LINKING TEACHERS,

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

[> Tax Research

C> Public Affairs

Analysis

... Business and

Education
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

[> Public Policy Business-supported

teacher internshipprograms motivate teachers to teach science,
Research raise awareness of the skills needed for careers in S&T, introduce relevance in

the curriculum,and promoteteacher awareness of how technologycan be used

[> International
Programs to improvelearning.

[> Tourism Research

Science centres and museums, as well as local business-education alliances,
help link science and industrywith elementaryschool teachers.

Keyfindingsfrom case studies can be used to design an effective teacher

internshipprogram.

PORT 144-95
LC
.108?,
•
S68>:
1995
UTAH
STATE
UNIVERSITY MERRILL
LIBRA
LC 1085 .S68x 1995

Souque? Jean-Pascal.

science, T THE CONFERENCE BOARD

Linking teachers,
technology and research

The Conference Board of Canada is an independent, not-for-profit research

organization with affiliates in the United States and Europe. Our mission is to help our
members anticipate and respond to the increasingly changing global economy. We do
this through the development and exchange of knowledge about organizational
strategies and practices, emerging economic and social trends and key public policy
issues. Since 1954, the Board has been committed to researching innovative practices,
designing new strategies and providing our members with the most up-to-date
information, analysis and expertise to. help them excel in Canada and around the world.

THE NATIONAL BUSINESS AND EDUCATION CENTRE

A Conference Board ol
Canada
The National Business and Education Centre'shelp business
mission is to
and
report from the
National Business and
education leaders workcollaboratively promote to development of
the a learning society
Education Centre
that will prepare Canada's young people for a changing world. The Centre conducts
research on issues of strategic concern to business and education; facilitates dialogue
V1ce-Pres1cer:tGilles Rheaume among the business community, educators, governments and labour and community
leaders; and recognizes excellence in business-education partnerships in its National
D1rect0:.
NationalBusinessand
Education Centre Awards for Excellence program.
fllar,·AnnMcLaughlin

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

ISSN 0827 1070 James R. Nininger

ISBN O 88763-303-X President and Chief Executive Officer
The Conference Board of Canada
*Incorporated
as AtRIC Inc May1995
NOTIS

LINKING TEACHERS, SCIENCE, TECHNOLOGY

AND RESEARCH: BUSINESS AND EDUCATION
COLLABORATIONS THAT w ORK UTAH STATE UNIVERSITY

CONTENTS
Introduction
Exhibit 1
11/ll?lllill?IIIIIIII
3 9060 00720 0214

Objective of the Report The Business and Education Forum on

Introduction
This reportdesigned is to help business Science, Technology and Mathematics
page 1
and other employers work collaboratively
Executive Committee
with educators to bring a sense of excite-
Why and How Business Jose Blanco
ment and relevance to the science edu-
Is Committed
Blanco Mialhe Associates
to
cation of young people. It is the first to AntonyH. Marsh
Science and
originate from the Business and Edu- President, Canadian Microelectronics
Technology Education cation Forum on Science,Technology and Corporation
page3 JennyGonzalez
Mathematics, a partnership of business,
Vice-President, Organization Effectiveness, Nortel
educational and governmental organiz- Robert C.P. Westbury
Investing in Teachers' ations actively engaged in supporting Vice-President, Government Affairs,
Professional and advancing science, technology and TransAlta Utilities Corporation

Development mathematics education for all young

Members
page4 people (see Exhibit 1). RajaPanwar,Alberta Education
Dace Phillips,Bell Institute for
Canada Needs a First-Class Science
Designing a Successful
Professional Development
Education System Elza Seregelyi,Bell-Northern Research Ltd.
Teacher Internship CraigA. Anhorn,Connaught Laboratories Limited
In May 1984, the now defunct Science
Robert MacIntyre, CP Rail System
Program
Council of Canada published the first
page6 GaryD. Gambacort,Gennum Corporation
national study on science education in JeremyBeaty,Hewlett-Packard Canada
Canadian schools. The Council's con- Brian Bass, Husky Oil
Selection of the clusion that renewa:hn Andrew J. Main, Imperial Oil Limited
was science
Case Studies Stewart Gendron, lnco (Ontario Division)
education is essential and that it was of
Naomi S. Yergey,Merck Frosst Canada Inc.
page9 national importance that all Canadians
ByronJames, New Brunswick Department
receive quality education in science and
a of Education
Conclusion technology: "For Canada to cope with EmlynKoster, Ontario Science Centre
social changes rooted in highly specialized CherylGorman, PARTNERS (Ottawa-Carleton
page9
Research Institute and Ottawa-Carleton
technologies, its citizens need the best
Learning Foundation)
Case Studies general education possible-an education RandyGilbert,Royal Bank of Canada
page 10
comprising not only the traditional basics Peter Morgan,Syncrude Canada Ltd.
of language and mathematics, but also the John F. Odium,TransCanada Pipelines Limited
new basics of our contemporary culture: DouglasF. Knox, Unisys Canada Inc.
science and technology."1 Mission
In 1984, readers of the Science Council's The mission of the forum is to act as a catalyst
report may not have fully appreciated the to engage business, educational and governmental
urgency: a 64K Commodore home com- organizationsin helpingyoung peopleto experience
the excitement of science, technologyand mathematics
puter then cost over $1,000, and "InterNet"
so that they can successfullycontribute to and enjoyan
was definitely not a household word.
innovative Canadian society.
More than 10 years later, as Canadians J

1 Science Council of Canada, Science for EveryStudent: Educating

Canadians for Tomorrow's World,Report36 (Ottawa:Supplyand
Services Canada,1984),p. 9.

