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FOIA Number: 2013-0661-F (2)
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the William J. Clinton
Presidential Library Staff.
Collection/Record Group:
Clinton Presidential Records
Subgroup/Office of Origin:
National Service
Series/Staff Member:
Jim Kreidler
Subseries:
OA/ID Number:
1283
FolderID:
Folder Title:
[The Emeritus Foundation] [1]
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66
2
4
3
PHOTOCOPY
PRESERVATION
EF
THE EMERITUS FOUNDATION
1614 20th Street, N.W., Washington, D.C. 20009
(202) 232-0863
INFORMATION PACKET
The Feedback Is Good
Given the young ages of the children involved
in this pilot program, the true test of the pro-
gram's success-how many of the children be-
come stimulated to pursue scientific or technical
fields as career choices-will be a long time in
coming. But other signs are more immediately ob-
THE
vious: the interest taken by the children in the
science and mathematics curricula of their
schools, their enthusiasm for the Emeritus pro-
EMERITUS
gram, their general attitude toward learning.
Through interviews with classroom teachers and
the children themselves, data is compiled to
SCIENTISTS
measure the impact of the program on the stu-
dents. At the same time, the value of the program
to the participating emeritus scientists and en-
MATHEMATICIANS
gineers is similarly measured. Do the participants
find the program stimulating, worthwhile and
fun?
AND
The Emeritus Scientists,
ENGINEERS
Mathematicians and Engineers Program
The Emeritus Foundation is a Washington-
PROGRAM
based non-profit organization that develops pro-
grams of community service for retired profes-
sionals. The Foundation has run programs for
emeritus social workers and emeritus accoun-
tants, among others. One of the Foundation's pro-
grams, the Emeritus Teachers Project, which
brings retired teachers back into the classroom to
tutor children who are having trouble learning to
read, has been operating in the District of Colum-
bia public school system for ten years.
THE EMERITUS FOUNDATION
For More Information
1614 20th Street, N.W.
Washington, D.C. 20009
If you are interested in participating in the pro-
(202) 966-2122
gram, or if you want more information, call the
project director, Dr. Harold I. Sharlin, at (202)
966-2122, or write to:
The Emeritus Foundation
1614 20th Street, N.W.
Washington, D.C. 20009
The Emeritus Foundation
Professionals are Ready
and takes the class to the nuclear medicine facili-
and Willing
ty of a local hospital. An aeronautical engineer
suspends paper planes built by his fifth graders
Many people who have had long and distin-
in a makeshift wind tunnel made with a table fan
guished careers in scientific fields find that retire-
and then takes the class to the Goddard Space
ment has brought an unaccustomed surplus of
Center. The students, and their classroom teacher,
free time. Through participation in the Emeritus
get to see how the scientific and mathematical
Scientists, Mathematicians and Engineers Pro-
skills they are learning are used by working scien-
gram, these scientists and engineers have an op-
tists and engineers in their everyday activities.
portunity to use their skills and experience to
stimulate young people to follow career paths like
The Program Design Works
The Emeritus
their own.
Program Fills a Need
Each emeritus scientist and engineer commits
The Schools Are Enthusiastic
to at least one "unit" of the program. A unit con-
The Washington, D.C. area is home to many of
sists of six class hours, typically one class hour
the nation's leading government and private
each week over a six week period. During a unit
The Emeritus Scientists, Mathematicians and
scientific laboratories. At the same time public
the scientist or engineer works with a particular
school students in the District of Columbia regu-
Engineers program has the full and enthusiastic
class in one of the participating schools. He or she
larly fail to live up to early indications of scientif-
backing of the District of Columbia Public School
will plan the program with the classroom teacher
ic and mathematical talent. The purpose of the
System, from the Superintendent and principals
and will meet with the students at least once each
Emeritus Scientists, Mathematicians and En-
to the classroom teachers. In its first year of
week. At the end of the unit the scientist or en-
gineers Program is to bring retired scientists,
operation-the 1989-1990 school year-7 emeritus
gineer will arrange a field trip for the entire class
mathematicians and engineers into the classroom
scientists and engineers worked with children
to an appropriate laboratory or facility, often the
to introduce D.C. school children to career oppor-
from the fourth through the eighth grades in two
one at which the scientist or engineer worked. On
tunities in scientific and technical fields.
schools in Northeast Washington, Bunker Hill
the completion of a unit, the emeritus scientist
Elementary and Taft Junior High. Since then the
or engineer may sign up for another unit at the
program has expanded to schools throughout the
same or a different school. Most of the scientists
District, from far Northwest to Anacostia in the
The Potential is Great
and engineers, having experienced the excitement
Southeast, involving a large and growing cadre
of sharing their skills and experiences with eager
of emeritus scientists and engineers. The program
young students, are ready to take on another
Statistics show that D.C. public school students
hopes eventually to reach every school in the Dis-
round.
place well above the national average in
trict and to expand to other schools in the
mathematics and science in the third grade-the
Washington Metropolitan area and across the
64th percentile in mathematics and the 60th per-
nation.
Careful Preparation is the Key
centile in science-but drop down rapidly there-
What makes the program so successful is the
after. Eleventh graders test at the 39th percentile
sustained involvement of individual scientists and
All participating emeritus scientists and en-
in both subjects.
engineers with particular classrooms. The stu-
gineers take part in an orientation session to ac-
Motivation to pursue scientific and mathemat-
dents and the classroom teacher get to know the
quaint them with the developmental level of the
ical subjects is often lacking because of the limit-
scientist or engineer, learn about his or her career
children they will be working with and the scien-
ed exposure of many of these children to career
and field of specialty, and visit a facility where
tific and mathematical skills the children have al-
possibilities in scientific and technical fields. By
that kind of work is being done. Simple hands-
ready learned. They then meet with the
creating opportunities for D.C. school children to
on experiments in the classroom are related to
classroom teacher and the science or mathemat-
see for themselves, at an early age, the wide var-
large-scale scientific and industrial enterprises.
ics resource teacher to plan their presentation so
iety of working-day activities in which scientists,
For example an electrical engineer shows fourth
that their effort will dovetail with the school's es-
engineers and technically-trained people are in-
graders how electricity can be generated using
tablished curriculum. Participating schools have
volved, the program aims to stimulate them to
magnets and wires, and then takes the class to
a wide range of existing scientific and mathemat-
learn the mathematical and scientific skills need-
an electric generating station. A nuclear physicist
ical learning programs that the Emeritus program
ed to pursue careers in these fields.
shows his sixth grade students how to read x-rays
supplements rather than replaces.
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
EF
The Emeritus
Scientists,
Mathematicians and
Engineers
Program
A Guide for Prospective Emeriti
<<<<<<<<<<<
EF
The Emeritus E Foundation
pepco
Potomac Electric Power Company
Seniorlines
Information for our senior customers
Vol. 3, No. 1
Spring 1990
Fostering a Unique Partnership:
The Emeritus Foundation
Quietly, the class of fourth, fifth and sixth
graders from Bunker Hill Elementary School in
Northeast Washington filed into the conference
room at Pepco's Chalk Point Generating Station.
Their attentive, curious faces sparkled with excite-
ment about the impending tour of the power plant
in southern Prince George's County.
But among the group, one older face beamed
just as brightly, unable to contain his child-like
pleasure over this group of students and the learn-
ing they were about to experience.
Retired engineer Harold Sharlin is pleased every
time he visits with these students. And his feelings
spill over into his voice when he talks about his
connection to these students through his pet proj-
Students and Sharlin get a first-hand glimpse at one of
ect, the Emeritus Scientists, Mathematicians and
Pepco's generators. This turbine is one of four Pepco has
Engineers Program.
at its Chalk Point power plant.
Begun in 1988, this project recruits retired engi-
neers and scientists willing to volunteer and forge
1 million light bulbs. That's an awful lot. Anybody
partnerships with local schools so that school-
care to guess how many games of Nintendo la chil-
children receive greater exposure to the wonders
dren's video game] that equals?" The children
of the world of science. (See box for more details.)
laughed. If there had been any doubt before then.
Each week every volunteer works with as many
at that point Seyfried knew he had their interest.
classes as he or she can, teaching students that sci-
After talking about the different functions of the
ence can be fun. Some of the volunteers take their
plant, and briefly describing its layout, the children
students on field trips, as was the case this winter's
eagerly put on their hardhats and safety glasses.
day at Chalk Point.
"I feel like a construction worker," said one boy,
As they took their seats in the plant's conference
adjusting his hat.
room, the group was greeted by Ed Seyfried,
"No, you look like an engineer," countered
Pepco's training and safety supervisor, and Donnie
Sharlin.
Williams, manager of training and safety. Seyfried
Their first stop outdoors was a look at what the
talked for a few minutes about the plant.
plant workers call the Dravo (dray-vo), or the con-
-Do you know how much electricity this plant
veyer belt that transports the coal from the coal
generates?" he asked the students. "Two thousand
yard into the plant. As the group paused, a train
forty-five megawatts. That's enough power to light
fresh from a new coal delivery slowly chugged past,
its conductor offering a friendly wave.
The group went inside one of the plant's four
cooling towers, where water used to create the
steam that turns Pepco's electric generating tur-
bines is cooled to normal temperature before being
reused by the plant. The spray from the cooling wa-
ter was constant, and the sound of pulsing water
could be heard. "Man, it sure is loud in here." one
girl exclaimed.
