Friday, October 24

10:15 - 11:30 [College Center Ballroom A]

Procedures for Standard Setting and Establishing Qualifying Scores on PRAXIS II

Teacher Assessments
Thomas Elliott, Assistant Superintendent, Division of Teacher Education and Licensure,

Virginia Department of Education, & Lori Ingwerson, Educational Testing Service, Regional

Director for Virginia

Update from Virginia Department of Education
Thomas Elliott, Assistant Superintendent, Division of Teacher Education and Licensure,

Virginia Department of Education

11:30 [College Center Registration Desk]

Registration

12:00 - 12:45 [College Center Highlands Room]

Lunch

1:00 - 1:15 [College Center Ballroom A]

Welcome and Conference Overview
Sharon Lovell, James Madison University

1:15 - 1:30 [College Center Ballroom A]

Plenary: Bridge to the Future - What the Past Can Tell Us
Stephen Thornton, University of Virginia

1:30 - 1:50 [College Center Ballroom A]

Plenary: National Trends and Data
Donna Sterling, George Mason University

1:50 - 2:05 [College Center Ballroom A]

Plenary: Virginia Proposes Certification for K-8 Mathematics Specialists
Vickie Inge, Stafford County Public Schools

2:05 - 2:45 [College Center Ballroom A]

Plenary: Program Overviews
VCU:  Aimee Ellington & Reuben Farley

Longwood: Robert Webber

JMU: Sharon Lovell, Bob Kolvoord, & David Carothers

2:45 - 3:10 [Health & Human Services 1201]

Break

3:10 - 3:35

Concurrent Session #1

• A New Pathway for Career Switchers: Virginia's Community Colleges         
  Wendy Weiner, Virginia Community College System, & Susan Wood, J. Sargeant Reynolds Community College [ISAT/CS 148]
  
  To meet the demand for teachers in the critical shortage areas of mathematics and science, the Virginia Community College System is completing plans for a new Career Switcher Program. This alternative route will provide accessible, effective teacher preparation to meet the need for skilled, talented, diverse, and highly qualified teachers. A unique feature of the program is a "Pre-Level I" classification for students not ready to begin Level I where they can prepare for Praxis I or II, take missing content or general education courses, and gain early field experience.
  
  The presenters will give an overview of the project, including progress to date and the timeline. All program modules will be described, all of which will be offered for online delivery beginning with a pilot in the spring of 2004. Initial endorsement areas include mathematics, chemistry, and earth science.

• Mathematics Middle School PRAXIS II Exam        
  William Haver, Virginia Commonwealth University; Marie Sheckels, Mary Washington College; and Robert Webber, Longwood University [Health & Human Services 1202] 
  
  A presentation and discussion by college faculty who took the exam.

• Is Problem-Based Learning Appropriate for Middle School Science Students?         
  David Niebuhr, College of William & Mary [Health & Human Services 1207]
  
  Anecdotal reports of problem-based learning (PBL) in science classrooms suggest that PBL increases attendance, annual academic growth, and performance on standardized tests while it decreases incidence of student failure. Yet the majority of the classroom research on PBL has focused on its use with medical students or, at the K-12 level, with gifted learners. Documented benefits of PBL in these groups indicate a high incidence of improved student and teacher attitudes toward the material, increased student understanding rather than memorization of the content materials, increased use of higher order thinking skills, and increased self-direction in the learning process. PBL may be equally as effective with non-gifted students, yet there is little documented evidence to support this claim. The authors seek to explore avenues for meeting this research need.
   

• A Problem Solving Course for Preservice K-8 Teachers         
  Jeanne Fitzgerald, James Madison University [Health & Human Services 1208]
  
  JMU's mathematics course in problem solving for prospective K-8 teachers has gone through many changes since we introduced it 3 years ago. In this talk, I'll discuss the original design of the course, the changes we made and their reasons, and the current state of the course.

3:40 - 4:05

Concurrent Session #2

• A Comprehensive Mathematics Program for Middle School Teachers: James Madison University          
  Judy Kidd, LouAnn Lovin, & David Carothers, James Madison University [ISAT/CS 148]
  
  Prospective middle school (and elementary) teachers at JMU complete an interdisciplinary major (IDLS).
  
