Hp education philanthrophy

http://webcenter.hp.com/grants/us/education/index.html
http://europeangrants.hp.com/peix.htm

Pan-European initiatives

Pan European Initiatives (PEIs) are coordinated Philanthropy Programs
involving Universities and Institutes of higher learning in several European
countries in order to promote the development of innovative teaching
methodologies in fields of major scientific and technical interest. PEIs
typically leverage Universities and HP's expertise by supporting existing
initiatives and consortia and by encouraging geographical diversification.
The European Grants committee (EGC) reviews all grants proposals for Pan
European Initiatives and allocates funds according to an open and documented
process. Grants are almost exclusively in the form of HP equipment. Pan
European Initiatives are managed by HP employees who, on voluntary basis,
give of their time, skills and resources to insure a successful outcome.

Currently HP in Europe is supporting four pan-European initiatives:

Web Voice
K-14 - "Education"
Art & Science
Entrepreneurship in technology (hosted by the Ecole Centrale de Lyon)
Here are some articles on past pan- European Initiatives that were
particularly successful in meeting their objectives.



Philanthropy
Visit the HP corporate site for philanthropy infoHP is committed to making
the social and economic benefits of the digital age accessible to all people
through our e-Inclusion strategy
The HP U.S. Grants Program supports programs and partnerships that are
national or regional in scope. The primary focus of these initiatives is
education and e-Inclusion. Recipients include U.S. universities, low-income
and ethnically diverse K-12 school districts, national non-profit
organizations that align with HP's goals to increase achieivement in math
and science, and underserved communities working to address their most
pressing issues through reinvention and collaboration.
other resources
In addition to our U.S. grants programs, HP offers these resources



hp education philanthrophy partnerships
National Science Resources Center
HP's partnership with the National Science Resources Center and its
Leadership Institute complements HP's Hands-On Science program. The
Leadership Institute provides training and enrichment to Hands-On Science
teams, which include administrators, science teachers and at least one HP
engineer.
Teacher-Scientist Alliance Institute
The American Physical Society's annual Teacher-Scientist Alliance Institute
gives scientists an opportunity to understand Hands-On Science curriculum
reform issues and what scientists and industry partners can do to support
Hands-On Science reform in local school districts

 National Science Resources Center
 The National Science Resources Center (NSRC) is operated by the National
Academy of Sciences, National Academy of Engineering, Institute of Medicine,
and the Smithsonian Institution to improve the teaching of science in the
nation's schools. The NSRC collects and disseminates information about
exemplary teaching resources, develops and disseminates curriculum
materials, and sponsors outreach activities, specifically in the areas of
leadership development and technical assistance, to help school districts
develop and sustain hands-on science programs.
NSRC Sponsoring Institutions
The National Science Resources Center (NSRC) is operated by the National
Academy of Sciences, National Academy of Engineering, Institute of Medicine,
and the Smithsonian Institution to improve the teaching of science in the
nation's schools.
National Academy of Sciences
The National Academy of Sciences is a private, nonprofit, self-perpetuating
society of distinguished scholars engaged in scientific and engineering
research, dedicated to the furtherance of science and technology and to
their use for the general welfare. Upon the authority of the charter granted
to it by the Congress in 1863, the Academy has a mandate that requires it to
advise the federal government on scientific and technical matters. Dr. Bruce
M. Alberts is president of the National Academy of Sciences.
National Academy of Engineering
The National Academy of Engineering was established in 1964, under the
charter of the National Academy of Sciences, as a parallel organization of
outstanding engineers. It is autonomous in its administration and in the
selection of its members, sharing with the National Academy of Sciences the
responsibility for advising the federal government. The National Academy of
Engineering also sponsors engineering programs aimed at meeting national
needs, encourages education and research, and recognizes the superior
achievements of engineers. Dr. William A. Wulf is president of the National
Academy of Engineering.
Institute of Medicine
The Institute of Medicine was established in 1970 by the National Academy of
Sciences to secure the services of eminent members of appropriate
professions in the examination of policy matters pertaining to the health of
the public. The Institute acts under the responsibility given to the
National Academy of Sciences by its congressional charter to be an adviser
to the federal government and, upon its initiative, to identify issues of
medical care, research, and education. Dr. Kenneth I. Shine is president of
the Institute of Medicine.
Teacher-Scientist Alliance Institute
http://www.nationalacademies.org/rise/examp1.htm
http://www.nationalacademies.org/rise/roles.html
What can you do to help K-12 students and teachers?
 Did you automatically think of visiting a classroom to give a talk?
There are many other ways to help improve K-12 science education. Browsing
these four categories will help you expand your horizons and find a starting
point.

