The Yale-New Haven Teachers Institute

In their evaluations, the 1996 Fellows indicated, as Chart 1 shows, that the Institute Representative for their school had been helpful in numerous ways: by maintaining frequent contact with them, asking teachers for thei views on seminar subjects for the following year, encouraging and assisting teachers in the school to apply to the Institute, and promoting the use of Institute-developed curriculum units in the school.

Content of the Seminars Offered

Multiculturalism and the Law

The United States has a greater diversity than any other nation on earth--diversity in such matters as race, ethnicity, religion and even (with the possible exception of Israel) the proportion of its current population born in other countries. Nonetheless, during most of our national history, this country has understood itself to be "one nation" from our national motto adopted at our founding, e pluribus unum ("from many, one"), to the popular conception of a "melting pot" which was coined in response to the extraordinary influx of immigrants in the late nineteenth and early twentieth centuries. This unitary national self-conception is, however, very much contested today.

Race and Representation in American Film

Motion pictures, one of the preeminent forms of mass entertainment and cultural representation in 20th Century America, have engaged questions of ethnicity and race, of cultural communities, and of interracial interactions on numerous levels. Classical Hollywood cinema (1915-1960) can be understood as participating in a conversation among European-American ethnic groups which had Representatives inside the industry and were also its targeted audiences in theaters. African Americans, Asians and other peoples of color were generally allowed only to overhear this discourse. However, alternative film making practices did spring up outside these structures, particularly within the African-American community where film makers such as Oscar Micheaux made feature films from a Black perspective.

The purpose of this seminar was to have a conversation about race and the cinema, to gain some historical perspective on these issues, and to speculate on the implications of a new wave of films that in some respects seems a significant departure from past practice. What do they mean for us? How do these films impact our students? The hope was that some of these films would have classroom applications. But in any case, Fellows would gain some perspective on what their students see when they go to the movies. The seminar consisted of four clusters of three films each, selected from the following possible groupings.

1. Silent Cinema

a. The Cheat (Cecil B. DeMille, 1915)

b. Within Our Gates (Oscar Micheaux, 1919)

c. Body and Soul (Oscar Micheaux, 1925) with Paul Robeson

2. Hollywood Sound Film

a. Animal Crackers (Marx Brothers, 1930)

b. Imitation of Life (either John Stahl, 1934, or Douglas Sirk, 1959)

c. Green Pastures (William Keighley, 1936)

3. The 1960s

a. Nothing But a Man (Michael Roemer, 1964)

b. Sweet Sweetback s Badasssss Song (Melvin van Peebles, 1971)

c. Enter the Dragon (Robert Clouse, 1973) with Bruce Lee

4. Documentary

a. Inside Bedford-Stuyvesant (1968), Black Journal (William Greaves, 1968) etc.

b. Who Killed Vincent Chin (Chris Choy, 1989)

c. Hoop Dreams (Steve James, 1994)

5. Disney Films

a. Jungle Book (Wolfgang Reitherman, 1967)

b. Pocahontas (1995) or Angels in the Outfield (William Dear, 1994)

c. Mighty Ducks (Stephen Herek, 1992) or The Big Green (1995)

6. American Cinema in the Era of Multi-culturalism

a. Do the Right Thing (Spike Lee, 1988)

b. Menace II Society (the Hughes Brothers, 1993)

c. Mississippi Masala (Nair, 1989) or The Wedding Banquet (Ang Lee, 1994)

The United States, that "permanently unfinished" society, has once again become a nation of immigrants. In this remaking of America, immigration restrictionists have grown fond of historian Arnold Toynbee s contention that, "The same elements that build up an institution eventually lead to its downfall." In this seminar, Fellows considered a range of controversial issues, such as whether immigrants are taking jobs away from native-born Americans; whether they place an unfair burden on public services; and whether American culture and society can accommodate the large numbers of "new" immigrants who have arrived since the mid-1960s.

Environmental and Occupational Health: What We Know; How We Know; What We Can Do

The first half of this seminar focused on our current knowledge of how people get exposed to hazardous physical, chemical and biological hazards, how they induce changes in health, and how we study this relationship. This was the "basic science" component of the seminar and began with discussion about the physical and chemical aspects of human activity, especially in the workplace. The following questions were addressed: How are the various things around us manufactured? What hazrds are created in the process? The second challenge was to explore the fundamental principles underlying the interaction of the human body with these hazards. This drew in basics of biology and medicine and to some extent more physics and chemistry, developed to the level of sophistication consistent with the individual teacher s background and interest.

