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SCIENCE, TECHNOLOGY
AND RESEARCH
[> Economic
Forecasting
and Analysis
Business and Education
[> Human Resources
Research Collaborations That Work
[> Organizational
Effectiveness
Research
BY JEAN-PASCAL SOUQUE
l> Financial Sector
Research
[> Business and Case studies show that business and education have been successful in developing
the Environment innovative collaborations that connect teachers with science in industry.
Research
PORT 144-95
LC
.108?,
•
S68>:
1995
UTAH
STATE
UNIVERSITY MERRILL
LIBRA
LC 1085 .S68x 1995
Souque? Jean-Pascal.
Resear,hers MichaelBloom
Indira Gangasingh
PREFACE
Jea11Pascal Souque
In 1991, The Conference Board of Canada'sCorporate Council on Education, a group
of senior executives frommajor employers, its employability skills research
initiated
program in recognition of the critical importance of well-educated people to our national
prosperity. Its first project, a study of the skills that are critical to the workforce of the
Theauthor >', uld liketo thank the
1990s and beyond, culminated in the Employability Skills Profile.
8Jsmess and Educat,cnForum
enScience Technology and The Council has recognized the importance of precollege science, technology and
Mathematicsfor ,ts support mathematics education for Canada's competitiveness and for the employability of young
Theauthor 1s also grateful
to the people in a rapidly changing technological society. In order to assist corporations in their
many 111d1v1duals.educators and collaboration strategies, the Council created the Business and Education Forum on
businesspeoplewho provided Science, Technology and Mathematics, of business,
a partnership educational and
mt.ch of the informationen
v,h1chthis reportis based governmental organizations actively engaged in supporting and advancing science,
technology and mathematics education for all young people. The Forum aims to broaden
corporate support for the scientific education of young people.
The Conference Board is pleased to publish this first report from the Forum, which
provides individuals and organizations with successful and replica table models of
corporate strategies that enhance the professional development of teachers and help them
increase the excitement and relevance of science education.
, 1995 The Conference
Board of Canada*
Report144-95
Printed m Canada
All rightsreserved
CONTENTS
Introduction
Exhibit 1
11/ll?lllill?IIIIIIII
3 9060 00720 0214
1 The Co1(ti're11n•
Hoard oiCanada
fully realize the consequences of these years. And when a secondary science
"specialized technologies," we have gone teacher has little opportunity to link the
possible science education for our children. daily lives of students, their communities
However, a great deal more remains to and their families, chances are that students
be done changes
as technology, in work will question the relevance of their science
and society are taking place fast, and for education and not consider a future in
and citizens._ Alberta, for instance, wants Case studies carried out on behalf of
its students "to have a strong background the Conference Board's Business and
Ct1St.' etudics slum, .,._ in science, be more enthusiastic about Education Forum on Science, Technology
that li!IS!/Zt'SS and careers in science, and be able to use and Mathematics show that business and
educ itunt working science technology
and to understand education working together can increase
togetlzercan increase and improve society and the world."3 the amount of exciting science taught in
school, some science courses for high school through the provision of meaningful
graduation. Also, and most importantly links between teachers, science, industry
from the perspective of the enlightened and research. This report presents the
and productive citizen, they all foster an findings from these case studies, focusing
approach to science education that empha-
sizes the connections
betweerscience, What Participants Say
technology society, recognizing that
and ...
2 Jennifer Lewingtonand Graham Orpwood, Overdue Assignment: 3 Alberta Education,Achieving the Vision 1992 Report(Edmonton:
TakingResponsibilitiestor Canada's Schools(Rexdale,Ont.: John Minister of Education, 1993),p. 54.
Wiley& Sons, 1993),p. 27.
Key findings from the case studies indicate tohire, I look more favourablyupon a teacher who
makes an effort to stay current, who uses technology
the positive experienced by
outcomes
as a tool and who has connections with business.
teachers and their students.
