^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ AWG E-MAIL NEWS No. 2000-09 February 23, 2000 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ CONTENTS: 1) AGI GOVERNMENT AFFAIRS PROGRAM CONGRESSIONAL ACTION ALERT 2) POSITION ANNOUNCEMENTS **North Carolina Geological Survey--Chief Geologist 3) POST-DOCTORAL POSITIONS **Indiana University-Geobiology 4) STUDENT OPPORTUNITIES **Summer Research Opportunity for Undergraduates at Plattsburgh State University ***Don't forget to check the AWG JobWeb at www.awg.org*** *Thanks to everyone who contributed to this issue of AWG E-Mail News* For submissions to AWG E-Mail News, contact Editor Joanne Kluessendorf at editor@awg.org. For advertising, contact Ad Editor Kata McCarville at ads@awg.org. PLEASE SEND AD COPY OR OTHER SUBMISSIONS AS RTF FILES OR AS PART OF AN E-MAIL MESSAGE E-mail or address changes? Send to office@awg.org, please. For more information about AWG, contact office@awg.org or visit the AWG website at www.awg.org. ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ AGI GOVERNMENT AFFAIRS PROGRAM CONGRESSIONAL ACTION ALERT: 2-23-00 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ **Senate Education Bill Removes Eisenhower Science and Math Provisions IN A NUTSHELL: Pressure to complete the reauthorization process for the comprehensive Elementary and Secondary Education Act (ESEA) is building. Unfortunately, the new draft bill from the Senate Health, Education, Labor, and Pensions Committee removes support for professional development in math and science. AGI, along with 19 other science and engineering societies, signed a statement in support of the Eisenhower Professional Development Program that will be sent to members of the committee before they vote on the ESEA bill on March 1, 2000. AGI encourages geoscientists to communicate their support for improving the quality of math and science education. In 1985, the Dwight D. Eisenhower Mathematics and Science Education Act amended the Elementary and Secondary Education Act (ESEA) of 1965 to include language specifically to provide funding for professional development opportunities for math and science educators. The program distributes funds to states and school districts solely for the purpose of teacher enhancement in math and science. In addition, the Eisenhower National Clearinghouse for Mathematics and Science Education is a permanent repository of instructional materials and programs to be used in elementary and secondary schools. So far, it appears that the Eisenhower program is facing a hard battle in this year's ESEA reauthorization debate. Several of the proposed ESEA reauthorization bills would make Eisenhower funds available for block grants without requiring states or local school agencies to verify that they are meeting the needs of math and science educators. In October 1999, Senator James Jeffords (R-VT), Chairman of the Senate Health, Education, Labor, and Pensions (HELP) Committee, released a discussion draft of the Committee's ESEA reauthorization bill. This draft would have kept the Eisenhower program under Title II, the professional development section of ESEA. It would have maintained the program's focus on math and science educators and maintained support for professional development in the areas of science and math at the present level of $250 million. The latest draft, released at the end of January, reverses this positive trend for science and math professional development. This draft would not only remove the set aside for Eisenhower but also would allow funds from the program to be converted into block grants that could be used for other purposes. According to an alert from the National Science Teachers Association (NSTA)-- http://www.nsta.org/lupdate/update000210.asp--the new draft "allows for the Eisenhower program to be included into a block grant; although [local education areas] LEAs are 'required' to spend funds for professional development, there is no language authorizing a specific percentage or dollar amount that must be spent on teacher training. Consequently, administrators could spend $1 of these funds for professional development and satisfy the bill's requirement." This year marks the fourth year in which professional development for science and math educators has been up for congressional elimination. In response to the latest threat to the Eisenhower program, AGI has again joined with other science, math, engineering, and technology organizations to urge Congress, especially the Senate HELP Committee, to maintain the federal priority for math and science education--the statement is provided at the end of this alert. For more on ESEA reauthorization, see http://www.agiweb.org/gap/legis106/ike106.html. For more on previous AGI efforts to support the Eisenhower program, see http://www.agiweb.org/legis105/eisenhow.html. We encourage AGI member societies to join this effort and to encourage their membership to contact members of the Senate Health, Education, Labor, and Pensions Committee as well as their own representatives and senators to support professional development opportunities for science and math teachers. The problem is particularly acute for earth science, where many teachers are being asked to teach courses without any background in the subject. Additional information on contacting your member of Congress is available on AGI's web site or at www.congress.org. Please send a copy of any letters sent to AGI's Government Affairs Program, 4220 King Street, Alexandria VA 22302; fax 703-379-7563; and feel free to contact us for more information at (703) 379-2480 ext. 212 or govt@agiweb.org. Below are the phone numbers and emails for the Senate HELP Committee. Senator Phone E-mail ** Republicans ** James Jeffords (VT) 202-224-5141 vermont@jeffords.senate.gov Judd Gregg (NH) 202-224-3324 mailbox@gregg.senate.gov Bill Frist (TN) 202-224-3344 Senator_Frist@frist.senate.gov Mike DeWine (OH) 202-224-2315 senator_dewine@dewine.senate.gov