First Symposium Series on Excellence in Teaching Undergraduate Science and Mathematics: National and Chicago Perspectives January 29, 1999—Teaching and Learning Perspectives of Science, Mathematics, and Education Faculty  March 29, 1999—Analyzing and Initiating Successful Practice in Science and Mathematics Instruction May 10, 1999—Addressing Institutional Issues Relating to Who Studies Mathematics and Science ABSTRACTS February 2 Plenary Talks and Break-out Sessions     Plenary Talks Bios of Plenary Speakers Deborah Loewenberg Ball, University of Michigan Dr. Deborah Loewenberg Ball's work as a researcher and teacher educator is rooted in practice, drawing directly and indirectly on her experience as a classroom teacher.  With elementary school mathematics as the main context, Ball studies the practice of teaching and the processes of learning to teach, with a current focus on learning in and from practice itself.  Ball's publications include articles on teacher learning and teacher education;  the role of subject matter knowledge in teaching and learning to teach;  endemic challenges of teaching; and the relations of policy and practice in instructional reform.  She is Associate Editor of the Journal for Research in Mathematics Teacher Education, and is a member of the Mathematical Sciences Education Board, and of the Commission on Behavioral and Social Science Education.  She was a lead author for the Professional Standards for Teaching Mathematics.  In 1997, Ball received the Raymond B. Cattell Early Career Award for Programmatic Research from the American Educational Research Association. Hyman Bass, University of Michigan Dr. Hyman Bass' chief fields of research interest are algebraic K-theory, number theory, geometric methods of group theory, algebraic geometry, and mathematics education.  He has been a member of the American Academy of Arts and Sciences since 1981 and of the National Academy of Sciences since 1982.  Bass received the Cole Prize in Algebra from the American Mathematical Society in 1975, and the Van Amringe Prize from Columbia University for his book Algebraic K-theory in 1969.  In addition to being the author or co-author of over 75 publications in mathematics, Bass has written articles and given presentations in the area of mathematics education.  He is currently Chair of the National Research Council's Mathematical Sciences Education Board and of the American Mathematical Society's Committee on Education.  From 1998 to 2002, he will serve as the President of the International Commission on Mathematics Instruction Robert Watson, NSF Division of Undergraduate Education (ret) Dr. Robert Watson served with the National Science Foundation from 1968 until 1999, with program and division-level management responsibilities in graduate, undergraduate, and precollege science, mathematics, and engineering education.  During 1983, Watson served in the White House Science Advisor's Office (OSTP) where he developed a plan for the Federal role in science education that was approved by the Congress and served as the basis for the regeneration of NSF education programming.  From 1963 to 1968, he was on the chemistry faculty at Memphis State University.  In 1966, Watson became the first individual to receive an NSF grant focusing on the improvement of education for minorities.   Abstracts for the Plenary Talks Crossing Boundaries:  Probing the Mathematical Entailments of Teaching Elementary School Mathematics Deborah Loewenberg Ball, Professor of Mathematics Education, University of     Michigan Hyman Bass, Adrain Professor of Mathematics, Columbia University The mathematical knowledge that it takes to teach has been a topic of recurrent     interest, concern, and debate. Most policy and development in this area has produced lists of topics teachers should know; at the same time, a host of studies have documented how much of this teachers do not know. Our research turns this problem on its head and starts with the practice of teaching, analyzing primary records of practice (videotapes of classroom lessons, children's work, teacher notes) to examine what mathematics is entailed in teaching children. This seminar will have four parts: (1) a brief overview of past work on teachers' mathematical knowledge; (2) the design of our current work on the mathematical entailments of teaching (including why we frame the problem this way); (3) a close investigation of a small segment of videotape, with a look at the embedded mathematics, including what the mathematics is, where and how it seems to play a role; (4) what we are learning about the effort to collaborate across the substantial gulf that traditionally divides mathematics and education. Higher Education and the Reform of Mathematics and Science Education Robert F. Watson, Division Director(retired), Division of Undergraduate Education, National Science Foundation Reform in undergraduate education is increasingly the subject of discussion and action across the country. The National Science Foundation released a report, Shaping the Future: New Expectations for Undergraduate Science, Engineering, Mathematics, and Technology Education, which identifies accomplishments, challenges, and needs for students, faculty, institutions, industry, the public, and other sectors concerned with undergraduate education. The report contains recommendations to all of these sectors which have contributed to the significant momentum for change now occurring in higher education. In this interactive session the report and national changes in undergraduate education will be discussed, and NSF plans resulting from the report will be presented.  Participants will be invited to suggest their own candidates for the most significant improvements and the greatest challenges to undergraduate education To prepare for the session, participants may wish to review the report and related subsequent  activities available from NSF's Division of Undergraduate Education(DUE)  at http://www.ehr.nsf.gov/EHR/DUE//start.htm,  by phoning 703.306.1666, or by e-mail to undergrad@nsf.gov.  