1   Working Directly with Students
http://www.nationalacademies.org/rise/roles1.htm

Is this role for you?
You will want to work directly with students if
you are willing to be flexible and inventive
you like the satisfaction of seeing immediate results
you can say "I don't know"
you are very interested in what researchers and practitioners know about how
children learn
By working directly with students, you will be able to make valuable
contributions
modeling scientific inquiry
sharing your passion for science
connecting science and technology to the "real" world
augmenting the science background of the teacher and students
helping end the stereotype of scientists as "nerds"
Advice from the field
Scientists and engineers bring to students experience with
applications of science
the process of inquiry
design technology
critical and analytical thinking
access to resources
strong content knowledge

In the science classroom what this comes down to is that scientists can help
support reflective and critical debriefing of hands-on activities and
encourage students to ask and discuss questions that begin with "How?"
"Why?" and "What if?"

In addition, in working with students inside and outside the classroom,
scientists put a personal face on science and help students see why one
would choose to do science or to become scientifically literate. They help
debunk stereotypes of who scientists are, what they look like, and what they
do in their professional and personal lives. Scientists can be personal as
well as intellectual role models for students. Scientists can help students
understand how they got to where they are, including how they personally
faced and met difficult challenges and even seemingly insurmountable
obstacles.

What do scientists and engineers contribute when working directly with
students?

They help teachers and students feel comfortable saying "I don't know"
help teachers recognize good questions
model how scientific questioning has different goals than the usual
questions asked in the classroom
introduce students to new technologies
promote inquiry skills and understandings
promote scientific literacy and an inclination to life-long learning
help develop a more diverse workforce
Many roles are possible--including mentoring outside of school--but
scientists and engineers MUST be properly prepared, trained, and supported
in order to be effective with students. Preparation must address student
diversity, learning theory, teaching methods, age-appropriate content
materials, working effectively with educators, and current education reform
issues and implications.

The Do's and Don'ts of working with students

Do:
observe in classrooms first
work on breaking down the scientific language you use with colleagues
work closely with teachers to learn pedagogy, to understand the diversity of
students, to get general "reality checks"
engage students in activities
treat content as a way to engage students in critical thinking
strive to become involved on a sustained basis
Don't:
lecture
take on the role of expert
be didactic
assume the classroom has abundant resources or equipment
expect to be of as much help or influence--at first--as you may have hoped
to be; this will develop but gradually


2 - Working with Teachers
http://www.nationalacademies.org/rise/roles2.htm
 Is this role for you?
You may enjoy working with science teachers if  you have some experience
with modern classrooms (or are willing to get it)
you are a tactful communicator and willing to play the role of classroom
assistant
you would like to learn and practice new methods of teaching -- with less
telling and more doing
you are in a hurry to see change implemented and more students impacted
A variety of roles are possible for working with teachers:
There are sporadic, "one-shot" opportunities to assist with a specific
school activity or teacher workshop.
There are programs that will match you with a teacher to whom you will
become a partner for a longer period. Such programs should provide training
and support for both of you.
There may be opportunities for you to participate as a teacher, co-teacher,
or facilitator in the training of science teachers through your local school
district or a local university, science center, or corporation.
There may be opportunities for you to work in your own professional
environment with a teacher who is an intern or a visitor.
Some roles in supporting teachers are less direct than others. Some
businesses or professional societies administer mini-grants for teachers'
classroom projects or for teachers' professional development. Some large
scientific or technical corporations make special efforts to collect surplus
equipment and dispense it to teachers or to set up a lending library of
classroom resources. Some local companies provide classes related to their
product or research area to local teachers on a limited basis.
You may have some misconceptions about what you have to offer teachers. Be
sure to read Scientists and Science Education: Myths, Methods, and Madness
for one experienced scientist's reflection on the roles and approaches that
are truly helpful.
Advice from the field
The participants in the Working Conference on Scientists and Engineers in
the Schools outlined the following benefits of scientists working with
teachers of science. Be sure to notice that the benefits work both ways! By
working with science teachers, you will
Provide Classroom Technical Support
by being a resource for teacher in content
developing extension activities
providing extra hands in classroom
collaboratively rethinking science fairs and classroom assessment
modeling effective discussions and meeting facilitation
Model and Validate Scientific Problem-Solving by

consistently modeling science as inquiry
connecting the teacher to the world of professional science
communicating your excitement about science
boosting the scientific self-esteem of students and teachers
providing examples of science applications to real life
introducing scientific collegial interactions to educators
Address Important Societal Issues by

serving as a change agent
communicating industry/academic needs and expectations to students and
teachers
helping the public understand science as a way of knowing as well as a body
of knowledge
showing scientists as real people
communicating to colleagues the power of precollege classroom
learning to value K-12 teachers as fellow professionals

