Indiana Partnership for Statewide Education
Module and Course Development Grant
Indiana University
Biomedical Science Modules for Precollege Teachers

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Abstract
"Biomedical Science Modules for Pre-College Science Teachers", is a new Internet-based approach for teacher professional development in biomedical science. Planned for release in the fall of 2001, the project would deploy modules developed by Indiana University School of Medicine (IUSM) faculty at the regional Centers for Medical Education for students interested in medicine. The modules will use a menu-driven format allowing IUSM biomedical research faculty to engage participating teachers in learning activities typical of medical laboratory classroom topics. The modules will disseminate information about the science of medicine. They will provide links to field-tested inquiry learning units for teachers to use in pre-college science classrooms. The proposed modules will provide teachers with a context for data collection and analysis. They will provide a forum for teachers to pose questions and respond to the comments of scientists and other teachers. The proposed modules aim 1) to improve science teachers' content background in the biomedical sciences, 2) to improve teachers' instructional effectiveness regarding biomedical topics in the pre-college science classroom, and 3) to establish a self-sustaining communications network among Indiana state science teachers and IUSM medical faculty. Likert scale evaluations will be used to assess teacher satisfaction with program outcomes. The quality of teacher-participant interactions with one another and with the medical school faculty will be analyzed using electronic data logfiles from module webpages to evaluate the effectiveness of the asynchronous, Internet-based module delivery modality. By utilizing the anytime, anywhere modules available on IUSM websites, and interacting with medical faculty who maintain a detailed understanding of current topics in the biomedical sciences, science teachers will be able to take advantage of a new kind of resource for their continuing professional development. A total of $12,528 in support is requested from IHETS, with an additional $12,528 matching contribution provided by IUSM for this project for faculty release time, as well as instructional design and media production support to develop three modules as the basis for a teacher certification program in biomedical sciences.


PROJECT GOALS

• AIM ONE The first goal is to provide biomedical science learning modules for Indiana science teachers using content information, interactive learning and electronic case studies. We want to disseminate materials produced within existing IUSM science education programs1, capitalizing on the diverse strengths of successful IUSM science learning initiatives, and to reinforce them with links to national and state level science education guidelines. We propose to deploy these learning modules on the Internet as an anytime, anywhere learning resource and reference. During module production we will identify pedagogical, technical, administrative, and curricular factors that should shape learning module design and develop monitoring criteria for learning assessment. Once materials have been produced, peer-reviewed and field-tested, we will seek state approval for a certificate program in biomedical sciences based on a teacher-selected set of learning modules deployed as described above.
  
  
• AIM TWO The second project goal is to create a widespread awareness of medicine as a theme in pre-college science education. We aim to enhance collaborations among IUSM faculty, science teachers, and students in university and pre-college science classrooms statewide. Biomedical learning modules will be a focus for these interactions. Modules will foster common goals among biomedical scientists and classroom teachers, supplementing specific experiences with additional information and discussion. We want to identify the factors that contribute to successful partnering in a science learning community by both 6th - 12th grade educators and IUSM faculty. We also plan to look at the nature of interactions between the two groups using electronic logfiles and to design a method for evaluating the success of a biomedical science learning community.
  
  
• AIM THREE The third and most long-range plan for the project is to help pre-college science teachers to develop innovative teaching methods that utilize the latest in both information and biomedical technology. This will improve teachers' depth of understanding in specific areas of the biomedical sciences and reinforce best practices in science education by promoting the use of educational technology. We aim to provide technical support to improve teachers' instructional effectiveness in 6th -12th grade science classrooms. We also plan to involve teachers in the development of additional learning units that cover biomedical topics selected by teachers themselves.

1. NEED TO BE ADDRESSED BY PROPOSED MODULES
We live in a time of constant change and momentous scientific discovery such as the mapping of the human genome. The average American doesn't need to know everything about gene transcription or signal transduction within cells, but a basic grounding in human biology is essential for citizens who face difficult decisions about health care, drug use, the environment, and other complex issues. K-12 students must receive a quality science education to be prepared as adults in this increasingly high-tech world. To achieve excellence in teaching science to K-12 students, educators require current, accurate scientific information. However, in-service science teachers don't have the benefit of immersion in scientific discovery that is a part of University pre-service teacher training. They are too busy teaching! The University can meet this need by providing online modules for teacher professional development, and by sharing its resources with K-12 teachers. In turn, the University benefits from a solid influx of scientifically literate students because the science teachers who train them can stay in touch with the latest in scientific and medical research.