The DUE guide to programs may also be obtained these ways. Abstracts for the Breakout Sessions Crossing Boundaries:  Probing the Mathematical Entailments of Teaching Elementary School Mathematics Deborah Loewenberg Ball, Professor of Mathematics Education, University of Michigan Hyman Bass, Adrain Professor of Mathematics, Columbia University This session will continue the discussion of the presentation in the plenary session, including additional viewing of parts of the videotape material. One Picture is Worth A Thousand Words! The Effective Use of Interactive Cable Television in Mathematics Instruction Diane Schiller, Department of Curriculum and Instruction in Educational Psychology, Loyola University Chicago Mary Charles, Department of Curriculum and Instruction in Educational Psychology, Loyola University Chicago The presenters will share insights and experiences gained from nearly a decade using interactive cable television for effective mathematics instruction.  COUNTDOWN, a weekly hour-long call-in format television program broadcast on Chicago cable access, focuses on a different math topic each week using direct instruction, manipulatives, and related activities.  Because COUNTDOWN programs model excellent instructional practices, copies of some of the more than 250 prerecorded shows have and continue to be used in tutor training programs, staff development activities and special education environments.  Recent research conducted in 9 different Chicago Public Schools with more than 1100 students verified COUNTDOWN's powerful impact by improving student achievement scores as much as 15% in mathematics. General Education Mathematics Courses: What do students need for the future? David Jabon, Director, Quantitative Reasoning Program, DePaul University With the vast expansion of the use of quantitative methods within academic disciplines, in the workplace, and in public life, are our traditional precalculus and algebra courses adequately preparing students?  What kinds of mathematical skills and knowledge do college students, especially those not majoring in mathematics or science, need for the future?  This workshop will consist of a presentation of a non-traditional approach being developed at DePaul University and an open forum for participants to discuss and perhaps to debate this question. The role of proof in undergraduate mathematics courses Susanna Epp, Department of Mathematics, DePaul University Some say it is best for students to learn to write proofs by a kind of osmosis as they proceed through the mathematics curriculum.  In lower-level courses they hear their teachers engage in careful reasoning and they read the proofs in their textbooks.  Then in upper-level courses they start writing proofs themselves, using those presented in class and in their textbooks as models.  Others claim it is best for students to have more explicit guidance as they first attempt to write proofs on their own.  Still others claim proof should be downplayed in undergraduate courses, with proportionately greater emphasis on how to exploit mathematical facts to solve problems.  Come hear a presentation of the issues in this debate and offer your own views in the ensuing discussion. Getting NSF Education Support and Mock Proposal Review Robert Watson, Director, Division of Undergraduate Education of the National Science Foundation (ret) This will be a highly interactive session in two parts consisting of:   First, an overview of current and upcoming changes in NSF educational support programs of interest to 2-and 4-year college and university faculty, including advice on writing successful proposals;  Second, a mock panel review of a "real" proposal  which was funded, simulating quite closely the way that the Division of Undergraduate Education reviews proposals;  the group will divide into panels, read the proposal, discuss their reactions, and compare the outcome with how the "real" panel rated the proposal.  The panel is especially useful for persons who have not submitted successful proposals or served on NSF panels. A Challenging Way to Teach Introductory Science, or "What to do in a big lecture class, besides lecture?" Douglas Duncan, Department of Astronomy and Astrophysics, University of Chicago and National Education Coordinator, American Astronomical Society Have you been disappointed when students cannot apply concepts you (and they!) thought they had learned to new situations, or in the real world?  Do you know that student note-taking and learning begin to diminish within 20 minutes of the start of a lecture, even a well-presented, interesting one?  Educational studies have shown that it is surprisingly difficult to achieve significant and lasting learning.  We will view the provocative videotape, "A Private Universe," which emonstrates this in a rather dramatic and entertaining way, and continue with a discussion of peer teaching and qualitative questioning --easy to implement strategies which have been shown to impressive results and which are PRACTICAL for busy faculty.  Additional benefits are that students taught this way, including non-science majors, report a dramatic positive change in their attitudes about science, and faculty who try the techniques often report being surprised and pleased at what happens in their class. Dr. Duncan is Assoc. Professor of Astronomy and Astrophysics at the University of Chicago, and National Education Coordinator, the American Astronomical Society.  In the latter capacity he is responsible for helping astronomy faculty throughout the United States improve their teaching.  His research uses the Hubble Space Telescope to test theories of the origin of the Universe.  He also is well-known as a public spokesperson for science and correspondent for radio station WBEZ in Chicago. Working with Chemistry: A Lab Program for Students who will Use Chemistry. Donald J. Wink, Department of Chemistry, University of Illinois at Chicago Most of the students in the main general chemistry courses at colleges and universities are not chemists.  Instead, they are planning on careers that require a knowledge of chemistry.  To serve these students, faculty at UIC in a network with four Chicago-area community colleges are developing the "Working with Chemistry" program.  