Mike Enzi (WY) 202-224-3424 senator@enzi.senate.gov Tim Hutchinson (AR) 202-224-2353 senator.hutchinson@hutchinson.senate.gov Susan Collins (ME) 202-224-2523 senator@collins.senate.gov Sam Brownback (KS) 202-224-6521 sam_brownback@brownback.senate.gov Chuck Hagel (NE) 202-224-4224 chuck_hagel@hagel.senate.gov Jeff Sessions (AL) 202-224-4124 senator@sessions.senate.gov ** Democrats ** Edward Kennedy (MA) 202-224-4543 senator@kennedy.senate.gov Christopher Dodd (CT) 202-224-2823 sen_dodd@dodd.senate.gov Tom Harkin (IA) 202-224-3254 tom_harkin@harkin.senate.gov Barbara Mikulski (MD) 202-224-4654 senator@mikulski.senate.gov Jeff Bingaman (NM) 202-224-5521 senator_bingaman@bingaman.senate.gov Paul Wellstone (MN) 202-224-5641 senator@wellstone.senate.gov Patty Murray (WA) 202-224-2621 senator_murray@murray.senate.gov Jack Reed (RI) 202-224-4642 jack@reed.senate.gov To call House Education and the Workforce Committee members or your own representative or senator, use the Capitol Switchboard at (202) 224-3121. Letters should be addressed: The Honorable _____________ U.S. Senate Washington, DC 20510 Dear Senator ______: or The Honorable ______________ U.S. House of Representatives Washington, DC 20515 Dear Representative ________: ********************** **INTERSOCIETY STATEMENT ON K-12 SCIENCE & MATH EDUCATION The science, mathematics, engineering, and technology communities strongly urge federal policymakers to make improved student learning in elementary and secondary science, mathematics, and technology education a national priority. For the United States to sustain its economic growth and remain competitive in an increasingly global and technology-driven economy, we need to ensure that we have a scientifically and technologically literate citizenry and workforce. Employers need workers who have critical reasoning skills and an understanding of scientific inquiry and the concepts of mathematics. To achieve this, our citizens must have a solid education in the sciences, mathematics, engineering and technology. Empirical evidence clearly shows that quality teachers impact student learning more than anything else. Accordingly, we urge a bipartisan concerted effort that focuses on the recruitment, preparation, and professional development needs of our nation's science, mathematics, and technology education teachers. In order to improve student achievement and the quality of their education, we recommend that policymakers: * Maintain a federal priority for the professional development activities of science, mathematics, and technology education teachers. * Increase the federal investment in professional development programs that are intensive, long-term, content-based, and aligned with challenging national or state standards. * Provide increased resources and incentives for the recruitment and preparation of science, mathematics, and technology education teachers. * Encourage better coordination of efforts among federal agencies that provide significant support for improving K-12 science, mathematics, and technology education. * Increase educational research to determine effective science, mathematics, and technology education teaching strategies and how students learn. * Create incentives and opportunities for partnerships between the private sector, universities and colleges, industry, schools and teachers to develop quality educational programs for students and professional development opportunities for teachers. American Association for the Advancement of Science American Association of Engineering Societies American Association of Physics Teachers American Astronomical Society American Chemical Society American Geological Institute American Institute of Physics American Mathematical Society American Physical Society American Society of Mechanical Engineers, Board on Pre-College Education American Society of Civil Engineers Institute of Electrical and Electronics Engineers, Inc. - USA International Technology Education Association National Alliance of State Science and Mathematics Coalitions National Association of Biology Teachers National Council of Teachers of Mathematics National Science Teachers Association National Society of Professional Engineers Society for Automotive Engineers International Triangle Coalition for Science and Technology Education ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ 2) POSITION OPENINGS ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ **North Carolina Geological Survey--Chief Geologist (Geological Survey Manager) The North Carolina Department of Environment and Natural Resources, Division of Land Resources invites applications for the position of Chief Geologist for the North Carolina Geological Survey (NCGS). The Chief Geologist reports directly to the Division Director/State Geologist and is responsible for management oversight, employee development, and customer relations of a geosciences service organization having an annual budget of $1 to 1.5 million and about 17 employees. The NCGS is responsible for developing scientifically credible knowledge of the state's geology, and extending that knowledge to practitioners for industrial and environmental applications, to public schools and universities, and to citizens at large. The Chief Geologist is responsible for (1) development and distribution of products of the NCGS, which are primarily in the form of geologic maps and publications of geologic data and manuscripts, distributed through a sales office for paper products and through the NCGS internet website; (2) management of a highly trained and experienced geological staff located in three separate offices; (3) promotion of the NCGS products and services; (4) assistance to earth science teachers in public schools. The Chief Geologist maintains close communications with university geoscientists, professional groups and trade associations and assists the Director/State Geologist in gaining input from a broad base of customers to assist