.

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·SCI-LINK/GLOBE-NET

Progress Report to the National Science Foundation

Harriett S. Stubbs, Ph.D. Principal Investigator

Walter W. Heck, Ph.D.

Robert I. Bruck, Ph.D.

Steven Businger, Ph.D.

Herbert A. Exum, Ph.D.

Russ Lea, Ph.D. Co-Principal Investigators, GLOBE-NET

SCI-LINK/GLOBE-NET STEERING COMMITTEE 1991-1996

The SCI-L1NK/GLOBE~NETprojects are indebted to the members ofthe Steering Committee for their numerous contributions to the success of this effort. These members are experts

in the sciences, and in science education, are interested in the challenge of translating contemporary science for the classroom, and are effective collaborators

with classroom teachers. The committee meets periodically to monitor progress of the projects, review materials, and plan future strategies.

Dr. Norman D. Anderson Dr. Viney P. Aneja Ms. Sara Arnold.

Dr. Sarah B. Berenson Dr. Robert I. Bruck Dr. Glenda S. Cart,er

Dr. Denis Dubay Dr. Herbert A. Exum

Dr. Susan N. Friel Dr. Edwin R. Gerler

Ms. Tonya K. Hancock Dr. Walter W. Heck

Ms. Peggy W. Hol~iday

Dr. Ann C. Howe Dr. Jo4n R. Kolb

Dr. Russ Lea Dr. Jay F. Levine

Dr. Linda W. Little Dr. Joseph E. Miller

Dr. MichaelR. _Overcash Dr. Lundie L. Spence

Dr. William E. Spooner Dr. Harriett S. Stubbs

Ms. Ann Taylor Dr. Josephine D. Wallace

FORMER MEMBERS

Mr. Gary Hunt Dr. Quentin Lindsey

Mr. George Watts Hill

Copyright ©1996 by North Carolina State University This material is based upon work supported by the National Science Foundation under Grant No. TPE-8954566 for the SCI-LINK project and Grant No. MDR-9510001 for the GLOBE-NET project. The Government has certain rights to this material.

Any opinion, findings, and conclusions and recommendations expressed in this material are those of the author and do not necessarily reflect the

views of the National Scienc~ Foundation.

IN NO EVENT SHALL NORTH CAROLINA STATE UNIVERSITY (NCSU) OR ANY OF ITS EMPLOYEES WHO HAVE BEEN INVOLVED IN THE CREATION, PRODUCTION, OR DELIVERY OF THIS PUBLICATION BE LIABLE FOR ANY DAMAGES WHATSOEVER (INCLUDING WITHOUT LIMITATION, DAMAGES FOR LOST PROFITS, BUSINESS INTERRUPTION OR OTHER PECUNIARY LOSS ARISING OUT OF THE USE OF OR INABILITY TO USE THE MATERIALS INCLUDED IN THIS PUBLICATION) EVEN IF NCSU HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES.

SCI-LINK Key Achievements 1991-1994: Linking current environmental

scientific research with scientists, teachers and students.

SCI-LINK is a model project for translating the results of current

scientific research into teaching content and practices. SCI-LINK

provides professional development opportunities for teachers,

publishes new instructional materials that incorporate current

environmental research, and promotes networking among scientists,

educators, and students through regular personal and computer.

communication. Project topics include global climate change, air and

atmosphere, water resources, wetlands, estuaries, oceans,

biodiversity, deforestation, sustainable agric\llture, and urbanization.

New interdisciplinary materials infuse contemporary scientific

knowledge into ongoing curricula on life, earth, and physical

science; and biology, chemistry, marine, atmospheric, and

environmental sciences. Successful SCI-LINK workshops and

institutes haye been held from the mountains to the sea, in both

urban and rural locations.

GLOBE-NET Key Achievements 1992-1996: Developing and publishing

instructional materials on globaJ environmental change.