2. LEARNERS TO BE SERVED:
The target audience for the proposed Certification Program development is in-service, grade 6 - 12 general and biological science teachers across the state of Indiana. Top students in these grades have a keen interest in medicine, medical careers, and the biomedical sciences in general¹. However, some teachers may feel under-prepared to address complex biomedical topics with authority, especially in rural and underserved areas where teachers are responsible for instructing in multiple scientific disciplines. Medicine is a field where opinions change with new research findings and advances in understanding make it difficult for teachers to keep their content knowledge current. National studies indicate that in-service high-school teachers need enhanced content and pedagogical training to maintain a current understanding of their fields, to improve their teaching effectiveness, and to obtain credit for continuing certification^2,3. Studies also indicate that in-service teachers want enhancement that will allow them to directly apply new learning approaches in their classrooms⁴. Science teachers need the kind of post-graduate training proposed in this document to promote their professional development.

3. RATIONALE FOR CHOICE OF CERTIFICATION PROGRAM AND TECHNOLOGIES TO BE USED
Some teachers acquire advanced experience through structured research in the laboratory of a practicing scientist. This is not possible for all teachers. Many schools do not have the resources needed to provide enhancement opportunities for their science teachers. An online certification program for in-service teachers will provide valuable resources for school districts seeking ways to augment their ability to meet the needs of motivated teachers. By coupling networked delivery of materials with Internet-mediated discussions and evaluation, the proposed modules will offer teachers ready access to the content expertise and technical support necessary to launch innovations in their science education delivery.

4-5. INSTITUTION'S CAPACITY AND COMMITMENT TO CERTIFICATION PROGRAM DEVELOPMENT PROJECT
The THCME is located on the campus of Indiana State University, where there is a focus on environmental and elementary classroom science offered for pre-service teachers. The proposed IPSE module development plan complements this and other pre-service degree programs around the state of Indiana in two important ways. First, the plan focuses instead on the professional development of in-service teachers, an area well-suited for medical faculty involvement. The audience is one with which the THCME faculty and staff are very familiar. IUSM has enabled THCME to offer teacher in-service training at regional schools, small research projects and workshops for students in grades 6 - 12, and hands-on tours of research laboratories developed especially for these students1. Relationships that have grown from these interactions keep the lines of communication open between IUSM and several rural and underserved constituencies that supply students for key programs such as the Rural Health BA/MD Program⁵. Secondly, having biomedical content presented within a defined pedagogical context is an area in which teachers have requested programming in the past.

6. INSTRUCTIONAL DESIGN AND DELIVERY PLAN:
The Online Biomedical Sciences Certification Program will be made up of thematic modules, of which three are currently in various stages of development: 1) Introduction to the Biomedical Sciences⁶ (outlined below); 2) Microbiology and Molecular Biology (units to include Bacteriology, DNA Science and Medical Genetics, currently in production); and 3) Human Anatomy and Physiology (Neuroscience and Medical Diagnostics units are in production).

The Introduction to the Biomedical Sciences module⁶ will have units concerning laboratory safety, experimental accuracy and precision, and careers in the health care professions (currently developed and ready for application of design elements ). This module will be required for each teacher-participant seeking certification in biomedical sciences. Teachers can then choose other thematic modules to build a custom learning experience. As more modules become available, teachers will be able to repeat the Certification Program by choosing new modules to add to their portfolio.

Many good models for distance education in laboratory science exist. Hirth lists several recommendations for educators as they plan to train by this modality⁷. Klink has developed a model manual for teaching telecourses⁸. The strategy used in the Certification Program will be based on those used successfully in distributed science education courses at other institutions⁹. The strategy will include:

1. Digital videoclips will be orgainized and deployed on the website to help teachers at a distance visualize text-based experimental protocols¹⁰.
   
2. Asynchronous discussion board. This modality will be used to facilitate interactions among teachers and university faculty/staff. Relevant inquiry questions for discussion will be developed in consultation with a veteran science teacher who will be hired as an Instructional Design Specialist¹¹. Studies have shown that unexpected contributions to learning outcomes are developed through participant-participant interactions⁹.
   
3. Flexible Structure. Each module will have assignments requiring teacher-participant responses as learning indicators. To allow for a comfort margin, teachers will be asked to select a subset of these assignments for response with a set cutoff date. The program will be flexible enough to provide interaction for teachers who don't have Internet access (telephone, mail, facsimile transmission) ¹².
   
4. Practical Assignments. Each participant will be required to submit a design and protocol for implementing a biomedical laboratory experience for their students.
   

