February 7

Michael R. Dietrich
Department of Biological Sciences
Dartmouth College

"Making Digital History: Putting the History of Recent Science and Technology Online"

Over the past five years the Sloan Foundation and Dibner Funds have 
funded large-scale collaborative efforts to put the history of recent 
science and technology online.  As part of this project, I and my collaborators 
were charged to find ways to use the internet to create history -- not just 
archive information and make it available online.  This paper will 
describe this digital history project and evaluate the effectiveness of 
current internet technology for creating histories of ongoing 
scientific and technological research.

February 21

Marybeth Campbell
Public Education Coordinator
Renewable Energy Trust

"Renewable Energy Trust K-12 and Public Awareness Initiative"

The Renewable Energy Trust's K-12 Initiative works to ensure that
renewable energy is incorporated into the curriculums of Massachusetts 
schools.  The Trust has initiated several programs to encourage and make 
it easy for teachers to teach their students about renewable energy by 
developing an easily accessible shared body of knowledge on renewable 
energy education. This year, the Trust awarded three grants for student 
activities and vocational high school teacher workshops.  With these new 
grants underway, the Trust is confident that we are helping to increase 
awareness for renewable energy in the classroom.
In addition to the Trust's K-12 programs, we recently awarded eight new
grants through our Public Awareness Initiative.  Our funding supports 
grassroots organization across the state to increase awareness and support 
for clean energy.

March 7

Bradford C Lister
Director, Anderson Center for Innovation in Undergraduate Education
Rensselaer Polytechnic Institute

"Next Generation Studio: A New Model for Interactive Learning"

Next Generation Studio courses combine the benefits of face-to-face, 
interactive teaching with the power and flexibility of web-based learning. 
In the NGS model, web sites become "virtual studio classrooms" that engage 
students in active learning, team work, and communication beyond the 
confines of scheduled classes.  This talk will cover the development, 
delivery, and assessment of online and in-class content, with particular 
emphasis on Biology: An Interactive Exploration, an NGS course being 
developed in collaboration with Thomson Publishing.

April 4

Mark Schlesinger
Associate Vice President for Academic Technology
University of Massachusetts

"New Bottles, New Wine?"

The University of Massachusetts has introduced electronic technology into 
all sectors of its operations, including teaching and learning.  The 
adoption of electronic technology has affected us in ways we can grasp 
only if we step back and examine how the institutional life has changed. 
Some would dispute whether that life has changed for the better, but none 
would dispute that the academic enterprise is vastly different.
Less clear is the manner in which electronic technology provides not 
merely a new conduit for old messages and methodologies, but transforms 
those messages and methodologies, and fundamentally changes our 
understanding of teaching and learning. Recent developments in hardware 
and software, by their very adoption, harbor such a change in perspective.
This session will briefly explore those developments (including online 
classes, blended learning, web enhanced learning, inking technology, and 
electronic portfolios) and their implications, and will update 
participants on how faculty across the UMass System are using the new 
technologies.  The presenter will ask participants to discuss implications 
for the K-12 STEM pipeline and teacher training.

April 18

Alan R Peterfreund
Ken Rath
Peterfreund Associates
Organizational and education consultants

"Multiple Stakeholder Evaluation Strategies and Findings for NSF GK-12

NSF GK-12 programs provide an interesting opportunity to appreciate the
impact of a graduate fellowship program on an array of stakeholders.  This 
presentation will draw upon experiences gained from evaluation of GK-12
programs at San Francisco State, Northeastern, Harvard and Yale. Issues to
be discussed will include: impact on graduate fellows, teachers, K12
students, partnering schools and the host university.

May 2

S. Maxwell Hines
Associate Professor and Graduate Director, Secondary Science Education
Hofstra University

"Developing Diversity Sensitive Dispositions in Long Island Science 

This presentation will focus on the efficacy of developing diversity 
sensitivity in science teachers, both in general and in situ.  It will 
also include an examination of the history of and methods for moving 
teacher candidates, most of whom are culturally insular, toward a broader, 
more inclusive conception of the purpose of science education in the lives 
of an increasingly diverse student body.  The importance of the creation 
of University-School-Community partnerships and meaningful professional 
development for inservice science teachers in this process will be