They can also
The Teacher intern at Bell-Northern Research,
quality and 11>- contribute to the development of a practical
relevance of
PARTNERS Internship Program, Summer 1994
model of business-education collaboration
education received for establishing and maintaining such
du ring the early successful linkages.
years has a critical science, technology and mathematics
impact on Why and How Business Is Committed received during the early years has a critical
achievement. to Science and Technology Education
impact on the achievement, employability
and lifelong learning abilities of young
Why Business Is Committed to Science
people, which in turn contribute to the
and Technology Education
well-being of Canadian
society.
Science and technology are the two areas There is also emphasis from
a shift in
of public education that business is most donations to partnerships. The secondary
interested in helping.4 Reasons are not hard and community college levels have been
to find: by helping students acquire rel- and continue to be the preferred target
evant skills, helps ensure
such support the of the increasing numbers of business-
availability of the highly qualified personnel education partnerships operating in
that business needs to continue innovating. Canada, many of which have a strong
It also helps raise public awareness of science and technology component.
science, technology and research as a key Finally, in supporting science education,
competitive advantage for
How
Cjada. business
in process,
is becoming more
such
interested
as facilitating teachers'
Business Is Committed to Science
professional development, as opposed
and Technology Education to products, such as the development of
Business and Education Forum on Science, applications of the science they teach.
Technology and Mathematics have There are many ways to rectify this
investigated programs that link
teach? lack ofexperience. Science teachers
with science, technology and research in could spend(e.g., during the
time
out-of-school contexts. The goal was to summer or while on study leave) in
6 In 1992, Northern Telecom Canada and the Social Sciences and 7 See, forexample,Ian Ball, RosemaryJones, Karen Pomeranz
Humanities Research Council joined forces to establish the Joint and David Symington,"Collaboralion between industry,higher
Initiative for Research on Science Culture in Canada,a research education and school systems in teacher professionaldevelop-
fundingprogram with a strongfocus on business-education ment," International Journal of Science Education,vol. 17, no. 1
partnerships.Between 1991-92 and 1993--94,eightresearch (1995),pp. 17-25; and Ann M. Farrell,"What Teachers Can Learn
projectswere funded. fromIndustryInternships,"Educational Leadership,vol. 49, no. 6
(March1992),pp. 38-39.
great opportunities outreach programs. In 1994, for example, Ketj Findings from the Case Studies Show
to leverage their the Ontario Science Centre was that Programs Have Positive Effect
visited by a
investment. 140,000 students, 50,000 of whom attended The six case studies of programs that
the 1,000 programs presented by the link teachers with science, technology and
Centre's staff. For many preschoolers and research indicate that these programs:
elementary school students, attending • motivate and energize teachers, and
a program at one of Canada's science make them realize that their professional
centres or museums represents the best skills are transferable;
where children can observe, question,experiment and Reflecting upon similar arrangements
discuss. This is the atmosphereI found at Loon Lake in the United States, Myron Atkin suggests
and I not onlylearned new thingsat ease but had tun in
that such parties serve
third an intermedi-
the process. I also learned teachers don't have to know
all the answers. We can learn along the way too. ary and "brokering" function in matching
the interests and needs of educators with
Teacher participant in Recreational Science at
scientists and industries in the broader
Loon Lake, Summer 1994
community:9 "They serve as bridging
planning meetings;
What was surprisingto me was that there are jobs out •
allowing time for an intern to develop
there but they weren't where we thoughtthey would be. ideas and material for classroom
Student participant in the Tech Tour Atlantic use and to work with staff who can
Initiative, 1993 assist developing resources
in for
implementation;
•
a good evaluation process, which can
agents between the schools and science- monitor the effectiveness of the intern-
based institutions with which the schools ship program beyond the summer
Effectiveprograms .,. do not ordinarily work, often operating in placement (see Exhibit 2); and
demonstrate features ways that are different from school districts." •
a recognition program, and other means
sucli as an effective Where third parties do not exist, program of maintaining links between teacher
selection and match- managers consulted during the case studies and employer and of nurturing the
up process and a good recommend contacting experienced repre- business-education partnership.
evaluation process. sentatives from
existing programs, estab-
lishing a modest pilot project with existing Volunteer or Paid?
educational partners, ensuring the con- As the case studies show, there is no
ditions for mutual benefit exist at the outset, consistent practice across the teacher
and monitoring progress and success. internship examined. Some of
programs
them require teachers to volunteer; others
Some of an Effective
Features Teacher
give interns a modest stipend, covering
Internship Program travel and The experience
some expenses.