  This presentation will have two distinct parts. We begin with a discussion of the three core mathematics courses required for all IDLS majors. We then turn to the additional upper division mathematics courses required for IDLS majors seeking a concentration in Mathematics/Science. These courses collectively address CBMS recommendations for 21 credit hours of coursework for prospective middle school teachers.
  
  Instructors share a common philosophy for the core courses. The approaches used are designed to help prospective teachers realize that mathematics can make sense, and some of the activities used in these courses will be shared.
  
  Consistent with CBMS guidelines, the upper division courses address probability/statistics, algebra, geometry, and calculus/analysis. We give a brief overview of course planning and content. Benefits for mathematics and science departments in undertaking new advanced courses of this type will be discussed.
   

• A Proposed Masters of Interdisciplinary Studies Degree at the University of Virginia         
  Stephen Thornton, University of Virginia [Health & Human Services 1202]
  
  Considerable discussion has occurred about a statewide interdisciplinary masters degree in math/science content. Several IHE would offer this degree and allow degree candidates to take some courses at other IHE. A similar degree has been proposed at the University of Virginia twice over the past 15 years, but has not yet been approved. The proposed degree is a Masters of Interdisciplinary Studies in the Graduate School of Arts & Sciences and would require 30-39 credit hours, of which 24 hours must be UVa graduate courses. No more than 12 credit hours of advanced undergraduate courses may be counted. At least 9 credit hours must be taken in each of two areas of study. No more than 12 total credit hours can be transferred from other institutions or from courses taken before acceptance into the program. A thesis project consisting of research, independent study, or field project is required (6-9 hours).
   

• The Educational Accelerator Center: Technology-Enhanced Learning in Science (TELS)        
  S. Raj Chaudhury, Norfolk State University [Health & Human Services 1207]
  
  To make a significant impact in the arena of technology enhanced learning in science, a newly funded NSF Center for Learning and Teaching (CLT) was formed. This "educational accelerator" will ultimately increase the numbers of teachers whose students are learning more important science concepts through the use of proven, technology-enhanced secondary science curricula. The goals of the Center are: (i) to accelerate educational research through shared access to technology features including curriculum materials, assessments, and professional development scaffolds (ii) accelerate graduate training to prepare students who will become educational professionals or faculty engaged in teacher preparation and in-service professional development (iii) accelerate teacher professional development based on the testing, adaptation, and adoption of these materials.
  
  Norfolk State University is a founding partner in the TELS Center, and the talk will present learning tools currently available from Center partners and describe opportunities for interaction and partnership by school districts as well as teacher preparation colleges.
  
  NOTE: Dr. Chaudury was unable to attend at the last minute. He will disseminate information about the TELS Center (http://www.telscenter.org/)via e-mail
   

• Students' Research in Mathematics Education         
  Marie Sheckels, Mary Washington College [Health & Human Services 1208]
  
  Mary Washington College graduated its first class of students from its Master of Science in Elementary Education program in May 2003. Students in this degree program select a curriculum specialization area, such as mathematics or science, on which to focus during their fifth year of study. Students also design and implement an action research project in their internship classroom investigating some aspect of teaching in their specialization field. This presentation will describe the research projects conducted by the four students in the mathematics specialization group.

4:10 - 4:25

Break

4:25 - 4:50

Concurrent Session #3

• Re-designing General Education Science for Pre-Service Teachers - Part I: Approach, pedagogy, and assessment     
  Bob Kolvoord, Mary Handley, Cindy Klevickis, & Steven Fairchild, James Madison University [ISAT/CS 148]
  
  How do we answer the challenge of preparing middle school science teachers, given the breadth of material they will teach? Should we try to "cover" everything or should we probe a few core areas in detail? How can faculty members from different disciplines negotiate what material to include and which to jettison? At James Madison University, we completely revised our introductory science sequence for pre-service K-8 teachers. We moved from placing them in large lecture classes with other general education students to smaller, hands-on sections. Faculty members focus on modeling pedagogy that we want the students to use in their own practice. Student reaction to these changes is both positive and thought provoking. We will describe the new course sequence and discuss both faculty and student reactions. We'll also talk about our assessment goals and future plans to understand how changing the core science sequence affects students' understanding and appreciation of science in the long term.
   

