The Science, Technology, Engineering, and Mathematics Teacher Education Collaborative (STEMTEC) links the members of the Five Colleges, Incorporated consortium - the University of Massachusetts Amherst and Amherst, Hampshire, Mount Holyoke and Smith Colleges - with the three area community colleges, Springfield Technical, Holyoke, and Greenfield, and the neighboring school districts in a collaborative effort to promote reform in the science and mathematics preparation of teachers. PALMS, the Massachusetts NSF State Systemic Initiative program, and the Continental Cablevision Corporation are also participating. In order to improve the preparation of pre-service teachers, stimulate the interest of undergraduate science and mathematics majors in the teaching profession, and increase the educational effectiveness of science and mathematics courses, the collaborative draws on its expertise to make use of effective active-learning strategies: cooperative learning, investigation-based teaching, educational technology, new assessment techniques, and opportunities to teach. Teams including college science, mathematics, and education faculty members are re-designing existing college courses and creating new ones. The teams include K-12 teachers who participated in earlier NSF supported collaborative ventures to improve teacher preparation, and who have adopted these teaching strategies in their own classrooms. The project is developing strategies to attract students to science and mathematics teaching, especially women, under-represented minorities, and rural and inner city residents. Strong assessment and dissemination components are accompanying a comprehensive program of course reform and preservice teacher education that can serve as a national model.

The Oregon Collaborative for Excellence in the Preparation of Teachers is a collaborative effort among the two- and four-year public and independent colleges in Oregon (including Portland State University, Western Oregon University, the University of Oregon, the University of Portland, Portland Community College, Pacific University, Oregon State University, Eastern Oregon University, and Central Oregon Community College) to promote reform in the teaching and learning of mathematics and the sciences in the preparation of teachers of science and mathematics for grades K-12. The project strengthens the curriculum, field and other out-of-class experiences, and selected science, mathematics and education courses so as to reflect current research on teaching and learning and to encourage cross disciplinary development. Science, mathematics, and education courses are designed to be consistent with the National Council of Teachers of Mathematics’ and the National Research Council’s standards in mathematics and the sciences and are developed within the context of improving the institutions' program for prospective teachers. The project also stresses recruitment and retention of promising students in the teaching profession, with particular attention to students from underrepresented groups. The project establishes mechanisms to enable the science, mathematics and engineering faculty and mentor teachers to learn about and implement new techniques in pedagogy.

The New Mexico Collaborative for Excellence in Teacher Preparation (NMCETP) is a partnership of five universities, four community colleges, 11 public school districts, two state agencies, and two national laboratories. Institutions include New Mexico State University, the University of New Mexico, Western New Mexico University, New Mexico Highlands University, Eastern New Mexico University, Northern New Mexico Community College, Diné Community College, San Juan College, and Santa Fe Community College. The purpose of the collaborative is to improve the science, mathematics, and technology preparation of future K-12 teachers and their effectiveness as educators in these vital areas. This goal will be achieved by accomplishing the following objectives: 1) reforming content and teaching by designing an innovative, integrated curriculum; 2) developing policies, which require improved mathematics and science preparation of teachers; 3) supporting novice teachers through a strong support system during their critical early years; 4) increasing diversity in the teaching profession through innovative recruiting, retention, and instruction designed to serve diverse groups, particularly American Indians; and 5) disseminating results--including innovative materials--to institutions nationwide.

Among the innovative features of NMCETP are novel plans for: 1) science, mathematics, engineering, and technology (SMET) departments to integrate future teachers into their culture; 2) teacher placement in the schools and early professional development; and 3) mechanisms to recruit individuals who already have degrees but either are not certified to teach or lack a strong SMET background.

CETP FY 97 DEVELOPMENT GRANTS

Texas Project for Teacher Preparation

Mauro Castro Texas Engineering Experiment Station College Station, TX 77843 m-castro@taiu.edu

DUE-9653962 $100,000

This project is beginning to implement a plan developed by faculty from nine Texas institutions to improve the preparation of science and mathematics teachers in Texas. Project activities include: 1) designing and developing a series of inquiry-driven, technology-infused modules to be concurrently integrated into the science and mathematics curriculum at the nine partner universities; and 2) organizing a subset of Texas Presidential Awardees, comprised of Texas/ nominees for the NSF Presidential Award for Excellence in Science and Mathematics Teaching, to serve in an advisory capacity to faculty on these campuses, and to assist in developing the Texas Presidential Awardees Alliance, comprised of all 168 of the state’s Presidential Awardees.