This provides students with a scenario, drawn from a professional setting, for the application of the principles of general chemistry laboratory work.  This session will discuss the kinds of students we have in our classes, and then examine some issues involved in bringing scenario-based learning to the classroom. Preparing Students in Secondary Mathematics and Science Jamie Ford, FB/STPP Coordinator, Chicago State University Dexter Miles, Secondary Biology Student, Chicago State University Pamela Alexander, Secondary Mathematics Student, Chicago State University Yolanda Miro, Secondary Chemistry Student, Chicago State University Description of Program:  The Field Based Secondary Teacher Preparation Program (FB/STPP) requires preservice teachers to gain teacher training under the mentorship of experienced teachers and the College of Education (COE) faculty in an urban high school.  A typical day for preservice teachers includes teaching in the classroom, Monday-Thursday, beginning 8:00 a.m. - 11:30 a.m.;  receiving instruction in COE professional education courses by the College of Education faculty;  and incorporating a portion of Friday morning to reflect on weekly teaching and planning.  Students return to campus to complete additional course work in the secondary preservice teachers' major.  Description of Presentation:  The break-out session will include a 10-minute video, which highlights the important components of the Field Based Program.  In addition, three secondary science and mathematics Field Based interns will share their teaching experiences. Interpreting Mathematical Notation:  Is it really that easy? Mercedes McGowen, Department of MAthematics, William Rainey Harper College   The ability to flexibly interpret and use the ambiguity of mathematical notation is necessary for successful mathematical thinking.  The conceptual requirements for understanding ambiguous expressions, both arithmetic and functional, appear to be far more formidable in their complexity than has generally been recognized.  In this session, participants will examine students’ efforts to interpret and make sense of ambiguous mathematical notation.  The findings of a recent study will be reported in which it was found that, with explicit discussions and activities, the more successful students developed improved flexibility in their ability to interpret and use notation.  Qualitatively different strategies and inflexible thinking characterized the less successful, who showed almost no growth in their ability to interpret ambiguous notation. March 29 Plenary Talks and Break-out Sessions Plenary Talk     Bios of Plenary Speakers Joan Ferrini-Mundy, Mathematical Sciences Education Board Dr. Joan Ferrini-Mundy's research interests are in calculus learning and reform in mathematics education, K-14. She taught mathematics at Mount Holyoke College in 1982-83, where she co-founded the SummerMath for Teachers program. She joined the mathematics faculty of the University of New Hampshire in 1983. Ferrini-Mundy served as a visiting scientist at the National Science Foundation in 1989-91. She served on the Mathematical Sciences Education Board, and has chaired the AERA Special Interest Group for Research in Mathematics Education.  Ferrini-Mundy has served in a variety of leadership roles in the National Council of Teachers of Mathematics. She was the Principal Investigator for NCTM's Recognizing and Recording Reform in Mathematics Education (R3M) project, chaired the NCTM's Research Advisory Committee, and was a member of the NCTM Board of Directors. Currently, she chairs the Writing Group for Standards 2000, the revision of the NCTM Standards. Lillian C. McDermott, University of Washington Dr. Lillian C. McDermott is Director of the Physics Education Group at the University of Washington, which engages in research on the learning and teaching of physics, designs curriculum for mainstream students, conducts programs for the preparation of prospective and practicing teachers of physics and physical science, and conducts TA training seminars and professional development workshops for college and university faculty. The group developed the curriculum Physics by Inquiry and is currently developing Tutorials in Introductory Physics . McDermott is a Fellow of the American Physical Society and of the American Association for the Advancement of Science, and has been a Councillor of the American Physical Society and a member of the APS Board. She received the American Association of Physics Teachers' Distinguished Service Citation in 1981, and the AAPT's Robert A. Millikan Lecture Award for her contributions to physics education research in 1990. In 1983, McDermott received the Seattle Urban League's Affirmative Action Award for her work in helping minority students succeed in physics. Michael Zeilik, University of New Mexico Dr. Michael Zeilik's research activities have focused on magnetic activity cycles of sun-like stars, starbirth, astronomy in the historic and prehistoric Pueblo world, and a cognitive approach to teaching science. He has published four books, over 100 professional articles, and given over 200 talks to professional and lay audiences. Zeilik's teaching interests are introductory courses for the novice, non-science major student, and astronomy education research at the university.  