GLOBE-NETis a project to deyelop instructional materials based in

part on the best activities produced in SCI-LINK workshops and

institutes. Books resulting from'the project include the Changes in

the Environment series, with topics covering ozone, Lyme disease,

acid rain, air pollutants and forests, and urbanization; the

Monitoring the Environment series, which features acid rain, algae,

ant and cloyer studies for students; TIPS booklets for scientists and

teachers; and numerous articles for professional journals. Workshops

and institutes focus on specific topics about global environmental

change so teachers can develop and test new classroom activities that

will facilitate the dissemination of this current scientific knowledge.

SCI-LINKIGLOBE-NET wor~shops and institutes uniquely empower teachers to

construct their own knowledge about science and science teaching.

Three key assumptions characterize the SCI-LINK/GLOBE-NET projects:

eachers are interested in ew ideas and information,

achers want to take this ew knowledge back to

the classroom,

and

achers are skilled professionals, trained in their science subject eas, competent in teaching, knowledgeable of their students .d curricula, and are the best people to translate new ideas and

nowledge into classroom practice.

(Howe and Stubbs!, 1995)

l.·..l.....•. Science as a process, abody of knowledge and a way of thinking is a philosophy bask, , . to all SCI-L1NKlGLOBE-NET projects.rThe original project concept linked research

. ' "

scientists with teachers of grades 4-12. The scope expanded to K-12 after teachers of

grades K-3 voiced concern that they had few opportunities for interaction with scien,tists

. or in-service training on current environmental topics, yet their young students showed

great interest in the environment.

Collaboration throughout the project period has created an enduring supportive

community of teachers, research scientists, science educators in universities anq

government agencies, and education officials in North Carolina, Minnesota, and other

regions of the country.

Ongoing evaluation-surveys, focus groups, and individual interviews reveal that the

SCI-L1NKlGLOBE-NET projects

• increase use of new science research in teaching,

• increase sharing of ideas and materials with other teach~rs,

• increase participation in professional meetings and activities, and

• renew enthusiasm for teaching.

INSTITUTES,WORKSHOPS,TEACHER DAYS, ANDTRAINING 1991-1996

TRAINING PROGRAMS FOR TEACHERS AND OTHERS

INSTITUTES (5 in Minnesota and North Carolina) Two-week training institutes are focused on current environmental

research topics.

WORKSHOPS (12 in Minnesota and North Carolina) One-week training workshops are focused on current environmental research topics. Two particular North Carolina workshops are now held annually:

EASTERf\1 NORTH CAROLINA (2 years) The CampWannagoma workshop and the SCI-LINK at the Water's

Edge workshop each haye focused on wetland ecosystems. WESTERN NORTH CAROLINA (4 years)

The GRANDFATHER MOUNTAIN workshop focuses on Appalachian mountain ecosystems.

WEEKEND WORKSHOPS (12 in North Carolina) Held Friday night and all day Saturday, these workshops focus on· current environmental research topics such as water, air, air quality, water quality, ozone, Lyme disease, and climate change.

TEACHER DAY (6in North Carolina) This annual, one-day.seminar focuses on curr.ent environmental research topics that are chosen for study by the participating teachers.

PROFESSIONAL DEVELOPMENT PROGRAMS

SCI-LINK TEACHER (2 years) The SCI-LINK Teacher arranges and manages teacher workshops, seminars, and other professional development' opportunities offered by SCI-L1NK/GLOBE-NE~.Teachers al$o help write grants, meet with state and national educational leaders, speak at various conferences, and act as an education resource for teachers.

UNDERGRADUATE STUDENT INTE~NS (6 years) Undergraduate students interested in environmental science and global change who are employed by the projects on a part-time basis.

GRADUATE STUDENT INTERNS (6 years) Graduate students interested ·in environmental science and global change. who are employed by the projects on apart-time basis.

INSTITUTES AND WORKSHOPS SCI-LINK workshops and institutes prepare teachers with the knowledge, tools and raw material to address complex science-related topics in their classrooms. Research scientists present current findings on contemporary

_environmental science topics. Teachers visit laboratories and field sites, where they often conduct environmental monitoring on their own. Using computers and an innovative "hands-on" approach to scientific inquiry, the teachers apply their new knowledge to developing unique activities and instructional materials appropriate to their grade levels. A key benefit of this process for many teachers is the opportunity to overcome fear of the computer by working with partners in a supportive atmosphere.