The case studies show that effective of Teachers in Business, indi-
one program,
programs demonstrate features such as: cates that when the stipend is too high (it
•
an effective selection and match-up was originally set at $2,000 for the summer
key contacts;
•
providing an intern with office space,
This tour showed us that what we thought was
telephone, computer, library services,
the technologyof tomorrow is actuallythe technology
faxing and copying facilities, and of today.
other productivity tools;
Teacher participant in the Tech Tour Atlantic
•
involving an intern in business processes
Initiative, 1993
that employees are routinely involved
The Teachers in Business program has developedan evaluation model intended to answer the followingquestions:
1. What new information is gained by the teacher duringthe time spent in business?
2. How is this information beingpresentedto students?
3. How can the impactof this experienceon the teacher be measured?
4. How can the impactof this experienceon the students be measured?
5. What fol low-upcan be expectedbetween the teacher and business?
6. What networking
can be expectedbetween the teacher and other teachers?
The evaluation model has been designedto helpteachers criticallyanalysethe time spent in business, to demonstrate
to employershow teachers applythe knowledgegainedduring the summer placementin their class, and to inform future
participantsof the value of teacher internshipsas professional development.
Typically, teachers keep a journalof their activities, which helps them document and reflect upon the events in which
they participate duringtheir internship,and to find out about how these events contribute to their professionaldevelopment
and the enhancement of their science teaching.
Within two weeks of the completionof their placement,teacher interns are asked to write an initial
paper addressingthe
followingpoints:
• a descriptionof their experience;
• a descriptionof any activities (or units) that theyplanto incorporateinto their teachingstrategies as a result of
this experience;
• a descriptionof any co-curricular activities that theyplan to implementas a result of this experience;
• a planto utilize the contacts they have established duringtheir placement;
• a plan to discuss their experiencewith other teachers; and
•
any changes to the program that theywould suggest.
This evaluation phase is followed by a mid-term evaluation (December-January) that asks teachers to:
• describe brieflyany activities or units that they have incorporatedinto their teachingstrategiesas a result of
their internship;
• describe how theyhave used, or plan to use, the contacts made duringthe summer business experience;
• describe any co-curricular activities that they plannedor initiated as a result of their internship;
• describe any opportunitiesthey had to share their experiencewith other teachers; and
•
suggest any further changes to Teachers in Business that they would recommend after four months of teaching
dir'.:\tly
following
their internship.
\
Victoria, Australia).'?
r
!
Management Programs/Features
This program is co-ordinated by Partnershipsfor This interprovincial technologytour and educational
Education,New Brunswick Departmentof Education. exchangeincludes visits to various organizationsfrom
Partners and sponsors include 33 organizationssuch as New Brunswick and Atlantic Canada that are
engaged in
hightechnologybusinesses,corporations,universities, research and development, and·in applyingadvanced
federal and provincialgovernmentagencies,and
regional science, math and technologyto their operations.
development agencies. Students and teachers are expectedto share their
·
experienceand insightswith peers. Partners and participants
Program Overview involved in TechTour meet to discuss activities,address
This 12-dayprogram providesteachers and students future initiatives and discuss ongoing
with experientialinsightsinto knowledge-based
partnershipswith
industries knowledge-based
industries.
and into the leading-edgetechnologiesbeingused in
business and education in New Brunswick and Atlantic Resources Committed
Canada.