Seyfried's next stop for the students was inside
one of the plant's smoke stacks, which was not
operating at the time.
"They'll like this," predicted a grinning Sharlin,
as he helped open the heavy door to the stack.
Harold Sharlin, project director of the Emeritus Scientists,
Mathematicians and Engineers Program, helps a student
As the group peered up toward the top of the
from D.C.'s Bunker Hill Elementary School adjust his hat
stack, the children remarked about its great height.
for a tour of Pepco's Chalk Point Generating Station.
"I can't believe it's so high," said one.
Now in the Control Room, Seyfried told the stu-
"See this television screen?" he asked them,
The tour came to a finish after the children asked
pointing to a screen in the center of the wall.
a few more questions, and they heartily thanked
"That's how we can see the fire in the boiler."
Seyfried and Williams for the experience.
"You remember- the boiler is what heats the
"That was neat," one girl said as they trouped
water that turns the generator," added Sharlin.
out to the schoolbus. "I wonder if we can come
"How do you get a camera in there when it's so
back someday."
hot?" all the children wanted to know.
Sharlin, project director of the program that
"We have special tubes that the camera rests
brought the children there, quietly smiled. Perhaps
inside of that protect it from the heat," explained
he was hoping she would come back some day - as
Seyfried.
an engineer.
Williams pointed out the special red phone that
the control room has to the dispatchers at Pepco's
control center. The dispatchers monitor and direct
<<<<<<<<<<<<<<<<<<<<<<<<<
The Emeritus Scientists Mathematicians and Engi-
the flow of electricity and match the supply of
*neers Program; in the words of its director, is "help-
power with demand. They tell the operators at
ing students connect their schoolwork with
Chalk Point how much power is needed from the
Chalk Point units.
the mission of this Washington-based
"It's kind of like the red phone that President
non-pront project that brings retired engineers into
Bush has to the Pentagon," Williams offered.
District of Columbia public schools in order to pos-
The final part of the walking tour required wear-
schoolchildren's attitudes and percep-
ing ear plugs, which delighted the children. Sharlin
tions about science.
patiently demonstrated how to insert the devices
According to Harold Sharlin, project director, the
for a few of the boys, and the group strolled off to
differencejbetween the project's educational focus
see a boiler and generator in action.
and that of others is the direct contact its volun-
Because of the great noise, the children's com-
steers have with children. We're in with them in the
ments were few, but their faces easily communi-
assroom, teaching the students ourselves," he
cated their excitement about seeing in person the
equipment they had heard so much about from
so much more effective than just pro-
Sharlin.
Eviding the teacher with some literature," because
Back in the conference room, Seyfried and Wil-
the volunteers actually teach the class, usually
twice week for a few hours at a time.
liams talked about some of the jobs at the plant,
Currently, the project is associated with four
such as coal and ash operators. "They handle the
coal from the time it arrives at the plant and make
They are: Bunker Hill
Elementary Taft High School, John Eaton
sure it gets into the building properly. They also
handle disposal of the coal ash," said Seyfried.
Elementary and Hearst Elementary schools.
"You could be an engineer, like Carlos here," said
Shar indreams of expanding the program city-wide
Williams, pointing to one of the plant engineers
someday butlacks enough volunteers to meet pre-
who came along on the tour. "Like Dr. Sharlin has
f yourare. retired engineer or know someone
probably told you, there are many different kinds
of engineers- mechanical, electrical. Carlos is a
and who.mightbeinterested, call Dr. Sharlin
mechanical engineer. We have a lot of engineers
be glad to bring you on
board.
at Pepco."
Retired Scientists
little bit about everything fro..
Go Back to School
sigurative Defens: Language
mospheric pressure and the coet-
Harold Sharlin. a retired
live byare
ficient of restitution to kinetic en-
Victoria
ergy.
pr Messor. knew he was on
should, metaphor.
While some students, such as
thing when he visited a De eie-
minitary school a few years 12 and
presenification
buhl
Taking spills
Tyrus Smothers, dutifully took
notes, most watched transfixed as
a teacher proudly showed him :
tooibox full of test tubes. batteries
Write Sexempless
Names
Condell explained the words that
are written on a basketball and
and microscope slides she nad ID
showed them that the inside of a
her classroom.
ofeach.
golf ball wasn't hard at all.
"Wow." Sharlin recalls exclaim-
ing. "what do you do with this?"
Math
227
brge
Volunteer Pierce Jackson, a re-
tired operating engineer for Pepco
"Nothing," the teacher answered
likes to bring in an hour meter and
ruefully. "I don't know what to do
attid
p334-335
have the students calculate how
THE WASHINGTON POST February 6, 1992
with it."
much it would cost to burn a 200-
With that, Sharlin, 66. a former
1-33
watt bulb for 365 days.
Iowa State history of science pro-
No one is expecting miracles
fessor and retired consultant
teamed up with educator Larry
3451-20
1178564
from the Emeritus program, al-
though clearly some District stu-
Mirel and started the Emeritus Sex-
dents could use one. Last year, D.C.
entists. Mathematicians and Enge
elementary students tested in the
neers Program to round up retired
60th percentile in national stan-
scientists in the Washington area
dardized tests in science and math,
and bring them into District class-
but 11th-graders plummeted to the
rooms.
30th percentile. By aiming the pro-
The program had its debut three
gram at the lower grades, the re-
years age with seven volunteers in
tired scientists hope to excite the
two schools, Taft Junior High and
Bunker Hill Elementary.
students enough to keep them
Today it has 30 volunteers. in.
studying science.
cluding retired State Department
One goal of the program, which
physicians, research physicists and
was recently designated a "point of
geologists. And they visit SIX city
light" by the Bush administration, is
schools, including J.F. Cook. Plum-
to be in every D.C. public school
mer. Hearst and Eaton elementary
and to increase the pool of volun-
schools.
teers to 100. Support has come
Lessons from the Emeritus sci-
from a variety of corporations,
entists amount to real science.
which also have offered to donate
Sharlin says. "It's not watered
equipment and pay for the pro-
down. I tell teachers it's fun, but it's
JAMES
POST
gram's field trips.
not recess."
Timothy Curtis listens as William Condell Jr. explains kinetic energy. Condell was director of physics at the Office of Naval Research.
But Sharlin said the test will be if
The experts also dispel the no-
the retired scientists really can ig-
tion that scientists are geeky people
nite the sort of enthusiasm that will
who lock themselves in tiny labo-
Teachers say the program is
enth-grade teacher, an old biddy
them to build their lessons around
he had harvested in dishes on the
wildly popular with the students,
make some youngster without
ratories and wear white coats.
who everyone tortured, but I was in
science that affects everyday life.
teacher's desk. The next week,
much chance decide to become an
Typically, the volunteers let the
who are very possessive about
awe of her because she did this ex-
So it is that ever since Stanley
Barban returned with a microscope
students help with experiments and
"their scientists."
engineer, doctor or research scien-
periment with iron filings and it
Barban, a retired National Insti-
and let the youngsters compare the
tist someday.
demonstrations, and after six
"The kids seem to enjoy having
made this pattern. And 1 thought.
tutes of Health research scientist,
growth of organisms from the clean
"I tell these kids I don't want
classes they take them on a field
an electrical engineer buddy to talk
'Wow, now we're talking.'
taught a simple lesson in microbi-
vs. dirty hand.
them to work at McDonald's when
trip to science centers such as Po-
to." said Gloria Thompson, who
Sharlin generally recruits his vol-
ology. the students at Cook Ele-
At Cook, William Condell Jr., for-
they grow up. I want them to work
tomac Electric Power Company's
heads the science department at
unteers from professional organi-
mentary have been washing their
mer director of physics at the Office
for McDonnell Douglas," Sharlin
Chalk Point generating plant. the
Taft Junior High.
zations. although he has been
hands more often. Barban had
of Naval Research, used a duffel
said with a wink. "I don't tell them
National Institutes of Health. a hos-
One of the first things Sharlin
known to find them over a friendly
swabbed a child's hand before and
bag of balls to illustrate a lesson on
McDonnell Douglas is laying off
gital's nuclear medicine lab and a
tells students IS how he decided to
game of bridge as well. And as
after a thorough washing and then
mechanics for Carol Bryant's sixth-
workers."
Nariety of science museums.
become an engineer. "I had a sev-
much as possible. he encourages
incubated the two crops of bacteria
grade class, teaching the students a
Sarah Grusin
AFCEA EDUCATIONAL FOUNDATION
RAdm. W. J. Holland, Jr., USN (Ret.), President
AFCEA Educational Foundation
Phyllis R. Lau, Administrator, Scholarships and Awards Program
Dr. Stephen J. Andriole, a George Mason Institute professor of
information technology, is the 1990 AFCEA Educational Foun-
dation Award winner.