I When the teachers return to their own classrooms, they carry with them up-to-date information on scientific topics, new teaching resources specially developed for their students, and enhanced confidence in their ability to teach from their own experiences and discoveries. Their students are encouraged to think for themselves and explore new lines of scientific questioning.

Activities developed during the SCI-LINK workshops are compiled, edited, classroom-tested, reviewed by scientists,. rewritten, and printed as GLOBE-NET resource booklets. Approximately one-tenth of the activities developed from 1991"to 1996 have been published by KendalVHunt Publishing Company of Dubuqe, Iowa, and more publications are planned.

SCI-LINKAT THE .MOUNTAIN Top Annual one-week summer workshop, 1993-1996

In a meeting room atop Grandfather Mountain, the highest peak in the Blue

Ridge Mountains,teachers from North Carolina, M'innesota, and Monaco listen

to leading scientists present current research on endangered species, air quality,

environmental islands, and mountain ecosystems. Moving outside, they

participate in environmental monitoring. In the computer and library facilities of

nearby Lees;.McRae College, the teachers work individually and in teams to

develop activities that will help them bring contemporary science back to the

home classroom.

In 1996 this workshop involved teachers from New York, Connecticut, Louisiana and Virginia, and personnel from Outward Bound and the NC Department of Environment, Health and Natural Resources. The workshops were sponsored by the National Science Foundation and the Z. Smith Reynolds Foundation, with additional support from the UNC Network and the NC Department of Public Instruction. Grandfather Mountain is made available for scientific re~earch and e~ucational

purposes as part of Man and the Biosphere Program of the United Nations.

SCI-LI NKAT THE WATER'S EDGE: CAMP WANNAGOMA One-week summer workshop, 1994

At Goose Creek State Park, where the Pamlico River meets the Atlantic Ocean,

I3 teachers gather at the water's edge to learn about the effects of nonpoint

source pollution on the estuarine environment and the role of wetlands in

protecting estuaries from pollution and flooding. The hands-on

SCI-LINK workshop format is expanded during this week with several new features:

it IS directed at teachers of K-5 in nearby schools and conducted in conjunction

with Camp Wannagoma ("I wanna go, Ma"), a summer day camp for children K-5.

This workshop involved the NC Division of Parks and Recreation, the Albemarle-Pamlico Estuarine Study Project, the Beaufort County (NG) 4-H Program, Bath School, the City of Washington Police Department, the NC Office of Environmental Education, .and others-a real team effort! The teacher training component of the workshop was funded by a grant from the United States Environmental Protection Agency, Region IV. Scholarships for Camp Wannagoma were provided to children of low-income families. In the Summer of 1996, Vance County and a number of other cooperators supported "SCI-LINK AT THE WATER'S EDGE" for 26 teachers.

TEACHER DAYS In the middle of each school year more than 150 teachers convene in'Raleigh

for a special one-day symposium centered around a current environmental

science topic. The annual SCI-L1NKlGLO~E-NETTeacher Day brings teachers from across North Carolina together with scientists, science educators, and

government agency personnel for an extraordinary day of learning, networking and energizing. Teachers meet and hear from leading scientists, catch up on current environmental research, network with teachers from

other schools, and brainstorm about how to take the new information back to

their students. Teacher Day provides an exciting, stimulating professional "

, development opportunity that generates renewed enthusiasm for the

remainder of the sch()ol year.

Environmental topics selected by teachers for Teacher Day: 1991 Climate change 1992 Waste-prevention, reuse, recycling 1993 .,Ozone 1994 Water 1995 Global change 1996 Wetlands and estuaries 1997 Environmental health

Packets of resource materials compiled by SCI-L1NK/GLOBE-NET project staff are provided to each participating teacher. Exhibits offer demonstrations, handouts, and a chance to meet resource people in federal and state agencies, environmental science organizations, and publishers and producers of resource materials.