He has been supported by grants from the National Science Foundation, NASA, the Exxon Educational Foundation, and the Slipher Fund of the National Academy of Sciences for innovations in astronomy education, astronomy for the general public, and astronomy workshops for in-service teachers. In 1998-99, he has an appointment as a Fellow with the National Institute for Science Education, working on issues of classroom assessment. Abstracts for Plenary Talks Bridging the Gap Between Teaching and Learning: The Role of Research Lillian C. McDermott, Professor of Physics, University of Washington The difference between what is taught and what is learned is often greater than many science instructors realize. The discrepancy is demonstrated in the context of several studies in which we examined how well students who have taken physics at the introductory level and beyond understand some basic physical concepts. The role of research in identifying and addressing specific difficulties is described in terms of specific examples. These provide a basis for several generalizations that have important implications for the teaching of introductory science courses and for the preparation of precollege teachers and graduate teaching assistants. Active Learning in Large (and Small!) Classes Michael Zeilik, Professor of Physics and Astronomy, University of New Mexico Large classes may well be the most ineffectual component of higher education in sciences and mathematics. Disciplinary-based research reveals that such classes work only for a small fraction of students and turn off many, even majors. To transform such courses, we should design, implement, and assess an innovative, conceptually-based instructional model for teaching large (or small!) undergraduate courses for both majors and non-majors.  To execute this effort required active-learning strategies to engage the students, especially in classes for non-majors. Central to success is the implementation of cooperative learning teams and the use of teams for activities, demonstrations, quizzes, and conceptual tests and concept mapping. I will highlight the practical and very positive aspects of a team-enhanced class, strategies that can be applied to all sciences and mathematics areas. (This research was supported in part by NSF grant DUE-9253983.) Preparing Teachers of Mathematics: Issues from National Standards Joan Ferrini-Mundy, Director of the Mathematical Sciences Education Board, National Research Council A number of national initiatives are focused on improving mathematics and science teachers' understanding of content and their use of that content in their teaching. This session will focus on the features of some of those initiatives, including ongoing work at the National Research Council, in identifying the roles of discipline-based faculty in helping teachers learn. In addition, we will discuss how ongoing work in producing and promoting standards for preK-12 mathematics education, including the National Council of Teachers' Principles and Standards for School Mathematics, might be related to issues in the preparation and continuing education of teachers. Abstracts for Break-out Sessions Abstracts for Breakout Sessions Bridging the Gap Between Teaching and Learning:  The Role of Research Lillian C. McDermott, Professor of Physics, University of Washington This session will provide an opportunity to explore in greater depth the aspects of the associated plenary session that are of special interest to the participants. Algebra in the PreK-6 Years: Possibility or Pipedream? Joan Ferrini-Mundy, Director of the Mathematical Sciences Education Board, National Research Council Various reform initiatives in K-12 mathematics education advocate early introduction of ideas in algebra for all students, beginning in the elementary grades.  We will explore key areas of elementary school mathematics and examine possibilities for introducing central ideas in algebra in the early years.  In addition, we will consider the topic of "algebraic reasoning".  Finally, we will discuss how areas such as pattern, algebraic structure, and function might be integrated into algebraic strands in the elementary curriculum. Concept Maps Michael Zeilik, Professor of Physics and Astronomy, University of New Mexico At the University of New Mexico, we have concluded a four-semester study of conceptually-based active learning strategies in a large science class for novice astronomy students.  A key feature of this innovative course was the use of concept maps as a focal point to improve instruction in science.  Specifically, we have examined concept maps as a tool for course design, instruction, and assessment.  We have found that, as an alternative assessment, that the concept maps have a high reliability, both as pre- and post-testtools.  The conclusion:  novice students can acquire structural knowledge, if it is taught explicitly. This session will offer practical advice in the use of concept maps in the classroom.  I will briefly review the research results on novices/expert and then present the specific uses of concept maps.  This research was supported in part by NSF grant DUE-9253983. Reading and Writing in the Discipline: Incorporating primary literature into upper division biology courses Mary V. Ashley, Department of Biological Sciences, University of Illinois at Chicago The opportunity for students to read, discuss, and critique scientific literature is often lacking in the curriculum of biology departments at large universities.  The lecture and laboratory format of most courses may provide a limited perspective on how scientists actually perform their research and report their findings.  The traditional format also may fail at presenting science as a dynamic field, with unresolved debates and controversies in nearly every field.  In this session, an overview of incorporating primary literature into discussion sections and writing assignments for biology majors will be presented and discussed. Creating a Coherent, Standards-based High School Science Sequence Marge Bardeen, Fermilab, Batavia, IL Join a discussion about helping teachers understand the implications of national and Illinois science education standards on teaching and learning practices at the high school level.  What can we expect teachers to do together to create a high school science sequence that will meet the new standards?  How can they develop understanding of the integration of science across disciplines?  How can they identify unifying concepts and processes?  We will share some of the experiences of the Fermilab ARISE project, a four-year partnership with eight high schools to create a three-year, coherent, standards-based high school science sequence.  