• Constructivist Teaching: Teaching Newton's Three Laws of Motion with Alka-Seltzer Rockets       
  Margie Carter, James Madison University [Health & Human Services 1202]
  
  Constructivist teachers know the importance of building on information children already have and helping children construct their own meanings from new material. Middle grades students can benefit from a hands-on approach to learning Newton's Three Laws of Matter by making and launching their own rockets, changing variables, and discovering ways to measure the height that the rocket travels. Participants in this session will make and launch a rocket. The session is limited to 25 participants.
   

• Investigations in Geometry - An Interactive Course for Teachers         
  Aimee Ellington, Virginia Commonwealth University [Health & Human Services 1207]
  
  Investigations in Geometry is a course that is part of VCU's BS in Science program. It is recommended for students preparing to teach in the elementary grades as well as those preparing to teach middle school mathematics and science. The course materials will be discussed with particular attention to the manipulatives and software that are an integral part of the course.
   

• Aligning Mathematics Curriculum to Create Potential for Active Learning in PreK-8 Teacher Education    
  Ed Parker, James Madison University [Health & Human Services 1208]
  
  Within the constraints of a prescribed curriculum to be "covered" in three semesters, we will discuss sequencing designed to create opportunities for active learning, enhance repetition of chunks of curriculum deemed "more important" than others, and create the opportunity for a coherent view of the total package to emerge. The presenter will provide the rationale for the choices and describe the current status of the courses that have evolved from these choices.
   

4:55 - 5:20

Concurrent Session #4

• Re-designing General Education Science for Pre-Service Teachers Part II: In class and in the community   
  Kevin Giovanetti, Mary Handley, Cindy Klevickis, Taz Daughtrey, Steven Fairchild, & Bob Kolvoord, James Madison University [ISAT/CS 148]
  
  Science is a way of doing and knowing, not just a body of information. In this part of our presentation on the JMU IDLS Science Core, we will focus on some of our experiences both in and outside of the classroom. Faculty from the six courses in the sequence will talk about their own classes and about the coordination between classes. We will also highlight the role of the Roop Learning Community as a way in which students can support one another as they face the new challenges of the collegiate classroom.
   

• Experiencing Science: The Culture, Thinking, and Workings of Science: An Integrated Science Course at the Science Museum of Virginia        
  David Hagan, Science Museum of Virginia [Health & Human Services 1202]
  
  By guiding participants through some of the great discoveries in major scientific disciplines in this VCU course, a more sophisticated understanding of science concepts and methods is developed. The course is intended to broaden understanding of the different approaches taken by different science disciplines. Readings and discussions from science philosophy are combined with related hands-on experiments.
  
  Teachers use the interactive exhibit resources of the Science Museum of Virginia and other community-based resources. Many methods of investigation are modeled: observation, classifying, communicating, measuring, predicting, hypothesizing; inferring from, interpreting, and analyzing data.
  
  In the presentation, a special focus is the curriculum presented by the new Sixth Grade 2003 Science Standards of Learning. This new sequence takes teachers from the study of energy, matter (air and water) in the physical sciences, to environmental systems and, finally, the solar system.
  
  This course was developed with NSF funds through the Virginia Coalition for Excellence in the Preparation of Teachers.
   