LEADERSHIP TRAINING Teachers are the pivotal central link in the translation of complex science into accessible classroom science, and teachers with good leadership skills are the most agile facilitators. SCI-LINK is experiencing remarkable success helping teachers become effective leaders and teachers of their peers. SCI-L1NKlGLOBE-NET participants are presenting their activities and materials in other states and countries. Some teachers are, for the first time, writing grant proposals to fund projects inspired by their SCI-LINK experience, and others are leading new environmental projects within their communities.

PRESENTATIONS BY SCI-L1NKlGLOBE-NET PARTICIPANTS

Twenty-five presentations at regional and national NSTA meetings Fifteen participants attend Chautauqua Program, University of Iowa Twelve presentations at the NSTA in Phoenix,.AZ, Atlanta, GA, and

Minneapolis, MN Fifteen presentations at North Carolina Science Teachers Association Five presentations at a North Carolina Environmental Conference Two participants in ECO-ED, an international conference in Toronto Three participants in the PLESE Program, Ohio State University Numerous mini-workshops at local schools Service as Master Teachers in SCI-L1NKlGLOBE-NET workshops and

Teacher D~ys

Presented at International Council of Curriculum and Instruction, India Pres-ented in AP Biology Institute

SUCCESSFUL GRANT PROPOSALS

Teachers are generating grants

OTHER ACTIVITIES

Initiation and leadership of local projects such a~ tree planting, school recycling, and forming district and local science clubs

(Anderson, 1993; Howe and Stubbs, 1995)

MASTER TEACHER NETWORK

"We learn so much'

from each other. " SCI-L1NKlGLOBE-NET teachers

Through the SCI-L1NK/GLOBE-NET institutes, workshops and Teacher Days, a corps of leadership teachers, or "Master Teachers," has evolved in North Carolina and Minnesota. These teachers work together to share ideas across different grade levels, collaborate across state and even international boundaries, and interact with peers from school systems that range from small to large, rural to metropolitan, poor to well-funded. The Master Teachers have developed an enthusiastic esprit de corps that provides support and stimulates continued professional development. A Master Teacher committee meets monthly to edit activities and plan future projects.

Surveys', program evaluations, and other assessment instruments are used continually to assess the effectiveness of the SCI-L1NKlGLOBE-NET model for professional development of teachers.

During their formative stages, the SCI-LINK project and materials were evaluated by the Center for Research in Mathematics and Science. Education, NCSU. A telephone survey designed by Dr. Frances Lawrenz, University of Minnesota, was conducted by the NCSU Center for Urban Affairs and Community Development. The surveyors were able to contact 67 of the 70-teachers who had participated as of that date. All (100 percent) reported using activities from the project at least once; 69 percent reported using the activities two or more times.

In 1992 Dr. Ann Howe, University of Maryland, joined the project as the chief evaluator. Dr. Howe designed an extensive screening and selection process to evaluate materials for publication. This process involves research scientists, science educators, and an independent group of teachers in Minnesota and Iowa. The eight basic steps in the process follow:

I Teacher-developed activities are evaluated by scientists /

2 Activities are revised

Manuscripts are evaluated by teachers

Activities 1"eceiving ratings above 75% are retained

Assessment instruments are written for retained activities r

Activities are field tested in classrooms and rated by each teacher

Student learning is assessed by instruments developed 7 for each activity­

8 Student learning and teacher ratings are used to select materials to be considered for inclusion in final publications

Throughout these steps, materials are resubmitted to research scientists for further technical review and to science educators for review in terms of appropriate pedagogy. This process assures that all published instructional materials have undergone a careful review for science content and extensive testing in the classroom. Materials that ·are approved for publication ~ave been found to be scientifically sound, practical to use under classroom conditions, interesting to students, and to produce desirable educational results.