Participating industries and partners develop Human
an appreciation of the importanceof their involvement
A program of this scope requiresa project
in education. manager and
administrative support.
Tech Tour is intended to stimulate teachers' and
students' interest in the extraordinary advances beingmade Financial
by new and evolvingtechnologies; it also aims to raise Expensesfor the 1994 TechTourtotalled$30,000and
awareness of the career opportunitiesthat currentlyexist
werecovered by New Brunswick business partners and the
and will exist as a result of these technologies.
Co-operationAgreementon Entrepreneurship and Human
Resources. Students and teachers also contributed a
Teachers Served nominal registrationfee for their involvement with local
In 1994, Tech Tour involved 16 secondaryschool
business and agency partners.
teachers and 4 communitycollegeteachers. Theywere
accompanied by 16 grade 10? 11 students, 4 community Outcomes
collegestudents and 2 business partners. Programevaluation shows increasinginvolvement by
knowledge-intensivecompanies;a high level of interaction
Objectives between students. teachers and business representatives
The objectivesof the program are to: while on tour; a high level of satisfaction on the part of
•
expose students and educators to leading-edge
math, participants;and a growingnumber of mutuallybeneficial
science and technologyapplications; partnershipsbetween education and knowledge-based
• create a link between school, technologyand the world industries followingthe annual summer tour.
of work for students and educators;
• create an appreciationof the leadershiprole played Considerations
by New Brunswick and Atlantic Canada in research This program creates partnershipopportunitiesand
and technology; stimulates interest in teacher internships.It enables
•
developan interprovincial cadre of informed and teachers and students to learn togetherand to discover
optimisticeducators and students who can share togetheropportunitiescreated by advanced technologiesin
insightsinto practical applicationsof math and
science with peers; and
a
tradiponally
resource-based region.As with many similar
Contact professionaldevelopmentopportunities,the demand
• initiate long-termworkingpartnershipswith
David A. Roberts technology exceeds supply.
and research companiesin Atlantic Canada.
Partnershipsfor Education
Departmentof Education
P.O. Box 6000
Fredericton,
New Brunswick
E3B 5H1
Telephone:(506)444-4703
Fax: (506)453-3325
Management Programs/Features
This program is managedby Science World,a science Teachers work with scientists on field trips and in the
centre in Vancouver. Since 1993, Merck Fross! has been laboratory,and they learn how to formulate and seek
the principalbusiness partner and sponsor. answers to questions about a particulartopic. Theyspend
some time with the program facilitators,questioning and
Program Overview sharingand assimilatingnew information. Theylearn
Recreational Science at Loon Lake is a five-day science about hands-on science and observe models of effective
immersion summer camp for elementary teachers. This teachingstrategies.Theyalso participatein leisure
two-yearprogram allows participantsto come back for a activities that have a scientific component.
second summer to pursue areas of interest in science, as
well as to share the lessons and hands-on activities they Resources Committed
have done with their students since attendingtheir first Human
Loon Lake camp. The program involves 12 staff from Science World. In
Started three years ago, the program has been designed 1994, a number of private,educational and governmental
to make elementaryschool teachers-who typicallyhave organizations lent 56 scientists for two to three days.
no or very little trainingin science-more comfortable with Merck Frosst providesa scientist in residence to lead
teachingscience. The keystrategy is to developa friendly sessions on everydaychemistry.
human and physicalenvironment within which teachers can
experiencescience in a non-threatening way. The relationship Financial
between teachers and science is developednot through In 1994, total program expenses were about $80,000.
direct exposure to industryor research and development, Merck Frosst provides$32,000 a year to support the
but throughthe intermediary activites of Science World. travel and accommodation costs of teachers attending
The staff at this science centre have extensive experience Loon Lake camp from provincesother than British
and strongexpertisein conveyingthe excitement of science Columbia. In 1994, additional fundingcame from
to non-scientists, in developinghands-on activities that teachers fees, the B.C. Partners in Science Awareness
foster learning,and in makingscience relevant to large Programand the B.C. Ministryof Education.