• Preparing Math Specialists Preparing K-8 Mathematics Specialists for Virginia's Schools        
  Vickie Inge, Stafford County Public Schools [Health & Human Services 1207]
  
  The mathematics specialist role requires comprehensive preparation. Mathematics specialists must have deep knowledge of how children learn mathematics, the use of various assessments in diagnosing student difficulties in learning mathematics, and the design of instruction for diverse learners. Individuals in specialist positions require graduate level preparation including significant course work in mathematics that is grounded in the teaching and learning of K-8 mathematics. What will these programs look like in Virginia? Participants will become familiar with the recommendations in the Virginia Mathematics and Science Coalition Mathematics Specialists Task Force report. The Task Force was formed by VMSC developed information concerning how a teacher specialist will improve student learning. The report also includes job descriptions, identified competencies, and recommendations for preparing mathematics specialists. Participants in this session will launch a statewide conversation among school division personnel, colleges of education, and colleges of arts and sciences necessary to begin designing these programs.
   

• Helping Provisionally Licensed Middle School Science Teachers Succeed        
  Juanita Jo Matkins & Donna Sterling, George Mason University [Health & Human Services 1208]
  
  The New Science Teachers' Support Network is a four-year project focusing on investigating various factors designed to support provisionally licensed middle and high school science teachers. Support factors include science methods courses, school system and university mentors, and in-classroom coaches. This paper highlights the experiences, characteristics, and teaching progress of two middle school teachers who participated in the pilot year of the project, in 2002-2003. These two teachers had already taught one year when they joined the project. Data sources include assignments from their science methods courses, reports from their coaches, and responses to project surveys.
  
  Challenges faced in their second year of teaching included long-range planning, developing objective-based instruction, self-management, classroom management strategies, and management of lessons and labs. The two teachers applied principles addressed in the science methods course, and were also able to apply strategies recommended by their in-classroom coaches.
   

6:45 [College Center Highlands Room]

Dinner

Loren Pitt, University of Virginia
Darlene Derricott, No Child Left Behind Coordinator & Assistant to the Director of Academic Affairs & Planning, State Council for Higher Education in Virginia; Donald Ford, Superintendent, Harrisonburg City Public Schools

 

Saturday, October 25

 

8:00 [Health & Human Services 1201]

Continental Breakfast
 

8:30 - 8:55

Concurrent Session #5

• Hands-On Physical Science for in-Service and Pre-Service Teachers        
  Alison Baski & Jackie McDonnough, Virginia Commonwealth University [ISAT/CS 148]
  
  We developed an outreach program designed to improve physical science education in 3rd through 5th grade in the City of Richmond.* This program begins with a two-week summer graduate course for the participating teachers. The course reviews material related to the Virginia SOL's in physical science, and introduces ten hands-on lessons to be used in follow-up visits to the teachers' classrooms. During the following school year, physics faculty and VCU pre-service teachers enrolled in a service-learning course deliver these lessons to the teachers' classrooms. Both the in-service and pre-service teachers actively participate in the lesson delivery, with a physics faculty member as the leader. A close collaboration with the School of Education strengthens the pedagogical aspect of this primarily content-based outreach effort. This model for improving physical science teaching at the upper elementary level could be adapted for the middle school grade level with appropriate changes to the hands-on lessons. *Supported by SCHEV.
   

• Transition to Teaching: An Alternative Licensure Program in Mathematics       
  Robert Berry, Old Dominion University [Health & Human Services 1202]
  
  The reauthorization of the Elementary and Secondary Education Act has had a significant impact on licenses for teachers working in school programs. The act refers to "highly qualified teachers" in both Title I and Title II. For Title I, any teacher hired after the enactment of the bill must be "highly qualified" upon hire, and all teachers teaching "core academic subjects" are to be "highly qualified" by the end of the 2005-06 school year. This concurrent session focuses on a partnership between Old Dominion University and Newport News Public Schools to establish an alternative licensure program to train "highly qualified" secondary mathematics teachers (middle and high school). The project is funded by the US Department of Education. Discussion will focus on how applicants were selected for the project and strategies used to meet the competencies for licensure. The session will revisit the definition of "highly qualified."
   

