General

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Educational Issues Needs in Pre-College
Programs Robert W. Ridky University of
Maryland AGI Academic - Corporate Associates
Conference February 28 -March 2, 1999
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Educational Issues Need in Pre-College
ProgramsDiscussion Points

• reasons for National Science Standards and
  accompanying change
• new career opportunities for students
• new models, new opportunities for teacher
  preparation
• professional, academic, governmental and
  corporate partnerships
• new professional opportunities for geoscience
  faculty

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Introduction (1-27) Science Teaching Standards
(27-55) Standards for Professional Development
(55-75) Assessment (75-103) Science Content
Standards (103-209) Program Standards
(209-227) System Standards (227-233)
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National Science StandardsContent Standards -
what students should know and be able to do

• Now, for the first time in our nations history,
  we have a call to action, a dramatic call for
  change, and one that specifically states that
  all students, at all grade levels, should receive
  earth science instruction.
• 
  National Research Council

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Science Content Standards K-4 Properties of
Earth Materials Objects in the sky Changes in
Earth and Sky 5-8 Structure of the Earth
system Earths history Earth in the solar
system 9-12 Energy in the Earth
system Geochemical cycles Origin and evolution of
the Earth system Origin and evolution of the
universe
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Science Content Standards

• Science as Inquiry
• Physical Science
• Life Science
• Earth Science
• Science and Technology
• Science in Personal and Social Perspectives
• History and Nature of Science
• above content applied to k-4, 5-8 and 9-12
  levels of instruction

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Content Standards also include Science in
Personal and Social Perspectives

• As a result of activities in grades 9-12, all
  students should develop understanding of
• Personal and community health
• Population growth
• Natural resources
• Environmental quality
• Natural and human-induced hazards
• Science and technology in local, national, and
  global challenges

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An Educational Agenda...
Teaching is the essential profession, the one
that makes all other professions possible.
Without good teachers, the highest standards
in the world will not ensure that our
children are prepared to be the nations future
scientists, or productive citizens ... More than
ever before in our history, education is the
fault line between those who will prosper in the
new economy and those who will be left
behind. Secretary of Education William
Riley
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From the National Academy of Sciences...
Individual faculty members should
recognize and promote the rewarding career of
teaching for their young science majors. Although
largely unexplored, teaching is the one area
where people who can communicate the excitement
of science can make a major contribution to the
nation. Bruce Alberts President,
NAS
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Summit for Americas Future
At Philadelphias Independence Hall, President
Clinton, Colin Powell, ex-presidents, 30
governors, 90 mayors, scores of CEOs and
hundreds of volunteers made a commitment to
marshal a vast corps of individuals to work 2
million young people by the year 2000.
AmeriCorps is born
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Teacher Preparation
Congress and the U.S. Secretary of Education has
urged the nations colleges and universities to
strengthen teacher preparation, suggesting that
the guidelines from the National Commission on
Teaching and Americas Future be followed.
Community Update, U.S. Dept.of Education
January, 1997
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Teacher Demand
In the next decade, The United States will
need to hire more than two million teachers to
handle huge enrollment increases, and to replace
an aging teacher workforce ready to retire .
Shaping the Profession that Shapes
Americas Future Office of Postsecondary
Education, 1998
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What Matters MostTeaching For Americas Future
This Commission starts from the simple premise
Recruiting, preparing, and retaining good
teachers is the central strategy for improving
our schools. ... Research confirms that teacher
knowledge of subject matter is an all important
element of teacher effectiveness. Report of
the National Commission on Teaching and
Americas Future, 1996
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Teaching bounces back
10.2
7.2
Sources The American Freshman American Council
of Education University of California, Los
Angeles
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Number of Earth Science Teachers
Year Total U.S. Biology Chemistry
Earth Science Physics 88
52,231 - - - 21,143
8,908 91 67,151
- - - 19,074
10,022 ?? 95 281,465 73,576
28,857 38,494 19,766 96
322,602 74,005 29,593
39,476 20,254 97 319,566
63,315 26,789 35,701
18,375 ?? 98 371,768 58,390
25,836 32,818 17,887
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Year Biol Chem Earth
Phys sum 94-95 73576 46 28857
17 38494 24 19766 12 160693 95-96
74005 45 29593 18 39476 24 20254
12 163328 96-97 63315 44 26789 19
35701 25 18375 13 144180 98-99 58390
43 25836 19 32818 24 17887 13
134931

Number of Earth Science Teachers contd...
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Secondary Teacher Certification
In 1987, the median number of credits required
for secondary certification in science fields,
including earth science, was 24 in 1995, the
median was 30 credits. State Education
Policies Results of a 50-State
Survey Council of Chief State School Officers,
1995
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TEACHFORAMERICA

• The national teacher corps of outstanding recent
  college graduates who commit two years to teach.
  Each year 1000 corps members reach more than
  100,000 students.
• Math Science Initiative - Goals
• attract more of the nations most talented math
  science majors to commit two years to teach
• provide excellent math science teachers to
  some some of the most under-resourced schools in
  the country
• develop a cadre of leaders who will work
  throughout their lives to improve quality
  of math science education

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TEACHFORAMERICA, contd

• Industrial Partnerships (example Anderson
  Consulting)
• If accepted by both programs, candidates defer
  their Anderson job offers until two-year teaching
  commitment is completed. Corps members will then
  begin employment at their pre-determined salary
  level and location.

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TEACHFORAMERICA, contd
Where do the applicants come from? Colleges with
highest numbers (top 20 institutions) Univ. of
Michigan (68) UNC-Chapel Hill Univ. of
Virginia Brown University Univ. of
Wisconsin-Madison Univ. of Calif.-
Berkeley Cornell University Harvard
University Duke University Univ. of
Mass.Amherst Northwestern University Univ.of
Cali.- Santa Cruz Yale University Indiana
Univ.- Bloomington Boston College Syracuse
University Georgetown University Columbia
University University of Texas-Austin Stanford
University (23)
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Putting Uni Back in University
Any weaknesses in teacher training, cannot be
blamed solely on colleges on education. Its an
all-campus responsibility. David G. Imig Chief
Executive Officer American Association of
Colleges for Teacher Education
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Undergraduate Geo Programs (representative)
Geoscience core courses 12-14 courses 45-50
credit hrs. Supporting science/math
requirements 7-8 courses 22-26 credit
hrs. Fundamental Studies 3-4 courses 9-12
credit hrs. Distributive Studies 9-12
courses 27-36 credit hrs. Other
electives/advanced courses 3-4 courses 9-12
credit hrs. (approx. 112-136 hrs.) potential
for teacher education program
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Benefits of Establishing a Discipline-based Earth
Science Teaching Program

• Opportunity to effectively respond to National
  Science Standards
• Enhance, more broadly and generously, public
  literacy in the earth sciences
• Provide career opportunities for our Geoscience
  majors
• Increase department enrollment and campus
  visibility

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Direct Faculty Benefits

• Enhances awareness and consideration of issues
  relating to teaching and learning
• Presents new opportunities for professional and
  career involvements
• Active and constructive response to the broader
  role of the professoriate

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Epilogue

• The National Science Education Standards
  describe a vision and provides a first step on a
  journey of educational reform At this point,
  the easy portion of the journey is complete we
  have a map.
• Recognizing the challenge these Standards
  present, we
• encourage
• students...
• teachers...
• parents...
• legislators...
• scientist and engineers
• business and industry to use the Standards to
  help with guidance and resources for developing
  high-quality programs.