partnerships PI Meeting, January 30, 2003
http://www.meetinglink.org/mspnetwork/Mtg2Papers/TheCultureofEvidenceRevised.ppt
http://www.meetinglink.org/mspnetwork/Mtg2Papers/MSPPI_MeetingCultureofEvidence.docUsing Data/Getting Results
http://ra.terc.edu/publications/using_data/using_data.htmlSupport Site and Online Courses
http://www2.lab.brown.edu/investigations/
http://www2.lab.brown.edu/investigations/subscribe/list_archive.taf?function=detail&id=172
http://www2.lab.brown.edu/investigations/subscribe/list_archive.taf?function=detail&id=163Physics First
http://members.aol.com/physicsfirst/Guidance Initiative
http://www2.edtrust.org/EdTrust/Transforming+School+Counseling/mainRTOP
http://physicsed.buffalostate.edu/AZTEC/RTOP/RTOP_full/
"Using the RTOP to Evaluate Reformed Science and Mathematics Instruction"
http://books.nap.edu/books/0309089298/html/89.html#pagetop
"RTOP Training Guide"
http://physicsed.buffalostate.edu/AZTEC/rtop/RTOP_full/PDF/RTOPTrgGd_IN002.pdfPaul Hickman
Associate Professor, Education
Director of CESAME
Northeastern University
Boston, MA
Connecting Civic Responsibility to the Integration of Research and Education: The TOPS Program at Occidental College
When the National Science Foundation challenged the nation's liberal arts colleges to articulate the connections between research and education on each of their campuses, Occidental College identified a number of initiatives centered on the undergraduate research experience of its students. The College also identified several efforts that extend the integration of research into the education of students beyond the institution's boundaries.
Many institutions of higher education are examining their connections to their local communities. This presentation reflects on the national dialogue about the role of higher education in developing civic responsibility in our increasingly diverse society. Is higher education a private benefit or a public trust? Do the activities on campus only impact the undergraduates, or are they relevant to the larger society? This national dialogue is being led by Campus Compact, whose presidents support initiatives that promote productive collaborations between colleges and communities. Such initiatives seek to create opportunities for renewed civic and community life, improved educational and economic opportunity, expanded democratic participation by citizens and the application of the intellectual and material resources of higher education to help address the challenges that confront communities (see http://www.compact.org/). While liberal arts colleges have a tradition of connecting the social sciences and teacher education to their local community, the connections in the natural sciences are infrequent.
In the early 1990s, Occidental first launched an effort to expand the science educational activities with K-12 schools in our area with the support of the NSF, the Camille and Henry Dreyfus Foundation, and the Research Corporation of America. Occidental was the second school in the nation to develop a van based outreach program to high school biology and chemistry classrooms. The TOPS (Teachers + Occidental = Partnership in Science) was created by a group of area high school teachers working with Occidental faculty in the Chemistry, Biology and Education departments. The program supports a broad range of laboratory-centered activities in the high school classroom with sufficient modern technology for students to work in small-group settings on inquiry-based activities (Craney et. al., 1996). In the years since its founding, TOPS has expanded to include physics and web biology as well as marine science. Six years after the initial NSF grant funding ended, TOPS had 78 teachers participating from 15 districts reaching over 8,000 students annually.
Robert de Groot, Occidental Colleg, Los Angeles, CA
Sustaining Support for Science Outreach: Lessons Learned over 20 Years of Connecting Scientists with K-12 Science
In 1983, Florida State University established the Office of Science Teaching Activities in the College of Arts and Sciences to serve as a catalyst and provide support for science outreach partnerships between the university and K-12 students and teachers. Its mission is connecting students and teachers with science and discovery." Intellectual and financial support of the office has not only been sustained but has grown steadily over the 20 years since then. Currently OSTA has permanent support for eight programs for K-12 students, four professional-development programs for K-12 teachers, and one program for undergraduate students, as well as grant support for two additional programs. A careful examination of the history of OSTA reveals six features critical for sustained support of science outreach in a university environment. This presentation chronicles these features and their implications for fostering and maintaining sustained support for science outreach.Ellen Granger, Florida State University
Sustaining Biotechnology Education: Challenges and Strategies
View the PowerPoint presentationBiotechnology education has multiple goals, including conceptual understanding and technical training. In addition, this field targets several audiences, from pre college students learning concepts in genetics to community college students developing lab skills to businesspeople building awareness of the industry. How are programs developed to meet the diverse needs of these audiences? How is support, both personnel and funding, for these programs sustained? The Fralin Biotechnology Center Outreach Program (www.biotech.vt.edu/outreach) will be described and compared with other biotech education programs and approaches from across the country.
