In order to help counteract the reported decline in secondary science education a cadre of high school science teachers will be afford the opportunity for direct encounters with new developments in their fields. During the next two years, teachers will actively participate in research projects conducted by faculty at Union College, Schenectady, New York. During the summer, teachers will be involved in such areas as high energy physics, photochemistry, ecology, geological field mapping and astrophysics. Participating secondary teachers and college faculty will meet periodically during the eight months preceding the summer research experience to facilitate familiarization with the computer systems, library, and laboratories. Participants will be able to discuss readings and background of the research with their mentors. An important feature of this "hands-on" program is a teacher to faculty ratio of one to one. Some sharing of responsibilities will be expected and the teacher will have the opportunity to become a "junior" collaborator. Although there will not be a traditional classroom setting, scheduled daily discussions will help to disseminate and share information between the teachers and the faculty. Teachers will be selected on the basis of their commitment to this program and their ability to contribute to and benefit from the research experience. To encourage school districts to be more supportive of science education, superintendents of participants will agree to five days of release time for participants for planning and implementation activities related to the summer research experience. In addition, school districts must allocate $200 to $500 for each of two years for science equipment and supplies to incorporate some aspect of the research experience into the classroom. Through the program teachers will obtain the competence to serve as resource persons for their schools and the area. The ties established between college faculty and the teachers, as well as several follow-up activities will ensure further college-local school interactions. Examples are lectures given by Union faculty at the home schools of the participants, borrowing of equipment for classroom demonstrations, and research participation for gifted high school students. Since many teachers have not been involved in research activities, this type of program should produce committed, research experienced and more competent and self- assured science teachers. Union College and the school systems involved have contributed an amount equal to approximately 9% of the NSF award.
