CRESMET Colloquia
Avi Hofstein
Dr. Hofstein described the development, implementation, and assessment of students in an inquiry-type laboratory developed in Israel in the 
context of upper secondary school chemistry. In particular, he described the results of three studies in which students who participated in inquiry-type laboratories outperformed a control group regarding their attitudes towards chemistry, perceptions of the classroom-laboratory learning environment, and their ability to ask more and better questions. He further described how such experiences provided students with the opportunity to develop metacognitive learning skills. avi.hofstein@weizmann.ac.il
Shandy Hauk
Dr. Hauk spoke of the 85% of America’s 15 million undergraduates who take mathematics service courses like college algebra, liberal arts mathematics, and prospective elementary teacher classes. These courses most often are taught by novice college mathematics instructors (CMIs). Nationwide, the average pass-rate for these courses hovers around 60 percent. The other 40 percent either 
withdraw or fail. Moreover, half of mathematics and physical science majors switch to other majors, with 90 percent citing poor teaching as a reason for leaving. Improving college mathematics instruction promises to have broad national impact on undergraduate learning, from service courses to advanced mathematics classes. This leads to an obvious question: How do we help novice CMIs learn to teach? The use of video cases is an approach proven successful in many fields (e.g., medicine, law, education). Dr. Hauk’s colloquium included (1) a preview of materials from a new project to develop video cases around college mathematics instruction and (2) brain-storming by participants on directions for further case development. hauk@unco.edu
Derek Hoffland
The Tempe Union High School District (TUHSD) is in the process of developing an extensive curriculum mapping program with the goal of providing on-line support for all district teachers. Heading into the fourth year of development, the 
program provides maps and other on-line resources, including alignment to national, state, and district standards, best-practice instructional methods, practice materials, cross-curricular activities, and assessments for over 50 TUHSD courses. Currently, hundreds of teachers are collaboratively involved in the development, with more becoming involved every year as they move toward the goal of having all 361 district courses involved. In his presentation Dr. Hoffland toured the on-line program and discussed its development, successes, and future. dhoffland@tuhsd.k12.az.us