These two interrelated activities involve teams of university faculty from science, mathematics, and education representing nine universities; teams of exemplary science and mathematics teachers from approximately 20 school districts; and administrators from K-12 schools, community college and university partners. Importantly, these objectives are integrally tied to the continued development of a full implementation plan to improve science and mathematics teacher preparation programs across the state.

North Dakota Project for Mathematics and Science Teacher Preparation

Debra Tomanek North Dakota State University Fargo, ND 58105 Tomanek@plains.nodak.edu

DUE-9653963 $99,380

This is an 18-month planning project to provide increased involvement of scientists and mathematicians in preservice teacher preparation. The project includes a two-day summer conference for North Dakota scientists and mathematicians. Two other trial initiatives are part of this planning grant. The first of these is the establishment of three teams, each consisting of a preservice mathematics teacher and a university mathematician working together to teach a university calculus class at a local high school. The second initiative involves undergraduate science majors working for approximately ten hours per week as teachers’ assistants to master teachers at a local junior, or senior, high school. Each science major meets with his/her academic science advisor, and science educator, once every two weeks. These meetings provide an opportunity to talk about teaching, its rewards, its challenges, and the possibility of preparing for dual careers in science and science teaching.

Network Training for Educators

Catherine Cotten Jones County Junior College Ellisville, MS 38437 Ccotten@jcjc.cc.ms.us

DUE-9752060 $410,330

This project creates a statewide infrastructure that provides education and training in network technology for 2-year college and secondary school computer technology faculty that, in turn, enables the implementation of a computer network management curriculum for 2-year technical students and a related curriculum for secondary students, and enables the utilization of computer networks as an instructional tool. Teacher preparation is a significant element of this program. Many of the students in the program are future K-12 teachers who will be introducing, teaching, and maintaining information technology systems in the K-12 schools. This project provides the foundation for a smooth transition from high school to community college in the field of information technology. This is being achieved through the following objectives to: 1) establish an approved infrastructure to implement the training of secondary and post-secondary faculty in local area networks and telecommunication networks; 2) educate and train a core of 2-year college faculty who are qualified to implement an approved networking curriculum for technical students throughout the state and to utilize computer networks as instructional tools; 3) educate and train a core of secondary faculty qualified to teach a networking curriculum and to manage and utilize computer networks for instructional purposes; and 4) provide the training and resources to use the World Wide Web as a teaching and learning resource.

Validation & Implementation of a Coordinated Precision Agricultural Curriculum with K-12, Community Colleges, Universities and Industry

Terry Brase Hawkeye Community College Waterloo, IA 50704 agfdtech@forbin.com

DUE- 9752081 $300,000

Hawkeye Community College, along with Kirkwood Community College and Lansing Community College, is currently validating and implementing a coordinated precision agriculture curriculum in the Midwest. This precision agriculture model incorporates modules and courses in precision farming, environmental science, and geographic information systems with a core of applied mathematics and science courses to augment the Agriculture and Food Technology curriculum. Each of the participating community colleges is forming a linkage with K - 12 school(s) and a university. Preservice teachers and current teachers are being offered workshops in precision agriculture technology and conferences are being held to coordinate discussion on articulation between educational levels. An outcome of this effort is a coordinated Precision Agriculture curriculum that provides a seamless career pathway while providing mathematics and science skills necessary for advanced technological careers.

COURSE AND CURRICULUM DEVELOPMENT (CCD) PROGRAM

Teaching in Secondary Schools as a Career Option for Engineering Students

Learning to Teach School Mathematics with Technology

Barbara Howard Catholic University of America Washington, DC 20017-1556 Howardb@cua.edu