Dr. Harold I. Sharlin (r), founder and director of the Emeritus
Scientists, Mathematicians and Engineers program, helps
The AFCEA Educational Foundation Award
Shawn Davis (I) of Bunker Hill Elementary School, Washington,
Dr. Stephen J. Andriole, a noted authority and pioneer in
D.C., adjust his hard hat during a tour of Potomac Electric
the application of computers to command, control, com-
Power Company's Chalk Point Generating Station.
munications. computers and intelligence, was presented
the 1990 AFCEA Educational Foundation Award for Dis-
tinguished Service to Education at the AFCEA Internation-
same time, public school students in Washington, D.C.,
al Convention and Exposition in June. Currently a George
regularly fail to live up to early indications of scientific
Mason Institute professor of information technology, Dr.
and mathematical talent. The ESME program, created and
Andriole has served as chairman of the department of
headed by Dr. Harold I. Sharlin, project director, started at
information systems and systems engineering at George
two public schools in Washington in September 1989 and
Mason University, Fairfax, Virginia. He also has been a
expanded to four this year.
course coordinator and instructor in AFCEA's Professional
The ESME program's emeritus professionals volunteer
Development Center for a number of years.
to forge partnerships between schools and scientific labo-
For nearly 20 years, Dr. Andriole has participated in all
ratories to improve education in science and technology.
phases of the systems analysis, design and development
Each participating professional commits to at least one
process, especially the application of advanced informa-
unit (six weeks), during which each works with a particu-
tion technology. He has served as the director of the
lar class in an area of scientific specialization. The volun-
Defense Advanced Research Projects Agency's
teer meets with the students in the classroom for at least
(DARPA's) cybernetics technology office, and while at the
two hours each week and arranges a field visit to an appro-
agency, he oversaw research in applied artificial intelli-
priate laboratory, so that the students have an opportunity
gence. decision aids and support systems for command and
to see professional people using scientific instruments and
control. intelligent computer-assisted instruction, data base
mathematical skills to solve complex problems. The emer-
management and advanced man-machine interface tech-
itus scientists and engineers are the guides during these
nology.
visits, and they act as mentors to individual students who
Dr. Andriole has authored, co-authored, edited and co-
express further interest in particular areas.
edited more than 20 books and numerous articles, book
Anyone interested in participating in the ESME pro-
chapters and technical reports. He recently has completed
gram or getting more information may call Dr. Harold I.
a new book for AFCEA International Press, Information
Sharlin, at (202) 966-2122, or write to The Emeritus
System Design Principles for the 90s: Getting It Right!.
Foundation, 1614 20th Street, N.W., Washington, D.C.
20009.
Scientific Education Program
An effort in Washington, D.C., the Emeritus Scientists,
The AFCEA Educational Foundation is a nonprofit
Mathematicians and Engineers (ESME) program, brings
educational organization under Section 501(c)(3) of the
retired scientists, mathematicians and engineers into the
Internal Revenue Code of 1954. All donated funds are
classrooms to introduce school children to career opportu-
used for scholarships and awards; none pay for adminis-
nities in scientific and technical fields. The Washington,
trative or operating costs of the program. Send your con-
D.C., area is home to many of the nation's leading gov-
tributions to The AFCEA Educational Foundation, 4400
ernment and private scientific laboratories, but at the
Fair Lakes Court, Fairfax, Virginia 22033-3899.
SIGNAL. JULY 1990
Official Publication of AFCEA
99
ÁSEE
January 1992
Precollege: Getting Involved
Primary
Bringing science
and mathematics
into the primary
grades is not
mere child's play.
Far From Elementary
By Jeff Meade
concern over the state of
on aspects of the problem.
precollege science and
Few major corporations
mathematics instruction.
have not become involved.
This concern has given rise
Kodak, IBM, and Digiral.
to many efforts, large and
among many others, have
small, to bolster the curricu-
launched local and national
lum.
efforts. The Rockwell
In a few instances, en-
Corporation has established
gineers are taking matters
an educational joint venture
into their own hands. The
with the California State
fledgling Engineers for
University system to provide
Education, for example,
teaching certification for
hopes to enlist the aid of
retired Rockwell engineers.
100,000 engineers across the
On a government level, the
country to work as mentors
National Science Founda-
in the classroom. Engineer-
tion and the Energy Depart-
ing and science societies
ment are shouldering much
have not been idle in the
of the responsibility and
battle against math and
receiving much of the
science ignorance, and a
funding for federal math
number of them have en-
and science education
dorsed the Engineering for
initiatives.
Education program. One of
As helpful as the many
the most ambitious efforts
programs are, efforts to
to put engineers in elemen-
improve math and science in
tary schools is A World in
the elementary schools have
Motion, a nationwide
been scattered. This is wor-
program of the Society for
risome for engineering,
Automotive Engineers that
which looks to today's
D
teams working engineers-
primary and secondary
ick Crouse, a retired
"If the Earth is going
from corporate sponsors-
school students for its very
electrical engineer and
around so fast, how come
with teachers in the class-
future. It is equally trou-
former Marine pilot who
we don't feel it?"
room. The American
bling to a nation that hopes
once flew Panther fighter
"What makes a tornado
Association for the Ad-
its students will gain the
jets, is winging his way
turn?"
vancement of Science
global lead in science and
through unfamiliar territory.
"How do fireworks
launched a long-term math
math achievement by the
After 40 years with General
work?"
and science curriculum
year 2000.
Electric, where he helped
Crouse is spending an
revision effort-Project
NASA manage its Landsat
afternoon at the John Eaton
2061-whose goal is a
program, the big engineer is
School in Washington, D.C.,
completely revamped
F
rom kindergarten
sitting on a little chair,
as a volunteer from Emeri-
education system. Other
through sixth grade,
surrounded by wide-eyed
tus Scientists, Mathemeti-
associations, the Institute of
children still retain much of
first graders. .\|| are asking
cians and Engineers (see
Electrical and Electronics
the wonder with which they
perfectly sensible and yet
box. next page). The
Engineers and the American
11'CTC equipped when they
wholly exasperating
emeritus program is one
Electronics Association
came into the world. But
questions.
response to a growing
among them, .Ire working
they lose it fast. According
21
ABCs of Electricity
Remember four words Dick Crouse solemnly, in about declining math and science test scores in the
tones 'Pressure Electron: Wave Magnetism.
public schools, he came up with the idea of putting his
Severals small heads in Margaret Delorme's first
years of experience into the classroom.
grade class (above) at the John Eaton School nod up
Sharlin began recruiting mathematicians, engineers,
and down. Though the oldest of the bunch is all of seven
and scientists-some retired, some not-and in Septem-
years old they are about to receive their first compre-
ber 1989, the program started in two public schools in
hensive lesson on the nature of electricity
Washington's troubled northeast region. Volunteers
Crouse gives each one a pebble. The children stare
team up with willing teachers, who offer suggestions on
at the smooth little stones in their hands, as if presented what kind of lessons might be most appropriate.
with a great treasure. Now let's turn on our imagina-
Some of those volunteers have impressive creden-
tions, will he instructs. "Let's pretend the stone is an
tials. Yet in spite of all their experience, going into a
electron. Now this half of the class, move your electron.
classroom is a bit daunting for most. Sharlin recalls the
up and down slowly. Now, this side of the class, move
worry in the voice of Dr. Samuel Zweifel, former
yours up and down faster. There are giggles, and more
personal physician to Henry Kissinger, when he learned
than few clicks, as stray electrons bounce into each
he was soon to teach third graders. "He said, 'Harold,
other.
**
what do I tell them? What do I say?' I tell the volunteers
For Dick Crouse, it ist only the second of what he to be themselves, to draw on their experience. I urge
expects will be six visits to the John Eaton School. But them to be autobiographical. They are all living ex-
already, the soft spoken man in the black framed glasses
amples of what those kids can do.
is a hit One of the kids calls him Grandpa He is not
This year, the program is in six public schools, and
displeased.
Sharlin hopes to recruit more volunteers-and raise
That warm interplay is precisely what Harold Sharlin
more money-to branch out. Among the early corpo-
had. in mind when, in 1988, he started the Emeritus
rate supporters was the General Electric Foundation,
Scientists, Mathematicians and Engineers Program.
which contributed $29,000 for a portable environmen-
The organization is an offshoot of the long-established
tal science lab.
Emeritus Foundation, which provides retired profession-
It's all a lot of work, but, says Sharlin, the stakes are
als in other fields-such as accounting and social
high. Everything is riding on the ability of this genera-
work-to the Washington, D.C., public schools. An
tion of children to learn and put to use all the tools that
electrical engineer and an historian who has taught the
science and technology have to offer. "It's like I tell my
history of science and technology at lowa State Univer-
students," he says. "Do you want to spend your lives
sity, Sharlin now works as a consultant. Long concerned
working at McDonald's? Or McDonnell Douglas?"
to a national survey conducted for the
less likely than whites to like science and
commitment.
National Science Foundation. interest in
mathematics, at all levels. And although
the Instorical
science drops about 10 percent between
girls start out about even with boys 111
and
lack
of
third and deventh grades. Students' in
their interest 111 science and math, by
the states.
terest in math drops 45 percent between
grade 7. the NSF survey reports. their
Science
receives
the two grades.
interest is waning. The reasons for these
Don in elementars
Black and Hispanic students are tar
drops are many: teacher training and
tites
.1
day.