Erin Dolan, Fralin Biotechnology Center
Bringing Biotechnology and Genomics into the Classroom
The NCSU Fungal Genomics Laboratory (directed by Dr. Ralph Dean), along with six collaborating programs at Clemson University, Texas A&M University, University of Arizona, Purdue University, University of Kentucky, Ohio State University, and the NCSU Science House was awarded a $5.6 million grant from the NSF for a functional genomics study of the fungus Magnaporthe grisea.This fungus is the largest threat to worldwide rice cultivation and is estimated to kill enough rice to feed over 60 million people a year. A significant portion of the awarded funds is to provide for an educational outreach program in genomics and bioinformatics for K-12 students and teachers. Over the past 2.5 years, we have used these funds to engage teachers and students in the 7th through 12th grades in many different forums.As expected, each type of activity has impacted the students differently.This paper will detail the varied activities we provided to teachers and students, the feedback and impressions on the different formats, and a discussion on how we are proceeding to teach our science based on lessons learned.
Dr. Thomas K. Mitchell
Research Assistant Professor
Center for Integrated Fungal Research
Department of Plant Pathology, North Carolina State University
WCU Biotechnology Outreach Activities to North Carolina Secondary Schools
Over the past three years, Western Carolina University's Department of Chemistry and Physics and Center for Mathematics and Science Education have developed a DNA sequencing program for North Carolina secondary school students. The lesson teaches manual non-radioactive DNA sequencing procedures in an intensive day-long workshop. The workshops are performed either as an in-school field trip during a regular school day or, about half the time, as an extracurricular activity in the school on Saturdays. The protocols were developed originally by the High School Human Genome Program, an activity of the University of Washington's Department of Genome Sciences. Fortuitously, the Washington program evolved around the sequencing a human gene which predisposes for nicotine addiction. The topic is a wonderful fit given North Carolina's past and current history with the tobacco industry. Within the lesson are submodules involving the cycle sequencing reaction (a single primer, PCR-like procedure), gel electrophoresis, precision micropipetting skills development, Southern blotting; avidin-biotin tagging reactions, chemical detection using alkaline phosphatase, DNA sequence interpretation and annotation, and bioinformatics involving online similarity searching (BLAST analysis). Our students put no less than three enzymatic processes to work and carry the lesson from an eppendorf tube containing a picomole of DNA template in a 10 microliter droplet to the online bioinformatics conclusion. In the many lessons that we have taught over the past three years, students will often remark that it is the most exciting experiment they have performed in their high school science experience. We have without exception received praise by all teachers involved. They agree that the program strongly supports and compliments the NC Department of Public Instruction's standard course of study for biology. Furthermore, our teachers are beginning to build upon what they have learned by generating their own templates for sequencing involving organisms of interest in their home counties. For example, North Iredell High School has been working on protocols to isolate kudzu DNA for sequencing while North Mecklenburg High School is currently designing sequencing primers, which will allow them to map families of a local endangered plant species. We expect to continue to expand the program and to eventually locate second-hand automated sequencers in selected high schools across the state. Many of the students who pass through the program will never sequence DNA again. But they will belong to a new generation of highly informed voters who will undoubtedly be confronted with many serious human genetic issues over this new century.
Wes Bonds
Assistant Professor, Western Carolina University
Distance Learning General Chemistry: A University Course for High School Students.
In the Fall 2003 semester, the first semester of general chemistry for science majors, CHM 101, which is taught every semester at UNCW, was offered as a distance learning option to eight students from South Columbus High School. The students worked individually on assignments they accessed over the World Wide Web and did "Kitchen Chemistry" laboratories in small groups at the high school. This paper will discuss the course, the results from this pilot study and plans to expand the program to other rural high schools in Fall 2004.