DUE-9652828 $185,000 Geosciences

This project focuses on science courses for undergraduates who are not majoring in the sciences, including students preparing for careers in elementary and early childhood education. As an alternative to the standard approach to fulfilling distribution requirements, consisting of several unrelated sciences courses, this pilot project consists of a four-semester sequence of integrated science courses focusing on the general theme of environmental science. All four courses are suitable for students enrolled in teacher preparation programs. The courses being developed include 1) Ecosystems: Their Formation, Function, and Impact on Life; 2) Environmental Health; 3) Global Change; and 4) Quantitative Methods in Environmental Science: Non-linear Dynamics, Fractals, and Chaos in Nature. These interdisciplinary science courses emphasize the role of science both in students' everyday lives and in public policy. Students work in small groups to carry out research projects, and cooperative learning strategies are employed. Each course includes a laboratory component and three of the four include a series of all-day field trips to nearby sites. University resources are being supplemented with personnel and facilities drawn from a variety of local industrial and governmental organizations. The primary goal of the pilot project is to demonstrate that this approach improves the scientific and environmental literacy of students, relative to traditional course offerings for non-science majors. Evaluation efforts include close monitoring of relative outcomes for students majoring in early childhood and elementary education, who will be assigned randomly to the standard curriculum and the pilot courses. If successful, the pilot project will serve as a model for the development of thematically organized cross-disciplinary science courses for non-science majors, including education majors.

A multidisciplinary, general education level quantitative reasoning course that uses basic algebra is being developed to: 1) increase student awareness of connections between mathematics and science; 2) enhance critical thinking and problem solving skills; and 3) upgrade the ability of future teachers to incorporate mathematics into their classrooms. Assessment includes comparison of students in newly developed and preexisting courses through value-added testing, performance on standardized tests, and tracking student success in subsequent courses.

This project is improving the undergraduate introductory statistics course and enhancing student understanding of statistics by applying a "rule of three". Each major topic in the course is explored from three points of view: 1) mathematical - the usual mathematical derivation and formulation of the statistical methods; 2) data analysis - the application of the statistical methods to data, preferably from real problems, yielding numerical and graphical results; and 3) simulation - simulations of the statistical methods that make the conceptual foundations clear in a way that words, static pictures, and data analysis cannot.

The project is developing a set of software modules that function as virtual laboratories, allowing a student to replicate a statistical procedure thousands of times in a matter of minutes with the output displayed in customized tables and graphs that create a rich learning environment. A special web site is being used to help with evaluation and dissemination. The third year of the project focuses on preservice teachers.

Gerald Lodder New Mexico State University Las Cruces, NM 88003-8001 Jlodder@nmsu.edu

DUE-9652872 Mathematics $52,797

The upper division mathematics course, Great Theorems: The Art of Mathematics, presents the motivating problems and original solutions that inaugurated various branches of mathematics (e.g., integration, number theory, analysis, abstract algebra). By reading the original sources, students witness the genesis of history's most revolutionary ideas in mathematics. The course serves as a capstone experience for students majoring in science, engineering, education, and mathematics. Mathematics education majors benefit from the course by learning the origins of topics they will be teaching in high school. The course provides a variety of models of teaching techniques. A book, Discovery of Ideas: Revolutionary Theorems in Mathematics, is being produced to fulfill the need for an appropriate collection of annotated original sources.

The TIME 2000 project seeks to improve the preparation of mathematics teachers by recruiting prospective teachers from the pool of high quality high school mathematics students, underrepresented minorities, women, and persons with disabilities, into a newly designed, mathematics education program. TIME 2000 is developing a freshman year program that conceptually integrates the mathematics, the psychology of learning, and mathematics pedagogy. The Mathematics Components of the program integrate such topics as calculus, probability, statistics, and discrete mathematics and employ the latest technology and teaching strategies. In the Psychology-Mathematics Education Component of the program students are given the opportunity to confront their personal beliefs about the nature of mathematics, the learning of mathematics and the teaching of mathematics with respect to their learning experiences in the mathematics component of the program. In addition to the coursework, students meet with project staff on a regular basis for seminars, for special projects, for advisement, and to obtain feedback regarding the project.

The New York Collaborative for Excellence in Teacher Preparation in Mathematics, Science and Technology is the medium through which project staff share those ideas and activities that have been evaluated as effective. The materials developed will be made available to facilitate replication throughout the CUNY system and the United States.

The objective of this project is to engage and sustain students' interest in mathematics by genuinely involving them in mathematical thinking. Instructional materials, activities, and software tools are being developed within an interactive, visual, experimentally-oriented curriculum that conveys the spirit and flavor of modern mathematics emphasizing a variety of key and central perspectives (such as local/global, intrinsic/extrinsic, dynamic/static, discrete/continuous, and algebraic/geometric). This will enable semi-rigorous interactive experimentation--both manual and virtual--with a rich variety of complex, interesting mathematical objects like curves, surfaces, linkages, knots, and braids. Students explore these areas using new visual tools that are both powerful and empowering. The audiences targeted by the project include first-year college students who do not intend to major in mathematics or science and future mathematics teachers. Pilot sections will be taught at Brandeis University, Harvard University, Clark University, and the University of Massachusetts, Boston. Materials are being developed for use in a wide variety of colleges and universities, either in introductory mathematics courses or for enhancement of existing courses. Both text and software will be made freely available for adoption and dissemination.