• GK-12 NSF Grant: Seminars and Work Experiences for Students Enrolled in Interdisciplinary Master's Degree for Middle School Teachers         
  Julia Cothron, Mathematics & Science Center [Health & Human Services 1207]
  
  As part of an Interdisciplinary Master's Degree at VCU and UVA, twenty-four students enrolled in two graduate seminars and a four-semester work experience at the Mathematics & Science Center. Seminars focused on international studies, national and state standards, curriculum, instruction and assessment, research on learning, mentoring and supervision, technology integration, and program planning and evaluation. During the academic year, work experiences involved model lessons in schools and mentoring/leadership within the participant's home school. Summer work experiences included teaching special programs for students, ranging from 1 to 2 weeks, and assisting with professional development courses for educators. Learn about this program, preliminary findings, and products developed by GK-12 Scholars, which are currently being posted on a website.
   

• The Hampton University Science Education Center: A Model Training Facility for Teacher Training, Student Enrichment, and Informal Science Education         
  Arthur W. Bowman, Hampton University [Health & Human Services 1208]
  
  With funding from the U.S. Department of Education, the National Science Foundation, the National Aeronautics and Space Administration, and other agencies, Hampton University has established a unique educational training facility serving the University's teacher education program, preK-16 educators and students, and, through its informal science components, the general public. The Science Education Center consists of a 2,000 square foot area, including three model-teaching classrooms, a research laboratory, a think tank/conference room, a mini-video studio within one of the classrooms, and an adjoining courtyard. The Center was created in order to enhance the pre-service training program; however, its mission and services now include linkages with over twenty other initiatives with both on- and off-campus partners. This session will provide details about the Center's development, operation, and history, with special consideration of funding, all with the objective of showing others how to adopt our unique model for science and mathematics education.
   

9:00 - 9:25

Concurrent Session #6

• What Does an Exemplary Middle School Mathematics Teacher Look Like? The Use of a Professional Development Rubric
  Margie Mason, College of William & Mary [ISAT/CS 148]
  
  A School University Research Network (SURN) committee composed of current mathematics teachers, central office math supervisors, building administrators, mathematicians, and mathematics educators researched numerous sources regarding best practices in mathematics instruction. The resulting professional development rubric synthesizes their findings and can serve a professional development role by providing teachers and administrators with a tool to develop clarity and consensus on best mathematics instructional practices and how these practices are implemented in the classroom. It is also being used as a tool for cooperating teachers in their supervision of student teachers and as a reflective tool for self-evaluation.
   

• Mentoring a Middle School Science Teacher Candidate in a School/College Partnership Program
  James Riley, Jeremy Lloyd, &Joshua Elder, Longwood University
  [Health & Human Services 1202]
  
  Part 1 - School Partnership Program
  A description of Longwood University's partnership program with Buckingham County Public Schools will be presented. The presentation will include a discussion of the mechanics of the partnership program and the major assignments for which teacher candidates are responsible.
  
  Part 2 - Mentoring Program for Partnership Students
  A description of Longwood University's Mentoring Program for partnership students will be presented. The presentation will include a discussion of how Arts and Sciences Faculty, working in their own content areas, mentor partnership students in their school placements.
  
  Part 3 - Teacher Candidate Response to Partnership Mentoring Program
  A middle school science teacher candidate describes his classroom experience. Particular emphasis is placed on the partnership assignments and the mentoring received through the Arts and Sciences faculty.
   

• Can Science Methods Really be Taught On-Line???
  Wendy Frazier, Old Dominion University [Health & Human Services 1207]
  
  In this session, the process in which both project-based curriculum strategies and Blackboard Web-based technologies were utilized to develop on-line methods courses to prepare science teachers at Old Dominion University is described. A discussion of the curriculum design process includes a rationale for using project-based instruction in methods courses along with a rationale for using Blackboard Web-based technology as the environment for the course. Experiences from teaching the course will be shared, and the course's potential for creating highly qualified science teachers as defined by NCLB will be explored.
   

• In the Middle - RU Ready?
  Betty Dore, Radford University [Health & Human Services 1208]
  
  Who are middle schoolers? Why do we need to take special concern and caring in preparing teachers for these young adolescents? This presentation is an overview of the Middle School Teacher Preparation Program at Radford University as well as an in-depth look at the middle schoolers RU is preparing to teach.