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

providing subject to its applications in the

some way toward the best matter

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

some observers of education, faster than science or technology.

education can adapt.2
provinces recognize the necessity
The Business and Education Working
of ensuring adequate levels of scientific Together Can Help Overcome These

and technological literacy for their children

Obstacles

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

ilu: !111!£1Z!llfofexciting All

provinces require science to be elementary schools and enrich the science-
science tauglzt in taught at the elementary level, and require technology-society connection at all levels,

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 ...

science must be taught not just in prepa-

Overall,my work experienceat Noreen was
ration for further studies, but also for personallyand professionallyone of the most valuable
personal development, citizenship and thingsthat I have done. It gave me a chance to see
how the subjectthat I teach is applied in a real world
preparation for work.
setting. When I go back to school this Septemberand
a student asks me, "Why do I have to learn this stuff?"
There Are Obstacles to Good Science
(andit will be asked),I now have some specificexamples
Education at the Elementary and
to use when answeringthis question and others like it.
Secondary Levels Noreen made my learningopportunityfun and

However, when elementary school

an
exciting.I hope I can now applysome of the things
/ learned to my classroom so that my students will feel
teacher has no science training and is the same confidence and enthusiasm about learning
intimidated by technology, as is still often and themselves as I do.
the case across Canada, chances are that
in Business,
very little if any science will be taught I !?acher
intern at Noreen, Teachers

during his or her pupils' most formative ?mmer1993

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.

2 The Conference Board£>(Canada

 on successful linking strategies that also What Participants Say ...

represent outstanding professional devel-

opment opportunities for science teachers. As a principal,and especiallywhen I am in a position

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

Over time, business involvement in business-sponsored curriculum material

science education has evolved. Although for use in the classroom.
In supporting 11>- higher education still secures the biggest
science education, allocation of corporate donations, interest Enhancing K-12 Science Education
business is in community colleges as well as K-12 Requires Careful Assessment of Corporate
becoming more education is growing. Expectations are Investment and the Development of
interested in that support to programs geared to the Innovative Ways to Make a Difference
process opposed
as primary and secondary levels will increase Once business clearly sees why it should
to products. in the next years.5
few be committed to the science education of
This growth is consistent with the young Canadians, it needs to know how
business community's realization that the best to demonstrate this commitment. Yet
quality and relevance of education in to date very little academic research, if

4 NatashaBacigalupo,'The Business of Education: CorporateCanada 5 Janet Rostami,CorporateCommunity Investment in Canada 1993:

Goes to Class," The Financial Post(Ndvember10. 1994).p. 8. SurveyResults, 23rd Edition (Ottawa:The Conference Board of
Canada, 1994),p. 4.

3 The Conference Board if Canada

 any, has addressed the effectiveness of the barriers to good science education in
Canadian business-education partner- elementary and secondary schools.
ships, especially those involving science
education.6 The situation is not much Investing in Teachers' Professional

better in other countries.7 Development

Investing in the early years of education
is obviously a very long-term approach Contributing to the Professional
to helping to improve science education, Development of Science Teachers Is

that some Not a New Idea, but an Idea Whose

However, it is one corporations
Time Has Come
are willing to support vigorously. To
To pronide effective .,.. provide effective support, corporations Exposing science teachers to industry
support to science require access to strategic information on for professional development purposes is
education, business where the most pressing needs are and on not a new idea. The Science Council of
requires information what already works to meet these needs. Canada recommended it in its 1984 report.
on where the most They also need to develop innovative Science-based industry also has
pressing needs are ways of delivering their support. a major interest in the qualityof science
and on what already education in schools as was demon-
works to meet those The Business and Education Forum Has strated participation of business
by the
needs. Examined Successful Strategies Targeted and labour at the provincial delibera-
at Elementary and Secondary Teachers tive conferences. It is a sad fact that
The business, educational and govern- many teachers of science have little or
ment organizations participating in the no first-hand experience of industrial

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

find out to what extent such programs an industrial setting.8

contributed, first to making elementary Interestingly, it took almost 10 years for
school teachers more comfortable with such a common-sense recommendation to
science and, second, to making teachers begin to be implemented. Today, indus-
in general more aware of the relevance of trial internships for teachers are still few
school science and mathematics. Indeed, and far between, but their effectiveness in
as this report willdemonstrate, investing meeting the needs of science and math-
in teachers' professional development ematics teachers for meaningful profes-
seems to be one of the most effective sionaldevelopment has been demonstrated.
investments business can make in reducing Although exposing science teachers to

6 In 1992, Northern Telecom Canada and the Social Sciences and
Humanities Research Council joined forces to establish the Joint
Initiative for Research on Science Culture in Canada,a research
fundingprogram with a strongfocus on business-education
partnerships.Between 1991-92 and 1993--94,eightresearch
projectswere funded.
7 See, forexample,Ian Ball, RosemaryJones, Karen Pomeranz
and David Symington,"Collaboralion between industry,higher
education and school systems in teacher professionaldevelop-
ment," International Journal of Science Education,vol. 17, no. 1
(1995),pp. 17-25; and Ann M. Farrell,"What Teachers Can Learn
fromIndustryInternships,"Educational Leadership,vol. 49, no. 6
(March1992),pp. 38-39.