8. MODULE EVALUATION PLAN
Electronic messages asking for specific comments about the module format and flow will be sent to each participant during module field-testing as a formative evaluation (Fall, 2001). Summative evaluation at program's end will include a more formal content and instructor evaluation instrument devised to obtain specific feedback about the instructional technology and asynchronous nature of module deployment, discussion forums and assignments. A review of the summative evaluation will be used to assess module design for program modifications.

Teacher satisfaction and perceived quality of teacher-participant interactions with one another and with the medical school faculty will be evaluated using Likert scale instruments that will be designed with expert consultation with biostatisticians at IUPUI¹³.

The online nature of the proposed modules will allow teachers to think about science and medicine in a self-motivated format. The success of the chosen strategy will be evaluated by the formative and summative assessments listed above. Modules will be revised three times after deployment, to incorporate improved instructional components and teacher suggestions.

9. QUALITY AND TRANSFERABILITY PLANS
The Medical Education Resource Program (MERP) at Indiana University School of Medicine supports the activities of Indiana University School of Medicine. MERP oversees the continuing medical education offerings of the School of Medicine and will provide peer review of both distance learning aspects and medical subject matter for the proposed course. Information concerning the design, development, implementation, and evaluation of the course will be disseminated in various campus-wide publications such as Interaction, an e-mail based faculty newsletter distribute on the THCME host campus. Jonathan Barclay, Director of Program Development of MERP and Hassan Danesh, an expert in instructional design at MERP are available for advice on design issues.

Some of the production effort for module content has already been accomplished over the last five years by student workers, including a number of medical students who are now physicians practicing in the state of Indiana. Several of these individuals will be consulted to review content areas that they produced as students, before modules are deployed online or produced as CD-ROM offerings.

We will offer program content in both Internet-based and CD-ROM versions to accommodate teachers who do not have Internet access. However, an asynchronous discussion board will be established on an IUSM server, and discussion areas will reflect the interests of teacher who participate, a learning situation that can only be experienced through the Internet.

10. HOW THE MODULE FITS INTO OTHER INDIANA EFFORTS
The proposed modules will include links to both the National Science Education Standards (NSES)¹⁴ and Indiana State Science Proficiency Guidelines (ISPG)¹⁵, standards established by 1998 to improve the quality of pre-college science instruction. The modules will include virtual biomedical research experiences that implement NSES and ISPG plans to emphasize inquiry-based learning. Modules will be designed for easy fit with other types of modules designed for teacher utilization, such as the Local Outreach Team packs developed with funding by the American Physiological Society.

11. MARKETING PLAN:
Teachers will learn about the proposed Certification Program through presentations at local and state teacher's meetings, through direct contact in the form of letters to teachers and administrators, and through advertising in local and statewide publications directed at science teachers.

12. PROJECT SCHEDULE

Spring, 2001:	Design and development phase
Summer, 2001:	Beta testing of the modules as a hybrid forum; evaluations
Fall, 2001:	Module Field Testing after module revisions
Spring, 2002:	Implementation of modules as an online certification program

13. KEY MODULE DEVELOPMENT PERSONNEL
Mary T. Johnson, Ph.D. The project director is an assistant professor with nine years of experience in biomedical science education. Her interest in professional development for science teachers began in 1994 with an IUSM science education initiative funded by the Howard Hughes Medical Institute. Every year since then, workshops for in-service teachers and grade 6-12 science students have been provided by Dr. Johnson, who is the PI for the HHMI grant (~20 teachers and 500 students served). As that grant nears completion, Dr. Johnson plans to leverage materials developed for informal online distribution into modules prepared to address specific biomedical learning objectives for Indiana teacher professional development.

Mary Ann Nickoloff, MS is a middle school science teacher in the Lake Ridge School Corporation who will be an instructional design specialist for the project. Ms. Nickoloff has worked closely with Dr. Johnson for the past 18 months and worked as a THCME Middle School Med Camp staff member in July, 1999 and 2000. She is currently a Lilly Foundation Fellow studying virology research methods with Dr. Johnson. She will work with Dr. Johnson on all phases of the design, development, implementation, and evaluation of the proposed modules.


APPENDICES

Appendix A: REFERENCES

1. IUSM has maintained a steady commitment to provide teacher development opportunities that strengthen science education and biomedical research within the state through its many outreach activities. Workshops at the Medical Centers and videoconferences for high school students and their teachers showcase biomedical research advances that are relevant to daily life. Summer research experiences and student summer camps that focus on science and medicine have both biomedical technology and educational technology as central elements of the learning experience. Topics have included DNA science, neuroscience, medical physiology, medical diagnostics, infectious disease, surgery and water toxicology.
   