audiences. The many scientists engagingteachers in science
at the camp have been selected by Science World for their Outcomes
enthusiasm and outstandingcommunication abilities. The 1994 program evaluation asked teachers to
providecopiesof any science unit plans,activities and
Teachers Served
experiments,as well as outlines of any professional
by elementaryschool teachers
The program is attended developmentsessions theyhave led, that were the direct
Contacts from across Canada. Each of the two five-daysessions is result of their participationin the program; teachers were
Brian Han sen attended by about 60 teachers. The 1994 program involved also asked to supplyexamplesof their students' work in
A.S.T.C. Science World 63 teachers from British Columbia and 38 from the rest of science that they felt was inspiredby Loon Lake.
Society Canada. In 1995, 140 teachers will attend, twice as many Anecdotal evidence from participating teachers
1455 Quebec Street as in 1993, when the program started. indicates that their experiencehas motivated them to do
Vancouver,British Columbia more science with their students.
V6A 3Z7 Objectives
Telephone:(604)443-7440 The program'sobjectives are to: Considerations
Fax: (604)682-2923 • enable teachers to experiencescience as it is practised Business can effectively encourage elementaryteachers
e-mail: bythe guest scientists; to do more science at school throughpartneringwith
bhanse@scienceworld.bc.ca • helpteachers to make sense of the science practisedby science centres and museums. These institutions have
the scientists with helpfrom both the scientists and the built up expertisein communicating science in a hands-on
facilitators;
-
Management
This program is managedbyAtomic Energyof Canada Resources Committed
Limited (AECL).Partners and sponsors include the Human
Association of Professional Engineersof New Brunswick, The seminar is organizedby a committee chaired by
Bruce GeneratingStation A, the Canadian Nuclear a scientist (AECL'sDirector of Physics).Also on the
Association,the Canadian Nuclear Society,the Cityof committee are two administrative assistants and three
Pembroke,New Brunswick Power Corporation, the Science staff members from publicaffairs. About 40 scientists and
Teachers' Association of Manitoba and the Science technicians are involved with presentations,which last from
Teachers' Association of Ontario. one to three hours. The staff involved volunteer to work on
the program in addition to their regularduties.
Program Overview
Now in its 20th year, this three-dayseminar is designed Financial
to show secondaryschool teachers "science in action" at The direct incremental costs to AECLare covered by
one of Canada's most prestigiousresearch centres. registrationfees ($180per registrantin 1995)and a
The program offers teachers workshopson physics, banquet($20per registrantin 1995).Personnel costs are
chemistry,biologyand engineering.Topicsrange from covered byAECL. A complementary welcomingevent is
research into the fundamental structure of matter, sponsoredby the Cityof Pembroke. Participantsfund their
corrosion,susceptibilityto cancer, the environment and own travel expenses, which may be covered by school
radioactive waste management. Participants choose their boards or bysponsors'funding.School boards must cover
own topicsthroughthree days of parallelsessions that replacementteacher costs.
feature laboratoryvisits and in-depthdiscussions with
researchers at AECL. Outcomes
Participantsare invited to completean evaluation form
Teachers Served at the end of the seminar. Comments on scientists'
The program serves secondaryschool teachers from individual presentationsare passed back to the scientists
across Canada. Typicallyabout 120 educators attend and ideas on types of presentationsare considered for the
the seminar, about 50 of whom come from outside followingyear's seminar. The continued strengthof the
Ontario. Past seminars have attracted educators from program, in a context of diminishingresources, shows how
the United States. much participantsmust value the seminar. Some schools
have indicated theyhave a waitinglist of teachers who take
Objectives turns to participatein the seminar. Teachers from schools
Theprogram'sobjectivesinclude: in the Chalk River area (evenfrom as far as Toronto)bring
• showinghow the academic subjectstaught in school students to the laboratories followingthe seminar.