34 5 6

SELECTED CURRENT PUBLICATIONS, 1991-1996 CHANGES IN THE I;NVIRONMEI\IT SERIES

SOURCEBOOKS FOR TEACHERS, PUBLISHED BY KEI\JDALL-HuNT

Acid Rain Lyme Disease Ozone Trees and Air Quality Urbanization

MONITORING THE ENVIRONMENT SERIES

STUDENT PROJECT BOOKLETS, DISTRIBUTED BY CAROLINA BIOLOGICAL SUPPLY CO.

Acid Rain Algae Ants Clover

BOOKLETS, PUBLISHED BY NCSU

Scientists: TIPS for Making Presentations to Teachers Teachers: TIPS for Writing on the Computer Teachers: TIPS for Doing Library Research The Search for Clean Air Continues

SCI-LINK NEWSLETTER (published semi-annually)

VIDEOS

Camp Wannagoma Grandfather Mountain Teacher Days

VARIOUS ARTICLES IN PROFESSIONAL JOURNALS, INCLUDING THE FOLLOWING:

Anderson, Norman D. "Carbon Dioxide and Global Climate Change." Science Activities 29, No.3 (Fall 1992): 31-38:

Anderson, Norman D. "SCI-LINK: An Innovative Proj~ct Linking Research Scientists and Science Teachers." Journal of'$cience Teacher Education 4, No.2 (Spring 1993): 44-50.

Howe, Ann and Harriett S. Stubbs. "Empowering Science Teachers: A Model for. Professional Development." In Press. Journal ofScience Teacher Education, 1996.*

Stubbs, Harriett S. "Parts per Million, Billion, Trillion." Science Activities 29,­No.1 (Spring 1992): 17-20. ,

Stubbs, Harriett S. and Norman D. Anderson. "GLOBE-NET: A Partnership of Research Scientists and Teachers for the Development of Instructional Materials on Global Change." In Proceedings ofa Conference, International Organization of Science Technology Educators. The Netherlands. August 23-31, 1994.

*Received the 1996 Award for Best Paper on the Implications of Research on Educational Practice by the Association for the Education of Teachers in Science (AETS).

The SCI-L1NKlGLOBE-NET projects will continue to develop and

refine their successful processes for making current scientific

knowledge broadly accessible and relevant. In the future, as in the

past,' the projects will seek to nurture important interactive link~ges among scientists, teachers and students and to expand professional

development horizons for teachers and students.

CONTINUE PROFESSIONAL DEVELOPMENT FOR MASTER TEACHERS

• Improve classroom instruction

• Understand and use new technologies

• Increase environmental literacy and understanding of global environmental change

• Develop innovative new hands-on activities

• Apply state and national science, math and technology standards

CONTINUE PROFESSIONAL DEVELOPMENT FOR EDUCATORS

• Teacher Day Annual seminar on a current environmental topic and curriculum development '

• Grandfather Mountain Workshops Studies of mountain ecosystem and global change in western NC for regional, national a,nd international educators

• Eastern North Carolina Workshops Studies of estuarine and wetlands environs in eastern NC for local, state and regional educators

DEVELOP INTERNATIONAL OUTREACH FOR TEACHERS

• Presentations by teachers, faculty and scientists on ozope, climate change and add rain in countries with air and water quality issues

ECO-LINK - ,FOR SrUDENTS K-12 • Make it possible for each student in every school to develop a first-hand

awareness of the environment, use technology to share and problem­solve with other s.tudents in distant places, and participate in developing a world-wide environmental database

I

EXPAND STAFF DEVELOPMENT OPPORTUNITIES

• Offer paid internships to graduate and undergraduate students that expand their knowledge and interest in the fields of environmental science and global environmental change, and increase their personal

. leadership skills for greater professional competitiveness.

FUTURE PUBLICATIONS

• Develop and publish a variety of instructional resource books and activities including:

Changes in the Environment Series • Publish new activities developed by science teachers.

TIPS Series • Publish new "How-to" books for teachers on topics such as

environmental monito!ing, using technology, conducting workshops and developing support ne~orks.

Monitoring the Environment Series • Produce and distribute activities.