8 Science Council of Canada,Science tor EveryStudent,p. 62.

4 The ConferenceRoa rd <f Canada

 What Participants Say ...
and sometimes only experience of hands-
on science they will be exposed to during
surprised to discover the amount of visual
I was their school year. Businesses that develop
representationsused by team members. Theyall
draw a lot and it is a very effective way to convey
partnerships with these organizations
find great opportunities to leverage their
their messages.
This is an importantobservation for my teaching investment in science education. One of
of science. As well, it is a reminder that we need to the case studies presented in this report,
take advantageof the fact that some of the sciences Recreational Science at Loon Lake, demon-
can be seen and manipulatedphysically and this
strates the point.
needs to be included in the instruction and learning
of these concepts. Secondary school science and math
teachers teach subjects in
their a way
Teacher intern at Noreen, Teachers in Business, that is still designed largely to convey to
Summer 1993
students how scientific and mathematical
knowledge is built. One consequence of
industry is not a new idea, it is certainly · this approach is that students come to
an idea whose time has come. see scientific and mathematical activity
as essentially creating new knowledge in
Preferred Strategies for Elementary School the form of laws, theories and theorems.
Teachers and Secondary Science Teachers
Although this may be appropriate for the
The needs of elementary school teachers minority of students who will pursue
The needsof .., are different from those of science teachers their studies to the doctoral level and
elementaryschool in grades 10-12. When the challenge is to beyond, it is not appropriate for the large
teachers teach science to grades 1-6 children of students
a re some majority who
will grow into
d?ffercntfrom those in a hands-on, captivating fashion, the adults who need to apply the knowledge
of science teachers solution is not to send teachers to an R&D at home, at work and in society. Inviting
in grades 10-12. laboratory andhope for the best. The science and mathematics teachers to the
Forum's research shows that strategies world of work provides them with a
that raise the comfort level of elementary bridge from textbook science to real
teachers provide and exciting them with science, helps them convey a more
and
science learning opportunities involve accurate image of scientific, mathematical
third-party organizations-such as science and technical activity in an innovative
centres and museums, or large science society. Students, who in turn discover
alliances such as the Alberta Science how the scientific knowledge they
Foundation-that have developed a recog- acquire can be applied in concrete ways
Businesses that .., nized expertise in reaching non-science to everyday situations in industry and
developpartnerships specialists. These organizations reach a society, see the direct relevance of their
with third-party large number of children in their respec- education.
organizationsfind tive areas, either through on-site visits or

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;

5 T/1e ConferenceBoard <f Canada

 •
provide them with relevant infor- • the opportunity to work with highly
mation on the application of math motivated individuals;
and science at work, at home and in • the introduction of fresh, new per-
society-information that is transfer- spectives from business outsiders;
able to the classroom; • the introduction of significant inputs
• demonstrate not only the scientific into corporate training policies and
and technical skills used in industry, practices;
but also the employability skills needed • the provision of a more realistic
at work, especially presentation and perspective on public education;
communication skills and teamwork; • the opportunity to start special projects
•
demonstrate the full impact of infor- that might not otherwise get under
mation technologies in the world of way; and
work for communication and training • the opportunity to strengthen educa-

purposes, and for accessing, analysing tional partnerships.

and processing large amounts of data;
•
provide opportunities to experience Designing a Successful Teacher

hands-on science and transfer this InternshipProgratn

experiencetochildren;and
have How to Get Started
•
a positive effect on the science
and math education of students. The case studiescreating show that
Teacher internship .,,. Although teacher internship programs meaningful professional development
programs benefit are designed primarily for the benefit of opportunities in science, technology and
businesses as well teachers, program evaluations indicate that mathematics for teachers requires con-
as teachers. such programs can have a positive effect on siderable collaborative planning. This
business also. After reflecting upon their planning can be facilitated by third-party
collaboration _;withteacher interns, business organizations or agencies.
people identified benefits such as: Two teacher internship programs
featured in the case studies were created
and are managed by regional partner-
What Participants Say ...
ships. Employers considering offering
such opportunities can benefit greatly
I am very gratefulto have had the opportunityto from the experience and resources of
attend Recreational Science at Loon Lake. It was exactly
regional business-education partnerships
what I needed to motivateme to providemore inspiring
or industry-education councils, and of
learningexperiencesfor my grade 1 students. I feel
I am more confident in havinga classroom atmosphere science centres and museums.

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

9 J. MyronAikinand Ann Aikin,ImprovingScience Education Through

Reportto the CarnegieCorporationof New York,
LocalAlliances: A
(SantaCruz, California: Network Publications,1989),p. 75.

