The Communication in Science Inquiry Project (CISIP) is a five-year National Science Foundation (NSF) Project beginning July 2004 with an award of $2,132,319 to the National Center for Teacher Education, Maricopa Community Colleges. CISIP creates and disseminates professional development materials for science, English, ESL/Bilingual faculty in middle schools, high schools, and community colleges.

Thursday, March 6, 2008
Desert Willow Conference Center
4340 East Cotton Center Blvd.
Phoenix, Az 85040

THE LITERACY OF LEARNING SCIENCE
This professional development program is for district and school administrators, curriculum coordinators, literacy and science specialists. The purpose of this program is to provide participants with a working knowledge of the essential literacy to learning science. Research-based components of “literacy-rich” classrooms will be defined and experienced. A “Look for Literacy In Science Classrooms” observation tool will used to examine the degree
of literacy within classroom instruction. Designs of curriculum collaboration among English and science teachers will be shared with strategies about how to integrate the “literacy of learning science” in school wide literacy programs.

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Vision

The use of CISIP materials contribute to the resolution of a national problem--the acquisition of science content knowledge and the capacity of all students, especially English Language Learners, to learn and to communicate their scientific understanding.

Goal

The goal of CISIP is to create professional development materials in the context of science inquiry for English, science, and ESL/Bilingual faculty to integrate learning principles, scientific genre, structured oral discourse, writing-to-learn processes, and academic language acquisition techniques into their instruction.

Outcomes

• Increased capacity of teachers to learn science content and teach using science notebooks, learning principles, oral and written discourses, scientific genre, and language acquisition techniques.

• Increased student understanding of scientific concepts and capacity to talk and write scientifically with greater fluency and complexity.

• Increased understanding of district administrators and principals about communication in the context of science inquiry.

• Increase the knowledge base with data that show structured communication within context of inquiry increases students’ understanding of science concepts.

Contributing Partners

Michael Lang, Director of Science Programs, Maricopa Community Colleges
David Weaver, Physics Faculty, Chandler-Gilbert Community College
Pushpa Ramakrishna, Biology Faculty, Chandler Gilbert Community College
Dr. Diane Clark, English Faculty, Chandler Gilbert Community College
Kaatje Kraft, Geology Faculty, Mesa Community College
Dr. Dale Baker, College of Education, Arizona State University
Dr. Perry Baker, Biomedical Sciences, Midwestern University, Glendale
Beth Alsen, ESL/Education Faculty, Mesa Community College
Dr. Jerome Shaw, College of Education, University of Santa Cruz, CA
Ben Goodman, Science-Technology Teacher, Dysart Unified School District
Dr. M. Jean Young, MJ Young & Associates, Tucson, AZ
Judy Kook, Program Coordinator, Maricopa Community Colleges

College & University Partners

Maricopa Community Colleges
Chandler-Gilbert Community College
Mesa Community College
Arizona State University
Midwestern University, Glendale Campus
University of California, Santa Cruz

School District Partners

Tempe Union High School District
Phoenix Union High School District
Mesa Public Schools
Osborn School District
Murphy Elementary School District
Buckeye Elementary School District
Litchfield Elementary School District