The project has the  potential to extend benefits to any school wishing to reform its high school science education program. Adopting and Adapting National Reform Materials Julie Ellefson Kuehn, William Rainey Harper College Dennis Lehman, Department of Chemistry, Harold Washington College The Chicago Consortium to Improve Chemistry, under the auspices of an NSF grant, is beta testing materials developed by the NSF's Chemistry Systemic Reform Initiative, MC2 and ChemLinks.  This new chemistry curriculum consists of a series of modules which present general chemistry topics in the context of "real world" applications.  The modules are active, inquiry–based, and flexible enough to address many leaning styles.  The Chicago Consortium, made up of nine Illinois community colleges, will serve as a model for other community colleges considering the modular approach to reform the chemistry  curriculum.  The implementation of "What Should We Do About Global Warming?" at two different community colleges will be discussed. Teaching to the Fluid Mosaic Valerie VanderVliet, Department of Biology, Lewis University We will discuss results of a teacher-research study that I am conducting to explore teaching and learning in an undergraduate, non-major Anatomy and Physiology course that is my primary teaching responsibility at Lewis University.  I am in the process of transforming this course, moving from a more traditional, lecture-oriented approach to a more constructivist, inclusive pedagogy.  We will examine the struggles and possibilities that such a transformation has presented to both myself, the teacher, and my students, and implications for my future teaching.  We will focus on several issues including: my teaching, my students' learning, my students' and my beliefs about teaching and learning, and the use of alternative assessments in teaching and learning.  Insights into the relationships between teacher, students, and science will be discussed. Recruiting and Retaining Math and Science Majors John Baldwin, Department of Mathematics, Statistics, and Computer Science, University of Illinois at Chicago Beatriz Jamaica, Department of Mathematics, Statistics, and Computer Science, University of Illinois at Chicago Michael Mimnaugh, Department of Chemistry and Physics, Chicago State University and students This panel will address the recruitment and retention of undergraduate Science, Engineering and Mathematics Majors.  The programs of the Chicago Alliance for Minority Participation will be discussed and student representatives will report on their effects.  Particular attention will be paid to the use of auxiliary workshops to increase retention of first year students, the recruiting of transfer students from 2 year colleges, and the role of undergraduate research assistantships and conferences in attracting students to scientific careers. Preparing Undergraduates to Teach Mathematics Kathryn Chval, Department of Mathematics, Statistics, and Computer Science, University of Illinois at Chicago Math "Concentrators" at UIC teach three university classes under the direction of Professor David A. Page:  Introduction to Calculus (MTHT 466);  Introduction to Number Theory (MTHT 467);  and Geometry (MTHT 468).  Elementary education students teach unfamiliar mathematics while learning to teach.  Before going "on stage," they have a dress rehearsal.  Come to this session and discuss an innovative way to have students teach their own university classes while studying mathematics and its teaching. Reform courses: changes in teaching technique and measuring the effect Judith Baxter, John Wood, Department of Mathematics, Statistics, and Computer Science, University of Illinois at Chicago We invite participants to discuss the changes in what students, TAs, and faculty do which go along with changes in content in reform courses.  We also report on methods of studying the results of course reform, tracking students' performance in later courses. May 10 Plenary Talks and Break-out Sessions Plenary Talks     Bios of Plenary Speakers Sheila Tobias, Author and Lecturer Ms. Sheila Tobias, a lecturer on education reform and writer for the Research Corporation, has made a science and an art of promoting curricular reform from the outside. Educated in history and literature and having served as a university administrator and college trustee, she has tackled the question of why intelligent and motivated college students have task-specific disabilities in certain disciplines, particularly mathematics and science. She has authored six books, including: Overcoming Math Anxiety (1978, revised ed. 1994); They're Not Dumb They're Different: Stalking the Second Tier (1990); Revitalizing Undergraduate Science: Why Some Things Work and Most Don't (1992);  and Rethinking Science as a Career: Perceptions and Realities in the Physical Sciences with Daryl E. Chubin and Kevin Aylesworth (1995). Her work in science and mathematics avoidance and anxiety has been funded by the Lilly Endowment, the Rockefeller and Ford Foundations, and the Fund for the Improvement of Postsecondary Education in the Department of Education. Philip Uri Treisman, University of Texas at Austin Dr. Philip Uri Treisman received the 1987 Charles Dana Award for Pioneering Achievement in American Higher Education and was named a MacArthur Fellow in 1992. In 1989, Newsweek selected him as one of 25 Americans on the leading edge of innovation, one of three in education. His PhD thesis, A Study of the Mathematics Performance of Black Students at the University of California, Berkeley, provided the theoretical basis for supplementary workshops for calculus courses.  