22
North Carolina researcher Iris Weiss,
ematics more completely, there usually is
be involved in research that takes me
author of the Science and Mathematics
little incentive for them to do so.
miles away from concrete and construe-
Education Briefing Book published by
Wilma Snell, a preschool teacher who
tion into the more technical areas of
Horizon Research. Part of the problem,
developed an elementary school engi-
education," Snell says. "That may or
Weiss suggests, is that teachers don't
neering science kit in conjunction with
may not be a good thing."
know how to teach these subjects. An-
the Southern Illinois University at
other problem, she adds, is far more
Edwardsville engineering school, says
simple: Batteries, electric motors, micro-
her home state requires 29 minutes of
Branscomb is Albert Pratt
scopes, and dissecting kits all cost money.
science instruction a day. "I've found
Public Service Professor in the John F.
"Every science teacher I have ever known
that kids were doing well to get 29 min-
Kennedy School of Government and
has always bought equipment out of
utes a week."
former chairman of the Carnegie Com-
pocket," she says.
With a $10,000 grant from the uni-
mission on Science, Technology, and
Not all science "equipment" is expen-
versity, and the endorsement of the engi-
Government (see Hill Highlights, page
sive, notes Cindy Greenwood, an electri-
neering and education schools, she, her
13). He says he was amazed to hear a
cal engineer and assistant professor of
husband, Luke, chairman and professor
story recently about a fourth grade class
computer technology at Nashville State
of construction, and Robert Williams, a
that was confronted with an odd math-
Technical Institute. As a volunteer in her
professor of science education, worked
ematical problem.
daughter's school, she taught pre-
on the kits with a team of students at
"The problem goes like this," he says.
schoolers about the difference between
SIUE. The kits lead students through a
"There is a flock of 125 sheep, and they
solids, liquids, and gases by placing an
number of mathematical and scientific
are watched over by five sheepdogs and
ice cube on a hot plate. "In elementary
exercises, culminating in the construc-
one shepherd. How old is the shepherd?
school, kids don't need to be exposed to
tion of various projects, such as a clay
Three-quarters of the fourth graders gave
expensive equipment, as long as they can
arch, wooden replicas of Indian dwell-
a numerical solution. That kind of expe-
do hands-on stuff," Greenwood says.
ings, wooden trusses, and concrete beams.
rience can be verified over and over."
Math could be taught in much the
So far, a public school sixth grade, two
In spite of such stories, Branscomb
same way, but it usually isn't. Elemen-
public gifted classes, and a private school
believes the problem of elementary math
tary school teachers devote about 43
class have used the kits.
and science can be solved. "One of the
minutes a day to math, Iris Weiss says.
For Luke Snell, the marriage of engi-
things engineering professionals can do
However, most teachers are teaching
neering and education makes intuitive
is to participate, or make sure their soci-
arithmetic, and little more. "Most don't
sense. Engineers have a lot to offerschool-
ety strongly supports efforts to work on
teach up to the standards of the National
children, he says, but they aren't always
curriculum and teaching materials devel-
Council of Teachers of Mathematics."
comfortable with that age group. On the
opment," he says. "The second thing,
Those standards, as applied to kin-
other hand, schoolteachers are wonder-
particularly among academics, is to take
dergarten through grade four, would take
fully skilled in dealing with children, but
an active interest in how elementary
children well beyond simple arithmetic
wary of math and science. Each profes-
school teachers are trained."
and into such concepts as estimation,
sion has something to offer the other.
To that end, Branscomb recommends
geometry and spacial sense, measure-
From Snell's perspective, the earlier
that engineering schools offer their knowl-
ment, and statistics and probability. They
the intervention, the better. While most
edge and assistance to education schools.
also emphasize the. use of "manip-
of his personal experience with the el-
Of course, engineers will first need to
ulatives"-blocks, beads, and other ob-
ementary school program has been in the
know more about the problems teachers
jects-and real-life problems.
fifth and sixth grades, he recently took a
face. "Go to the schools of education.
Computers are also recommended as
simplified version of the engineering kit
Ask them to put on seminars for the
useful tools, but the use of these devices
into a second grade class. "The children
engineering faculty to give them a deeper
is spotty. "Virtually every school in the
were very, very responsive. They had
understanding of kindergarten through
country has at least some computers for
many good questions."
sixth grade," he says.
some purposes," says Linda Roberts, a
Snell finds that curiosity gratifying,
Finally, like Dick Crouse, they can
project director at the Office of Technol-
and he wishes more engineering faculty
move beyond concern and into the class-
ogy Assessment. However, "there is an
could share the experience. The current
room itself. Crouse believes strongly that
awful lot of variation on how widely
system of academic rewards does not
an involved professional can make a
available they are and what they're used
recognize this kind of activity as impor-
profound difference. He chose a career in
for," she says. "In many cases, schools
tant, he says, though he sees that attitude
engineering in large part because of a
are using the new equipment but in inef-
beginning to change. But there is another
Westinghouse demonstration he Salis. in
ficient ways."
reason why engineers may be scared off:
his school back in 1946.
Finally, even if teachers would like to
The needs are enormous. "The problem
self Meade is semor writer/editor up
teach more science, or to teach math-
is so vast and so broad that I could soon
ASEE PRISM.
January 1992
ASEE FRISM
23
September 1992
Volume 14, Number 3
$2.50
PRIME TIMES
Quarterly member magazine of NARCUP, Inc.
Also featuring PrimeLine Bulletin
Intergenerational Volunteering
Bringing younger and older people together has generated immense benefits for both
-in schools, nursing homes, daycare, and community centers across the country.
A
fter 25 years of teaching graduate science
by Kris Aaron
courses at the university level, Professor Harold
Sharlin was nervous. He was about to face the
most dreaded class of all, and his hands were
sweaty and shaking. Professor Sharlin, who holds
a Ph.D. in the history of science and technology,
was armed with lecture notes, laboratory equip-
with individual students who are having problems
ment, and printed handouts. But would they be
with the basics of math and reading, and a lack of
enough, or would the class demand more? The pro-
parental involvement in families where single
fessor swallowed, took a deep breath, opened the
mothers or even both parents must hold two jobs to
door, and prepared to do battle with the nemesis of
keep the family together. The potential crisis of un-
many a teacher: 27 bored fourth graders.
dereducated and neglected children is also due in
Dr. Sharlin, as "his" kids call him, is director of
part to the loss of intergenerational contact that
the Emeritus Scientists, Mathematicians and Engi-
comes from children unintentionally being deprived
neers Program, in Washington, D.C. And although
of close bonding with grandparents-most of whom
he holds many professional and honorary titles, as
live hundreds or even thousands of miles away.
a retiree his favorite is "intergenerational volun-
Few history books can compare with a real-life
teer," or IgV.
first-person account of what happened at Pearl
Although Sharlin is an emeritus professor, IgVs
Harbor or in the Pacific Theater during World War
come from all walks of life and educational back-
II, or the impact of FDR's New Deal on small farm-
grounds. They are retirees who have amassed a
ers. Few professionals can teach parenting skills to
lifetime of experience, with skills ranging from
pregnant, low-income teenagers with the volunteer
knitting and lace-making to music, reading, and
compassion that evolves into shared confidences
science. They are amateurs and professionals, mu-
and secrets sometimes kept for more than 50
sicians, homemakers, and storytellers; they pro-
years. And solutions to the problems and chal-
vide a patient ear for children's woes and wise, gen-
lenges at the end of this century may be found not
tle counsel for distraught teenagers. They help
build students' language skills with Scrabble
in political machinations but in the invaluable tradi-
games, cuddle first graders as they stumble
tion, lore, and strength passed down from genera-
through reading books, and share parenting skills
tion to generation.
with pregnant 14-year-olds. They take their pay-
"This kind of volunteering is a big step away
checks in hugs and shy gratitude-and the deposits
from the old 'warm body' approach: stuff en-
go straight to the heart.
velopes, answer phones-'it doesn't matter what
There is a need for these IgVs as never before.
your skills are because you're retired," says
Educators and volunteer coordinators point to an
Ronald J. Manheimer, director of the North Caroli-
upcoming crisis that may tear apart the fabric of
na Center for Creative Retirement, Asheville.
this country-one that could be averted with the
Through its affiliation with the University of North
help of America's talented, experienced retirees.
Carolina, the center encourages retirees not only to
That threat comes from a lack of classroom expo-
further their own education but to pass on their
sure to the sciences, a lack of teacher time to work
knowledge to the young.
"This is the first generation ever of retirees with
Kris Aaron is a freelance writer from Cambridge,
the time, money, and health to be productive," Man-
Litespan Resources, Inc.
Wisconsin.
heimer says. "These people have a strong sense of
September 1992/Prime Times 13
"Once a connection has been made, the adult
Tice tells the story of an elderly American Indian
volunteers let the kids do the talking about their
tribal leader who had been in a nursing home for
several years. Although the man could understand
problems and then point out choices or teach
English, he seldom spoke, remaining aloof from the
staff and other residents. When Lifespan Re-
them how to identify family values."
sources put out a call for volunteers to work in the
public school system, the tribal leader chose to as-
civic responsibility; life's been good to them and
sist with an art class. There, he and eight-year-old
they want to give something back. They're probably
Rodney, a youngster with behavior problems, be-
the first affluent generation in their family, and
gan to bond. Rodney and the Indian elder were fas-
they're looking at 15 to 20 more years of healthy re-
cinated with each other and began making a drum
tirement. They want to stay involved."
together. As they worked, the old gentleman began
This involvement often means working with the
speaking to Rodney, whose behavior gradually be-
most vulnerable segment of population: children—
came more acceptable to the rest of the school.
who suffer the most from poverty, child and sub-
"This happens over and over again," Tice says.
stance abuse, and teen pregnancies. And it's the
"We continually have people recommended to us
volunteers themselves who create and design the
by their doctors or social workers because they're
programs to address these issues.
depressed or isolated. We have volunteer-staffed
"We have a data base of more than 550 people
centers in the schools where the kids can come
available to serve in a wide variety of roles," Man-
with games, books, or academic work; it's almost
heimer explains. "We match their degrees, experi-
like a large kitchen in a house where an extended
ence, and interests with specific community needs
family lives."
and projects. Many retirees tell me that this is the
Tice's volunteers also put in long hours with at-
first time they've been asked to volunteer using
risk adolescents: youngsters who are having prob-
lems in school or with violence in the home or are
their particular talents and backgrounds!"