9:30 - 9:45 [Health & Human Services 1201]

Break

9:45 - 10:10

Concurrent Session #7

• Collaborative Efforts Involving Universities, Science Museums and Scientific Societies to Train, Mentor and Support Middle School Math and Science Teachers
  Robert Fisher, Virginia Commonwealth University; David Hagan, Science Museum of Virginia, & Cynthia Wright, Science Museum of Virginia [ISAT/CS 148]
  
  Virginia Commonwealth University has been partnering with the Science Museum of Virginia to bring math and science enrichment activities and teacher professional development training into the Richmond area schools. Many of these activities focus on Virginia math and science SOLs and help to train teachers and bring "hands-on" activities to students. VCU students do this as part of a service learning based class involving community outreach. The science service-learning students also help teachers and students via the Governor's Partnership for Achieving Successful Schools (PASS) program. They help teachers by working 1:1 with high risk students; activities here focus on math and reading skills. VCU has also developed a "hands-on" technology class for pre-service teachers that prepares them to present more technical and computer-based math and science lessons in their future classrooms. Partnerships with the Virginia Academy of Sciences and its associated Internet-based Virginia Science Resource Network (VSRN) will be discussed.
   

• Riverscape: Preservice Educators as Agents of Civic Engagement at the Confluence of Three Rivers
  Anne Pierce, Hampton University [Health & Human Services 1202]
  
  Four classes at Hampton University have "sencerized" their courses (see http://www.aacu.org/sencer/) by starting with the philosophy that as teachers are agents of civic engagement pre-service teachers at all levels are increasing their science instructional skills. Using Riverscapes as the unifying theme, graduate students determine through 90 hours of observation what is necessary for the development of good citizens and how the location of the school district at the junction of three rivers (James, Hampton, and York) impacts transportation systems, occupations of parents, availability of financial resources for the administration of school systems, classroom content delivery, etc. Students will connect with community groups involved with river restoration, study the natural history of the river, stewardship of place through mapping, the impact of waterborne diseases on education, issues of environmental justice, employment and school siteing related to the river, comparative reparian and wetlands ecology issues with other Hampton University projects in South Africa.
   

• Science Middle School PRAXIS II Exam
  Tricia Hill, Radford University [Health & Human Services 1207]
  
  A presentation and discussion by college faculty who took the exam.
   

• Prospective Middle School Mathematics Teachers' Understanding of Proof
  LouAnn Lovin, Laurie Cavey, & Joy Whitenack, James Madison University
  [Health & Human Services 1208]
  
  State and national standards for teaching PreK-12 mathematics have placed an increased emphasis on reasoning and proof at all grade levels (e.g., NCTM, 2000; Virginia Board of Education, 2001). Through this increased emphasis students should "see and expect that mathematics makes sense" (NCTM, p. 56, 2000).
  
  With a greater focus on incorporating mathematical explanations in the classroom, it is imperative to consider how to prepare prospective teachers to teach in this manner. First, this entails understanding and extending prospective teachers' notions about proof, especially within the realm of school mathematics (Conference Board of Mathematical Sciences, 2001). In this session, we will share an assessment instrument we have used to gather information about how middle school prospective teachers understand, approach, and evaluate mathematical justifications within the context of mathematical concepts found in K-8 curriculum. Preliminary findings will be shared along with implications for the preparation of middle school mathematics teachers.
   

10:15 - 10:40

Concurrent Session #8

• Distance Learning, Web-Based, Science Courses and Masters Degree for Middle School Teachers
  Richard Lindgren & Stephen Thornton, University of Virginia [ISAT/CS 148]
  
  Several professional development, web-based, distance-learning courses are being offered by the Department of Physics and the School of Continuing and Professional Studies at the University of Virginia. These courses provide a means for middle school teachers to obtain a stronger background in physical science through studies at home. We envision that such courses could lead to creating an Interdisciplinary Masters Degree (content, not education) for middle school teachers. We anticipate a variety of science courses being taught at various partner higher education institutions including community colleges. The distant-learning courses allow credits to be earned at home by viewing videotaped lectures of courses at the University of Virginia on CD - ROMs and programmed lectures that utilize higher-level computer software. Websites on the Internet contain additional course materials. We envision courses requiring hands-on activities to be available at sites throughout Virginia in the summer.
   