Genetics in the 21st Century: Destiny, Chance or Choice

What is the genome project learning about our genes? Is there one "human genome?"

More than 100,000 human genes affect and control aspects of development, growth, disease, perhaps even personality and behavior. The structure of many genes has been defined, and we are learning how they work. The goal of constructing a map of the human genome is on the way to being met and ever more genes are being placed on this map. How does a genetic map work? The genome project is already finding some genetic surprises. Genes can change in structure in the process of being passed from parent to child. Sometimes whether or not a particular form of a gene expresses itself depends on whether it was inherited from the mother or the father.

How will genetic information be used? Who will be allowed to know what we each learn about our own genes?

Many examples of interesting and important issues raise such questions. Several genes predispose to the development of cancer. Should people be screened for these genes? Employers will want to know who is at risk for becoming sick and perhaps will want to discriminate against people based on that information. Society (that is, an informed public) will need to decide how this information will be used and who will have access to it. Parents may want the genetically perfect child, instead of just being concerned about recognized diseases. Will that kind of genetic engineering be possible or desirable? Will we be able to "fix" abnormal genes and cure genetic diseases?

Outstanding Problems in Contemporary Astronomy and Cosmology

However, as we continue to explore the details of these properties of the Universe and its components, we sometimes come across inconsistencies and/or features that do not fit within the edifice of knowledge that we have slowly and carefully built up. Although these difficulties cause discomfort and unwelcome turmoil in the scientific community, they are not all bad, since they compel us to examine extreme possibilities that we would not consider otherwise. Thus, when one of these problems is eventually solved, it advances our understanding of nature further than what would be accomplished by more conservative research.

The Fellow's Application and Admissions Process

The following week the Institute held an open house for prospective applicants where any teacher might learn more about the planned seminars from the Representatives and from the seminar leaders who attended and who conducted discussions in small groups with interested teachers. As one Fellow wrote about this process, "This program was a very positive experience for me, especially with the assistance I had all along the way with my school's Representative."

In addition, beginning in 1990 we decided to place a firm limit of no more than twelve teachers in any seminar. We have believed that the small size of the seminars is indispensable both for the collegiality of the Institute experience and for the individual attention that each teacher s work in progress receives from the seminar leader and from other teachers in the seminar. The extraordinary amount of interest in our 1996 offerings, however, led the Coordinators to reexamine this policy.

In the past, the application teachers submit have been reviewed by three groups: school supervisors, seminar leaders, and seminar Coordinators. The Public Schools subject supervisors are given an opportunity to examine the applications of the teachers they supervise to determine whether or not each proposal is consistent with, and significant for, the teacher s own development and for school curricula generally.

The Fellows Who Were Accepted

Activities for Fellows

The readings were well-chosen and the length of assignments was fair. The selections exposed us to a variety of issues . . . .This was one seminar I looked forward to each week to discuss issues brought out in the readings; the amount of money spent on books was reasonable and each book was a worthwhile investment for me.

There were many required readings for the class, which I found to be interesting and informative. The lectures by our leader were good, and clarified the readings. The readings and lectures helped me to grow intellectually, and to write my unit.

The seminar leaders also commented on what they perceived were the Fellows responses to the weekly readings. One said:

Over the duration of the seminar it became clear to me that most of the teachers were reading the assignments carefully and critically. This was reflected in a movement away from distracting anecdotes, which often characterized the initial sessions, to powerful, informed discussions of contemporary social problems, such as racism and unemployment. Several of the Fellows informed me that they appreciated the bibliography I provided at the start of the course; it apparently guided their subsequent reading and research.

Meetings were 30-45 minutes, discussion covered general areas, recommendations for reading, clarification of concepts they were confused or stuck on, and areas particular to their units. These meetings seemed just to be expected by all of us, and we just scheduled them.

I met with seminar members in person, typically in my office, and I also had long conversations on the phone. I met with or talked to the members at least two times, sometimes three or four. I usually initiated the meetings, though there were exceptions.

I met with most of the Fellows at least two or three times individually over the course of the Institute. I stayed after class most weeks for approximately one-half hour to discuss problems that individual Fellows were encountering. After the submission of the final draft several of the Fellows asked to revise and resubmit their work. I sent comments on these to their home addresses, and each Fellow met with me in my office prior to submitting his or her final unit.

Meetings were 30-45 minutes, discussion covered general areas, recommendations for reading, clarification of concepts they were confused or stuck on, and areas particular to their units. These meetings seemed just to be expected by all of us, and we just scheduled them.