Personally Benefit by

learning to communicate better with a lay audience
learning about human resources and material management from teachers
learning the leadership skills necessary to work with a large group of
youngsters
working with broader scientific topics than your daily work allows
receiving a lot of positive feedback
becoming better informed about what classrooms are like today
learning about learning processes and theories from teachers and experiences
with students

Benefit Your Institution by

boosting morale because you are supporting families and community
helping scientists become better teachers and communicators
improving the community image of scientists or engineers
educating future voters about science and scientific issues
developing better-qualified future employees through better local schools
improving corporate citizenship

3 - Supporting Systemic Reform
http://www.nationalacademies.org/rise/roles3.htm

 What is "systemic reform"? To develop an understanding of this education
reform concept, see Resources below and Background.

Is this role for you?
Your local community may have a "systemic initiative" underway, in which you
may want to participate. There are probably a number of roles for you to
play that require varying levels of effort.
If you are new to K-12 science education reform, you can prepare for having
a more systemic impact by becoming involved in a science education
partnership working directly with students and teachers. In doing so you
will learn the key aspects of the local education system and how it works as
a whole. Or you can begin to educate yourself by interacting as an
individual with teachers, administrators, and students. See Background:
Getting Started
If you are not new to K-12 science education reform, you may be involved in
a science education partnership. But you may want to scale up your
partnership efforts in order to have a wider, more systemic, more lasting
effect.
Scientists who already are or who are ready to be leaders of systemic
initiatives in local school systems or at the state level should
enjoy politics
have a strong commitment to and the patience to work within existing local
systems to seek change over time
have experience interacting with K-12 educators and be willing to learn much
more about state and national education systems
respect teachers and believe in public education
have at least a little support from their business or academic institution
to help them participate more effectively in community outreach.
Scientists and engineers have attributes that are needed and valued in
collaborative enterpises such as systemic reform of science education. You
have
community connections--institutional and personal--that enable you to build
coalitions and facilitate communication
business and administrative experiences that have taught you how to do
long-term strategic planning
the ability to help remove barriers to change with appeals to school boards,
community groups, and so on because your opinions are respected due to your
status in the community
Advice from the field
Any group that wants to do systemic reform needs to decide on a working
definition and communicate that definition to the scientists they target.
It's critical that anyone working in systemic reform understand and be able
to explain to others the difference between reforming and improving.
Working at the systemic level means that scientists work with school
districts to achieve institutional restructuring that redefines the meaning
of teaching.
Systemic ultimately means that change is institutionalized and becomes a way
of doing business.
A good indicator for whether change has been institutionalized is the way a
school district spends money before and after the change initiative.
Systemic reformers know the difference between "dabbling" and reforming.
Scientists need to understand that change is very complex. Systemic change
is a political process. You will need to be dedicated, willing to stick with
the process over the long haul. Constant dialogue and friendly pressure
eventually result in change.
Plan your work and work your plan. Long-term strategic planning is an
absolute necessity. Evaluate and describe current conditions in each
relevant area of the education system. Develop goals that help you envision
"what it will look like" when your innovations are in place. Then plan
step-by-step how to get from here to there, including what your measures of
progress will be. Details like who is responsible, numbers of participants,
and budgets can become more sketchy as you build the framework past the next
1-2 years.
Take time to review progress and revise your plan at least annually.
Work to build a consortia of teams working for change. A synergy of
strategies will result.
Diversify your funding.
Stimulate universities and corporations to include voluntary service with
K-12 schools as a legitimate professional practice, worthy of merit review.
Resources
http://www.nap.edu/readingroom/books/nses/html/8.html
http://www.nap.edu/readingroom/books/nses/html/7.html

4 - Helping Develop Instructional Materials
http://www.nationalacademies.org/rise/roles4.htm
 Even a lone volunteer scientist can effectively participate in developing
instructional materials if:
your task is to review a product for content and contextual authenticity and
accuracy or for relevant scientific or design processes
you are part of a development team that includes professional curriculum
developers, classroom teachers, and publications professionals
you are being asked to suggest extension activities for existing, successful
materials, and teachers are working with you to incorporate their goals and
the cognitive levels of their students.
In any of the above activities, do not forget to consult the National
Science Education Content Standards or the Benchmarks for Science Literacy
for guidance on appropriate topics for K-12 students.
Advice from the field
Unlike the other roles for scientists discussed in this site, a role in
developing instructional materials for K-12 science education is suitable
only for a few individuals. Many of those involved in improving science
education advise scientists who are interested in developing materials,
"DON'T DO IT!!"
The working conference participants who discussed this role agreed that,
"The proliferation of "home grown" scientist-teacher content modules may be
deleterious to our overall goals of teaching and disseminating good science.
Opinions on this subject are often strongly colored by our values, personal
goals, and limited experiences."
Nevertheless, several scientists and engineers who did not start out as
professional curriculum developers have made outstanding contributions in
this area. Examples of these contributions are profiled below. The
facilitation and fund-raising support of professional societies has also
helped produce some high-quality instructional materials.
Resources
http://iptsg.epfl.ch/aps/educ/tsai/sites.htm
http://www.challenger.org/background.html#background
http://www.challenger.org/background.html#background
http://www.nationalacademies.org/rise/roles4a.htm
http://www.nationalacademies.org/rise/examp37.htm