6 The ConferenceBoard of Canada

 What Participants Say in, such as staff
meetings, training and
...

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

-------.process, which identifies teachers' placement), it discourages a large number

needs and expectations, and matches of businesses that would have otherwise
them with relevant working and hosted a teacher, and it attracts individ-
learning opportunities in business; uals motivated primarily by the financial
Wizen teachers .,. adequate in-house orientation
see •
an compensation.
value in a teacher strategy, including a pre-internship Some other that
programs were exam-

internship program, meeting develop a common

to under- ined require a fee. The experience of the
they are ioitling to standing of expected outcomes, review Science for Educators Seminar and Loon Lake,
pay for it. needs (with regard, in particular, to for example, shows that when teachers
teacher familiarity with computer perceive value in such professional devel-
networks and
the type of software opment, they are willing to for it.
pay
used in the company), establish a

schedule and introduce an intern to

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

7 Tlze ConferenceBoard tf Canada

 Teachers in Business Evaluation Process

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.
\

How Long? examination of a number of such pro-

The optimal length of intern- in Canada
summer grams, and elsewhere, lasting
ships seems to be three to five weeks. As from one day (Bell-Northern Research-
The optimal length ? the studies demonstrate, Ottawa Board of Education
case programs professional
of a summer that link teachers and scientists vary in development day for mathematics teach-
internship seems length, according to the objectives pur- ers) to one year (the Teacher Release to
to be three to five sued and the resources available. The Industry Program, which operates in
weeks. preparation of this report involved
.

Victoria, Australia).'?

10 Ball et al., "Collaboration between industry,highereducation and

school systems,"pp. 17-25.

8 The Conference Board of Canada

 Selection of the Case Studies Conclusion
Two criteria were used in selecting the Much of the demonstrated
success by
partnerships and programs presented in the programs featured in this report can
this report: their demonstrated effective- be credited to two factors: the individual
ness in increasing teachers' knowledge motivation of educators who take personal
about relevant applications of science, responsibility for their
professional own
math and technology and in transferring development, and the willingness of
this knowledge to the classroom; and business and other organizations to
their replicability or transferability. provide an opportunity for this develop-
The six programs selected vary in ment to take place.
approach, philosophy and resourcing The number of industry internships for
requirements. Several sources were used teachers is growing as is the demand for
to identify them. Members of the Business science teachers. Research has shown that
and Education Forum Science, Tech-
on designing relevant and attractive place-
nology and Mathematics provided infor- ments for science teachers is challenging
mation on their companies' participation for businesses. To meet this
some challenge,
in teacher internship programs. The one of the programs studied, PARTNERS
Canadian Partnership Network, a group Teacher InternshipProgram, uses the services
of individuals from across Canada who of a retired senior scientist who works with
are fully knowledgeable about business- local businesses to help them design attrac-
education partnerships in their helped tive placements. This
area, just is one of the many
identify programs. The files of The Confer- examples of creativity and commitment
Board of Canada's National Awards demonstrated
ence
by the programs presented in
for Excellence in Business-Education the case studies, which ultimately benefit
Teachers' demand ?
Partnerships, sponsored by the Stentor children and students across Canada.
for experiences Alliance, were consulted, and information At present, teachers' demand for
that link them with was gathered about similar initiatives in experiences that link them with science,
science, technology Australia and the United States. Finally, technology and research is greater than
and research is the development of an internship model the supply. Providing such experiences
greater than the and the understanding of the design, represents an opportunity for businesses
supply. processes and outcomes of the selected considering investing in the renewal
programs were significantly helped by of science education in primary and
the author's experience in working with secondary schools. This report provides
two teacher interns at the Conference models, ideas and contacts that will
Board during the summer of 1994. facilitate such involvement.

r
!