Daniel Lemons CUNY City College New York, NY 1003 Lemons@scisun.sci.ccny.cuny.edu

DUE-9653034 $300,000 Life Sciences

The new Benchmarks Curriculum provides an alternative to the traditional curriculum, fostering the development of in-depth content mastery along with the critical thinking and problem solving skills students need to successfully apply their anatomy and physiology knowledge. This project amplifies the impact of the new NSF supported Benchmarks Curriculum by providing the multimedia support the students need. The project has developed formal ties with the CUNY teacher preparation project, an NSF Collaborative for Excellence in Teacher Preparation. Workshops will be conducted for faculty to help them incorporate modules produced into courses designed for or including students who are preparing to be teachers.

G. Stephen Monk TERC, Inc. Cambridge, MA 0214 Monk@math.washington.edu

DUE-9653068 $149,813 Mathematics

This project is developing, refining, and investigating CalcLab, a calculus learning environment based on a set of interactive physical devices, with computer interface. Students are guided by written materials in activities that involve exploration, experimentation, and problem solving around the central concepts of calculus. This learning environment provides access to calculus to those students who have traditionally not been well served by courses in the subject, in addition to deepening all students’ understanding of the subject. This project builds on themes underlying the current calculus reform movement and implements research findings of the Principal Investigators on a research project funded for the last four years by the National Science Foundation. Pre-service and in-service high school mathematics teachers are benefiting through the opportunity to think deeply about the central concepts of calculus. The principal activities include: 1) refining CalcLab devices to be more robust; 2) writing, in collaboration with college science teachers, materials to guide students in the use of these devices; 3) developing an instructor's manual; 4) studying students' learning in this environment and publishing the results; and 5) enhancing instructors' professional development in connection with the use of such environments.

Leonard Troncale California Polytechnic Pomona Foundation, Inc. Pomona, CA Ltroncale@csupomona.edu

DUE-9653070 $300,000 Interdisciplinary

This project completes the development of a three-course series fulfilling the entire 16-unit science general education requirement for 1,350 students per year from 30 majors in 4 non-science Colleges at the host campus, with likely replication to 22 other campuses in the California State University system. The major objective of the courseware is to enable non-science students to achieve a deep understanding of the most important theories and mechanisms of seven sciences (Astronomy, Physics, Chemistry, Geology, Biology, Computer Science, and Mathematics) presented, not by discipline, but by common features across the disciplines as advocated by a recent report of the American Association for the Advancement of Science. Several years of intensive, interdisciplinary pre-integration of the subject matter by faculty from the seven sciences are being captured in 60 multimedia modules of 180 hours average study time distributed on a Library of Integrated Science General Education CD-ROMs. More than 100 detailed case studies are presented, each demonstrating how the Integrative Process is similar in key processes within each science and across the sciences. The multimedia portion also includes a study of the Scientific Method as compared across the sciences. The project will result in five products that are easily replicated and will be widely disseminated: an Integrated Science Library of multimedia CD-ROM's to deliver the pre-integrated, interdisciplinary content; a student Handbook to accompany the multimedia lessons; a Workbook of Integrated Science Small-Group and Skill-Training Exercises; a unique Lab book of Interdisciplinary Protocols; and a series of Workbooks on Dissemination.

This course, appropriate for pre-service teachers, embodies a number of recent innovations in educational theory and practice. The breadth of topical coverage has been substantially reduced from standard levels, in order to ensure that what is covered is actually learned and retained by the students. The theme of "energy" is used as a conceptual pivot to tie together the various topics. Students' pre/misconceptions regarding physical phenomena--as determined by pre-testing--guide the presentation, activities, and discussion. The pretests form the basis for a thorough class discussion of the predictions made by students regarding the outcome of various experiments. Investigations to test their predictions are carried out by the students, working in small groups, through guided "mini-research-projects." Class discussions, centered around the results of the student investigations (and comparison with the predictions), lead to a systematic summing-up by the instructor to provide perspective, and tie into the next topical area under the theme "energy transformation and conservation." During course delivery, ongoing testing and other assessment guide the pacing and depth of the topical coverage. The target audience is prospective elementary and middle school teachers, and other non-technical students.