   We have employed medical students, pre-med undergraduate students and cell biology graduate students every summer for the past six years to identify, digitize, organize, and create materials for the proposed online resource. Many of the materials have been developed into laboratory units with protocols for reagent preparation, lists of equipment, instructions for performing the experiment and suggestions for presentation of results using spreadsheet-graphing software. Learning unit content development was started using Howard Hughes Medical Institute Pre-college Science Education Initiative funding, 1994 - 2000. Biomedical topic materials and laboratory experiment protocols are student-tested teaching and learning tools for science educators. The website URL is http://web.indstate.edu/thcme/precollege/units
   
   Images of students in action performing the experiments, working at the computers, and demonstrating results will be integrated with in-depth explanations of the scientific basis for the procedure and the interpretation of different results. We will plan to use digital videotaping of students in action during the summer, 2001 SHP and Med Camp for modules where a clip of the mechanics of the experiment would add clarity. We have an extensive collection of medical diagnosis files that will be developed into an online problem-based learning resource (PBL), set up in modular format. Many teachers have never experienced the PBL teaching and learning paradigm. The proposed online resource would offer examples and practical suggestions, as well as the opportunity for discussion with educators who have used these materials for student learning over a number of years.
   
   
2. Weiss, I. (1989) Science and mathematics education briefing book. Chapel Hill, N.C.: Horizon Research, Inc.
   
   
3. Aldridge, B. (1986) NSTA survey of U.S. public/private high schools. Washington, DC
   
   
4. National Research Center. (1996). Third international mathematics and science study. Lansing, MI: U.S. National Research Center
   
   
5. Rural Health BA/MD Program was approved in 1996 as an articulated plan between IUSM and Indiana State University to increase the number of physicians who choose to practice in rural and underserved areas of Indiana.
   
   
6. The proposed learning modules will provide links to inquiry learning units that have been used successfully by teachers with students in grades 6-12.
   
   EXAMPLE URL: http://web.indstate.edu/thcme/precollege/units Introduction to the Biomedical Laboratory" will feature an orientation to technical aspects of medical laboratory work, including microliter pipet use, DNA extraction and electrophoresis, spectrophotometer principles and applications, and principles of bacterial culture. Virtual experiences promoted in this module will draw on teacher familiarity with some aspects of biomedical technology. Each unit will focus on the identification of important educational themes that center on the biomedical content considered in that unit. Information about opportunities for science teachers to acquire equipment and reagents for their schools will be shared in this forum.
   
   
7. Hirth, M. A. (1993). Teaching via a distance-learning network: A primer for beginners. Ed-Tech Review, Spring, 24-27.
   
   
8. Klink, W. R. (1994). A model manual for telecourse faculty. La Plata, MD: Charles County Community College. (ERIC Document Reproduction Service No. ED 366376.)
   
   
9. Lavoie, D.R. (1996) Delivering University Science Content/Education Courses To High-School Science Teachers Via Telecommunications: An Evaluation. Elec. J. Sci. Ed. 1(4)
   
   
10. Digital Videoclips. A flatbed scanner, digital camera and digital video camera will be used to create digital graphics for Internet display. All hardware is currently available onsite at the THCME. Materials for teacher use will be available on an IUSM website and on a CD-ROM. Still images of students in the laboratory are currently available and we plan to capture digital videoclips of students during summer, 2001 student Medicine sessions.
    
    
11. Asynchronous discussion board. This modality will allow teachers to direct the flow of online discussion within the limits of the topics provided, to cultivate interactions among these professionals as well as between teachers and university personnel.
    
    
12. Program Flexibility. This special consideration is included to address comments made by teachers we have interviewed on this issue. Most schools do have FAX machines for distance communication, and schools support teachers by providing postage for materials sent through the mail even when Internet access is not an option. Although this proposal requests funding for technology-mediated information delivery, some rural and underserved teachers don't have Internet access. Teachers will find that this is a good way to get answers to questions that arise beyond the certification program timeframe.
    