9 The Conference Board of Canada

 CASE STUDIES

TechTour Atlantic Initiative

New Brunswick Technology Partnership Initiatives for Secondary and

Post-Secondary Students and Educators

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

10 The ConferenceBoard of Canada


Contact
Robert J. Lafleur
Manager,Teacher Internship
Program
PARTNERS
340 March Road,Suite 401
Kanata,Ontario
K2K 2E4
Telephone:(613}523-2321
Fax: (613)737-7750
e-mail: blafleur@fox.nstn.ca
11
?· ?
PARTNERS Teacher Internship Program
. . . _ .. ·-- ·-
.•
?
Teacher Secondments to Business, Industry and Government
Management The program seeks to familiarize teachers with the
This program is managedby PARTNERS, a partnership business and industrial methodologiesand applications
of the Ottawa-Carleton LearningFoundation and the discipline.Approximately
of their 60 per cent of all
Ottawa-Carleton Research Institute. The acronym PARTNERS placementsare created in science-based businesses:
stands for Programsand Resources to Nurture Engineering, in 1994, Bell-Northern Research hosted 15 interns out
Research and Science. of 40 participants.
There are 91 organizationsinvolved in PARTNERS,
includingbusinesses, school boards, universities, Resources Committed
communitycolleges,national museums, government Human
agencies and municipalities.PARTNERS is one of the Host organizationsare asked to appointa supervisor
largesteducation partnershipsin Canada. In 1994. whose duties are to facilitate the experiencefor the
40 organizationsparticipatedin the teacher internship teacher intern.
program.
Financial
Program Overview It is made clear from the outset that this is a volunteer
In this program, volunteer teachers work with area activity.There is no financial remuneration for the teacher
businesses during a portionof the summer, doing intern and no expense for the host other than the time the
professionalassignmentsand learningabout the skills supervisordevotes as described above.
needed by the business community. Summer internships
can be as short as three weeks and as longas five. Outcomes
Teachers and businesses must participatein a formal
Teachers Served evaluation at the end of the program. Evaluations show
of 1994 marked the third year of the
The summer that teachers are involved in projectstheyfind interesting
PARTNERSTeacher InternshipProgram.In the pilotproject and exciting;theyacquireinformation and ideas that
of the summer of 1992, four teachers took part; in the make the curriculum more relevant;and theyfullygrasp
summer of 1993, 20 teachers participated.
There were the role of information technologiesin the world of work.
40 successful match-upsin the summer of 1994. Science and math teachers doing their internships
in technology-basedindustries not only benefit from
Objectives professionaldevelopmentin science, technologyand
The program'sobjectivesare to: math, but also learn a lot about teamwork,the management
enable teachers to developnew and relevant
• of changeand the importance of lifelonglearning.
opportunitiesfor young people; Businesses appreciatethe insightsthat educators
providenew environments for personaland professional
•
provideand are impressedbythe contributions they
development; make. In some cases, teachers were responsiblefor
• increase teachers' industrial and economic awareness; activatingprojectsthat would not have started otherwise.
•
help business peoplebetter understand the challenges
of educatingfor the 21st century; Considerations
•
encourage schools to form partnershipswith local In this program, located in a regionrich in science-
companies;and based businesses, the greatest demand is for teachers of
•
helpteachers to better assist students with career science and mathematics,and for those with computeror
decisions. technical skills. This program is replicablewherever
business-education partnershipsexist.
Programs/Features
The program is well organizedto create successful
match-upsbetween teachers and businesses: both parties
must agree on interests,goalsand expectationsbefore
finalizingtheir mutual commitment.
The Conference Board of Canada

Contacts
Brian Han sen
A.S.T.C. Science World
Society
1455 Quebec Street
Vancouver,British Columbia
V6A 3Z7
Telephone:(604)443-7440
Fax: (604)682-2923
e-mail:
bhanse@scienceworld.bc.ca
-
J. Allistair MacDonald
Director,Public Affairs
Merck Fross! Canada Inc.
P.O. Box 1005
Pointe-Claire,Dorval,Quebec
H9R 4P8
Telephone:(514)428-2675
Fax: (514)428-8645
12
Elementary School Teachers Experience Hands-on
Management
This program is managedby Science World,a science
centre in Vancouver. Since 1993, Merck Fross! has been
the principalbusiness partner and sponsor.
Program Overview
Recreational Science at Loon Lake is a five-day science
immersion summer camp for elementary teachers. This
two-yearprogram allows participantsto come back for a
second summer to pursue areas of interest in science, as
well as to share the lessons and hands-on activities they
have done with their students since attendingtheir first
Loon Lake camp.
Started three years ago, the program has been designed
to make elementaryschool teachers-who typicallyhave
no or very little trainingin science-more comfortable with
teachingscience. The keystrategy is to developa friendly
human and physicalenvironment within which teachers can
experiencescience in a non-threatening way. The relationship
between teachers and science is developednot through
direct exposure to industryor research and development,
but throughthe intermediary activites of Science World.
The staff at this science centre have extensive experience
and strongexpertisein conveyingthe excitement of science
to non-scientists, in developinghands-on activities that
foster learning,and in makingscience relevant to large
audiences. The many scientists engagingteachers in science
at the camp have been selected by Science World for their
enthusiasm and outstandingcommunication abilities.
Teachers Served
by elementaryschool teachers
The program is attended
from across Canada. Each of the two five-daysessions is
attended by about 60 teachers. The 1994 program involved
63 teachers from British Columbia and 38 from the rest of
Canada. In 1995, 140 teachers will attend, twice as many
as in 1993, when the program started.
Objectives
The program'sobjectives are to:
• enable teachers to experiencescience as it is practised
bythe guest scientists;
• helpteachers to make sense of the science practisedby
the scientists with helpfrom both the scientists and the
facilitators;
•
presenteffective teachingstrategiesto help teachers
translate what the scientists are doing into activities for
students;
• enable teachers to practisea little science of their own
and then present it for review to other teachers;and
• enable teachers to reflect on and discuss their role as
re-creators of science.
TI1r Conference Board lf Canada
Science
Programs/Features
Teachers work with scientists on field trips and in the
laboratory,and they learn how to formulate and seek
answers to questions about a particulartopic. Theyspend
some time with the program facilitators,questioning and
sharingand assimilatingnew information. Theylearn
about hands-on science and observe models of effective
teachingstrategies.Theyalso participatein leisure
activities that have a scientific component.
Resources Committed
Human
The program involves 12 staff from Science World. In
1994, a number of private,educational and governmental
organizations lent 56 scientists for two to three days.
Merck Frosst providesa scientist in residence to lead
sessions on everydaychemistry.
Financial
In 1994, total program expenses were about $80,000.
Merck Frosst provides$32,000 a year to support the
travel and accommodation costs of teachers attending
Loon Lake camp from provincesother than British
Columbia. In 1994, additional fundingcame from
teachers fees, the B.C. Partners in Science Awareness
Programand the B.C. Ministryof Education.
Outcomes
The 1994 program evaluation asked teachers to
providecopiesof any science unit plans,activities and
experiments,as well as outlines of any professional
developmentsessions theyhave led, that were the direct
result of their participationin the program; teachers were
also asked to supplyexamplesof their students' work in
science that they felt was inspiredby Loon Lake.
Anecdotal evidence from participating teachers
indicates that their experiencehas motivated them to do
more science with their students.
Considerations
Business can effectively encourage elementaryteachers
to do more science at school throughpartneringwith
science centres and museums. These institutions have
built up expertisein communicating science in a hands-on
way to a largepublicand in developinginnovative
strategiesto reach elementaryschool teachers. \
A strengthof this program is that science is taught
through immediate and dailyexperience,and not from
theoretical concepts.This approachis the most appropriate
for elementaryschool teachers and students.