Part of the need for IgVs is a result of America's
victims of drug abuse. Here, volunteers listen,
age-segregated society. Prior to the Industrial Rev-
guide, and mentor but, as Tice says, never tell their
olution, the typical family had as many as four gen-
troubled companions what to do.
erations under one roof; there was always an older
"Bonding doesn't happen automatically; often,
they simply share space at first," she explains.
adult in the role of "wisdomkeeper" or "elder" who
"Once a connection has been made, the adult vol-
counseled children and adolescents. "The focus on
unteers let the kids do the talking about their prob-
the nuclear family may be a basic error that we're
lems and then point out choices or teach them how
just now starting to pay for," says Carol Tice. "Un-
to identify family values."
less kids have ongoing contact with seniors, they
While most older volunteers came from a gener-
perceive them as sickly, ugly, weak, cranky with
ation where attending school was a privilege and a
disrespect."
mark of status, their young "protégés" often con-
Tice is an intergenerational specialist for Life-
sider education something that is being forced on
span Resources, Inc., Ann Arbor, Michigan. She is a
them against their will. With teachers burdened by
witness to the hidden economic and age-related
multiple demands, often a surrogate "grandparent"
segregation that isolate older Americans not only
is the only thing standing between a bewildered,
from children but from each other. "A lot of the pro-
resentful youngster and lifelong failure.
gramming provided for seniors is peer contact,
"Scientists and engineers will tell you that talk-
where they interact only with each other," Tice ex-
ing to an eleventh grader who has not kept up in
plains. "Plus, the economic segregation of clubs and
math is cruel and unusual punishment," says Shar-
retirement communities closes out many of the old-
lin. "Math skills-starting with basic multiplication
er low-income people. With this group, a tremen-
and on past integral calculus-depend on building
dous amount of their energy goes just to meeting
blocks. It's critical that the kids have these 'blocks'
basic needs. Most of their relationships are with the
firmly in place in the elementary grades."
professionals who are paid to work with them,
For Sharlin's university-trained volunteers, the
which creates a feeling of isolation. When they get
difficulty of translating such esoterica as Newton-
into the role of volunteering with kids, they report
ian mechanics to a sixth-grade level can be intimi-
feelings of great abundance and largesse."
dating. "One of our volunteers, Roy Osborn, was a
14 Prime Times/September 1992
retired chemical engineer who had worked on rock-
et motors and blown his left hand off in a lab acci-
dent," Sharlin says. "The kids were fascinated by
him, even though he was very recalcitrant about
the whole project and not at all eager to talk to a
roomful of grade-schoolers. Well, we convinced
Roy to teach a series of six science classes that in-
cluded experiments and demonstrations. Roy
and sharing her slides, collections, and oral history
called me right after the first class and said, 'One
of the countries where she's been."
RESOURCES
kid hugged and kissed me, Harold! I just melted!"
Many older volunteers are shocked by what they
"He put in a total of 18 classroom hours plus
perceive as a lack of discipline and respect in the
preparation, planning, and field trips, before becom-
schools. "These programs present unique problems
Emeritus/Scientists
ing very ill," Sharlin adds. "After he came home from
and challenges," says Manheimer. "Different gen-
Mathematicans.net
the ICU ward at the hospital he wanted to go right
erations have different behavior expectations, and
back in the classroom, but I took one look at him and
Engineers Program
it's new to them to hear kids talking back and acting
knew he was still too sick, so I took the kids on the
out. We make sure our volunteers are fully aware of
field trip they'd been planning. Roy died a few days
what they're up against and how to cope with it."
later, and I'm not sure the kids ever got over missing
"But we've also had retirees tell us they either
Washington-DC20036
him. We named our outstanding volunteer award the
knew kids like that or were just like that themselves
202) 296-0254
Roy Osborn Award, after a cantankerous old guy
years ago. We've got some pretty rough, streetwise
who became one of our best volunteers."
characters in the program. Some of these people
Generations Together
IgVs do more than interact with kids, however.
grew up in rough neighborhoods and aren't afraid of
Norman Earle, a retired biologist working with the
difficult situations. One of our guys is a retired
University Place
Center for Creative Retirement, helps schools de-
plumber who slept in muddy trenches in Burma for
Pittsburgh PA115260
velop science curriculums, scrounges lab equip-
two years during World War II. Nothing fazes him!"
(92) 648-7450
ment for pathetically understocked classrooms, and
Nothing, perhaps, except society's traditional
reviews science textbooks-discovering multiple
view of retirement. "We're not tired and we're damn
errors and mistakes in the process. "Norm is in-
well not ready to sit back and take it easy," says one
volving other retired scientists in making science
volunteer in her mid 70s who works as a nursing
tional-Specialist
more interesting and accessible to kids," Man-
home activities coordinator and preschool teacher's
heimer explains, "and they in turn involve their
assistant. "We've spent most of our lives getting an
Ann Arbor MI48104
friends and neighbors.
education and earning a living. Now that we no
(313) 994 4745
"Here in Asheville, we have a high school student
longer have to worry about a paycheck and job re-
from Kuwait whose English is very poor. One of our
sponsibilities, we can put that energy back into the
North Carolina Centen
of
retired volunteers speaks Arabic and is helping the
community, where it's so desperately needed."
student learn our language and history. And a
areative.Retirement
As Harold Sharlin says, "Part of the success of
physicist volunteer has been conducting Student
intergenerational volunteer programs is that we're
Achievement Test (SAT) preparatory classes at a
with the kids for an hour or so, we have a good time,
local high school. His six students have had their
and then we can walk out and let the teacher worry
One Unversity Heights
SAT scores go up by 90 points!"
about them! We work as a team with the teachers,
Asheville NO 28804-9989
But to insecure youngsters, sometimes self-
but because we're not there all day we're able to
704)251-6140
image is as important as academic skills. Linda
give and get the very best efforts.
Deafenbaugh, coordinator for a program called
"After explaining some highly technical theories
Generations Together at the University of Pitts-
to a group of fifth graders, I got a letter from one of
burgh, tells of one volunteer who had been a vaude-
them that made my day, the kind of thing only a
Mearte -A70002
ville tap dancer. "This individual works two days
grandparent would understand," Sharlin says.
(800) 654 - 297
each week teaching middle school kids the basics
"The youngster wrote, 'I really enjoyed your class.
of tap. For him, it's a way to pass on the purity of his
I'm sorry I fell asleep, but when I was awake, I real-
art-not the glitz, but the sense of a time in history
ly liked it!"
when talent was all," she says. "We have one
It's this combination of humor, honesty, and ap-
woman who has traveled extensively and speaks
preciation that works so well between the older and
four languages. She volunteers in a rural school
younger generations, bringing them closer togeth-
Lifespan Resources. Inc.
with no language program, teaching kids languages
er, with benefits for both.
September 1992/Prime Times 15
Technolo
Review
EDITED THE MASSACHUSETTS INSTITUTE
VINECEMBER 1990
$3.00
Generation Bridge
John had long dreamed of be-
coming a basketball star. It was
one career filled with talented black
men. After playing with some wire, a
battery, bells, and light bulbs, though,
the 10-year-old has decided to be an
engineer.
"Ar least he knows there are other
options," laughs Harold Sharlin, di-
rector of the Emeritus Scientists,
Mathematicians, and Engineers Pro-
gram. The volunteer project, which
operates in the District of Columbia
metropolitan area, links retired sci-
entists, mathematicians, and engi-
neers with public schools, exposing
inner-city children-the younger the
better-to a host of exciting science
careers.
"Early contact is extraordinarily
important," says Sharlin, who is an
electrical engineer and education con-
Texas steer retired lawyers into legal
Washington, D.C., students tour a
sultant. "Kids can see scientists as real
services offices for the benefit of low-
Potomac Electric Power Co. generating
people. They can be scientists if they
income clients.
station with Emeritus Foundation director
work hard. Particularly in the D.C.
In 1989-90, the Emeritus program's
Harold Sharlin (second from left).
area, we're surrounded by technical
agencies and businesses
Kids
first year of classroom experience, six
engineers and scientists and one phy-
don't have to work at McDonald's or
sician started working in Bunker Hill
pany power plant. "They were able to
be professional football or basketball
Elementary and Taft Junior High.
relate all the things that he taught
players."
Both District of Columbia schools are
them to the plant," recalls Knight.