with program planning and development. Candidates should be highly skilled in geological research, including geologic mapping in a variety of terranes and experienced in writing and editing geologic reports. Candidates should have a working knowledge of a variety of geological specialty fields and a broad knowledge of all geological sciences. Effective management of a scientific/technical staff, successful promotion of positive employee relations, and extensive experience in applied geology are required. Applicant should be highly skilled in written and oral communications and have a working knowledge of applications of electronic geographic information systems (GIS) to geologic work. Experience and skill in customer/ client development and promoting outreach of a geological service organization are required. The salary range is $39,692 - $66,646, plus extensive benefits. Preferred qualifications include an advanced degree in geology and a minimum of 15 years of post-graduate experience, including at least 10 years in industrial, engineering, or environmental applications of geology. Applicant should be highly experienced in geologic mapping and have extensive experience in Southeastern U. S. geology, in-depth knowledge of all N. C. geological terranes, and licensed to practice geology in North Carolina, or qualified to become licensed. For additional qualification requirements please view the vacancy announcement at www.osp.state.nc.us/jobs/11/by_name/jobfile78.html. A state application form may be obtained at www.osp.state.nc.us/applctn.htm. Applications should be addressed to Ms. Bobbie Jo Moore, DENR Land Resources, 1612 Mail Service Center, Raleigh, N. C. 27699-1612. Telephone 919-733-3833, Fax 919-715-8801. Closing date: March 24, 2000. EOE. ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ POST-DOCTORAL POSITIONS ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ **Indiana University--Geobiology Post-doc The Department of Geological Sciences invites applications for a post- doctoral position in geobiology at Indiana University. Appointment will be for one year, possibly renewable for one additional year, beginning on or around August 1, 2000. We desire an individual who is broadly interdisciplinary and will provide research linkages between geobiology and any other area of geological sciences, or between paleontology and other scientific disciplines. The successful candidate will be expected to be involved in teaching an advanced undergraduate course in geobiology in the Fall Semester, 2000. A Ph.D. or equivalent in a relevant discipline is required. Salary will be $31,000 per annum, and will include an additional $2,000 in research support. Review of applications will begin on April 1, 2000; position will remain open until filled. Candidates should address directly how they will link paleontology with any other area of geological sciences or with any other scientific discipline in their letter of application. Candidates should submit their application letter, curriculum vitae, and a list of four references (including e-mail addresses and phone numbers) to: Dr. Christopher G. Maples, Chair, Department of Geological Sciences, Indiana University, 1001 East Tenth Street, Bloomington, Indiana 47401 U.S.A. Indiana University is an EEO/AA employer. ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ STUDENT OPPORTUNITIES ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ **Summer Research Opportunity for Undergraduates at Plattsburgh State University Disturbance Impacts on Ecosystem-level Processes at the Altona Flat Rock Jack Pine Barrens, Northeastern New York Plattsburgh State University (PSU) of New York, in cooperation with the William H. Miner Agricultural Research Institute and with funding from the National Science Foundation REU Program, will host a summer research experience for upper-level undergraduates who are interested in ecosystem studies. The 6-week program will run from 22 May to 30 June 2000. Our objective is to promote the professional development of undergraduates through their participation in ongoing ecosystem research at the Altona Flat Rock jack pine barrens. This site is the location of PSU's Ecosystem Studies Field Laboratory , an instrumented portion of the upper Little Chazy River watershed that is dedicated to undergraduate teaching and research. The summer program will involve an investigation of ecosystem-level processes in the pine barren and the impact of natural and anthropogenic disturbances resulting from the January, 1998 ice storm. Students will participate in one of six research projects that evaluate the bedrock geology, surface and ground water hydrology, biogeochemistry (nutrient cycling), and terrestrial plant and invertebrate ecology of the pine barrens ecosystem. All students will participate in joint weekly meetings with the program staff to evaluate progress and examine interdisciplinary linkages between research components. The individual projects will be limited to four students each. The student researchers will also participate in a 1-credit environmental policy seminar that will examine the role of science in environmental policy and management decisions. The NSF-REU funding provides 10 research fellowships to be awarded on a competitive basis. Fellowship recipients receive a $1,500 stipend plus wavier of housing and general program fees. We encourage applications from students who belong to underrepresented groups in the sciences. All students who are accepted into the program will be considered for the NSF-REU fellowships. Deadline is April 1. Please share this information with your students. Interested students may also find program information on our website; or they may contact me by phone, email or regular mail. David A. Franzi, Center for Earth and Environmental Science, Plattsburgh State University, 101 Broad Street, Plattsburgh, NY 12901; Office: 518-564-4033, FAX: 518-564-5627; email: david.franzi@plattsburgh.edu