I met with seminar members in person, typically in my office, and I also had long conversations on the phone. I met with or talked to the members at least two times, sometimes three or four. I usually initiated the meetings, though there were exceptions.

I met with most of the Fellows at least two or three times individually over the course of the Institute. I stayed after class most weeks for approximately one-half hour to discuss problems that individual Fellows were encountering. After the submission of the final draft several of the Fellows asked to revise and resubmit their work. I sent comments on these to their home addresses, and each Fellow met with me in my office prior to submitting his or her final unit.

In response to the comments of Fellows and seminar leaders participating in 1994, the schedule and steps for writing a curriculum unit were modified to place greater emphasis on the preparation and revision of the first draft of the unit. Many felt that the prospectus, previously required to be submitted in late April, had become somewhat redundant of the statement of revised unit topic due at the second seminar meeting held in early April. Beginning in 1995, Fellows were asked therefore to submit the prospectus, together with a revised topic of the unit and a list of appropriate readings, a the time of the second seminar meeting. Fellows then had a full six weeks to write a first draft. The due date for the second draft was also moved one week later into mid-July to allow Fellows more time to address the comments they received on that draft from other Fellows and from the seminar leader. These adjustments met with good response in 1995, and the great majority (87 percent) of the Fellows agreed that unit writing deadlines occurred at the right time in relation to the school calendar. The Representatives decided the Institute would therefore follow a similar schedule in 1996. Again this year, a high proportion of Fellows (78 percent) thought the writing deadlines occurred at the right time.

The Institute attaches great importance to the process through which Fellows develop their curriculum units, and many Fellows commented in their evaluations about the various benefits they derived from following this process. As one wrote, The deadlines, though sometimes difficult to meet, provided the necessary impetus to get the job done. At the conclusion of the seminars, most Fellows indicated that the program schedule (86 percent) and the guidelines for writing a unit (94 percent) had been useful to them to a great or moderate extent. As one Fellow wrote, "It was very helpful to have handouts with specific deadline dates, curriculum writing instructions, and information on available resources."

This year will be especially rewarding because most of my unit lessons have been developed with many student-planned activities in mind. Having already road-tested certain lessons with this past year s class, I m sure that this unit will become one of our favorites for years to come.

During the first two months of the program, which serve as a reading period, all Fellows also met together on Tuesday afternoons for a series of talks that were held after school. As we have done in recent years, the Representatives decided to invite some current and prospective seminar leaders to deliver talks. In this way all Fellows listen to either an overview or an example of the work their colleagues are pursuing in other seminars, while learning as well about seminars in which they might wish to participate in a future year. In addition, some faculty members are invited to speak on topics the school Representatives believe will be of particular interest to many Fellows. The talks that University faculty members gave were: "The Resurgence of Scientific Racism" by Rogers M. Smith, Professor of Political Science; "Genetics in the 21st Century" by Margretta R. Seashore, M.D., Professor of Genetics and of Pediatrics; "Contemporary Migration to the United States: Myth and Reality" by Patricia R. Pessar, Associate Professor of American Studies and of Anthropology; "As a Woman, As Myself: Gender and the Lyric Voice" by Marie Borroff, Sterling Professor Emeritus of English; and "Documentary Film/TV and the Rise of Multiculturalism, 1968-1975" by Charles Musser, Associate Professor of Film Studies and of American Studies.

I enjoyed many of the general discussions presented during the first portion of the Institute. I especially enjoyed the lecture entitled The Resurgence of Scientific Racism and wished that more time could have been allotted to the lecture.

I found the series of talks to be interesting and informative. As a result of several of the talks, I found myself reading more about the particular subject. In this way, the Institute strengthened my resolve to be a life-long learner.

The series of speakers was fine. I was much impressed with what was said at the talks, the following discussions and the follow-up in the seminars. At first, I questioned the need to participate in the talks segment of the program. Although many of the discussions were enlightening, I didn t quite understand how they fit in with [my seminar]. After, however, actually attending and actively participating in each talk segment, I appreciated them. I found it fascinating to learn of similar mind sets and differing views and philosophies embraced by my colleagues and Yale professors. The talks opened doors for engaging dialogue, developing relationships, and bringing to light areas often overlooked.

The computer assistance was valuable to me because it was a learning experience. I did not know what was available and the staff was most helpful. I will certainly use the network in the future. The resources were valuable to my unit.