Besides opening vistas for children,
predominantly black, in student body
"And several children wanted to be
Sharlin's project responds to percep-
and staff: Both draw children from
engineers."
tions that the United States needs
middle-income and lower-income
more technically trained people. Ac-
families. And both inspire high
Older and Wiser
cording to the American Association
achievement from their pupils. Taft
of Engineering Education (ASEE), the
was recognized as a "school of dis-
The backbone of the Emeritus pro-
United States already employs more
tinction" in the D.C. system for its
gram is a six-week unit, capped by a
engineers than lawyers, doctors, or
students' academic achievements and
field trip to a lab, museum, plant, or
even elementary school teachers.
its broad array of advanced curricula.
agency. Emeritus instructors spend at
Moreover, the profession and demand
By mid-year, the program had dou-
least one hour in the classroom each
are growing, says Donald Strong, a
bled the number of instructors and
week, and they collaborate with
consultant to the ASEE.
added two more schools, Phoebe
teachers to design relevant-and un-
Other programs exist to link retired
Hearst Elementary and John Eaton El-
derstandable-curricula
professionals with curious young
minds. For 12 years, retired teachers
ementary.
This can be challenging. In fact,
The outcome? "The children were
claims William J. Condell, "It's
in the District of Columbia have pro-
thrilled," says Clotile Knight, a fifth-
hard!" Previously the director of
vided tutoring help in reading and
basic math to six inner-city schools,
grade teacher at John Eaton. Sharlin
physics at the Office of Naval Re-
introduced her class to the concepts
search, Condell notes that it takes
while social workers evaluate pro-
of electricity and helped children con-
careful preparation "if you're accus-
grams in various United Way agencies
duct simple versions of Faraday's and
tomed to expressing yourself in cal-
throughout the District. Programs in
Oersted's experiments. At the end of
culus and then have to
bring it
Florida, Arizona, California, and
the unit, the class toured a utility com-
down to the simplest, most transpar-
TECHNOLOGY REVIEW is
ent level." Condell explored lens
equations and Newtonian mechanics
with sixth graders who "really under-
stood quite a bit." But, he adds, he
spends as much time preparing for
these classes as he did for lectures at
George Washington University.
Emeritus participants agree that the
hard work is rewarded. Before he re-
tired from the State Department, Sam-
uel Zweifel was Henry Kissinger's
personal doctor. Now he delights at
the enthusiasm of the fourth and sixth
graders in his health classes. "It's
really nice to be with these youngsters
and know that they wanted me to be
there. They were extremely atten-
tive-always raising their hands,
wanting to participate. They were ex-
cited about everything." Zweifel uses
his own transformation from Kansas
farmboy to State Department physi-
cian to inspire the children.
Sharlin sees the program as a nec-
essary supplement to established sci-
ence and math studies, in part because
some teachers seem uncomfortable
with science and steer clear of it. For
example, in one school, he observed
that a kit crammed with batteries,
compasses, and other simple science
equipment had never been touched.
"But we're old enough that teachers
aren't afraid to ask us things," says
Sharlin.
Sharlin's goal is to reach into every
elementary school in the area, and
he'd like to see the program replicated
in other cities. "There are a lot of peo-
ple out there with real talent, who
want to do something for children. I
can't tell you how many scientists and
engineers the program will help in-
spire 20 years from now, but I know
we have an influence."
Still, after two semesters in the
schools, Sharlin has a confession: "I
don't want teachers to leave the class-
room when I'm leading the class. I'm
terrified of fourth graders."
CHRISTINA M. NICHOLS, a free-lance
writer based in Washington, D.C., spe-
cializes in the environment and energy.
20 March 1990
MEMORANDUM
From: Harold Sharlin, Project Director
To: Participants and interested observers of the EMERITUS SCIENTISTS
MATHEMATICIANS AND ENGINEERS (ESME) project
Subject: Progress report on ESME project.
I. Overview
We have begun in two new schools, John Eaton Elementary and Phoebe Hearst Elementary in
northwest Washington. Four new Emeriti were.recruited with prospects of three or four more
in the Spring 1990.
The project director was on an all day panel at the AAAS meeting in New Orleans.
Discussions are in progress with two other organizations for cooperative ventures.
An article about ESME appeared in the IEEE Scanner and another article will appear in March
in Seniorlines a PEPCO publication for customers over 60.
The ESME project received its first grant from Chevron.
II. Schools
A. John Eaton and Phoebe Hearst Elementary Schools
Ms. Patricia Greer, Principal of John Eaton and Phoebe Hearst Elementary schools asked ESME
if a project could be started in those two schools. Preliminary discussion were held on 20
November 1989 and on 8 January i 990 Larry Mirel and Harold Sharlin met with the teachers
from these schools and explained the process whereby profiles of the emeriti were to be
circulated and teachers were to choose the person or persons they wanted to work with.
On 12 February 1990 three new emeriti, David Shapiro, William Condell and Samuel
Zweifel, along with two veteran emeriti, Paul Torda and Harold Sharlin met with the Eaton and
Hearst teachers for paring off and the first planning session.
William Condell (physics) was paired with Julie Jacobsen who teaches 5th and 6th grade at
Hearst. Condell has developed a series of hands-on exper iments and class discussions. He sent
Ms. Jacobsen a list of vocabulary words that he planned to use to determine if the words were
understandable to the class and to allow Ms. Jacobsen time to review the words before Condell
met with them. The first discussion was on lenses. Condell purchased some lenses and donated
them to the school. In class the students derived the Gauss equation. Next Condell talked about
plate tectorics and used 3 special puzzles that illustrated the location and motion of the plates
ESME Progress
2
20 March 1990
The second meeting was on holograms and light. To come are classes on astronomy, light and
Newton's three laws.
Paul Tords ( aeronautical engineering) was also paired with Julie Jacobsen at Hearst. Torda
plans to talk about flight, ear thquakes, the Blue Flame which set a land speed record,
submar ines and waste disposal.
Samuel Zweifel (medicine) was paired with Margaret Ellis (6th grade Eaton) and Kelly
Halligan (4th grade Eaton) Zweifel has met with the classes four times as of 16 March and he
plans seven meetings in all with a field trip to Children's hospital.
David Shapiro (mechanical engineering) has met with Mary Ebel's 4th grade class at Hearst
and the discussion was on "What I have done" as an engineer. Shapiro has worked out a schedule
with Ms. Ebel that includes sessions on missiles, space and alternative energy sources. He will
take them on 8 field trip to Contel where the students will be able to have hands on exper lence
with some demonstration equipment.
Harold Sharlin (electrical engineering) was paired with two teachers, Jacqueline Clarke and
Clotile Knight both 5th grade teachers at Eaton. He has been meeting with each class, one on
Tuesdays and other on Wednesdays. Eaton has a good supply of electrical apparatus and Shar lin
has been using their batteries, wire, sockets, compasses and magnets. The students have been
setting up electrical circuits and magnetic experiments in groups at their desks. They have
duplicated Oersted's 1820 experiment in electromagnetism and Faraday's 1831 experiment in
electromagnetic induction. Field trips to PEPCO's Chalk Point generating station are scheduled
for April.
B. Bunker Hill Elementary and Taft Junior High
Seth Shulman (physicist) spent four class hours with Mrs. Mary Perry's 6th grade class.
The topic was radiation. Shulman had the class study X-ray pictures and had the children
identify the object in the picture. Another day the class worked with a Geiger counter and tested
objects for radiation. Each day had some other hands-on project and included using a prism to
divide sunlight. For a field trip the class went to the Nuclear Medicine Department at
Providence Hospital.
Harold Sharlin (electrical engineering) had a stint with Patricia Young's special class of 4th,
5th and 6th graders. He showed the children how to experiment with magnets, batter ies,
compasses and electrical nells. The cells were a huge success. The principles of
electromagnetism and electromagnetic induction were demonstrated and related to the workings
of an electric generator. The class field trip was to PEPCO's Chalk Point Generating plant where
a PEPCO photographer followed the group around taking pictures for PEPCO's Seniorlines
newsletter.
Howard Fawcett (chemical engineering) also met with Mrs. Perry's 6th grade class. Fawcett
found ideas for his hands-on demonstrations a set of books produced through a joint venture of
the American Chemical Society and the American Physical Society. There were five meetings
during which Fawcett showed the class how to experiment with echoes.
Margaret Cooper (geologist) has worked with Mrs. Emma Holbrook's 5th grade class. The
California ear thquake was a perfect opening for discussing causes and detection of quakes along
with the analytical work of geophysicists, seismologists, engineering and structural geologists.
Cooper was asked nuw she became á geologist and that led to discussion of related careers in
ESME Progress
3
20 March 1990
science. Another session was on rocks and minerals with samples of minerals from the Museum
of Natural History. Cooper showed slides of construction of the Alaska oil pipeline and talked
about her work on the project. A geologist from the Museum of Natural History came to the
classroom to do a hands-on session with sample of rocks and minerals that he brought along. A
field trip to the U.S. Geological Survey headquarters at Reston, Virginia is planned.
III. Outside Activities
A. Harold Sharlin ESME Project Director, was part of an all day workshop on "Senior
Scientists and Engineers as Volunteers," at the annual meeting of the American Association for
the Advancement of Science (AAAS) in New Orleans on 19 February 1990. Shar lin gave a paper
in the morning session. He was among eight presenters for the morning and afternoon sessions.
The response was good and several contacts were made including the Chamber of Commerce at
Huntsville, Alabama and the Elfun Society from General Electric.