• Publish additional books on using biological indicators to investigate environmental conditions.

• Publish articles in a wide array of professional journals and magazines.

• Pla~s for future publications include teacher sourcebooks on environmental topics; monitoring investigations based on the work of scientists; additional activities and materials from SCI-LINK workshops and institutes; and data sets for distribution on CD-ROM.

FUTURE COOPERATIVE PROJECTS

• SCI-LINK/GLOBE-NET master teachers will help develop new approaches with The Forest History Society.

• A water workshop for Vance County teachers to build upon the success of the 1994 and 1996 SCI-LINK at the Water's Edge workshops.

• Present SCI-L1NKlGLOBE-NET institutes and workshops to disseminate national standards and state frameworks.

• Present Leadership Workshops to train teachers to be effective, enthusiastic facilitators for science and to seek the best options available

J

for practicing science education.

The SCI-L1NKlGLOBE-NET projects have secured more than $2,225,000 in support from public and private foundations, institutions, individuals and government agencies, and the National Science Foundation. This generous, broad-based support enables the projects to significantly extend their scope and application. Informational materials are providea for teachers' by local, state, and federal government agencies, non-profit organizations, and corporations.

The planning phase of the GLOBE-NET project was supported by grants from the Joyce-Mertz-Gilmore Foundation, Z. Smith Reynolds Foundation, James R. Thorpe Foundation and The Acid Rain Foundation, Inc.

The SCI-L1NKlGLOBE-NET Projects thank th~ following supporters for their commitment to helping translate current environmental science research into teaching practices:

MAJOR SUPPORT:

National Science-Foundation

'ADDITIONAL SUPPORT:

North Carolina State University COLLEGE OF EDUCATION AND PSYCHOLOGY

,Center for Research in Mathematics and Science Education Department of Mathematics, Science and Technology Education

COLLEGE OF ENGINEERING

COLLEGE OF FOREST RESOURCES

COLLEGE OF PHYSICAL AND MATHEMATICAL SCIENCES Department of Marine, Earth and Atmospheric Sciences

Faculty 'Outreach Award, NC State University The Ohio State Univelisity

University of Iowa University of Minnesota

NC Department of Environment, Health and Natural Resources OFFICE OF ENVIRONMENTAL EDUCATION

Nt Department of Public Instruction SCIENCE SECTION

DMSION OF INNOVATION AND DEVELOPMENTAL SERVICES

GrandfatherMount~n

Project Learn,University Center for Atmospheric Research IBM

U.S. Environmental Protection Agency z. Smith Reynolds Foundation

Dwight D. Eisenhower Science and Math Program Research Triangle Scientist-Teacher Partnership

Alliance for Environmental Education North Carolina Science and Mathematics Alliance

Ann Kiefauver Mary Lou and Roger Klinkhammer

Harriet and Walter Johnson

SPECIAL-THANKS The Acid Rain Foundation, Inc. initiated the first several SCI-LINK proposals submitted to different funding agencies. The Foundation's mission is to develop and disseminate educational and informational materials about the changing chemical climate of the earth. Support from this organization for the co}laboratiori of science educators, scientists, and persons from business and industry, helped form the basis for the both the SCI-LINK and GLOBE-NET projects.

We are most grateful for the assistance and vision provided to the organization in its early years by its founders, George Watts Hill, Chairman of the Board, and Ellis Cowling, President of the Foundation, and by the present leaders, Ann Howe, Chairperson of the Board, and Robert Yager, President of the Foundation. We also extend sincere thanks to all the members of the Board of The Acid Rain Foundation, Inc. for their continuing support as these projects have evolved in n~w directions to meet theneeds of students and teachers in the world today..