    
13. A controlled study of module effectiveness will be designed in collaboration with a biostatistics specialist. Teachers who use the biomedical science modules will be encouraged to correspond with IUSM faculty and staff on an ongoing basis through an IUSM website and a log of teacher-scientist contacts will be kept for project documentation. Electronic data logfiles from module webpages will be analyzed to evaluate the effectiveness of the Internet-based module delivery modality and the quantity of teacher-participant interactions with faculty and with other participants. Participants will be given a questionnaire to determine whether and how module topics have been incorporated into existing 6th - 12th grade science classroom activities six months after completing the certification program. Response results will be tabulated and the results presented at an educational technology forum.
    
    
14. National Science Education Standards (1996) National Research Council, National Academy Press, Washington, D.C.
    
    
15. Indiana Science Proficiency Guidelines (1998), http://ideanet.doe.state.in.us/science/proficiencies.html

APPENDIX B: Summary of Faculty Member's Experience

Mary T. Johnson, Ph.D.	Telephone: (812)237-3409/299-9095
Department of Microbiology/Immunology	E-mail: memtf@thcme.indstate.edu
Indiana University School of Medicine	Websites:
Terre Haute Center for Medical Education	http://web.indstate.edu/thcme/micro/
135 Holmstedt Hall	http://web.indstate.edu/thcme/precollege/
Terre Haute, IN 47809

Current Academic Appointments

• Assistant Professor of Microbiology, Indiana University School of Medicine, 1993-Present
  
• Assistant Professor & Graduate Faculty (joint appointment), Indiana State Univ. 1992-Present
  
• Assistant Professor (adjunct appointment), Rose-Hulman Institute of Technology, 1998-Present
  

Education and Research Experience

• Postdoctoral Fellow, Indiana University School of Medicine 1991-1993. Molecular virology
  
• Ph.D., Life Sciences, Indiana State University (ISU), Terre Haute, IN, 1991. Signal Transduction
  
• M.S., Immunology, Oklahoma Medical Res. Found. Okla. City, OK, 1984 - 1987. Autoimmunity
  
  Teaching Grants, Awards and Recognition
  
• 1995-Present; Statewide coordinator for the IUSM Howard Hughes Medical Institute (HHMI) Pre-college Science Education Initiative; Principle Investigator, 2000-2001 (Total: $225,000)
  
• 2000 Medical Student Award for Teaching Excellence (certificate)
  
• 1999 Teaching Excellence Recognition Award, Indiana Univ. School of Medicine ($1500 prize)
  
  Student Awards (Research Teaching Activities)
  - 1999, Graduate student Vicki Rabenburg received 1999 Outstanding Graduate Research Paper
  - 1997-1999, Four students received awards (two 1st & two 2nd place) in the Sigma Xi annual Undergraduate Research Poster Competition, Terre Haute, IN
  

Teaching Areas
Medical Microbiology and Immunology (128 medical students to date)

• 8 years (1993-2000): Lecture, lab, and Internet teaching in bacteriology, mycology, parasitology
  

Workshops in Medicine for Pre-college Science Teachers (20 teachers to date)

• 5 years (1996-Present): Collaboration with teachers hired for the Middle School Science Camp
  
• 1 year (1999): Taught an Independent study course, Workshop in Biomedical Science (Indiana State University, Dept of Science Ed 673J)
  

Summer in Medicine for Pre-college Students (>350 students to date)

• 6 years (1995-Present): Summer Honors Program, Medicine for High School Students
  
• 6 years (1995-present): HHMI Summer Science Camp for Middle School Students
  
• 6 years (1995-present): Curriculum Development for Pre-College Students & Teachers
  
• 9 years (1992-present): Hands-On Research Laboratory Tours for Pre-College Students
  

Teaching Publications and Presentations

• Johnson, M.T. (2000) "The Rural Health BA/MD Program", Faculty Innovators in Medical Education, Indiana Univ. School of Medicine
  
• Johnson (Fox) M.T. (1999) "Collaborative Science among Medical Education Professionals & Middle Level Pre-College Educators". Sketches of Innovators in Education, ISU Press
  
• Johnson (Fox) M.T., Geib, J., and Paik, E. (1999) "Case-Based Learning and Electronic Distribution in Medical Education", Electronic Trends in Medical Education, Indiana Univ. School of Medicine
  
• Johnson (Fox) M.T. (1996) "Innovations in Laboratory Science Education: Keeping the Educators Educated", Society for Clinical Laboratory Science Regional Mtg, Hartford, CT
  
• Johnson (Fox) M.T. (1998) "Biomedical Education for Rural High School Students: An Active Learning Approach". Indiana Rural Health Association Meeting, French Lick, IN
  
• Johnson (Fox) M.T. (1997) "Using Web Pages to Integrate Information Between Basic Sciences Courses" Electronic Trends in Medical Education, Indiana Univ. School of Medicine
  