The two computer assistants patiently helped us access the Internet and also they guided us how to access the completed curriculum units previously submitted to the Institute.

I was glad the computer assistance was available. I was starting from ground zero. I used the Institute computer assistance to get started and went back for a second session.

I found the computer assistance to be very helpful. I had no knowledge or experience on using the Internet and needed basic instruction in connecting and working with the software needed. I found the technicians to be very helpful. They explained in detail the steps I needed to take to set up and use the account. In addition, they helped me solve a problem with my modem. They were able to quickly diagnose the problem and come up with a solution. They provided information both over the phone and in person at the Computer Center. They returned all my calls promptly. They were pleasant, knowledgeable, very patient, and able to explain things in terms that were easily understood by individuals with limited computer skills.

Our seminar Coordinator did a fine job of maintaining contact with Fellows, serving as a connection between seminar leader and all Fellows, keeping us informed of Institute requirements and responsibilities, helping to maintain lively discussions in seminar. The Coordinator was highly supportive of the Fellows.

The Coordinator kept in regular contact with me and was always available to answer questions about anything about the Institute.

If it wasn t for my seminar Coordinator, other members of our team, and a wonderful friend who s been doing the Institute for the last several years, I probably would ve given up. However, because of their support, I persevered and I must say that my experience was more enjoyable than I initially anticipated.

To maintain current information on the program and to address any problems that arose, the Institute director met monthly with the seminar leaders as a group. This also afforded the seminar leaders, four of whom were conducting an Institute seminar for the first time, an opportunity to talk with each other about their approaches to, and experiences in, their seminar.

Rewards for Fellows

The seminar was an excellent group. Our readings and discussions were timely, relevant and very enlightening. The topics were pertinent to all our curricula and experiences, as well as our future classroom needs. The guest lecturers added a personal touch and an additional perspective to the readings.

The format of the seminar started with a couple of introductory lectures followed by extensive question and answer and discussion sessions. I found this format useful in that it allowed me to focus on the Fellows needs and interests rather than on my own ideas of what is interesting and important.

Our seminar was very interactive. Most Fellows contributed ideas and tried to balance general questions with ones specific to their units. Some were more comfortable in the group than others in the beginning, but a real group spirit developed within the first few meetings.

The seminars generally revolved around an in-depth discussion of the readings and some brief, supplemental lecturing. I very carefully selected readings that would generate debate and structured the course so that our ability to discuss issues in an informed manner would evolve throughout. In contrast to my Yale seminars, occasionally Fellows went off on tangents an I had to attempt to redirect the discussion. On the other hand, I enjoyed discussing . . . matters with adults who often expressed more passion and compassion than my Yale undergraduates, who are often loathe to lose their cool in front of their peers.

I have enjoyed my previous seminar experiences, but this session was a particular delight. More than in my previous seminars, this subject matter was more vividly personal for each of the Fellows because of their powerful views about and experiences of racial discrimination in our society, and they and I both felt more confident about their independent authority and knowledge compared to mine. Thus we had wide-ranging and rich discussions in the seminar which were illuminating and educational for me and, I believe, for the Fellows too.

Not only did I enjoy the instructor, but the mix of teachers in the seminar was mentally and educationally stimulating as well. There were variations in everything from grade level to ethnic, socio-economic, and environmental backgrounds. This made for some very interesting discussions in that it allowed us to see and accept differences as well as provided us with opportunities to observe some of the ways in which we were alike (standing firm on the same issues). In an age when people are divided on so many matters it was satisfying to observe a level of harmonious spirit.

The Institute had several strengths this year. First, the Institute brought together teachers from various backgrounds which allowed me to meet, exchange ideas and socialize with people I might not usually meet. Second, it gave seminar Fellows a chance to discuss the topic of race in an intellectual atmosphere. While our debates were sometimes heated, I think we all gained an appreciation on how sensitive we need to be on this issue and that we must teach our students to be just as sensitive.

The seminar leader was friendly, likeable, and provided us with stimulating discussion topics. He allowed us the freedom of expression and even dissent, which proved to be quite engaging. There was never a moment where I felt alienated for the ideas that I possessed.

The seminar leader is an honest, open man who offers his views and listens to Fellows points of view. He is intrigued by others views at times and allows himself to grow from the new exposure. As a leader he was comfortable to be with.

The seminar leader provided us with very useful and practical information. He was both informative and stimulating, allowing ample time for analysis and discussion. His candor and sense of humor was refreshing. He challenged us to view a problem in its entirety instead of focusing on the issues we felt most comfortable with thus allowing us to expand our understanding of the problem and the possible solutions.