Members of The Acid Rain Foundation, Inc. Board from 1981-1996 have included Aubrey Paul Altshuller, Fern Arpi, * Rodger W. Bybee, Ellis B. Cowling, William C. Cunningham,* David M. Gates, Eville Gorham, Robert Harris, David Heil, Anne G.Hill, * George Watts Hill, Ann C. Bowe,* Mary Lou Klinkhammer,)~ Rick Linthurst, Louise T. Mashburn, * Bruce McPhaden, David S. Shriner, Houston E. Scrudder, Harriett S. Stubbs, * Robert E. Yager, * Carolyn J. Winberry* "'Current members of the Board

·The SCI-L1NKlGLOBE-NET projects share offiCe facilities with the u.S. Department of Agriculture's Agricultural Research Service, the u.s. Forest Service, and other scientists in the -Air Resources Research Consortium. The projects are part of the Department of Mathematics, Science and Technology Education,-College of Education and Psychology, at North Carolina State University.

SCI-LINK/G LOBE-NET STAFF PROJECT DIRECTOR: Dr. Harriett Stubbs, College of Education and

Psychology, NCSU

CO-INVESTIGATORS: Dr. Walter Heck, U.S. Department of Agriculture; Dr. Robert Bruck, Coordin,ator for Environmental Programs, NCSU; Dr. Steven Businger, College of Physical and Mathematical Sciences, NCSU; Dr. Herbert Exum, College of Education and Psychology, NCSU; Dr. Russell Lea, Director, Special Programs, NCSU

TECHNICAL STAFF: Dr. Linda Little, Dr. Christine Bergmark

EVALUATORS: Dr. Sarah Berenson, Dr. Glenda Carter, Dr. Ann Howe, Dr. Frances Lawrenz, Dr. Robert Yager

STAFF AUTHORS: Dr. Norman D. Anderson, Edward Hessler, Dr. Christine Bergmark

EDITORS: Margaret Newbold, Sally Walters, Nancy Walters, Carolyn]: Winberrr, Peggy Holliday, K~m Berly Truitt

S1;-ATISTICIANS: Jeff Bay, Karen Nauman

ACCOUNTING SERVICES: ,Adaline Pasour, Kilnberly Price, Jennifer Slusher

DESIGNERS: Linda Noble, Mary McVickers, Vicky Johnson, Debbie Bruck, Sara Arnold, Claudia Fulshaw

SUPPORT STAFF: Nancy Walters, Clara Edwards, Sirena Hardy, Sheila Yandle, Carla Tutor, Joanne Harer, Mary Dula, Kristen Hancock

GRADUATE INTERNS: Bill Crews, Deborah Furbish, Patrick Beggs, Trudi Ciccoricco, Cathy Leman, Katie Richter, Nancy Walters

UNDERGRADUATE II\ITERNS: Pam Brewer, Charlene Eller, Angela Hammons, Cathy Jelovich, Kelly Marshburn, Livia Marques-Cooper, Conrad Streeter, Ann Weathers, Jennifer Whitaker, Kim 'Whitaker, Nicole White, Robin Woods, Kristen Hancock, Kimberly Truitt

WORKSHOP LEADERS: Dr. Glenda Carter, North Carolina State University; Ms. Molly Redmond, East Carolina l.!niversity; Dr. Jack Wheatley, North Carolina State University; Dr. Josephine Wallace, University of North Carolina, Charlotte

VOLUNTEERS: Barbara Gay

SCI-L1NK/GLOBE-NET REPORT: Ann C. Simpson, writer/editor; Margaret Newbold, coordinator/editor; Sue Meyer, designer

OUR SP'ECIAL THANKS TO THE OVER NINE HUI\JDRED TEACHERS AND STUDENTS

WHO HAVE PARTICIPATED IN THESE PROJECTS.

TEACHER COI'1MITTEE: Tonya Hancock (Chairperson), Nancy Bray, Annie Bullock, Carolyn Elliott, Rita Hagevik, Nick Scandale, Charles Tysinger, Susan 'Wilson, Carol Hall, Rhonda Cockrell, Linda Hicks, Cyndi Louden, Annette McLamb,-Janet Bailey, Kathleen Van Keuren.

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, SCI-lIN'KlG~OBE~NET: :,CQllege ·of,Education.and Psychology

"l;-JorthCaroHn~Sta~e Uhiversity.