• Johnson (Fox) M.T. (1997) "Computer-Based Learning in the Basic Medical Sciences: the Mini-Medical School Approach" Electronic Trends in Medical Education, Indiana Univ. School of Medicine
  
• Johnson (Fox) M.T. (1995) "Community-based centers as resource and support". HHMI Precollege Science Ed Directors Mtg: Challenges of Science Education Reform", Wash, DC
  

BUDGET NARRATIVE
A concentrated effort by the project director will yield a completed product (online certification program) in the period defined by the project timeline. Dr. Johnson will devote 20% effort (approximately 10 weeks) to accomplish the editing and assembling of project components. In the spirit of consortial contribution to the project, Indiana University has waived indirect costs for this project.

BUDGET ITEM	IPSE PROPOSAL REQUEST	MATCHING FUNDS
Faculty Release Time for PI (20% Total Time Requested)	$ 10,528.00	$ 3,068.00
Flatbed scanner, CD-write drive & image production equipment	$ 0.00	$ 5,060.00
Instructional Design Specialist Services	$ 0.00	$ 4,000.00
Media Production Services	$ 2,000.00	$ 0.00
Evaluation Instrument Design	$ 0.00	$ 400.00
TOTAL	$ 12,528.00	$ 12,528.00
PROJECT TOTAL	$25,056.00

IHETS REQUEST

FACULTY RELEASE TIME FOR PROJECT DIRECTOR (20%)
Project development and interaction with participating teachers is anticipated to require a 20% time commitment by the Project Director. Dr. Johnson holds a twelve-month appointment through Indiana University School of Medicine, Terre Haute Center for Medical Education for academic and research activities. Therefore, 20% of Dr. Johnson's salary for January, 2001 through December, 2001 is a part of the request. Fringe benefits for this salary release time will be part of the in-kind contribution by IUSM (see below).

MEDIA PRODUCTION SERVICES
The technical services of a media production specialist will be purchased through MERP to support distribution interface development for the proposed modules. Services will include HTML and Javascript computer programming and some aspects of technical support for teachers. Arrangements for technical assistance will be made by MERP. Database construction and manipulation, and HTML authoring will be major responsibilities. Initial meetings have been held and the requirements of module development and services available through MERP media production professionals were discussed. An online form to allowing data input will be developed to provide an easy mechanism for faculty and student workers to develop new modules for the future.

20% salary for Project Director	$ 10,528.00
Media Production Services	$ 2,000.00
TOTAL IHETS REQUEST	$ 12,528.00

INSTITUTIONAL MATCHING FUNDS (THCME)

FACULTY RELEASE TIME FOR PROJECT DIRECTOR (20%)
Project development and interaction with participating teachers is anticipated to require a 20% time commitment by the Project Director. An in-kind contribution of the fringe benefits for 20% of Dr. Johnson's salary during the period from January, 2001 through December, 2001 is a part of the request.

SPECIALIST SERVICES
Mary Ann Nickoloff, MS, is a middle school teacher who has taught science in Indiana schools for over 30 years. She will be an instructional design specialist and will be consulted throughout program development. As a Lilly Research Fellow for the past six months in the PI's laboratory, Ms. Nickoloff appreciates the perspective of the medical research environment as well as the needs of pre-college science teachers. Additionally, evaluation instruments for module field-testing will be designed with the assistance of purchased statistics support.

CD-ROM PRODUCTION SUPPLIES AND IMAGE ACQUISITION EQUIPEMENT
Internet connectivity for teachers may not be provided by many schools in rural and underserved Indiana. Therefore, CD-ROM production supplies equipment are required to provide the optimum in teacher-participant support in utilization of the biomedical education modules. Some of the hardware, software and special equipment for CD-ROM production and image acquisition recently have been purchased for THCME faculty use, and expendable supplies should be considered as another class of in-kind contribution. A digital video camera and digital image capture computer hardware would optimize local production efforts, and are included here. The capture card will be installed on the motherboard of a computer dedicated to THCME faculty use for this and similar projects.

20% of salary for Project Director (requested from IHETS, see above)	$ 10,528.00
Fringe benefits (calculated at the IUPUI institutional rate of 29.14%)	$ 3,068.00
Instructional Design Specialist	$ 4,000.00
Statistical Support Services	$ 400.00
CD-ROM production & image acquisition equipment	$ 5,060.00
TOTAL IN-KIND CONTRIBUTIONS	$ 12,528.00