Really what the professor achieved was one of the best achievements that we could ask of any professor in an institute to truly stimulate and motivate us to learn more for ourselves.

I was very pleased with the professionalism and respect that was given to me by [my seminar leader]. Our seminar was a model for cooperative learning. The teachers were empowered to voice their needs and concerns [and the seminar leader] responded to the concerns and made adjustments to her lectures to meet the needs of the teachers. Such cooperation and respect made the course very enjoyable and profitable to me.

My fellow colleagues exhibited a natural propensity towards analysis and the problem solving process. Their contributions towards discussions were immense, stimulating and thought provoking. It was a pleasure to be among them.

This seminar gave me the opportunity to know and work closely with some of the best teachers in the New Haven school system. I realized that there are a lot of creative and talented teachers out there that can bring numerous new insights in creating curriculum units for classroom use.

The most positive aspect of the seminar was the interaction with other New Haven teachers. Discussing seminar topics and school-related events definitely heightened my sense of belonging to the New Haven School System. I was pleased to see so many other teacherswho wanted to improve our system and challenge themselves intellectually.

The interactions with other teachers was exceptional. Talking to other professionals in my field gave me an advantage that will assist me all throughout the next school year. I made contacts that will be available to me for a long time to come and their help will prove, I m certain, to be invaluable.

One of the strengths of the Institute is the opportunity it creates for teachers to communicate and get to know each other in different contexts. New and lasting friendships are generated by the way the Institute is set up.

The interaction in the group was at a high professional level. There were always free exchanges of information and ideas; individuals were willingly offering help and support. In particular, I derived great benefit from the reports of colleagues who had the opportunity of testing their curriculum units during the period.

From Seminar Subject to Curriculum Unit

In our seminar this year, there was not enough time for all the participants to present their units before the final draft was submitted. For a few teachers who were able to do their presentations there was again very little time for comments, suggestions and open discussions of the units. I think teachers learn more from each other than from reading books alone. In future seminars, I suggest that sufficient time should be allotted to discussing our individual units to get input from Fellow teachers.

As mentioned above, the New Haven teachers who participated as Fellows completed their curriculum units by August 1. Their units were then compiled in a volume for each seminar, and in October the volumes were deposited in the libraries of all elementary, middle, and high schools so that New Haven teachers whether or not they have been Fellows might use them in their own teaching. As in the past, the Institute prepared a Guide to the new units Fellows wrote, based on synopses of the units by the authors and their recommendations of the grade levels and school courses to which their units apply.

The Institute also updated the Index of all the 1,024 curriculum units contained in the 115 volumes of units the Institute has published since its inception in 1978. The Index and Guide, too, were deposited in all school libraries and distributed to the teachers who serve as Institute Representatives for the schools. A full set of the new curricular resources was provided to numerous school district administrators who have responsibility for curricula systemwide. At the same time, the Representatives conducted an inventory to ascertain whether each middle and high school has a complete set of all 115 volumes of units and whether all elementary schools have each of the volumes that their teachers believe are applicable at those grade levels.

Although the Institute has, from the outset, furnished each middle and high school a set of every year s units and although elementary schools have been encouraged for the last seven years to request any units their teachers might use a survey in 1994 revealed that there were gaps in the unit collections in a number of schools. Maintaining a library set of units has proved most difficult in those schools that do not have a full-time librarian or, in some cases, even a library. In 1993-1994, the Institute therefore sought to determine the best location for Institute material to be deposited in every New Haven school, and in 1996 it continued to supply units missing from any collection, insofar as the volumes were still in-print. As described below (page 59), we also pursued the creation of an electronic version that makes the Institute s curricular resources more widely accessible.

All of the Fellows drew successfully on the readings assigned in the seminar. In most cases a fair amount of additional research went into the preparation of the unit; an a few clearly put a great deal of effort into researching their unit topics.

Some Fellows came in with a fairly detailed plan of what they wanted to do, based on a previous teaching unit or other activity. They refined and expanded their ideas. Some came in with only an idea and they have developed it, expanded their understanding of [the seminar subject] and the issues they wanted to present, and really developed over the course of rewriting and refining the drafts. Nearly all have moved substantially in their understanding of [the subject]. The range of imagination has been wide, and the ability to relate to the group of students they are teaching obvious.