B. We are exploring the possibility of cooperation with The I have a Dream Foundation in
Washington.
C. Articles:
1. The Scanner published by The National Capital Area Council of The Institute of Electrical
and Electronic Engineers carried a story about ESME in the March 1990 issue.
2. Seniorlines published by PEPCO will carry a piece on ESME in its Spring 1990 issue.
3. The Educational Foundation newsletter of the Armed Forces Communications and
Electronics Association (AFCEA) will report on ESME in a forthcoming issue.
IV. Funding
A. the GOOD NEWS is that Chevron Corporation-was the first organization to provide a grant
for ESME.
B. Applications are in for grants from the Cafritz Foundation, PEPCO and IBM.
C. Letters have been sent to the major corporations in the Washington area.
D. The Department of Education announcement for support of science and technology education
in grade schools will be out in May 1990 and we intend to apply for a grant.
V. Continuing
A. Goal of ESME is for each elementary school class to have two units per year, that is, to have
two different emeriti meet with each class in every school where ESME is involved so that the
relationship is an ongoing one with children K through 6th. The four to six hour unit allows the
class to become familiar with an emeritus and for that impression to be a lasting one. To
motivate children to continue studying their math and science the exposure must be over time
and that means seeing and doing science with an emeritus person twice a year all through
elementary school.
B. Sharlin met with Mrs. Preston, Principal of Bunker Hill Elementary, on
12 March 1990. Mrs. Preston is much pleased with the program and reported enthusiastic
response by her teachers. She repeated earlier argument that the ESME must stay with her
children through all the grades. Sharlin agreed. Mrs. Preston polled the teachers and seven of
them want another emeritus unit in the Spring of this year. Teachers want repeat appearances
ESME Progress
4
20 March 1990
of those who have already been at Bunker Hill plus new emeriti.
C. Recruiting is a demanding and continuing task. Locating those few who are able and eager
requires much phoning and mailing. Senior Science and Engineers (SSE) program has offered
to continue cooperating with ESME. Most of present emeriti recruited through SSE of the
American Association for the Advancement of Science (AAAS). They have agreed to supply 20
more names which translate into about seven or eight emeriti recruits. Although all emer iti
report a positive experience there is a need for a continuing new supply of names because of
emeriti becoming unavailable due to moving out of the area, going to Florida or to see
grandchildren and the press of consulting business.
D. Needs include more organization, at least a parttime secretary, more meetings with
emeriti, orientation and review for teachers and emeriti, a booklet of guidelines for emeriti and
teachers and all those things that an ongoing active program must have SO we must have
E. Funding: Prospects are good and soon the cash will flow. The program Is a continuing one
and the source of funds must be continuous.
15807 Wayne Avenue
Laurel, MD 20707
April 15, 1991
Ms. Turner's Fourth Grade Class
Bunker Hill Elementary School
14th and Michigan Avenue, N.E.
Washington, DC 20017
Dear Class:
You are a wonderful class and I have thought about you often
since our last meeting together. You are so friendly and polite,
and your interest in working with me and in talking with me about
topics in Science and Engineering has given me a very warm feeling.
I miss being with you.
Mrs. Heydt and I want to thank you for the cards you prepared
for us in which you sent us congratulations and good wishes for our
wedding and our new life together. You did an excellent, artistic
and creative job in preparing those cards, and the wishes were warm
and sincere indeed. I can tell you that Mrs. Heydt and I have
looked at all your cards several times, and we get such a good
feeling each time we read them. As you can imagine, our days have
been quite busy before, during and after our wedding on February
16th. But our life together has been a very happy one. Mrs. Heydt
goes to work in Washington every day, and I have been dividing my
time between a Science class for 6th graders at Cook Elementary
School in Washington and computer training for 6th graders at my
local elementary school in West Laurel, Maryland.
I want you to know also that I have read and appreciated all
your letters to me regarding our sessions on Science and the work
of an Engineer. I know that many of you probably will not go into
Engineering or Science as a career. But I hope that all of you now
have a better understanding of what an Engineer does and are aware
that the work of an Engineer benefits our world and the people in
it. Finally, you have heard me say how much fun engineering work
is for me and how many opportunities there are to work in different
fields and to be creative. of course, the work is not easy
(nothing worthwhile is easy) but that is not a problem when the
work also is fun.
So, thank you again for your wonderful cards and letters.
Keep up the good work, always be curious, and try do do your best
at whatever you do. I'm proud of you. And I think you have an
excellent teacher in Ms. Turner. Perhaps Mrs. Heydt and I will
have the opportunity to meet with all of you again.
Tincarely,
Noward Heydt
THOMAS L. LINDSAY
1324 COLVIN FOREST DRIVE
VIENNA. VIRGINIA 22180
TELEPHONE (703) 759-2177
Dr. Harold I Sharlin
7 March 1991
The Emeritus Foundation
1614 20th Street, NW
Washington, DC 20009
Dear Dr. Sharlin,
This is a brief report on my activities in the Emeritus program this
past semester.
From October 1990 through January 1991 I provided five science
sessions to a third grade class at Bunker Hill Elementary School.
The teacher was Mrs. Josie Meeks.
I had decided that I would cover primarly topics in Aviation and
Space. For the first session, I talked about the wide variety of
uses for airplanes, and illustrated this with color slides of many
different types of planes (I brought my own 35mm projector). I had
made the slides by photographing illustrations in magazines and
books, a very simple and inexpensive process. I showed pictures, for
example, of commercial transports of all sizes, cargo planes, a
water bomber for fighting forest fires, sport planes, bombers,
fighters, etc. I showed pictures of the Wright Brothers first
airplane, and then pointed out the similarity between it and the new
Beechcraft "STARSHIP" executive transport (both have a forward
mounted stabilizer, aft wing and two pusher propellors). I showed
them a World War II Grumman Avenger, and talked about President
Bush's service as a Navy pilot. And other examples of this sort.
I had been told that the students would want to know something about
me, so I also showed them a dozen or so slides from my own files,
showing them some airplanes and pilots and aircraft carrier
operations (from the 50s and 60s). All this was enthusiastically
received. I encouraged them to ask questions, and they asked so many
it was impossible to answer them all. For the second class I
borrowed a film (actually a videotape) from the Virginia Department
of Aviation called "How Airplanes Fly". This was a pretty good
film, about 15 minutes long, with some very basic information, and
some scenes of a Cessna 150 in flight. Before showing the film, I
drew a Cessna 150 on the blackboard and we talked about the names of
the parts of the plane (they knew most of them). When I ran the
film, some students were quite interested, while others were clearly
bored. Answering questions finished up the hour.
The third session I devoted to electricity. I brought with me light
bulbs, sockets, batteries, wires, etc. and asked Mrs. Meeks to
organize the class into groups, Each group (seven groups of four
students) assembled this litte kit - they did this very quickly, no
THOMAS L. LINDSAY
1324 COLVIN FOREST DRIVE
VIENNA. VIRGINIA 22180
TELEPHONE (703) 759-2177
trouble for them at all. I then talked at the board about
electricity, trying to make points like, a complete circuit was
necessary; electricity in the home was potentially a danger, etc. I
tried to explain electricity in terms of electrons, which led me to
try to explain atoms. In this I was not successful. Either I did
not present it very well, or the concept of atoms is too advanced
for the third grade.
The subject for the fourth session was Space and Satellites. The
format was much like the first session. I showed color slides of
different kinds of satellites and talked about what they were used
for, such as communications, weather forecasting, exploring space).
Some slides I had photocopied and others I bought at the Air and
Space Museum. I led a discussin by asking the class what they
thought it was like to be in space (cold or warm? What's
weightlessness like? etc.) They were quite knowledgeable about
space. I had obtained a videotape from NASA, but it was not only
fuzzy, it was also boring, so I did not use it.
In the last session, I tried to teach them about binary numbers. I
explained (not in great detail, of course) the origins of our common
decimal numbering system, and we went through an exercise to
illustrate position notation. I gave each student a little bag of
beans - about 25 beans in each bag - and had them count the beans
onto a piece of paper that had been marked out with columns (ones,
tens, hundreds) so that they ended up with two piles in the tens
column, five beans in the ones counting piles produced the number,
25. They did this without much trouble, but I was not certain that
they saw the purpose to it. I then talked about binary numbers, how
this is the preferred counting system for computers because only two
symbols are used. Then I had them count the same beans over again
onto another piece of paper marked off in binary columns (1, 2, 4,
8, 16, 32...). Counting piles this time produced the number 11001 in
binary, equivalent to 25 in decimal.
Then we got out the battery and light bulb kits from session 3. I
set up several groups in the class and had them send flashing light
messages around the room from one group to the next, first in
decimal, then in binary, hoping to make the
point that binary messages were faster and less prone to error.
This they did with great enthusiasm, but the lesson I intended was
obscured by the general confusion and excitement of playing the
game. This exercise could work, I think, but it would reqiure that
more time be spent on organization and practicing sending messages.
I had planned a field trip to the visitors center at NASA Goddard,
but there were difficulties. On the first day I scheduled it, all
the buses were required for something else; the second time, weather
delayed the opening of school; and the third time, Goddard had
THOMAS L. LINDSAY
1324 COLVIN FOREST DRIVE
VIENNA. VIRGINIA 22180
TELEPHONE (703) 759-2177
cancelled tours for an indefinite period as a precaution against
possible terrorist activity. I understand Goddard has resumed
tours, and I plan to try again shortly.
