Some examples of model professional development programs include the Physics by Inquiry Program at the University of Washington, the Modeling Instruction in High School Physics at Arizona State University, and the Constructing Physics Understanding in a Computer-Supported Learning Environment Program at San Diego State University.¹ Many exemplary programs require a substantial support staff, and the professional development component often occurs at large research universities with faculty and staff who are very familiar with the materials and the development of the materials. For individuals at smaller institutions with less funding, resources, and support, it is often harder to adopt one of these established programs in its entirety. In addition, many faculty members at these smaller institutions are not trained to conduct these workshops and are not able to spend sufficient time being trained in the instructional approach behind these programs.

For many colleges and universities, a smaller-scale program may be more viable and provide specific resources for teachers that other long-term programs may not. One type of program that specifically addresses the immediate needs of teachers is the mobile science program. Such programs exist throughout the country. In some states, such as Pennsylvania, North Carolina, and Alabama, the program is run statewide.² In 2003, Chicago State University launched its own version of the mobile science program for teaching physics at the high school level. The Physics Van Inservice Institute is modeled after these programs and the successful Chemistry Van program that has served high schools in Chicago for more than 10 years.³ The Chemistry Van and Physics Van Inservice Institutes are now part of the Chicago Collaborative for Teacher Excellence and include Chicago State University as the lead institution, Chicago Public Schools, and the University of Illinois-Chicago. All three partners work closely together and draw upon each other's resources. Both the Chemistry and the Physics Van projects share a common vision of providing inquiry-based activities to inner-city students.

The goals of the Physics Van program are (1) to provide physics teachers with courses on implementing hands-on inquiry-based teaching using both low- and high-tech equipment and (2) to provide teachers, who have completed this course, with follow-up support through a van service that will bring the laboratory equipment to the teacher's classroom. Physics van activities attempt to address common difficulties students have with different physics topics using the results of physics education research as a guide. During their inservice training, teachers participate in the activities and practice thinking about questions that they can ask in the classroom to help students construct an understanding for themselves. Figure 1 shows two teachers working through an activity that explores balancing during the inservice training. The van program supports teachers throughout the school year through material loans and instructional support, which creates on ongoing partnership that extends well beyond the two-week inservice course.

Figure 1.