• Development of Searching for Life in the Universe: An Upper Level Science Content Course for Future PK-8 Teachers
  William Alexander, James Madison University [Health & Human Services 1202]
  
  Searching for Life in the Universe has been developed as an upper-level science content course for the IDLS program. It will provide not only a wide variety of science content knowledge, but will demonstrate the use of a thematic approach to science teaching. The thread tying the course together is the question; is there life in the universe, and how do we go about looking for it? Science content will consist of primarily physics, chemistry and space science. Life science and earth science will also be covered. Learner-centered teaching methods will be used in the form of lecture tutorials and hands-on class activities. No formal lab is associated with the class, although several class activities could be considered as mini labs. A significant portion of the class will be devoted to making use of the new content in the PK-8 classroom. The course will be offered for the first time in the spring of 2004.
   

• HELP for Your Hands-On Lessons!
  Tricia Hill, Radford University [Health & Human Services 1207]
  
  Hands-on teaching is difficult, tricky and yet it can be the most wonderful learning experience for both you and your students. Now there is an instrument that can HELP you prevent the many common management and instructional mistakes and keep the unforeseeable ones from ruining your lessons! The Hands-on Experience Lesson Planner (HELP) is just that: HELP for one of the most difficult and demanding teaching experiences.
   

• A Human Pedigree Workshop
  Cindy Klevickis, Shannon Evanstad, & Erin Greason, James Madison University
  [Health & Human Services 1208]
  
  A pedigree is a chart that traces the inheritance patterns of a particular trait within a family, from generation to generation. We will use the family of Prince Albert and Queen Victoria to help students learn about pedigrees through an interactive class activity. Queen Victoria was a carrier of hemophilia. Prince Albert and Queen Victoria had eight children: two daughters who were carriers of hemophilia and one son affected by the disease. Students play the roles of each of the family members in creating a "living pedigree." In the process, they will learn about sex linked inheritance and single gene traits. In addition, the presence of hemophilia in the Royal Family had historical implications that changed European history. This pedigree traces the family members affected with hemophilia for the 6 generations that follow Prince Albert and Queen Victoria.
   

10:45

Break

11:00 [ISAT/CS 159]
 

Plenary: Possibilities for Joint Action
Sharon Lovell, James Madison University, Loren Pitt & Stephen Thornton, University of Virginia
 

11:30 [ISAT/CS 159]
 

Rapporteur's Report: Where do we go from here?
Bill Haver, Virginia Commonwealth University
 

12:00 [Health & Human Services 1201]

Lunch - grab and go

 

Conference supported by the Fund for the Improvement of Postsecondary Education (FIPSE)