Jimmy Reeves, UNC-Wilmington
The "Agronauts": Capitalizing on the Fascination with Space to Teach Science Concepts
Space science enjoys broad popular interest, which includes most children who have a fearless desire to learn about this topic. Unfortunately, this is not a topic that teachers always feel comfortable with or equipped to teach. Therefore, a need exists for tools and experiences that can be provided to teachers to facilitate their teaching in both formal (classroom) and informal (science center) settings. We have developed a web-based program and interactive hands-on activities to meet these needs. Adventures of the Agronauts (www.ncsu.edu/project/argonauts) is a year-long, themed curriculum that revolves around the larger question, "How could we grow plants on the Moon to support humans living there?". It is intended to make science education engaging from a constructivist perspective while helping students realize the overlapping nature of science disciplines. The curriculum connects the four North Carolina Standard Course of Study competencies for third grade science. The program currently is being tested in four third-grade classrooms and includes weekly on-line teacher feedback. A related project, the Agronaut Experience is proposed and will be a museum-based program of hands-on activities for students, teachers, and parents with an accompanying exhibit targeting elementary-aged students. The overall goal of this project is to continue to develop and test new tools that increase important cognitive-based outcomes in students and empower teachers to teach science more effectively.
Christopher S. Brown, Erin Knight and Courtney Thornton.
Kenan Institute for Engineering, Technology & Science, NC State University
Evaluating the Impact of a Teacher Leadership and Curriculum Development Program
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The Kenan Fellows Program for Curriculum and Leadership Development at North Carolina State University is a model designed to promote teacher leadership and advance K-12 science education. Kenan Fellows are public school teachers selected through a competitive process to participate in a prestigious two-year fellowship while remaining active in the classroom. During their fellowship, Kenan Fellows conduct research and work in partnership with scientists, university faculty, businesses, museums, and the NC Department of Public Instruction. This research allows Fellows to help their students apply academic knowledge to authentic, real-world problems. Kenan Fellows also develop curricular resources based on their research that emphasize inquiry-based learning consistent with state standards and disseminate them broadly through technology (e.g., web site development) and through presentations at professional conferences. The Evaluation Plan developed for the Kenan Fellows program captures data in key program areas, such as teacher leadership, student attitudes towards science, enhanced teacher content knowledge in engineering, science and technology, professional self-efficacy (which is linked to teacher retention) and how teaching practices evolve to become more inquiry-focused. This presentation will include a brief overview of the program along with a detailed description of how the Evaluation Plan has evolved since the program's inception.
Deborah Mangum, Director of K-12 Programs, Kenan Institute for Engineering, Technology and Science
Dr. Jan Donley, Donley Educational Evaluation Consulting, Inc.
The Regional Science Fair
The Anderson-Oconee-Pickens Regional Science Fair in upstate South Carolina is in its sixth year. Two fairs are held on the same day, one for 300 elementary students and one for 300 junior and senior high school students. Success of fair day depends on a number of critical elements including efficient communication, effective fundraising and corporate sponsorship, and aggressive recruitment of judges. Proximity of the fair to a large state university and several smaller higher education institutions is important to providing many of the people needed to keep the fair functioning and successful.
Jeffrey R. Appling, Clemson University, Clemson, SC 29634-0973
Building Science Support in Rural North Carolina
The HHMI Science Exploration and Outreach Program at NC State University has worked for the past eleven years to create sustainable change with science teachers in rural eastern North Carolina. Our programs target improved teaching methodology and student learning in science. Teachers participate in long-term training on the use of technology and appropriate integration into their classroom. The presentation gives examples of how these programs have affected the individual teachers and their students.
Judy Day, The Science House, NCSU
Outreach to High Schools with a Mobile Chemistry Laboratory
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The Mobile Chemistry Laboratory (MCL) is an outreach project of the Department of Chemistry, the College of Science and the Division of Outreach at Virginia Tech. The MCL is a self-contained unit (a 78 foot tractor/transporter) that carries chemical instrumentation, computers, and chemical equipment to regional high schools in Southwestern, Southside, and inner city schools in Richmond. The MCL adds value to schools by providing educational and hands-on laboratory experiences to students and teachers. During the academic year, the MCL rotates between 40+ high schools, providing 4 or more days of direct support to each school. Since the inception of the program in Fall 2000, over 35,000 student-conducted experiments have been performed on the MCL. Additional MCL support is provided through ChemKits, in which complete experiments are mailed to each teacher. In the past year, over 9,000 student-conducted experiments were performed using ChemKits. Over 60 high school chemistry teachers have been trained on the curriculum in summer workshops held at Virginia Tech. Like the MCL program, the ChemKit program supports the Standards of Learning Exam in Chemistry. Both the MCL and the ChemKits are provided at no cost to high schools. The programs are supported by grants from federal, state, university and corporate sources.The evaluation of this program shows a statistically significant increase in student performance on the Chemistry Standard of Learning Exam. The pass rates of schools participating in the program has risen 37 points over 3 years, as compared to the rise in the state average of 20 points.
