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Welcome to the EHS Summer Institute
at the Thompson Conference Center
on the campus of The University of Texas at Austin!
The Environmental Health Sciences Summer Institute is a four-day teacher development conference that introduces Texas K-12 educators to new curricular materials that explore the critical interrelationships between human health and the environment. The Summer Institute consists of a series of one- to two-day sessions focusing on gene/environment interactions, risk assessment, toxicology, carcinogenesis, molecular and cellular biology, organ systems, indoor and outdoor air pollution, lead poisoning, water quality and many more. The Institute employs a unique approach to disseminating and integrating the curricular materials by using environmental health and science as an integrating context. This approach furthers the development of students' higher-order thinking skills by providing a practical and relevant context for learning. Participating teachers are not only introduced to scientific content and processes, but are also provided numerous ways in which to address subject integration, especially with respect to the language arts.
Conference sessions incorporate group discussions, hands-on activities and lectures/demonstrations and are facilitated by a coalition of professional educators, teachers and scientists from the collaborating institutions. Each workshop demonstrates how curricular materials are aligned with the Texas Essential Knowledge and Skills (TEKS).
Teachers attending the Summer Institute receive free curricular materials, training and Continuing Professional Education credits for each workshop. Teachers attend the workshops free of charge. A Travel Award Program increases attendance from all over the state of Texas by defraying the costs of lodging and transportation, particularly for participants from low-income districts. Annually, over 50% of all Summer Institute attendees take advantage of the Teacher Travel Award Program.
Goal I: Train teachers and disseminate environmental health and science materials through professional development.
Goal II: Advance education through improved instruction and integration of environmental health and science materials across subjects, including science, mathematics, theater, reading, writing and social studies.
Summer Institute Outcomes:
• Educate teachers about the biological and toxicological mechanisms by which environmental factors affect human health.
• Provide much needed resources and professional development opportunities for teachers in environmental health and science education.
• Provide bilingual environmental health and science training and education to Texas teachers resulting in enhanced classroom learning.
• Address interdisciplinary learner-centered education through integration of curricular materials in the language arts, social studies, science and math.
• Disseminate age-appropriate educational materials that will allow students to develop an informed appreciation for the scientific method and rational analysis of issues affecting them.
• Enable students to make informed decisions about the environment and their health, while improving critical thinking and problem solving skills.
• Create a mechanism to stimulate careers in science and biotechnology (i.e. scientist, technologist, epidemiologist, industrial hygienist, biomedical researcher and medical physician).
Results
The second Summer Institute increased attendance four-fold in 2002 with 167 participants and in 2003, held steady with 192 attendees. At the 2001 Summer Institute almost 40 school districts were represented. In 2002 and 2003, all regions were represented along with almost 100 school districts each summer, including new representation from the Texas-Mexico border communities of Brownsville, Canutillo, El Paso, Presidio, Rio Grande City and San Perlita. Forty percent of all participating teachers are from districts that are low income, low population density areas or have large minority populations. The location for the Summer Institute, central Texas, was chosen because of its proximal reach to the diverse and distant regions of the state and the availability of excellent transportation and convention facilities.
The support and enthusiasm for the Summer Institute is evidenced by the overwhelming positive feedback from the participating teachers and trainers as well as the tremendous increase in attendees during the 2002 and 2003 Summer Institutes. Last summer, almost 20% of Institute participants returned from the previous year. Of the 20% that returned, almost 50% brought one or more additional teachers from their school to the 2003 conference providing further evidence of the success of the Summer Institute.
On a scale of 1-4, with 4 being the best score, all Summer Institute workshops were ranked within a range of 3.8 - 4 in 2001 and 3.2 - 4 in 2002 and 2003. Importantly, all participants stated that they would implement the curricula. Ninety-eight percent rated the Summer Institute as highly valuable and useful and stated they would return to the Institute and/or recommend it to a colleague. Throughout the next year, we will incorporate e-mailings, Internet based marketing, journal advertisements and many other mechanisms that will augment our efforts toward building a presence.
Method of measurement and evaluation
Evaluation instruments are used to determine the success and impact of each individual workshop and the Summer Institute as a whole.
Teachers complete the following statistical information and evaluation forms.
• Teacher Participant Information Form - Collects data on school district, classroom and teacher demographics.
• Workshop Evaluation - Formative evaluation on success of workshop in attaining stated educational goals.
• Summer Institute Evaluation - Formative evaluation on success of teacher training conference as a whole.
• Implementation Evaluation - Summer Institute participants are routinely interviewed for formative feedback about implementation of curricula and classroom pedagogy at the completion of the program. The COEP is currently developing a web-based survey instrument to determine if teachers are integrating the curricula successfully into classroom learning.
Summative Evaluation Instruments - Southwest Educational Development Laboratory has been contracted to develop summative instruments to better assess the impact of the Summer Institute. Additionally, the COEP is developing pre- and post- tests to accompany all curricular materials.
Summer Institute, a component of the MIDAS Project, is supported by a