Contacts
CynthiaYano
Nortel
2920 Matheson Blvd.
Mississauga,Ontario
L4W 4M7
Telephone:(905)238-7622
Arthur Coren
Vice-President
Canadian Centre for Creative
Technology
206-20641 LoganAvenue
Langley,British Columbia
V3A 7R3
Telephone:(604)888-3030
Fax: (604)888-3010
13
Professional and Leadership Development Through
Management
The Canadian Centre for Creative Technology-a
national,not-for-profit
educational institution dedicated
to buildingbridgesbetween industryand education-
organizesthis program on behalf of Northern Telecom and
acts as the primaryinterface between the company and
teams of educators.
Program Overview
The Northern Telecom National Institute,created
in 1987, is an ongoingprogram designedto assist
committed teams of educators in the developmentand
implementationof projectsthat increase teachingand
learningeffectiveness. A keyfeature of this program is that
it fosters interaction between teachers, technologyexperts
and business. In 1995, in addition to hostingteams from
Canada,the National Institute program expandedto
accommodate teams from the United States.
The program offers an outstanding professional
developmentopportunityfor educators combined with
a mechanism to developthe fundingand community
support needed to implementtheir projects. It also
providestools and resources.
Teachers Served
In 1993 and 1994, a total of 23 teams from 22 school
boards-made up of 141 educators, administrators,
parents, business partners and school board members-
participatedin the program. Since 1987, more than 550
educators have participated.
Objectives
Focusingon further developingand increasingthe
qualityof K-12 education,the stated objectivesof the
National Institute are to:
promoteand celebrate achievements of excellence
•
throughpositivechangein education at the elementary
and secondarylevels;
create value for educators,members of the business
•
communityand technologyexpertsby fosteringsharing
and interaction among them; and
highlightthe role of new technologiesin teachingand
•
learningeffectiveness.
The National Institutes ultimate goal is to help promote
excellence and positivechangein education as initiated
and championed by teams of dedicated educators.
111c Conference Board ,f Canada
Team Building
Programs/Features
The program recognizesand supports outstanding
educators who are embarkingon the developmentof
innovative educational initiatives that promote excellence
in education throughthe applicationof technologyin the
classroom.
All school boards across the countryare invited to
submit team applications. Participantsare chosen through
a competitiveprocess in which members of the business,
academic and governmentcommunities evaluate submitted
projectideas and their potentialimpactand replicability.
The program targetsthe followingareas:
• team building,particularlybyempoweringand
energizingcommunity-based teams of educators,
business partners and parents so theycan effect
positivechangein their local educational
environments;
•
promotingcontinuous improvementand excellence
in education;
•
promotingtechnology-enabledteachingand learning
effectiveness;
•
providingoutstandingteacher professional
development;
• increasingawareness of the skills requiredfor
employmentin the workplaceof the future;and
•
promotingliteracyin science and technologyin Canada.
Each team chosen attends the Excellence in Education
Forum. This week-long,expenses-paidresidential
session offers a varietyof team workshops,keynote
speakersand informal networkingsessions. The 1994
program included
workshopson electronic networking,
includingSchoolNet,and tours of Northern Telecom and
Bell-Northern Research that featured demonstrations of
the latest communication technologiesand explanations
al the underlyingscientific and engineeringconcepts.
The teams also receive a $3,000 award to initiate or
continue a projectthat they have submitted. In the school
year loll owingthe summer forum, teams continue to
implement their projects,which may qualifytor up to
$5,000 in matchingfunds.
Resources Committed
Human
A program of this scope needs a full-time project
manager and administrative assistant, in addition td\extra
human resources from Northern Telecom for the duration
of the forum.
(continued)
 Northern Telecom National Institute (cont'd)
Financial
Direct expenses include the travel and livingexpenses
of participants,honoraria for speakers,cash awards and
matchingfunding.
Outcomes
Measurement of impactand effectiveness is builtinto
the program. All participants rate very highlythe value and
usefulness of the Forum. All the teams who participated in
the 1993 Forum are continuingto implementtheir projects,
collectivelypartneringwith 55 identifiable stakeholder
groups, such as business, communityand parentgroups,
universities and foundations. Helpedby the recognition
and credibilityprovidedbythe program, the teams raised
over $1.4 million from publicand privatesources to
establish and implementtheir projects.
Considerations
The National Institutes originalityand strengthlies in
fosteringthe professionaland leadershipdevelopmentof
14 The Conference Board of Canada
teams of educators. Teams must have five members,and
include at least one classroom teacher, one principal,one
vice-principal(orequivalent) and one senior administrator
(superintendentor director of education level).Additional
"discretionary"members may include additional teachers,
parents,business partners,school board trustees or
communityleaders.
The National Institute program is a proven model,
aspects of which can be replicatedat the local and regional
levels. Its flexibility
allows for changesin lengthand
format. Several of the telephonecompaniesparticipating
in the program have expressedan interest in runningtheir
own version of the program; and some teams have
inauguratedminiforums within their own school boards
in Manitoba, Nova Scotia and Newfoundland.
The program providesscience, math and technology
teachers, as well as administrators and other committed
stakeholders. with a thoroughprofessionaldevelopment
experiencethat reaches beyondthe curriculum to include
educational technology,teamwork and leadership.