Gary L. Long, Department of Chemistry, Virginia Tech, Blacksburg, VA 24061
email: long@vt.edu voice: 540.231.7575
http://www.chem.vt.edu/chem-dept/mc
Alabama Science in Motion: a Decade of Science Outreach
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The Alabama Science in Motion (ASIM) Program is a state wide network of resources designed to provide public high schools the equipment, professional development for teachers, and classroom support needed to run effective science laboratory programs. This state funded network is a partnership between the Alabama Department of Education, twelve universities located within the eleven teacher in-service regions, and local school systems. ASIM equipment includes modern instrumentation and electronic data collection technologies (computers, programmable calculators, and hand held devices) used in laboratory activities that target Alabama Science Course of Study content standards. Currently, each of the eleven ASIM sites employs two certified science teachers who disseminate over $100K of equipment in two of the three major high school science disciplines: biology, chemistry, and physics. During each of the last three years, ASIM has positively impacted science education for over 500 teachers and 50,000 students.
Mr. John Halbrooks: chemistry, computer, math, and science team teacher for the Montgomery County School System, 1982-1994; Alabama Science in Motion (ASIM) chemistry/physics assistant project director, 1994-1997; ASIM State Director, 1997-present.
K12 Science Outreach at a Liberal-Arts University
SCIMAX (Science and Math Excellence) is a community-driven K-16 partnership to catalyze school reform in the Winston-Salem/Forsyth County (WS/FC) school system, funded by the National Science Foundation (NSF #0114949). The goal of the program is to ensure that all graduates of WS/FC schools have the capacity to pursue post-secondary studies and/or a career in science, math and engineering with specific objectives to measure student achievement. As a SCIMAX partner, Wake Forest University works to meet the needs of the schools' teachers and students through enrichment programs for students, science and math content-based workshops for middle and high school teachers, and long-term methods for improving science and math education.Angela G. King, Wake Forest University
The Modeling Instruction Program in Physics, in North Carolina, and Beyond
The Modeling Instruction Program (MIP) is an education research-based reform of science instruction at all grade levels. MIP is based on the Modeling Theory of Physics Instruction research by David Hestenes at Arizona State University. Theory and practice merge through intensive workshops where teachers are immersed in the modeling method. These modeling workshops have been supported by the NSF and others since 1989. Modeling Instruction in High School Physics was recognized by the U.S. Department of Education in 2000 as one of the seven best K-12 educational technology programs and in 2001 as one of two exemplary programs in K-12 Science Education. An overview of the program, its impact in North Carolina, and the future of the program will be discussed.
Patricia Allen and Patricia Blanton, Appalachian State University
Partnering Across Cultures: Bridging the Divide between Universities and Minority High Schools
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The historical mission of most engineering-dominated Research-1 universities is to create new knowledge and to train students in technological fields. In the absence of a College of Education, and given an institutional culture prioritizing scholarly research, institutions such as Georgia Tech often do not have a long history of systemic faculty involvement in the K-12 educational community. However, the current national focus, initiated by public funding agencies, such as the National Science Foundation, encourages academic scientists and engineers to shoulder some of the responsibilities for the quality of science, technology, engineering and mathematics (STEM) education at the K-12 level and to do this by developing university-K-12 "partnerships". Unfortunately, given the vast cultural differences that exist between universities and K-12 schools, these partnerships too often flounder, never managing to bridge the divide to the point of mutual trust, respect, and benefit.
We are currently in the third year of an NSF-funded GK-12 project, the Student and Teacher Enhancement Partnership (STEP), and are preparing to embark on a five-year extension. A major part of this project has been the building, nurturing, and grooming of partnerships between Georgia Tech and local minority high schools. As part of this project, we have developed a model of partnerships that is grounded in the public policy literature and that describes the evolution of the partnerships created between Georgia Tech and four minority-dominated high schools as part of STEP. In this presentation, I will describe the theoretical framework of the partnership model, outline ways to assess partnership outcomes, and apply this model to the STEP program case study and to other partnerships developed by Georgia Tech's Center for Education Integrating Science, Mathematics and Computing (CEISMC).
Marion Usselman, CEISMC
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