His insights and the example of his program at Berkeley spurred the national growth of such workshops. Treisman's later work with high school teachers in California and Texas demonstrated again that he is one of the leading experts on the development of programs aimed at increasing minority participation in mathematics. He is an active member of many national committees, advisory boards, and commissions concerned with mathematics education and mathematical and scientific manpower. Abstracts for Plenary Sessions What Makes Science "Hard"? Sheila Tobias, Author and Lecturer on Education Reform in Science and Mathematics Science is perceived of as difficult. But does it have to be more difficult than other subjects? In a ground-breaking series of research projects, using experienced learners in disciplines other than science, Sheila Tobias found issues of overview, sequence, verbal ambiguities, pace, nature of exams, and the absence of "community" to be issues that science teachers could address as a way of increasing the success rate of their students. The University's Role in Supporting the Teaching of Advanced High School Mathematics and Science Courses Philip Uri Treisman, Professor of Mathematics and Director of the Dana Center for Mathematics and Science Education, University of Texas at Austin There are surprisingly large differences by state in the percentages of students successfully completing advanced high school mathematics and science courses. What accounts for the differences, and what roles do the standards and reform movement play in the demography of course taking? The talk will explore these questions giving specific attention to the new strategies for increasing course enrollment used in the Texas model, which is managed by the UT College of Natural Sciences.   Abstracts for Break-out Sessions Conclusions from the Third International Mathematics and Science Study (TIMSS) John Baldwin, Department of Mathematics, University of Illinois at Chicago The following statements are based on either the results of the TIMSS or the questions posed in the study: 1. U.S. fourth graders score above average in both mathematics and science compared with the 26 nations in the TIMSS fourth-grade assessment. 2. U.S. fourth grade students were overrepresented in the top 10 percent on the science test but underrepresented on the mathematics test. 3. U.S. eighth graders score below average in mathematics achievement and above average in science achievement, compared to the 41 nations in the TIMSS assessment. 4.  U.S. eighth grade students were overrepresented in the top 10 percent on the science test but significantly underrepresented on the mathematics test. 5. The content taught in U.S. eighth-grade mathematics classrooms is at a seventh-grade level in comparison to other countries. 6. The TIMSS test included multistep problems which tested understanding. 7.  These results were not achieved because only an elite few were tested in the other countries. In the session, I will present 7-10 slides or graphs to support the statements above, and then let people talk about finer points. The Mathematics in a Reform Elementary Math Curriculum Cathy Kelso, Institute for Science and Mathematics Education, University of Illinois at Chicago Following the publication of the three National Council of Teacher of Mathematics (NCTM) Standards documents, the National Science Foundation funded the development of thirteen comprehensive mathematics curricula for grades K-12.  The Teaching Integrated Math and Science (TIMS) Project at UIC received funding to develop one of the three elementary curricula, Math Trailblazers.  This session will introduce university faculty to the mathematics in Math Trailblazers using examples of lessons from the curriculum.  Discussion of the use of these materials in pre-service education classes will be included. Active Learning in General Chemistry Mark Walter, Department of Chemistry, Oakton Community College Chemistry faculty from nine Illinois community colleges have formed a consortium that serves an annual credit enrollment of over 157,000 students and an annual chemistry enrollment of over 6,000 students.  The consortium is composed of community colleges from urban, suburban, and rural communities: Oakton Community College, The City Colleges of Chicago, College of DuPage, College of Lake County, Triton College, William Rainey Harper College, McHenry County College, Illinois Eastern--Olney Central, and Joliet Junior College.  This consortium will reform first-year chemistry curricula on member campuses by adapting and adopting the materials produced by the Modular Chemistry Consortium (MC2) and the ChemLinks Coalition (ChemLinks) to meet the needs of students enrolled in community colleges.  These materials were developed by two of the projects funded by the current National Science Foundation (NSF) chemistry initiative.    The new chemistry curriculum will be active and inquiry-based, flexible enough to address the many learning styles represented by a diverse student population, and more relevant to the lives of the students.  The process of adapting and adopting will be an active collaboration between the consortium faculty and representatives of MC2 and ChemLinks.  The process will also involve partnerships with industry and professional organizations.     This project, entitled Consortium to Improve Chemistry: Linking Nine Community Colleges with the National Science Foundation's Chemistry Systemic Reform Initiative,  will extend the impact of the current NSF systemic chemistry initiative by serving as a model for other community colleges considering the modular approach to reform of the first-year chemistry curriculum.  Because nearly half of the nation's college students are enrolled in community colleges and a large portion of future teachers receive their science education at a community college, the potential impact of this project is significant.    In this session, the results of the first year of teaching with the modules will be presented. Panel:  Basal Science Courses Panelists: Carolyn Narasimhan, Associate Dean, College of Liberal Arts and Sciences, and Department of Mathematics, DePaul University Uday Sukhatme, Associate Vice-Chancellor for Academic Affairs, and Department of Physics, University of Illinois at Chicago Marian Wilson-Comer, Executive Director, ChAMP, Williams Science Center, Chicago State University There is ample evidence to show that a majority of college students are afraid and unsure  of their chances for success in science and engineering disciplines.  Even those who do declare science majors, often opt for biology, a science perceived to be less quantitative than the physical sciences.  This situation is more pronounced for minority students.  