Girls in Science: A Framework for Action by Liesl Chatman, Katherine Nielsen, Erin Strauss, and Kimberly Tanner with J Myron Atkin, Marjorie Bequette, and Michelle Phillips.
From 1994 - 2003, SEP led the Triad program with funding from the National Science Foundation. Triad brought scientists and teachers together to lead after-school science clubs with a focus on gender equitable science teaching. Participation in Triad required a commitment to extensive professional development on the part of both the teachers and scientists. The Triad community was highly collaborative, and participants together developed a framework for gender equitable science teaching and learning. This framework and reflections written by Triad teacher and scientist participants ultimately led to the publication in 2008 of Girls in Science: A Framework for Action by NSTA Press. Available through the NSTA Science Store.
"Example of Complementary Professional Development for Teachers and Scientists: Current Science Seminar Series" by Katherine Nielsen, Rebecca Smith, Andrew Grillo-Hill, Patricia Caldera, Chantell Johnson, and Laura Gibson. In Erin Dolan (Ed.), Education Outreach and Public Engagement (pp. 58-61). New York, NY: Springer, 2008.
See it on Google Books.
"Critical Moments" by Elizabeth Liesl Chatman, and "Girls in Science: Full Partners" by Patricia Kudritzki, book chapters in Dilemmas in Professional Development: A Case-based Approach to Improving Practice, Tania Madfes and Judith H. Shulman, editors; San Francisco: WestEd / US DOE Western Regional Laboratory, 2000.
Download the text here; Chatman’s chapter can be found on p. 58-64 in the pdf and Kudritzki’s on p. 35-42.
Science Education Partnerships: Manual for Scientists and K-12 Teachers, edited by Art Sussman,University of California, San Francisco, 1993.
"Injecting Inquiry into Photosynthesis Investigations," Science Scope, September 2008 by Irene Salter, Rebecca Smith, and Katherine Nielsen.
The structure of our week-long biology course for elementary and middle school teachers inspired a teacher to redesign her photosynthesis and respiration unit to include student-designed investigations. Download the article here.
"A Natural Selection: Partnering Teachers and Scientists in the Classroom Laboratory Creates a Dynamic Learning Community," The Science Teacher, October 2005, p. 42-45 by Marcelle Siegel, Susanna Mlynarczyk-Evans, Tamara Brenner, and Katherine Nielsen.
This article summarizes some of the benefits of partnering teachers and scientists and describes a lesson on natural selection developed by a high school partnership team. Download the article here.