Contacts
Anne S. Tingle
Executive Director
Science Alberta Foundation
2100-700 Sixth Avenue S.W.
Calgary,Alberta
T2P OTB
Telephone:(403)260-1996
Fax, (403)260-1165
DougClovechok
Executive Director
CalgaryEducational
PartnershipFoundation
2000-605 Fifth Avenue S.W.
Calgary,Alberta
T2P 3H5
Telephone:(403)260-1712
Fax: (403)260-1094
15
A Business-Education Partnership for
Management
managedby the Science Alberta
This program is
Foundation in various communities throughoutthe
province,by the CalgaryEducational Partnership
Foundation in Calgaryand the Calgaryarea, and by the
Red Deer Public School Board in Red Deer,Alberta.
Incorporatedas a non-profit,charitable organization,
the Science Alberta Foundation was established to promote
scienceeducation,encourage Albertans to pursue careers
in science and technology,and to raise the overall level of
understanding
of science. The mission of the Science
Alberta Foundation is to "create and inspireinnovative
programs that will encourage Albertans to discover and
share the excitement and relevance of science."
The CalgaryEducational PartnershipFoundation is
an independent.non-profitorganizationestablished to
supportthe students and teachers in Calgaryand Calgary
area schools. The Foundation's mission is to "better
prepare students for their future by facilitating
powerful
partnershipsbetween business and educators in ways that
result in proactiveinitiatives."
Program Overview
Teachers in Business places teachers in curriculum-
related businesses or organizations for a four- to six-week
paid work and professionaldevelopmentexperience.
Teachers Served
In 1993, placementswere secured for 15 teachers.
In 1994, 8 teachers from Fort McMurray,
Edmonton,
Red Deer and Bowden and 15 teachers from Calgaryfound
an internshipposition.
Objectives
The objectivesof Teachers in Business are to:
• provideteachers with the opportunityto see how
the subjectsthey are teachingare beingapplied in
business and industry;
•
provideteachers with marketplaceupdatesand
professionaldevelopmentopportunitiesin their
disciplines;
•
provideexperiencesand information for teachers
that can be shared with students and other teachers,
•
giveteachers the opportunityto establish and utilize
a network of human resources contacts outside the
classroom;
offer business the
•
opportunity to placehighlymotivated
professionalstemporarilyin their organizations;
• provide business with the opportunityto take an active
role in demonstratingsupport for the education process;
The ConferenceRoa rd 1f Ca11ada
Teacher Development
•
providebusiness with the opportunityto become
aware of recent developments in educational theory
and knowledge;
•
provideteachers and business with the opportunity
to establish long-termnetworks and mutual support
groups; and
•
giveteachers and business peoplethe opportunityto
share experiencesand to present their professionsto
each other.
Programs/Features
Evaluation is a critical part of this program. The two-
step evaluation model seeks to find out the impactof the
internshipon student learningin the classroom and on
other teachers. It helps teachers reflect critically on their
professionaldevelopmentexperience.(Exhibit 2, page 8,
offers a detailed descriptionof the evaluation model.)
Resources Committed
Human
The business commitment of human resources varies
with the nature of the teacher's placement.At the very
least, one staff member will plan the placement,guide
and supervisethe teacher,and activelyparticipatein the
evaluation process.
Financial
In this program, teachers receive $500 each from the
business hostingthem to cover their travel and minor
expenses.
Outcomes
The evaluation material submitted by teachers indicates
that theytind their experienceschallengingand exciting.
Manydescribe their discoveryof the business world as an
incredible learningexperience.All gain valuable insights
that they intend to bringback to the world of education.
In the best match-ups,such as when a geology
teacher works in an oil and gas company, interns gather
scientific and technical information that theycan readily
use to increase the relevance of the curriculum.
The lengthof this program allows teachers to develop
a better appreciationof business processes than is
possible with shorter placements.
Considerations J
The replicabilityof Teachers in Business is
demonstrated bythe growingnumber of spin-offs
created in Albertan communities. The program'sstrong
evaluation model providesa useful framework for those
interested in replicatingthe program.
 Science for Educators Seminar