I would like to emphasize the published curriculum unit as being a strong motivating factor for taking the Institute course. Therein lies the strength, in my opinion, of the Institute. Although no small task, I have found my units to flow quite naturally as I begin to put them together. The finished products have given me a great sense of accomplishment.

Results for Participants

As one Fellow wrote, "It was good to be with other teachers who were actively trying to make their teaching more interesting and current. The best part was that I felt like I was using my brain again. I was just not studying only 7th and 8th grade material." Another said, "The information I received in the seminar, as well as my own research, has helped me professionally as well as in my development as a critical thinker generally." Two other Fellows wrote:

The Institute became a springboard for me to get back in the classroom and realize the worth that I can contribute to intelligent conversation, while continuing to challenge my never-ending thirst of knowledge through research and lectures as well.

At first I had ambivalent feelings in pursuing this seinar because I felt inadequate and "rusty" after being away from a university setting for quite a number of years. Also I dreaded the thought of meeting deadlines for papers and long lists of readings. At any rate, all these apprehensions were overshadowed when the seminar was in full swing because every Tuesday afternoon I was looking forward to another two hours of intellectual discussion with my fellow teachers and seminar leader. There was always something new to discuss. In spite of our opposite views and differences in opinions, the "mental exercise" was healthy and there was always excitement.

I have been very excited about being able to present my unit to my students as well as having the opportunity to create a published unit that anyone can use. My confidence in my ability as a teacher and a leader has definitely been elevated.

My curriculum unit and participation in the Institute will make me more enthusiastic about returning to school in the fall. I feel that the development of my unit allowed me to tailor reading and writing activities to suit the needs of my students. The unit gives me a solid foundation on which to begin my year.

The Institute puts New Haven teachers in direct contact with the Yale community, which offers a kind of potential symbiosis for developing pedagogy that is relevant to students with respect to the community they live in, and with respect to the demands of higher education. Lastly, Yale offers a great deal by way of its facilities--libraries, computer center, etc.

Through two of our teachers having taken a film seminar in 1995, we now incorporate video and film more into the English and history departments, as well as part of a weekly after school academy activity. Through the relationship established with other Fellows, there is more inter-school networking at the high school level.

After sharing the unit with several other teachers who did not participate n an Institute seminar, they too are anxious to work with the unit to do a collaborative project. The students therefore will get added benefits from teachers "talking the same talk."

I am on the Curriculum Committee at my school. I believe that my involvement with the Genetics seminar will broaden my awareness in the sciences. I feel that we will be able to expand the curriculum to include a variety of topics that up to now had not been thought of or addressed.

Our school is focusing on creating Science/Social Studies thematic units. My involvement will help others to focus on clear objectives and strategies for developing and evaluating these units. It will also help in the collaborative efforts, across grade levels, to integrate curriculum aligned with national, state, and district goals.

My curriculum writing was a more pleasurable experience than last year s inaugural unit, mostly because I knew what was expected and had a better sense of the time frame for each deadline. I also felt that it was easier to construct the unit, after knowing what the Institute called for, as far as structure was concerned.

To me the Institute is as strong as it has ever been and it continues to provide the expertise that is needed for instructors in the New Haven School System to work together and develop materials to enhance the curriculum of the subject areas.

I have participated in the YNHTI many times. My prior participation has been enjoyable. It has been a way of growing and keeping current in subject content. The fellowship with colleagues has been more than inspirational. The professors have really done a super job of helping the participants (Fellows) to maintain professionalism. Knowledge is power and the process lends itself to the growth teachers need to be professionals.

The results of my prior participation in the Institute have been positive. My students have benefited from my improved skill and increased knowledge; my curriculum has expanded to include atypical experiences for my students and my colleagues; and my school has increased its overall enrollment in the Institute to, in turn, increase the faculty s use of curriculum units and participant feedback.

Having participated in the Institute for the past eleven years, I have reached a stage in my educational life where not to participate would create a void for myself and my students that would be very difficult to fill. The Istitute provides that jump start each year that keeps me actively reading and researching materials to impart to my students on a daily basis. Wednesdays are always the highlight of my school week because my students receive that instant gratification from my Tuesday experience at lecture or seminar discussions.

My experiences with the seminar leader were positive because of the professional development I received through the use of his seminar. Professionally I ve reached a point where I am not afraid to deal with certain issues (especially on the elementary level). He taught me unique ways to deal with sensitive issues.

I have already made arrangements to begin my unit with a first-grade colleague. Measurement, time, journal writing, social studies, art . . . will be incorporated to bring the subject matter to life over a five-week period. I can t wait to get started! I m sure that the excitement will rub off on my students and fellow colleagues.

