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FOR IMMEDIATE RELEASE
June 28, 2005
Contact: Stacy Brooks
American Physiological Society
301-634-7253
sbrooks@the-aps.org
APS Promotes Innovative
Science Teaching Practices with “Frontiers in Physiology”
More than $170,000 in
Fellowships Awarded to Middle and High School Science Teachers
June 28, 2005 –
Bethesda, Md. – As a part of
its continuing efforts to promote excellence in K-12 science education, the
American Physiological Society (APS) has awarded its Frontiers in Physiology
2005 Professional Development Fellowships to 19 middle- and high-school
science teachers in 13 states.
Nineteen APS members working in a laboratory setting
volunteer to host and mentor winning teachers for a summer of in-depth
scientific research. Each teacher is paired with an APS member and becomes
part of the laboratory team.
2005 Frontiers in Physiology
Research Teachers (research institutions noted in parentheses):
- Michael Aprill (Medical
College of Wisconsin) - Random Lake High School, Random Lake, WI
- Ginna Guiang Barreda
(University of California, Davis) - Norwood Junior High School,
Sacramento, CA
- Peggy Dabel (University
of California, Berkeley) - Adams Middle School, Richmond, CA
-
Fanette H. Entzminger (East Carolina University) - Farmville
Central High School, Farmville, NC
- Katrenia Flanigan
(University of Michigan) - Frank Cody High School, Detroit, MI
- Tara Goetschkes (New
York Medical College) - Walter Panas High School, Cortlandt Manor, NY
- Elleen Hutcheson
(University of Arkansas) - Rogers High School Sophomore Campus, Rogers, AR
-
Toni Lafferty (Texas A&M University System Health Science Center) -
C.H. Yoe High School, Cameron, TX
- Brian McClain (Florida
State University) - Amos P. Godby High School, Tallahassee, FL
-
Yvette McCulley (Creighton University School of Medicine) - King
Science & Technology Magnet, Omaha, NE
- Gregory W. McCurdy
(University of Louisville) - Salem High School, Salem, IN
-
Rebecca McGehee (Presbyterian Hospital of Dallas/UT Southwestern
Med. Center) - Harwood Junior High, Bedford, TX
- Laura Noonan
(University of California, San Diego) - Coronado Middle School, Coronado,
CA
- Kenneth A. O'Konis
(University of New England) - South Windsor High School, South Windsor, CT
- George Potter (Indiana
University School of Medicine) - Seymour High School, Seymour, IN
- Cecilia Stingley
(Medical College of Wisconsin) - Academy of Learning - West, West Allis,
WI
- Sally Stoll -
Vermillion Middle School, Vermillion, SD
- Jessica Tiatia
(University of California, San Francisco) - Westmoor High School, Daly
City, CA
- Leslie Van (Walter Reed
Army Institute of Research) - Montgomery Blair High School, Silver Spring,
MD
The goal of Frontiers in Physiology is to provide a
laboratory research experience to middle- and high-school teachers. Through
learning research techniques and following the scientific process from start
to finish, the teachers (and subsequently their students) gain a greater
understanding of science. Teachers also learn effective education
strategies that help them translate their research experience into classroom
labs.
“For many teachers this summer experience marks the
first time they have ever participated in scientific research,” stated Dr.
Marsha Lakes Matyas, APS Director of Educational Programs. “It gives them a
new perspective on their teaching and the importance of hands-on,
inquiry-based learning, which they can carry back to their students,” she
added.
APS provides each of the winning teachers with a
fellowship of up to $8,500 including an expense-paid one-week summer
research forum (July 25-31) where they explore new and innovative research
and teaching techniques intended for application in the classroom. Teachers
will also receive travel expenses to attend the Experimental Biology 2006
meeting, which attracts nearly 12,000 scientists.
The Frontiers program began in 1990 with 10 high school
science teachers who received fellowships for a 10-week summer research
experience in a physiology laboratory. Since then, 325 teachers and 210 APS
members nationwide have participated in this expanding program. The program
has consistently proven to help teachers increase their understanding of
scientific research methods and the importance of biomedical research. It
also has proven effective in helping teachers incorporate best teaching
practices – those that promote both excellence and equity in science
education – as recommended by the National Research Council’s National
Science Education Standards.
The Frontiers in Physiology Program is sponsored by
APS, the National Center for Research Resources (NCRR), the Science
Education Partnership Awards (SEPA), and the National Institute of Diabetes
and Digestive and Kidney Diseases (NIDDK) at the National Institutes of
Health.
Designed to improve science education by building
connections between teachers and the research community, Frontiers in
Physiology is one of several grant-supported programs that APS administers.
The application deadline for next year’s program is March 2006. For more
information about this and other APS Education Programs, email:
education@the-aps.org or visit the APS website at
http://www.the-aps.org/education.htm.
***
The
American Physiological Society is a professional scientific membership
organization devoted to fostering scientific research, education, and the
dissemination of scientific information. The APS supports a variety of
educational activities including programs and fellowships to encourage the
development of young scientists at the undergraduate and graduate levels,
with a particular focus on women and underrepresented minorities.
APS also
supports refresher courses and teaching awards promoting continued
excellence in education at the professional level. In May, 2004, APS won the
Presidential Award for Excellence in Science, Mathematics and Engineering
Mentoring (PAESMEM).
Founded
in 1887, the Society’s membership includes more than 10,000 professionals in
science and medicine.
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