have relevance in the hightechnologyworld of today;
• enhancingteachers· appreciationof the depthand value Considerations
of science; and This program packs 20 years of experience in linking
• furtheringteachers' understandingof the role of science secondaryschool teachers with frontier work in science.
and technologyin society. The format of the seminar allows much discussion with
scientists, who are preparedto deviate from their planned
Programs/Features topic so that teachers get what theywant from the sessions
Teachers interact with some of Canada's leading rather than what scientists think theywant. Participating
Contact
researchers in their own laboratories and learn about scientists are expectedto be adeptat publicspeakingand
Dr. Malcolm Harvey,FRSC
developmentsin different fields of science. These include to possess a wealth of relevant backgroundknowledge.
Director,PhysicsDivision the environment,health sciences. physics.chemistry, Participantswho want more information after seminar
AECL
engineeringand nuclear research. Activities include a mix may contact the program as needed.
t,·
Chalk River Laboratories
of hands-on experiments,laboratoryvisits and conferences.
Chalk River,Ontario
The program involves teachers in debates on social issues
KOJ 1JO
and career paths for students. Theybring back examples
Telephone:(613)584-8811 and experimentsto the classroom.
(local4011)
Fax:(613)584-1348
Linking Teachers, Science, Technologyand Research: TheJapanese Financial Services Industry in the 1990s,
Business and Education Collaborations That Work, Report 127-94.
Report 144-95.t
of the Private
The Role Sector in CommunityEconomic
Dimensions of Diversity in Canadian Business: Building Development,Report 126-94.t
a Business Case for Valuing Ethnocultural Diversity,
Report 143-95.*t Canadian R&D Tax Treatment: An International
Comparison, Report 125-94.t
Managing Labour Relationships in a New Economy,
Report 142-95.*t Industrial Competitiveness,Trade and the Environment:
A Look at the Canadian Non-Ferrous Metals Industry,
Profitingfrom China's Rapid Economic Growth: Report 124-94.*t
A Canadian Perspective of GuangdongProvince,
The Conference Board Report 141-95. Challengeand Change: Embracingthe Team Concept,
of Canada Report 123-94.
Corporate Investment in CommunityEconomic
255 SmythRoad
Development:Options, Benefits and KeySuccess Factors, Canadian Trade PolicyOptions in the Asia PacificRegion:
Ottawa,Ontano K1H 8M7 Report 140-95. A Business View, Report 122-94.
Canada
Health Costs and Private Sector Competitiveness,
Telephone(613)526-3280 Quality in a Unionized Organization, Report 121-94.*t
Report 139-95.
F-ax. (613)526 4857 The Cost of RegulatoryCompliancein the Canadian
Tax Harmonization in Canada, Report 138-95. Financial Sector, Report 120-94.
The Conference Board, Inc. Value-Added Tax: A Review of Options for Sales Tax FinancingEmerging Business: Canada and U.S. Cost
845 Third Avenue in Canada, Report 137-95. Comparisonsof Initial Public Offerings(IPOs),
New York,NY 10022 USA Report 119-94.
Industrial Relations Outlook 1995, Report 136-95.
Telephone (212)759-0900
EnhancingEmployabilitySkills: Innovative Partnerships,
Fax (212)980 7014 The Role of Foreign-Owned Subsidiaries in Canada, Projects and Programs, Report 118-94.t
Report 135-95.
Training and Development 1993: Policies, Practices and Supporting Governments 1992: Transfersfrom Financial
Expenditures, Report 128-94. Institutions to Governments, Report 110-93.
)
*Both research report and detailed findings are available.
t Also available in French.
For more information about these publications, please contact the Publications
Information Centre at (613) 526-3280, or Fax (613) 526-4857.
The Conference Board of Canada
255 Smyth Road, Ottawa, Ontario K1H BM?
Canada
Telephone: (613) 526-3280
Fax: (613) 526-4857
lntotmstion for Sound Dectstons Smee 1954