It was a friendly and very diverse group of teachers. Everyone was very helpful and shared ideas and information. Those who were science teachers helped many of us to find resources. Our instructor was very interested in seeing that the information we had would be made intelligible for students in our classes. We had a lot of opportunity to share ideas on how we would explain certain concepts to our students, who were from elementary to the high school level.

The experience has broadened my view of the community. The Fellows ask some very basic questions, answers to which I just take for granted. Having to answer them clearly made me look at some very basic concepts in a detailed and precise way concepts I have not thought about in that way for a while. That was useful for my own teaching, and gave me some new pedagogical ideas.

Another positive aspect was to witness the development and implementation of some curriculum units based on the seminar, which produced excitement for the Fellow, his/her pupils, and for other members of the school. Finally, some of the Fellows stated at the end of the seminar that the experience had enriched their life and drastically changed the way they view science in general, and [the seminar subject] in particular. These feedbacks make any effort worthwhile.

While this seminar did not contribute directly to my scholarly work, it was fabulously stimulating personally, and I think represents an important level of contribution for Yale faculty. It has certainly expanded my horizons and sense of involvement in this community.

Benefits for Students

I believe my unit will have a big effect on my teaching next year. Since I intend to use my unit to get marginal students interested in college, I will begin the school year with it.

My fourth-grade students will learn about the lives and music of immigrants...in order to develop a more responsible behavior and respectful attitude towards all peoples in our society. They will gain knowledge of what it means to be an immigrant, why people left their countries, what was special about their countries, and how they adapted to their new home. The students will increase their understanding of geography, history, and languages, and expand their comprehension of these cultures through the different types of music from the Caribbean.

I feel this curriculum unit and my participation in this Institute will have a very positive effect on the blind and visually impaired students that I teach. This project allowed me to explore and research an area that is greatly needed by my students. It will provide them with the information they need to understand genetics and their personal genetic disorder. In addition, their sighted peers will also have an opportunity to learn about genetics, how traits and disorders are passed from generation to generation and about genetic handicaps. It also will allow them to understand that they are very alike and at the same time very unique. It will be a good introduction to handicapping disorders and will introduce them to understanding the handicapped people they encounter.

In this coming year, I will be teaching this unit to my class of students with special needs. I believe that my science class will be the beginning of an increased science curriculum at my school. I will be exposing my class to a subject that prior to my involvement with Yale, had not been explored at my school for students with severe disabilities.

My students should benefit because I believe the curriculum I developed is more stimulating, more organized and well thought out than before. The unit is student-oriented, that is, written to be read by students as well as teachers, with thought-provoking questions and activities that will turn students on to learning.

My participation in the Institute has afforded me the opportunity to develop creative an thought provoking subject matter for my students. It has also allowed me the opportunity to present students with a differentiated curriculum that develops higher level thinking skills.

My Institute experience has emphasized allowing students to work in smaller groups, do research, share insights with one another, and write coherently and persuasively. These convictions have been buttressed during the summer; I return to school believing that we must continue to infuse these methods and skills into the school curriculum to a higher degree than in the past.

Teaching students to recognize and appreciate our various cultures and their impact on society is something that s very important. Having completed this unit I am better qualified to teach the subject matter and can direct students to further inquiry.

This seminar I participated in hit a home run because it addressed the student population I am currently teaching. The readings and discussions we had in class enabled me to understand my students better, plan out lessons and incorporate strategies of effective learning experiences for my students who have diverse cultural, ethnic and racial background.

My prior participation has affected my students in very positive ways. The Institute experience has allowed me as a teacher to create units that are student-centered. By this I mean that topics and activities I choose tend to be ones that I feel will motivate my students to be better students and more informed about issues. For example, in almost every unit I have developed, there are debates, role-plays, mock trials or some other activities oriented toward making learning fun, involving students in the process of learning. The Institute process is significant, because there are other teachers who know what works in their classrooms and are willing to share insights with me. My current students seem to enjoy the materials even more than my students did a decade ago. Invariably, when graduates return to visit, and we talk about classroom experiences they remember, it is Institute learning activities and projects that often come to mind as significant ones.

Again, as I have experienced in the past, I believe that my curriculum unit will be highly motivating, both to me as a teacher and to my students who will participate in the unit this coming school term. My units in the past have had nothing but positive effects in terms of stimulating my children in the learning process across all curriculum areas. I thrive on creativity in my teaching experiences in the classroom and that is what my units have been able to offer motivation through creative teaching.