Our panel will discuss the possibility of developing a basal science course to convey some of the excitement of scientific ideas to entering college students.  The panel will present their thoughts on the usefulness of such a course along with some concrete suggestions for course content taken from various branches of science.  Suggestions from the audience should be helpful in bringing a sharper focus to this idea. Improving Student Learning in a Gatekeeper Course: The Honors Workshop in Biology at Northwestern Kenneth Bain Director, Searle Center for Teaching Excellence, Northwestern University In recent years, Biology B10, a year-long course with 300 students, has presented major difficulties to many students, especially minority students, interested in careers in the life sciences.  To address their problems, we developed an experimental program based on the approach Uri Treisman developed for introductory calculus at UC Berkeley and later at UT Austin.  Our experimental Honors Workshops involved about 35 students in the 1997-98 course and produced a large, statistically significant increase in the grades of minority students and a smaller, but significant, increase in the grades of other students.  These results were replicated with 56 participants in 9 groups in the fall 1998 quarter.  In this session we will discuss the possible explanation for the increase in grades and offer practical suggestions for implementing similar programs in other disciplines. University and Community College Collaborations in Excellence in Teacher Preparation Naomi Fisher, Department of Mathematics, University of Illinois at Chicago Philip Wagreich, Department of Mathematics, University of Illinois at Chicago The National Science Foundation recently awarded a three-year grant for organizing a Collaborative for Excellence in Teacher Preparation (CETP) to the University of Illinois at Chicago and six community colleges, Harold Washington College, Oakton Community College, Olive-Harvey College, Triton College, Truman College, and William Rainey Harper College.  Broadly stated, the UIC-CC CEPT is designed to improve the mathematics and science preparation of preservice teachers and to increase the number of students preparing to enter the teaching profession.  In the session, we shall discuss the plans for the newly formed collaborative and its extension to include other institutions.  Insights from the experiences of CETPs in Los Angeles and New York City will also be presented. Thoughts on Developing and Supporting Mathematics and Science Teachers:  The role of university and college departments Philip Uri Treisman, Director of the Dana Center for Mathematics and Science Education, and Department of Mathematics, University of Texas at Austin The session will describe efforts aimed at two different populations relevant to improving mathematics and science instruction.  An overview of model strategies that have dramatically increased the number of mathematics and science majors pursuing teaching certificates will be presented, and some new approaches to supporting large numbers of practicing middle and high school teachers will be discussed.  Panel:  Teaching Introductory Mathematics Courses Panelists: Kim Meyer, Department of Mathematics and Computer Science, Chicago State University David Rutschman, Department of Mathematics, Northeastern Illinois University Michelle Smith, Pre-Credit Mathematics, Olive-Harvey College Kathryn Talley, Institutional Research, Olive-Harvey College Introductory mathematics courses include developmental/remedial, general education (traditional, "liberal arts", etc), service, and the "entry into the major" courses.  The stated, and more often unstated, goals of these courses vary depending on student needs and institutional expectations.  Wide variation in pedagogies coexist within and between institutions. This workshop will provide a forum for discussing our experiences with such courses, our successes, our failures, our problems and maybe some solutions.  We will address issues such as the reliance on part-time faculty, alternative pedagogies, assessment, and retention. The Panel will also raise the question of reform in the developmental sequences:  "Back to Basics" or "Less is More"?  Is earlier intervention better or do students need to establish their fundamentals before entering a reform curriculum?  Part of this issue resides in the pain and performance of students who encounter reform curricula for the first time. Kim Meyer: Most of Chicago State University's student body -- approximately 85% of whom are African-American and two-thirds of whom are female -- graduated from the city's public schools.  More than three-quarters of them, however, test into pre-college level mathematics, reading, and/or English.  When these students encounter reform mathematics at the Calculus level, they not only struggle with their accelerated learning curves, but they also wrestle with reading the problems and manipulating the technology.  Moreover, in spite of completing the remedial sequence, most students do not perform routine procedures automatically and without error.  In response to these issues, CSU has implemented a reform precalculus program and designed a reform developmental sequence.  This talk will focus on how CSU has tried to balance students' procedural deficits with the reform philosophy. David Rutschman: I will talk about the introductory courses in the major, i.e., precalculus and calculus, and changes we have made at Northeastern. Michelle Smith and Kathryn Talley: At Olive-Harvey, all beginning students must take College Board placement exams in math, reading, and writing prior to registering for classes.  In a typical term, only 5% of these new students score at the college level in math.  To deal more effectively with the large number of students requiring remediation, a pilot program, The T3 Program at Olive-Harvey, based on mastery learning concepts was designed.  We will discuss the project, its results, and its lessons for improving remedial math education.  