A new chemistry course provides future teachers with the solid underpinning needed to understand chemical concepts, and an experience base from which they can draw upon in their teaching. The course designed jointly by university chemistry instructors, students, and practicing teachers, uses hands-on, learner-centered, and inquiry-based pedagogies to promote deeper learning. The course offers strong chemical content and provides students with a model of effective science teaching. Students define, design, and carry out investigations of real-world issues. There is a focus on the human side of science through inclusion of historical, cultural, and environmental perspectives. This project is producing a model of effective chemistry teaching that will be applicable to any undergraduate non-majors or majors chemistry course.

The Claremont Colleges is developing a six-college intercollegiate, interdisciplinary neuroscience program. At the core of this program, a new interdisciplinary, introductory neuroscience course is being developed that focuses more on the fundamental neuroscientific issues from a philosophical, historical, and methodological point of view than is typically the case. This approach is expected to be beneficial to the general education student and potential majors in neuroscience. This course is preparing students to understand, appreciate and comment upon future developments in the neurosciences. Students electing to subsequently major in neuroscience will be prepared for related advanced coursework in the discipline. A significant part of the project involves opportunities for students and faculty to work with pre-college students and teachers to develop science education in elementary and secondary schools.

In addition to the introductory course, new upper division courses are being developed within two tracks, representing the principal division in neuroscience today: cellular-molecular and cognitive neuroscience. A senior capstone course is also being developed that will serve both tracks. The capstone course brings faculty and students together to reconsider fundamental issues raised in the introductory course, but from a more sophisticated vantage point.

A new year-long, introductory, interdisciplinary course for non-science majors at Alfred University, entitled How the World Works, enables students to experience the fun and creative side of science. An overall theme for the course such as "Living in Space" or "Survival on a Greenhouse Planet" will be provided each year. The students design the course as they pose questions related to the theme. As they participate in these self- designed activities, students rediscover the fun of science at the same time that they are learning to think and analyze critically, broadening their scientific and mathematical backgrounds, and appreciating the interrelationships that exist between mathematics and all of the scientific disciplines.

One of the largest potential impacts of this proposal is its promise for improving teacher preparation. It is expected that most students not majoring in science will enroll in How the World Works to satisfy science and mathematics requirements. In addition to becoming scientifically and quantitatively literate, future teachers learn hands-on examples of teaching approaches, investigative experiences, cooperative learning, interdisciplinary perspectives, and quantitative analysis, applicable to teaching at all grade levels. Upper level undergraduates majoring in math, science, and/or education are employed as peer mentors to facilitate classroom activities.

This project is improving grades 6-16 biology education through the production and dissemination of a manual describing small scale, campus-based, long-term ecological research sites (LTER). Using school-based LTER sites pre-service and in-service teachers are actively involved in ongoing short- and long-term ecological research. For the Rocky Mountain West, long-term experiments are presented to address the effects of nutrient availability, enhanced water availability and grazing on short grass prairie succession. Experiments that have greater relevance to other regions of the country are also being developed. All experiments are tied to the national science standards. The campus-LTER sites also enhance the current ecology and science methods curriculum at UNC.

A new course, Tutorial Methods of Instruction, is incorporating a pre-service teacher focus to support problem-based learning (PBL). This course involves training undergraduates as peer tutors who assist faculty in facilitating classroom problem-solving groups. The sessions focusing on pre-service science teachers address the adaptation of problem-based learning strategies to middle and high school settings. Topics include classroom management techniques for using group and inquiry-based instruction and the development of problems and other curricular materials and appropriate assessment materials. The course helps pre-service teachers link problem-based learning to "hands-on" classroom activities. A Science Fellows Program provides opportunities for pre-service teachers to receive practical experience working with middle or high school students and teachers or serving as problem-based learning peer tutors in the university. The project is also developing an interdisciplinary science course for in-service middle and high school teachers.