-A-     ▲back

Mahmoud Abu-Joudeh

Virginia Union University

William Alexander

James Madison University

Physics Department, MSC 7702

Harrisonburg, VA  22807

alexanwr@jmu.edu

Ayo Awosanya

St. Paul's College

115 College Drive

Lawrenceville, VA  23868

aawosanya@saintpauls.edu

-B-     ▲back

Carole Ballard

Tidewater Community College

1700 College Crescent

Virginia Beach, VA  23456

cballard@tcc.edu

Alison Baski

Virginia Commonwealth University

1020 W. Main Street, POB 842000

Richmond, VA  23284

aabaski@vcu.edu

George Bass

College of William and Mary

P.O. Box 8795

Williamsburg, VA  231878795

gmbass@wm.edu

Heather Beck

Old Dominion University

516 Batten Arts and Letters

Norfolk, VA  235290077

hbeck@odu.edu

A. Jerry Benson

James Madison University

Office of the Dean, CISAT MSC 4101

Harrisonburg, VA  22807

bensonaj@jmu.edu

Robert Berry III

Old Dominion University

Education Bldg, Hampton Boulevard

Norfolk, VA  23529

rqberry@odu.edu

Arthur Bowman

Hampton University

Dept. of Biology, Tyler Street

Hampton, VA  25668

arthur.bowman@hamptonu.edu

Gretchen Braun

Longwood University

210 Hull

Farmville, VA  23909

gbraun@longwood.edu

Sylvia Brown

Mountain Empire Community College

P.O. Drawer 700

Big Stone Gap, VA  24219

sbrown@me.vccs.edu

Susan Butler

Norfolk Public Schools

800 E. City Hall Avenue

Norfolk, VA  23501

sbutler2@nps.k12.va.us

-C-     ▲back

Michael Capps

Radford University

PO Box 6942

Radford, VA  24142

mjcapps@radford.edu

David Carothers

James Madison University

MSC 7803

Harrisonburg, VA  22807

carothdc@jmu.edu

Margie Carter

James Madison University

800 South Main Street, MSC 1904

Harrisonburg, VA  22807

cartermx@jmu.edu

Rebecca Carwile

Liberty University

1971 University Blvd

Lynchburg, VA  24502

rcarwile@liberty.edu

Laurie Cavey

James Madison Univeristy

MSC 1908

Harrisonburg, VA  22807

caveylo@jmu.edu

S. Raj Chaudhury

Norfolk State University

700 Park Avenue

Norfolk, VA  23504

schaudhury@nsu.edu

Julia Cothron

Mathematics and Science Center

2401 Hartman Street

Richmond, VA  23223

jcothron@mathscience.k12.va.us

Timothy Cotman

Idlewild Educaitonal Consultants

PO Box 5

Ruthville, VA  23147

idlewildcc@aol.com

-D-     ▲back

Taz Daughtrey

James Madison University

701 Carrier Drive, MSC 4103

Harrisonburg, VA  22807

daughtht@jmu.edu

Darlene Derricott

SCHEV

James Monroe Bldg. 101 N. 14th Street

Richmond, VA  23219

darlenederricott@schev.edu

Elizabeth Dore

Radford University

Box 6959

Radford, VA  24142

edore@radford.edu

Karen Dorgan

Mary Baldwin College

1801 Libbie Avenue

Richmond, Va  23226

kdorgan@mbc.edu

-E-     ▲back

Marion Edens

Virginia Intermont College

1013 Moore Street

Bristol, VA  24201

medens@vic.edu

Josh Elder

Longwood University

205 D Healey Street

Farmville, VA  23909

Aimee Ellington

Virginia Commonwealth Univeristy

P.O. Box 842014

Richmond, VA  232842014

ajellington@vcu.edu

Thomas Elliott

Department of Education

P.O. Box 2120

Richmond, VA  232182120

telliott@pen.k12.va.us

Shannon Evanstad

James Madison University

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Steven Fairchild

James Madison University

MSC 1904

Harrisonburg, VA  22807

fairchsh@jmu.edu

Reuben Farley

Virginia Commonwealth University

P.O. Box 842014

Richmond, VA  232842014

rwfarley@vcu.edu

Robert Fisher

Virginia Commonwealth University

P.O. Box 842012

Richmond, VA  23284

rwfisher@vcu.edu

Jeanne Fitzgerald

James Madison University

MSC 7803, Burruss Hall, Rm 105

Harrisonburg, VA  22807

fitzgewj@jmu.edu

Don Ford

Harrisonburg City Public Schools

317 South Main Street

Harrisonburg, VA  22801

dford@harrisonburg.k12.va.us

Clarence Fouche

Virginia Intermont College

1013 Moore Street, VIC Box S-806

Bristol, VA  24201

cfouche@vic.edu

Wendy Frazier

Old Dominion University

Educaiton Bldg, R, 145, Hampton Blvd

Norfolk, VA  23529

wfrazier@odu.edu

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Kevin Giovanetti

James Madison University

MSC 770 Miller Hall

Harrisonburg, VA  22807

giovankl@jmu.edu

Joy Goodrich

Virginia Union University

1500 North Lombardy Street

Richmond, VA  23220

jgoodrich@vuu.edu