Keck-presentation

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(II) Why Earlham (Charlie 15 min))
(II) Why Earlham (Charlie 15 min))
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***Governance
***Governance
***Student/faculty interactions
***Student/faculty interactions
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**Teaching first and formost
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**Teaching first and formost (but we do other things too, see Science Division)
*Student Body
*Student Body
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****More below on our majors  
****More below on our majors  
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*Science division
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*Science Division
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**Our cohesiveness and collective strength
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**Faculty cohesiveness and collective strength
***Multidisciplinary experience
***Multidisciplinary experience
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***Intel Science Fair judges
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***Teaching awards, e.g. John's
**Science major to PhD strength
**Science major to PhD strength
***Numbers for particular departments
***Numbers for particular departments
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***Green Science  
***Green Science  
**Student/faculty research experience (history, current)
**Student/faculty research experience (history, current)
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***Publications and presentations
**Computational Experience
**Computational Experience
***Folding@Home
***Folding@Home
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***Computational Economics  
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***Computational Economics
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***Phylogenetic reconstruction of turtle DNA using Bayesian analysis
***LittleFe and SC Education
***LittleFe and SC Education
**Instrumentation and experience with it
**Instrumentation and experience with it

Revision as of 21:30, 24 September 2006

Contents

I) Who we are (Mike 5 min)

II) Why Earlham (Charlie 15 min)

III) Why Project (Ron 15 min)

IV) What Project (50 min total)

Courses (Mike 5 min)

Intro: Gen Chem (Mike 10 min)

Upper: Geology (Ron 10 min)

Research: Biology (David 10 min)

Seminars (Meg 5 min)

Dissemination/Evaluation (Lori 5 min)

Dissemination activities will include:

• NITLE workshop on integrating multi-disciplinary computational methods into the undergraduate science curriculum. We have already arranged with the National Institute for Technology and Liberal Education (NITLE) to offer a workshop for our peers where we will describe what we have done and offer suggestions for how similar programs can be implemented at their institutions.

• Earlham Science Poster Session (held each Fall)

• Student presentation of papers at regional and national scientific conferences (Butler Undergraduate Research Conference, Geological Society of America, American Chemical Society, etc).

• CUR publications and programs

• Student/Faculty papers in science pedagogy journals and basic science journals, as appropriate.

Evaluation will include:

• External evaluation both during and at the conclusion of the grant period

• Qualitative evaluation: open-ended surveys, interviews

• Quantitative evaluation: quantitative surveys, pre and post grant levels of undergraduate research, curricular use of computational modeling and interdisciplinary projects

V) Why Keck (Lori 5 min)

Why Keck:

• Long tradition of supporting curricular innovation: Funding for undergraduate research at small liberal arts colleges is limited. The W.M. Keck Foundation is known and respected throughout the scientific community as a foundation that supports innovative science programs at high-quality libral arts institutions.

• Limited sources of support for such a comprehensive multidisciplinary program: Most sources support only limited interdisciplinary work (bio and chem., for example) and most do not support such work at undergraduate institutions


• NSF funding for science education at 4yr institutions has been flat for past 10 years and curricular improvements funding has decreased by 50% over same timeframe


• Strong supporter of computational science education: the Keck Undergraduate Computational Science Education Consortium headed by Capital University.

• Keck support would also raise the visibility of the sciences regionally and nationally.

Wrap-up: Review, questions, tour next (Mike 5 min)

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