To provide a laboratory setting for students to carry out scientific inquiry originating in the introductory course in psychology, and to stimulate interest in teaching, St. Olaf College is developing: 1) investigative laboratories as a part of an introductory course for 120 students a year; and 2) a preceptor program offering students interested in teaching, an opportunity to teach in the laboratories during a subsequent term. Students in introductory psychology participate with a faculty member in class for three hours per week and then work an additional three hours per week in rotating laboratory sessions conducted by three faculty and preceptors. The laboratory involves groups of 15 students in each of ten different laboratory sessions. It provides opportunities for students to translate the curiosity psychology arouses into testable hypotheses, researchable questions, and to design experiments as well as to collect and analyze data.

Preceptors follow the laboratory rotation with a group of introductory students, teaching, fostering student inquiry, helping students in the learning process, and evaluating their work. The goals of the project are to: 1) teach psychology as an investigative laboratory science on a college level from the very first course; 2) encourage students, interested in college or secondary school teaching, to teach psychology as an investigative science; 3) encourage students to work together as a research community in the library, the laboratory and the field; and 4) design a replicable model that will facilitate construction of investigative laboratory sciences at other colleges and universities.

Based on results from a prior NSF project, the Cognitive Apprenticeships in Environmental Studies (CAES), is fostering interdisciplinary research perspectives among undergraduates at an urban university. The approach consists of a series of exercises placed throughout the traditional science curriculum. The exercises: 1) unify a set of disparate courses through a focus on a specific, local environmental catastrophe; and 2) foster the exchange of samples and data collected by students. Students in different courses become part of the same interdisciplinary research team investigating problems that potentially affect their lives. In addition, students participate in internship programs, advisement services and other activities that build a student community aware of environmental science. The project emphasizes: 1) development of more course materials; 2) implementation of modules in courses for nonmajor and future teachers; and 3) dissemination of the CAES strategy through presentations at professional societies and Internet publications.

Introductory Weather and Climate Laboratory Modules Utilizing Computer-Based Learning Technology

Building on classroom materials developed for the National Weather Service (NWS), the COMET Program is creating an innovative pilot module of interactive, laboratory investigations for undergraduate introductory atmospheric science courses. The pilot module Weather Satellites: Types, Imagery and Applications, engages non-science majors in active and visual representations, replacing existing, static laboratory materials with four-dimensional illustrations of atmospheric sciences concepts and weather phenomena. The project provides interactive data collecting activities, and related field experiment guidelines. Additionally, it provides imbedded K-12 classroom activities for the estimated 20% of introductory course students who will go on to teach. Materials are developed in the context of the "best teaching practices" and science content standards published by the National Research Council (1996).

Action Based Research Science and Mathematics Partnerships for Excellence in K-12 Teacher Preparation

Gerald Krockover Purdue Research Foundation West Lafayette, IN 47907 Xvp2@omni.cc.purdue.edu

DUE-9653980 $200,000 Interdisciplinary

This pilot program provides a beginning model for systemically reforming and improving undergraduate content courses, with particular attention to the teaching models they provide for students preparing to be teachers. Action Based Research Teams (ABRT) are redesigning the courses. There are three ABRTs, each composed of a scientist/mathematician, a science/mathematics educator, a pre-service teacher, and an in-service teacher with each team responsible for a specific course. The three courses being redesigned are: a two semester introductory chemistry course (about 2000 students, approximately 20% intend to become teachers); a year long biology course (about 250 students, approximately 80% intend to become elementary school teachers); and a one semester introductory geology course (about 50 students) designed specifically for students preparing to become K-8 teachers. Courses are being restructured to help students better understand the concept of the science while at the same time providing models for activities that can be used for teaching these same concepts to elementary or high school students.

A comprehensive, multifaceted program conducted by the Physics Education Group in the Physics Department at the University of Washington consists of a group of interrelated projects that focus on undergraduate course improvement, teacher preparation and enhancement, and university faculty development. The goals for the project are: 1) to expand the knowledge base of how students learn physics; 2) to increase student learning in the introductory physics course; 3) to prepare K-12 pre-service and in-service teachers to teach science as a process of inquiry; 4) to improve the teaching effectiveness of present and future college and university faculty; and 5) to nationally disseminate the work in research, curriculum development, and instructional innovation. Ongoing investigation of student understanding in physics guides the development of instructional materials for introductory physics students and for pre-service and in-service teachers. The project is conducting workshops for undergraduate faculty and precollege teachers to promote the use of two major curriculum development projects: Tutorials in Introductory Physics and Physics by Inquiry.