This school term, I planned a special student-parent day where the children presented their finished projects from my curriculum unit. Along with parents and students, Dr. Mayo and my principal were present for the program. I really did not anticipate Dr. Mayo to stay more than a few minutes. However, to the delight of myself and the children he stayed for the hour program, giving very positive comments at the end of the presentation. I have had nothing but positive feedback whenever my units were presented in a public program.

With regard to the application of my curriculum unit in school, my 8th grade writing students collaborated on writing a murder mystery play entitled, "The Mysterious Case of the Tarantula s Bite," that involves the audience in solving the case. I collaborated with another 5th-grade theater teacher, and our students performed the play for three other 5th-grade classes. The play takes place in the library and is intended to introduce 5th graders to the various aspects of the library and cataloging systems by searching for clues. Our production was a great success.

I taught my '95 unit--it was wonderful! I enjoyed having something more engaging to teach in the middle of the year. It was a much needed break from the regular reading program. My students were really happy with the books provided to my classroom!

Participants Conclusions Overall

Overall this has been a terrific personal experience. I think the results will be mixed, but that a substantial leap forward has occurred in the challenge to upgrade awareness of children about the [seminar subject], and in scientific literacy generally I feel even more confident that I ve had a positive impact on these fine teachers.

I think the Institute is a wonderful force for continued learning for teachers; it is a model for continuing education because there is a product at the end and the learning is very interactional and "hands-on."

I certainly would tell other faculty members about the positive aspects of the experience--getting to know the community better, teaching fellow teachers and fellow adults. I felt that I began to have a sense of what was going on in the public schools, which I feel was important. I think it is an important thing for Yale to be doing and that the faculty should support that. I d also have to tell them that my involvement with the Institute too a tremendous amount of time--far more than teaching summer school. Teaching at the Institute is a great honor, and should be considered in that light. Seminar leaders deal with real, down-to-earth people who are trying to help our society in a grass-roots kind of way. The future of our country is going to be shaped by what goes on in the nation s public schools as much as in its universities. It is one of the most important things that Yale and Yale faculty can do.

At the end of a long journey, I am more convinced than when I began that the Institute is a wonderful accomplishment for New Haven, Yale, and all its participants. As a member of the Yale faculty I enjoyed the opportunity to bring my passion for my subject matter to another academic community. I am pleased to have collaborated with New Haven teachers to ensure that more students have an enlightened view of the opportunities and challenges that lay ahead as we become an increasingly multiracial, multicultural nation.

My seminar group and leader were wonderful. It was like a warm family where opinions were expressed openly and confidently. I really enjoyed it and would hope to participate again in the future.

I felt personally there was a lot of healing that took place during the seminar; feelings of hurt and anger were expressed openly and others were very supportive and understanding. In sum, one of the best seminars I have attended. If offered again, I would make time to participate.

The strength of the Institute was the organization and professionalism in which the Institute was run.

Having been my first curricular unit, the whole experience has been very exciting. From the first phone call telling me that I was accepted, to the lectures, to the seminar meetings, to all the reading and the writing for the final unit, I have really enjoyed coming to the meetings and discussing with other teachers our theme of study.

My Institute seminar experience was: an exhausting, time-consuming process involving much discipline and hard work; an excellent opportunity for intellectual stretching and professional development; a challenging, motivating time of risk-taking discussions and broadening perspectives, leading to understanding and tolerance; an awakening; energizing; wonderfully stimulating and rewarding; time well-spent, very well-spent.

In July and August the Institute identified the 71 teachers who would serve during the 1996-1997 school year as the Institute Representatives and Contacts for their schools. Representatives were selected according to the recommendations of the teachers who served as seminar Coordinators and conversations they had with individuals who have served as Representatives in the past, other Institute Fellows, and in some cases school principals. Because the Representatives who served during the 1995-1996 school year were widely regarded as effective, we sought a high degree of continuity of Representatives.

The Representatives held their first meeting of the new school year on September 10 and thereafter met twice monthly with the director. On September 24 the Institute held a reception for Representatives and Contacts, so that they might become better acquainted with one another and discuss plans for 1996-1997. The meeting set the stage for another productive year of their work together. In the intervals between their meetings the Representatives communicate by phone and through school visits with the Contacts for whom they serve as liaison to the Representatives committee. In these ways, their meetings compile information from, and distribute information to, teachers throughout all New Haven elementary, middle, and high schools.