The Rosenbaum Foundation Seminar in Algebra at the University of Chicago Robert Fefferman, Department of Mathematics, University of Chicago In this session, I will discuss seminars for high school teachers which are presently conducted at the University of Chicago.  The purpose of the seminars is to show high school mathematics teachers various curricular materials and some mathematical ideas which are new to them.  These seminars feature the book on algebra by Gelfand, and several of the Singapore secondary texts, as well as material that I have added. The Development of Scientific Literacy Jon D. Miller, Vice President, Chicago Academy of Sciences Abstract not available. Math Anxiety: An Update Sheila Tobias, Author and Lecturer on Education Reform in Science and Mathematics In this workshop, Sheila Tobias, author of Overcoming Math Anxiety and Succeed with Math, will review the origins of math anxiety and its "cure."  A video tape illustrating a "Math Anxiety course" will also be shown for discussion and application to teachers' own levels of teaching will be solicited from the audience. Workshop Model: Peer-Led Team Learning Pratibha Varma-Nelson, Department of Chemistry, Saint Xavier University, Chicago. Student Presenters:  Michelle Cooper, Patrick McCullough and Vasso Melachrinidis. The Workshop Chemistry Project has developed a peer-led team learning model of teaching that actively engages students in the learning process by having them solve carefully structured problems in small groups under the direction of a peer leader.  Peer-led workshops are an effective way to engage large numbers of students with course material and each other.  Improved performance and retention, development of communication and team skills, higher motivation and course satisfaction are among the benefits of the workshop approach.  This presentation will introduce the theoretical and practical elements of Workshop model, the development of workshop materials, and the training of peer leaders.  Faculty roles and responsibilities as well as issues surrounding the implementation and institutionalization of workshops will be discussed.  Participants will experience a condensed version of a workshop as students that have been peer leaders facilitate the discussion of one of the workshop units.  Faculty from all  disciplines are invited to attend with the purpose of adapting this approach to their own disciplines. Panel:  Models for Programs/Courses in Mathematics for Preservice Teachers Panelists Mercedes McGowen, Department of Mathematics, William Rainey Harper College Judith Merlau, Department of Mathematics, University of Illinois at Chicago Regeta Slaughter, Department of Mathematics, DePaul University, and Assistant Principal, Future Commons High School, Chicago Public Schools Panelists will discuss selected preservice mathematics courses at their respective institutions.  Please see following page for descriptions. Mercedes McGowen: The mathematics content courses for preservice elementary teachers offered at Harper consist of two, four-semester credit courses, each of which meets five hours/week.  Using an integrated problem-solving approach that is designed to stimulate conceptual change, students explore open-ended mathematical tasks that provide opportunities for reflection and reinvention of mathematical ideas, as well as reveal how students are thinking.    Activities based on mathematics education research are designed to reflect the objectives of (i) broadening and deepening preservice teachers' understanding of the complexities of teaching and learning mathematics; (ii) encouraging students to develop reflective practices; and (iii) introducing them to the scholarship of teaching---making direct connections between what they are learning and ways in which they might be expected to use that knowledge.  These activities provide the preservice elementary teachers with experiences which result in changes in their attitudes about mathematics and engage them in professional practices that inform their instructional, pedagogical and theoretical perspectives.    The preservice content courses at Harper were recently recognized by NSF and AMATYC as one of eleven exemplary programs for preservice elementary teacher preparation and were featured at a national conference on the Role of Two-Year Colleges in Preservice Teacher Preparation. Judith Merlau: I am a lecturer in the math department at UIC and serve as coordinator for the 2 semester courses we require all preservice elementary majors to complete.  The first course, MATH 140, introduces a problem solving approach to mathematics and emphasizes patterns, pictures, models, and algebra in exploring set theory, whole numbers, integers, and rational numbers.  The second course, MATH 141, continues the emphases from MATH 140 in the contexts of plane geometry, solid geometry, probability, and statistics.    We try to offer students experiences that model current thinking about exemplary practices in mathematics and to create opportunities for students to develop the deeper understanding of mathematical ideas needed by teachers while providing support to students with less previous experience and/or success in thinking about mathematical ideas.    One of the interests I have with respect to the courses is attention to connections - between different sections of the courses, between topics within a course, between topics in MATH 140 and in MATH 141, and between these content courses, their later methods courses, and their eventual practice of teaching mathematics.          Regeta Slaughter: I am currently teaching two courses at DePaul University:  MAT 110 and MAT 111- Math for Elementary Teachers.  MAT 110 covers arithmetic and geometric sequences, basic set theory, models for addition, subtraction, multiplication and division, and rational numbers.  MAT 111 covers statistics, plane geometry, probability and problem solving applications.  There is a wide range in ability of the students.  To address instructional issues, students are also introduced to the NCTM Standards, and are required to write article reviews on issues of mathematics in the classroom.  Group activities are structured in class to model instruction that can be used in the classroom setting.