Enhancing Teachers' Appreciation of the Depths and Value of Science

Management
This program is managedbyAtomic Energyof Canada
Limited (AECL).Partners and sponsors include the
Association of Professional Engineersof New Brunswick,
Bruce GeneratingStation A, the Canadian Nuclear
Association,the Canadian Nuclear Society,the Cityof
Pembroke,New Brunswick Power Corporation, the Science
Teachers' Association of Manitoba and the Science
Teachers' Association of Ontario.
Program Overview
Now in its 20th year, this three-dayseminar is designed
to show secondaryschool teachers "science in action" at
one of Canada's most prestigiousresearch centres.
The program offers teachers workshopson physics,
chemistry,biologyand engineering.Topicsrange from
research into the fundamental structure of matter,
corrosion,susceptibilityto cancer, the environment and
radioactive waste management. Participants choose their
own topicsthroughthree days of parallelsessions that
feature laboratoryvisits and in-depthdiscussions with
researchers at AECL.
Teachers Served
The program serves secondaryschool teachers from
across Canada. Typicallyabout 120 educators attend
the seminar, about 50 of whom come from outside
Ontario. Past seminars have attracted educators from
the United States.
Objectives
Theprogram'sobjectivesinclude:
• showinghow the academic subjectstaught in school
have relevance in the hightechnologyworld of today;
• enhancingteachers· appreciationof the depthand value
of science; and
• furtheringteachers' understandingof the role of science
and technologyin society.
Programs/Features
Teachers interact with some of Canada's leading
Contact
researchers in their own laboratories and learn about
Dr. Malcolm Harvey,FRSC
developmentsin different fields of science. These include
Director,PhysicsDivision the environment,health sciences. physics.chemistry,
AECL
engineeringand nuclear research. Activities include a mix
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
Resources Committed
Human
The seminar is organizedby a committee chaired by
a scientist (AECL'sDirector of Physics).Also on the
committee are two administrative assistants and three
staff members from publicaffairs. About 40 scientists and
technicians are involved with presentations,which last from
one to three hours. The staff involved volunteer to work on
the program in addition to their regularduties.
Financial
The direct incremental costs to AECLare covered by
registrationfees ($180per registrantin 1995)and a
banquet($20per registrantin 1995).Personnel costs are
covered byAECL. A complementary welcomingevent is
sponsoredby the Cityof Pembroke. Participantsfund their
own travel expenses, which may be covered by school
boards or bysponsors'funding.School boards must cover
replacementteacher costs.
Outcomes
Participantsare invited to completean evaluation form
at the end of the seminar. Comments on scientists'
individual presentationsare passed back to the scientists
and ideas on types of presentationsare considered for the
followingyear's seminar. The continued strengthof the
program, in a context of diminishingresources, shows how
much participantsmust value the seminar. Some schools
have indicated theyhave a waitinglist of teachers who take
turns to participatein the seminar. Teachers from schools
in the Chalk River area (evenfrom as far as Toronto)bring
students to the laboratories followingthe seminar.
Considerations
This program packs 20 years of experience in linking
secondaryschool teachers with frontier work in science.
The format of the seminar allows much discussion with
scientists, who are preparedto deviate from their planned
topic so that teachers get what theywant from the sessions
rather than what scientists think theywant. Participating
scientists are expectedto be adeptat publicspeakingand
to possess a wealth of relevant backgroundknowledge.
Participantswho want more information after seminar
may contact the program as needed.
t,·

16 The Confercnc«Board of Canada

 RESEARCH PUBLICATIONS

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.

Profiting in the PacificRim: Can Canada Capture Its

The Conference Board Building Community Excellence: One Organization at Share?, Report 117-94.
a Time, Report 134-94.t
Europe
Chaussee de la Hulpe130,Box 11 A Tax Comparisonof LargeManufacturing Industries in
Continuous Improvement on a Tradition of Excellence: Canada, the United States and Mexico, Report 116-94.
8 1050 Brusse.s, Belgium Lessons from the Study Tour Total
on Quality in a

Telephone(32)2675 54 05 University Setting, Report 133-94.t

R&D Outlook 1994 in the Natural Resources Sector,
Fax. (32)2.67503 95 Report 115-94.
Supporting Governments 1993: Transfersfrom Financial
Institutions to Governments, Report 132-94.
R&D Tax Incentives for LargeManufacturing Industries
in Canada and the United States, Report 114-94.
NAFTA Extension in the Americas: The Business Case,
Report 131-94.
Industrial Relations Outlook 1994, Report 113-94.
Meeting Challenge:Managing Changein
the the
Ed1t1ng Jane Whitney Nineties, Report 130-94. The Challengeof Climate Change:Policy Optionsfor
Canada, Report 112-93.
ReformingPublic Policies for Sustainability,
Report 129-94. Organizational Leaming, Report 111-93.

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