Simple Advice for Curriculum Developers

First: Pay attention to the entire landscape of the Standards. A developer
should not head directly to the content area of interest and overlook the
landscape of recommendations for good pedagogy in which the content section
is embedded. In order to produce curriculum material aligned with the
Standards, the developer must look at aspects other than content (that is,
subject matter, history and nature of science, inquiry, technology). The
developer must devote equal attention to standards for assessment, teaching,
and professional development.

Second: Capture the spirit of the Standards. The standards document is a
descriptive set of policies that present an orientation toward good science
instruction and curriculum. Inclusion of a particular standard for the sole
purpose of getting another check in a rubric for standards-alignment makes
no sense. Such additions are trivial and transparent. An example of this
add-on approach to alignment is the decision to meet the recommendations for
a historical approach by including small photographs and biographies in the
margins of textbooks, without any attempt at meaningful integration of these
additions.

Third: A set of filters does exist. The Standards are also prescriptive and
can be seen as a filtration system in which only the best curricula will
survive. The Standards can provide operational definitions to help
curriculum developers decide on the merits of a program. For instance, the
Standards address the need for a student to carry out a full investigation,
including hypothesis formation, experimental design for hypothesis testing,
data collection, and analysis. A developer must be aware of this
recommendation as a non-negotiable item in the design of science curriculum.

Fourth: The Standards should not stifle creativity in curriculum design.
This recommendation could come as a bit of a surprise, following the third
admonition. However, an essential aspect of using the Standards is that
creativity on the part of the curriculum developer and the teacher at work
in the classroom must be supported rather than thwarted. Flexibility exists
in the way a recommendation is carried out rather than in a choice between
key aspects of the Standards. Once again, a cohesive view of the Standards
will be helpful. The Standards provide a sense of what is good in science
instruction, but a curriculum (and an individual teacher's style) should not
be limited by Standards. The Standards describe a fundamental approach to
sound instruction and support excellence in design of curriculum and
delivery of instruction.

Fifth: Respect the teachers who will use your standards-based curriculum. An
excellent textbook that sits on a shelf, unused, or is given to students and
misused, cannot achieve the goals of the Standards. Teachers are the crucial
ingredient in the implementation of a new curriculum. The Standards speak to
professional development of teachers, in addition to outlining effective
pedagogy. Teachers must be included in the process of curriculum
development, regardless of the group of players who are primary in the
process. Teachers are the best source of information about what specifically
will and will not work in a science classroom. They bring a strong note of
reality to the process, through their familiarity with schools, communities,
and the classroom environment. Development of an innovative curriculum,
however, requires the input of exemplary teachers who can see beyond what
has been done to what could be accomplished.

Sixth: Keep in mind that curriculum development is all about students. In
the process of designing a new curriculum that is aligned with Standards, a
developer must not lose sight of the goal, which is good science education
for all students. As the recommendations of Standards are applied, the
ultimate target, the students, must be in every consideration. One way to do
this is to consult students and listen carefully to what they say. Their
comments are not always sophisticated, but the views of students are a
primary source of data to guide curriculum development. For this reason,
field testing is an important component in the development process.
 Seventh: All teachers are different. The range of styles, experiences, and
skills among different teachers varies considerably. Some teachers can use a
simple outline of curriculum with success; others need extensive help with
implementation of even a complete curriculum. A new curriculum aligned with
the Standards should take into account the teaching and training standards
as they relate to the wide continuum of experience, style, and knowledge of
science.

Eighth: All curriculum is not for all students. A strong curriculum must
reflect the range of interests, prior knowledge, learning styles, and
student abilities. If the curriculum is to be used by a general class, this
range will be wide. If a curriculum is suitable for a narrow range of
students, the target audience should be clearly specified. The Standards
speak to what all students should be able to do, but this level of
scientific literacy should not limit those students who yearn for a deeper
or more specialized treatment of science topics.
What to look for:
In each of the four categories, you will find basic information under Is
This Role for You?, then Advice from the Field gathered at the RISE Working
Conference, and a short list of Resources--many available on-line.