Lessons learned:
-Third graders like slide shows with discussion.
-Videotapes are less satisfactory, probably because there is less
opportunity for interaction.
-The students ask innumerable questions, some of them really off the
wall (Why do airplanes crash? Do the pilots fall asleep? Do
airplanes really disappear in the Bermuda Triangle?.. ) They also
like to talk about their own experiences if they relate to the
subject, or even if they don't relate to the subject. This sort of
thing can take up much of the class if you allow it.
-It is very difficult to contact the teacher through the school.
Messages just don't get delivered. Best to contact the teacher at
home.
In sum, Dr. Sharlin, I greatly enjoyed the experience of meeting
with the class, and I regret that the conflicts with my job make it
impractical for me to continue. I believe that what you are doing
in the Emeritus Program is very important.
Sincerely,
Jom Tendsay
January 19, 1991
TO: Dr. Harold I. Sharlin
FROM: Roy T. Osborne
SUBJECT: How The Author Carried Out His Part Cf The Emeritus Program
I did my part of the subject program with Mrs Braxton's fourth
grade class at the Bunker Hill School in NE Washington.
At the first session, I just talked with them in general. I told
them that I was sure their teacher had not told them what my
purpose was for being there and that I was not. going to tell them
immediately. I asked them to try to figure it out for themselves.
I then asked them what they wanted to be when they grew up. I
got answers anywhere from professional basket ball players to one
kid who insisted he wanted to be a lion tamer. I told them that so
far in school they were being given certain tools and were being
taught how to use them. I likened it to a group who was going to
a school to learn how to be a carpenter. But there is always one
who thinks he knows it all and quits school before it is finished
He tells himself that he is an expert at building dog houses and
decides to strike out on his own and do just that. Sadly after
he has burned all his. bridges behind himself he finds that there is
just no demand for dog houses. So I concluded that they should
all stay in school and learn better how to use the tools, the
tools being A B C
-----
X Y Z and 1234567890.
In the second session, I presented the names of numerous scientific
professions that they might consider and gave them brief run downs
on what each profession dealt with. Of course both children and
teacher had questions as we proceeded which I endeavored to answer.
In the : third session I took in a number of chemicals which I
have and did a few little demonstrations where adding one clear
solution to another caused a color change. I also demonstrated
the electrolysis of sodium chloride to form chlorine and sodium.
The sodium ofcourse reacted with water to form sodium hydroxide
whosepresence. was detected with phenolphthalein. I also brought
a full size periodic table I have to help explain the various
elements. Cn the black board, I illustrated how various atoms
react by loosing or gaining electrons. By this time most of the kids
had pretty weil figured out why I was there. T½. PY and Mrs Braxton
all seemed to be really enjoying our sessions.
In the fourth session = brought in equipment and demonstrated how
to determine the density of an object by determining its volune by
water displacement.
The fifth session involved setting up a demonstration of paper
chromatography. I wanted tc use plain old blue ink which one
used to be able to buy. It is no longer available SO the demonstration
did not work
over
In the sixth and last session, I talked about rockets. I have
about 28 years experience in rockets. I discussed the difference
between liquid and solid propellant rockets. I explained and
diagramed just what caused the explosion that destroyed the
Challenger Space Shuttle. Because of the on-going thing in the
Gulf there were questions about such things as what made nerve gas
work. We talked at the end about many subject of interest to them;
I have a field trip all set up for them on Feb 22 to Biospherics
in Beltsville Md.
Before I left I talked with another teacher at the school who said
she would love to have me talk to her class after the present
Emeritus man has finished. So I will be embarking on a second
six week endeavor Thank you for giving me this opportunity
to work in my field with young people. I really enjoy the work
and trust that it is having the desired results.
Dr. Harold Sharlin
2831 Northhampton Street N.W.
Washington, D.C.
20015-1110
Dear Harold:
This letter is intended to give you a summary of my
experiences to date of assisting in the sixth grade at the Hearst
Elementary School, 37th and Tilden Streets, N.W., Washington, D.C.,
under Ms. Julie Jacobsen.
So far I have met with the class three times:
1 March, 1990
7 March, 1990
22 March, 1990.
The first class meeting was preceded by a meeting with Ms. Jacobsen
on 20 February, 1990 to discuss topics to cover and her plans for
the curriculum. Before each meeting with the class Ms. Jacobsen and
I discussed the topics for me to cover on the telephone. After each
class meeting Ms. Jacobsen and I would discuss perceived reactions
to the meeting.
Before each class meeting I sent Ms. Jacobsen an outline of
the material I planned to cover and a vocabulary of words which
might be used during the talk. She went over the vocabularies with
the class prior to the class meeting. She told me that having the
vocabularies was very useful.
The first class meeting, 1 march, was on lenses. The
vocabulary and outline are enclosed. We actually derived the Gauss
lens equation in class. We ended the class by a demonstration of
image formation with a simple apparatus I purchased from Edmund
Scientific and donated to the school.
The second class meeting, 7 March, we discussed hclography.
Even though we built on the idea of waves and rays introduced in
the first class, it was not possible, and perhaps not advisable, to
go deeply into coherence theory. So the presentation was more
descriptive than quantitative. I introduced some history and used
a holographic demonstration which I have. The students seemed to
like seeing the holograms. I also did some calculations of optical
frequencies, periods, etc. These necessitated the use of exponents,
a topic I expanded on at the third meeting.
Most of the third meeting, 22 March, concerned methods- of
calculations in physical problems. My notes are enclosed. I
outlined methods used for making calculations including dimensional
checking and unit checking. This was quite a bit to cover, but Ms.
Jacobsen can use the material to augment her regular teaching if
she so wishes. Before the class meeting I sent copies of Newton's
three laws and law of gravitation to Ms. Jacobsen. These were given
to the students. We had only a little time to introduce Newton's
laws, but will expand on them at the next class. Each student,
after checking with Ms. Jacobsen, was given a "Jumping quarter"
( from Edmund Scientific) to illustrate the conservation of energy.
How these quarters work will be explained in the next class.
In the next class meeting, as said above, we will cover
Newton's laws and discuss gravity. We will apply these ideas to
both the earth and other planets. The next class meeting will be
the 5th of April.
Perhaps you would like to know some of my impressions and
thoughts concerning my experiences thus far. We have covered quite
a bit of material, but it has all been good physics. I suspect that
four or so students have comprehended everything---remembering is
something else. For those students who may not have a scientific
inclination, I have referred to historical incidents and personal
stories that should lead to some sort of scientific feeling. The
class has been very attentive and seems particularly appreciative
of not being "Talked down to". There have been good questions from
the students. Working with Ms. Jacobsen has been a rewarding
experience. She is hard working and dedicated. She has a high level
of interest, and she has appreciated, and may well use, additional
materials I have given her on scientific experiments and
background. These materials have usually been taken from scientific
journals to which I subscribe. Ms. Jacobsen seems to be integrating
my talks into her regular class work by agreeing on the topics to
be covered and by using the vocabularies to prepare the students
for the talks.
The feedback I have received has been mainly from Ms.
Jacobsen, and it has been favorable. We may be doing some good.
Sincerely,
W.J. Condell
4511 Gretna Street
Bethesda, Md. 20814
24 March. 1990
18th TAFT and JUNIOR Perry E.
Washington, D.C. 20018
14 February 1990
Dr. Harold Sharlin
The Emeritus Foundation
1614 20th Streets, N.W.
Washington, D.C. 20009
Dear Dr. Sharlin:
It is deeply appreciated that the Emeritus Foundation
members are giving support to Taft's students in an ongoing
matter.
Frequently, the students talk about the interesting
and exciting experiences that they receive from the Foundation
members in science and mathematics and would like to have the
members spend more time with them.
Again, we thank you for offering your time and expertise
to the students at Taft. We anticipate vour continued support
in our instructional program for the future.
Sincerely,
J.M.Havell
James M. Howell
Principal
D
asm
Ann P. Hilliard
Assistant Principal
AH/gm
OF COLUMBIA PUBLIC
DISTRICT
DISTRICT OF COLUMBIA PUBLIC SCHOOLS
OFFICE OF THE SUPERINTENDENT
PRESIDENTIAL BUILDING
415 12TH STREET. N.W.
WASHINGTON. D.C. 20004
SUPERNTENDENT
(202) 724-4222
November 3, 1989
Dr. Harold Issadore Sharlin
2832 Northhampton Street, N.W.
Washington, D.C. 20015-1110
Dear Dr. Sharlin:
I have reviewed with interest the prospectus describing "The Emeritus
Scientists, Mathematicians and Engineers Program." I certainly subscribe to
the program's intent to stimulate school children to learn the mathematical
and scientific skills needed to pursue careers in these fields by creating
opportunities for them to see for themselves, at an early age, the wide variety
of working-day activities in which scientists, engineers and technically-trained
people are involved. Its purpose addresses a critical need in the District of
Columbia Public Schools.
Be assured that I endorse the program and, to the extent possible, will
assist you in your efforts to implement the program at the school level. Please
feel free to contact Dr. Robert Carlson to determine how best that assistance
can be provided.
Sincerely,
Andrew andrew & E. Jenkins III
Superintendent of Schools
Chief State School Officer