Educators Reaching Out, Making a Difference

Splashes of greens and blues flood the second floor hallway of Western campus' Boyd Hall, transforming what would be a cold, dark cement wall into a collage of colorful plants, exotic reptiles and their curious researchers. The smiling faces of Miami students and interdisciplinary studies professor Hays Cummins grin at the camera from a tropical land somewhere far away. To the unsuspecting onlooker it quickly becomes apparent that this professor is passionate not only about his job, but also his students and their education.   

Leaving the vast array of vibrant photography, across campus and into Culler Hall, a giant swinging pendulum provides an example of the laws of physics as it gently rocks back and forth. Around the corner and past a few classrooms sits a long-haired woman in a medium-sized office. It's Monday, one of the two days each week physics professor Beverley Taylor spends in the building. Dividing her time and expertise between Miami's Hamilton and Oxford campuses, Taylor is able to share her knowledge with a variety of students.

Back outside, through Bishop Woods and up the stairs to Pearson Hall's second floor, distinguished professor of zoology Richard Lee has just returned from a trip to Antarctica. However, this expedition to study life at low temperatures has not been the only event on Lee's agenda. Seated comfortably at his desk, in an office adorned with a variety of hanging plants, Lee describes his involvement in a new program dedicated to science education.

Though they are experts in a diverse range of sciences and are separated into different academic buildings, Cummins, Taylor and Lee share some common interests. Not only is each professor actively involved with Miami students who are fascinated with the concept of science, they are now diverging from the realm of undergraduate studies. They are moving towards the idea of science in connection with an entirely new group of students. In fact, these students are several years off from even thinking about college. They range grades seven through 10.

Along with several other educators from Miami, these three professors are designing a new, hands-on program dedicated to improving science education throughout Ohio.

In late fall 2004, the Ohio Department of Education invested $3.4 million to improve science education. Miami's Institute for Integrated Science was the recipient of the two-year grant. It is the very first of its kind at Miami to provide training, materials and extended learning opportunities. The primary goals of this program focus on improving student test scores on the Ohio Graduation Test and allowing teachers to be more comfortable with certain subject matter. The program is placing the emphasis on three major modules: earth, life and physical sciences.

Over on Miami University's Middletown campus, professor of chemistry and biochemistry, Mickey Sarquis, is executive director of the project. Sarquis and her staff are hard at work making the workshops into a reality. Much of her time is spent reviewing applications, accepting participants, arranging the necessary space for workshops, and ordering materials.

Amy Stander, assistant to the director at Miami Middletown's Center for Chemistry Education, is co-coordinator of the program. "Right now, things are really coming together," explains Stander.

Stander describes that once complete and organized, the modules will be used to train approximately 4,800 middle and high school teachers, as well as educators from universities throughout the state. Beginning in June 2005, the training will come to life in three, five-day workshops, at Miami's Oxford, Hamilton and Middletown campuses.

A group of 200 facilitators will come to learn the new techniques during the week-long workshops. These facilitators will then go on to teach 4,800 science educators in each of Ohio's 12 professional development districts. The teaching will take place over the course of two years; 2,400 educators will learn the program the first summer, while the other 2,400 will learn the following year. Professors from other state universities will also add their expertise and input to the program. After the summer workshops are over, a Web-based distance learning program, directed by professor of interdisciplinary studies Chris Myers, will be available for teacher interaction.

Back in Boyd Hall, in an office marked by nothing less than charming commotion, Cummins openly grants entrance with a wave of his hand as he hurriedly checks his voicemail. His walls resemble those lining the hallway; covered with vivid pictures of him and his students as they study marine ecology in the tropics. Cummins is in the midst of developing the earth science module. Focusing on plate tectonics, a theory that explains the dynamics of Earth's plate movement, Cummins wants students to be able to use real data from phenomena such as volcanoes and earthquakes in order to create a sense of patterns. "The focus is for students to discover information on their own and make connections," says Cummins.

Thus far, the only drawback Cummins has faced is the overwhelming size of the task.

Taylor confronts a similar condition as she develops the physical science module for the new educational program. "It's so big, it's scary," says Taylor with a wide grin. She goes on to explain that this program is the largest in which she has been involved.  

All worries pushed aside, Taylor is busy concentrating the module on motion and energy. The key topics of the physical science module are describing motion using multiple representations, understanding Newton's Laws, and applying kinetic and potential energy concepts to familiar situations.

Along with all the scientific facts, the module also emphasizes social issues involved. Taylor wants students to understand the concepts and learn by doing their own experiments. However, she has recognized the fact that some schools have more financial support than others and are therefore able to do more computer-related experiments. To allow students and educators who come from schools of varying funding, the module recognizes different ways of teaching experiments, from computers to hands-on games. Each level of instruction allows the same concepts to be learned.

Unlike Cummins and Taylor, Lee does not mention the challenges of coordinating a large-scale program. Rather, he states that the short amount of time in developing and planning such a great deal of material has proven to be most demanding. Lee is busy coordinating the life science module which centers on evolution.

These faculty members have only a few short months to coordinate and plan their modules to an acceptable level. Still, seven to eight faculty members are working to ensure that the life science module is perfected making time less of an issue.

Lee explains that the modules are lined up according to Ohio state testing. Evolution, the laws of motion and plate tectonicshave proven to be more challenging to students across the state.

"We want to keep in mind what we can do well for both the teachers and for the students," states Lee. "I think it's important to get involved in students' and instructors' learning processes. Scientists should devote more time to these types of programs."

And they are.

Using funding from the grant, Cummins, Taylor and Lee are dedicating their knowledge toward the success of this program. With their efforts towards reaching out and helping students and teachers throughout Ohio, students will not only be able to score higher when tested, they will be able to have a hands-on, active engagement in all fields of scientific study.