From Earlham Cluster Department

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(II) Why Earlham (Charlie 15 min))
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*Student Body
*Student Body
**Diversity (science in particular)
**Diversity (science in particular)
***Efforts to improve enrollments in STEM disciplines
***Efforts to improve enrollments in STEM disciplines
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***Green Science  
***Green Science  
**Student/faculty research experience (history, current)
**Student/faculty research experience (history, current)
***Early 1960's; biology, geology, chemistry; soil science with radioactive tracers, bat species population.
***Foundation on which over 40 years of experience has been built, funded mostly through external grants
***Endowed fund to support the core of summer student/faculty research part of the capital campaign
***Publications and presentations
***Publications and presentations
**Computational Experience
**Computational Experience
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**The foundation of our faculty, our facilities (current and new), and our students position Earlham well to undertake the broad science curriculum changes outlined in our proposal.
**The foundation of our faculty, our facilities (current and planned), and our students position Earlham well to undertake the broad science curriculum changes outlined in our proposal.
= III) Why Project (Ron 15 min) =
= III) Why Project (Ron 15 min) =

Revision as of 12:10, 26 September 2006


I) Who we are (Mike 5 min)

1. Title slide - Computational and Multidisciplinary Curriculum and Research Initiative

2. Key personnel slide - everyone introduces themselves and mentions the classes that they teach - particularly the ones in the project

                  Key Personnel
                 Corinne Deibel (Chemistry)		
                 Michael Deibel (Chemistry)
                 John Iverson (Biology)			
                 Mic Jackson (Mathematics)
                 David Matlack (Biology)			
                 Ron Parker (Geosciences)
                 Charlie Peck (Computer Science)		
                 Meg Streepey (Geosciences)
                 Lori Watson (Chemistry)

3. Presentation Overview slide

               Why Earlham
               Why this Initiative
               Project description
               Why Keck

II) Why Earlham (Charlie 15 min)

III) Why Project (Ron 15 min)

IV) What Project (50 min total)

Courses (Mike 5 min)

there are 2 slides for this - which are the tables of introductory and advanced courses

Intro classes - emphasize the number of intro classes, number of departments and particularly the number of students - tie this back to Charlie's mention of the gen ed requirements

Advanced classes - emphasize the number of classes, departments - mention connections to intro classes - give a couple of examples (i.e. student taking environmental chem/tox will already have taken gen chem and eq/al)

Intro: Gen Chem (Mike 10 min)

there are three slides for this part.

Slide one -

    Principles of Chemistry (CHEM 111) - 	typical enrollment of 90  
               Environmental module goals:
                   introduce basic spectroscopy concepts
                   illustrate an application of equilibrium constants
                   emphasize multidisciplinary connections 
                   introduce students to spreadsheet modeling

Slide two - this slide includes picture of Corinne and Kalani with ICP

    Week 1 – Spectroscopy 
                   atomic spectroscopy – ICP-AES and GFAAS
                   molecular spectroscopy – diode array

                   energy levels and light
                   color vs absorption

Slide three -

    Week 2 – measurement of Kd and Modeling
               kd – measure of soils ability to bind metal (illustration to the
               Measure for different soils - mention both well characterized as 
                                             well as from our local sites
               Test parameter variability - includes sample graph from J chem 
                                            ed article on kd vs pH
               Model using a spreadsheet

Upper: Geology (Ron 10 min)

Hydrogeology – Study of ground water flow.

Geochemistry - Metal speciation controls cycling behavior.

Research: Biology (David 10 min)

Seminars (Meg 5 min)

Increasingly necessary to explicitly teach students multidisciplinary aspects of science

Also important to provide a strong disciplinary foundation in the sciences

Seminars related to this project are key to being intentional about students' multidisciplinary experience.

Introductory seminars are voluntary, aimed at students with an interest in environmental science. Led by faculty, students who have taken or are taking one of the intro-level courses will present project results. Gives students a necessary intellectual framework for interpreting discipline-specific course research projects.

Advanced seminars are open to upper-level majors only. Will focus on project research in significantly more depth. Overall same goal as the intro course seminar, but more detailed and independent, given advanced intellectual development and knowledge base of upper-level students.

Seminars can be flexible to allow for future project topics; most important that students view a scientific problem through different disciplines, and are given some help in assimilating projects in different courses.

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)

Summary slide:

        Strong multidisciplinary and computational program
        Courses impact almost all Earlham students
        Research of local benefit
        Model for other institutions

I will then ask if she has any questions (or additional questions if she has already been asking questions).

Lab visit slide -

Shows Stanley, Noyes, Dennis with people/departments indicated for lab tours. Who is doing the geo tour?

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this semester