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Topics & Speakers
- Keeping Non-Science Undergraduates Awake and Interested
Dr. Iain Campbell, University of Pittsburgh
- Leveraging Constructivism into Chemistry: Translating Theory into Practice
Dr. William Hunter, Illinois State University
- Teaching Biology Using Investigative Cases
Dr. Ethel Stanley, Beloit College
Dr. Margaret Waterman, Southeast Missouri State University
- Hands-On BiologyLabs Online
Dr. Michael Palladino, Monmouth University
- Hands-On PhysioEx: Wet Lab, Dry Lab, or Both?
Dr. Rodney Holmes, Waubonsee Community College
- Using Chemistry History to Help Students Learn Chemistry Concepts
Dr. Robert Widing, University of Illinois at Chicago
- Using Video Projects in Non-Majors Science Courses
Dr. Samuel Hammer, Boston University
- Bioterrorism: A Microbiologist's Perspective
Dr. Stuart Hill, Northern Illinois University
- Serendipitous Gallimaufry for A&P
Dr. Kim Aaronson
- Strategies for Incorporating Writing into a Chemistry Class
Dr. Rebecca Whelan
- Exploring the Human Genome Project
Dr. Michael Palladino, Monmouth University
- Online Course Management
Dr. Kim Aaronson
Ryan Hale
Keeping Non-Science Undergraduates Awake and Interested
The prospect of teaching biology to masses of biology majors and/or hordes of undergraduates seeking to fulfill their general education requirements might make even Hercules quake in his classical sandals. The principal goal of this talk is to convince you that not only can you discharge such assignments well, but you can have fun and find great and lasting satisfaction in the process.
Dr. Iain Campbell is an Associate Professor of Biochemistry in the Biological Sciences Department at the University of Pittsburgh. His principal research interest is industrial microbiology, which he pursues academically and as a private consultant. He is active in undergraduate education, has won the University of Pittsburgh Chancellor's Distinguished Teaching Award, and serves on the board of the Semester at Sea program. He is a regular speaker on the academic, business, and general education circuits.
Leveraging Constructivism into Chemistry: Translating Theory into Practice
In this workshop, Dr. Hunter will demonstrate how he has made slight changes in order and emphasis of classroom activities to provide more opportunities for students to construct chemical concepts. Activities and lessons will include gas laws, atomic theory, nomenclature, and connections to students' daily lives.
Dr. William Hunter is an Assistant Professor of Chemistry and Curriculum & Instruction at Illinois State University, where he is also Associate Director of the Center for Mathematics, Science and Technology. He also serves as Secretary-Treasurer for the Illinois Association of Chemistry Teachers. He was a secondary teacher of mathematics, computer science and chemistry in Canada and England and moved to the USA to earn his Ph.D. in chemistry from Purdue.
Teaching Biology Using Investigative Cases
How can we provide more opportunities in the classroom to take advantage of students' interests and experiences? How can we present scientific investigation so that students see it as both interesting and meaningful? In this session, we will explore Investigative Case-Based Learning (ICBL) strategies. Investigative cases provide students with short stories about people dealing with realistic problems, such as exposure to West Nile virus. Join us in two quick case investigations. Supporting materials including our favorite web resources will be available.
Dr. Ethel Stanley is Director of the BioQUEST Curriculum Consortium and on the Biology faculty at Beloit College. As such, she participates in a wide range of projects on reform in undergraduate biology education at the national level. Her projects include the collaborative use of computer models and simulations in introductory biology and the use of case-based investigation. Dr. Stanley has over 30 publications, including co-editor of Microbes Count! (2003) ASM Press. She is also editor of Bioscene: Journal of College Biology Teaching.
Dr. Margaret Waterman is Professor of Biology at Southeast Missouri State University and is a specialist on case development and problem based learning. She has extensive experience in faculty development as Director of Faculty Development at the University of Pittsburgh and as medical educator at Harvard. She has over 20 publications in plant pathology and science education, and is co-authoring with Ethel Stanley a book of investigative cases for college biology due out in late 2004.
Hands-On BiologyLabs Online
This session will provide faculty with an opportunity to use web-based simulations that are designed to involve students in the scientific process. Although the labs are designed for general biology students, they are appropriate for many upper division courses. In addition to actually running the labs, participants will be given sample assignments for the use of the labs with their students. Session attendance limited to 24.
Dr. Michael Palladino is an Associate Professor of Biology at Monmouth University in New Jersey. He received his Ph.D. in anatomy and cell biology from the University of Virginia. His research activities involving undergraduate students include the cell and molecular biology of male reproductive organs, and DNA fingerprinting of E. coli for detecting fecal pollution in estuaries. In 1993, he received the New Investigator Award of the American Society of Andrology, and he received the 1997-1998 Outstanding Colleague Award for teaching excellence at Brookdale Community College. Dr. Palladino is the author of Understanding the Human Genome Project and the student lab manual for BiologyLabs Online. He is also co-author of the text Introduction to Biotechnology by Benjamin Cummings.
Hands-On PhysioEx: Wet Lab, Dry Lab, or Both?
What instructor has not been faced with the challenge of staging physiology wet labs that involve too much time, costly equipment, or difficulties associated with animal experiments? This session will offer participants an opportunity to perform a simple respiratory lab from the Marieb lab manual, and to integrate that wet lab with the computer-based PhysioEx lab simulation of hospital pulmonary function testing. Suggestions and examples will be offered for assessing student performance on the lab assignments. Time will be allotted for discussion of a number of other successful PhysioEx labs which may be employed. Session attendance limited to 24.
Dr. Rodney Holmes is a biology faculty member at Waubonsee Community College in Sugar Grove, Illinois. He holds graduate degrees from the medical school of the University of Oklahoma and the veterinary school of Purdue University, and was previously a faculty member in the graduate and undergraduate divisions of the University of Chicago. With a full time teaching load of anatomy and physiology courses, Dr. Holmes has found that students of all levels are most effectively engaged by integrating lecture and wet-lab experiences with a spectrum of anatomical video tapes, web-based learning exercises, and Physio-Ex computer-based physiology lab simulations.
Using Chemistry History to Help Students Learn Chemistry Concepts
In this workshop, Dr. Widing will show how he uses the history of chemistry to improve his students' understanding and memory of chemistry concepts. Dr. Widing will present examples (Dalton, Lavoisier, Newton, Mendeleev, Curie) used in both his chemistry for liberal arts class and science majors classes. Some lecture demonstrations will be offered to illustrate the historical experiments. Some examples of optional student projects will also be presented.
Dr. Robert Widing is a lecturer at the University of Illinois at Chicago. He has been teaching chemistry for 29 years and is the author of a lab manual used for the large course he teaches: Chemistry and Life.
Using Video Projects in Non-Majors Science Courses
In a guided study project, Dr. Hammer asked non-major college sophomores to prepare short videos on the science topics of their choice. Topics ranged from a tour of the glass flowers at Harvard to blood typing to fungi in food. In this session, a couple of videos that mix humor with facts will be presented. The project allowed student film makers a measure of freedom and ownership that's not often the case with written projects. And it really appealed to student viewers because it was made by ěnormal peopleî ńtheir peers! Dr. Hammer would like to have students collaborate to do more in-depth projects, perhaps on ecological questions.
Dr. Samuel Hammer teaches biology to non-majors at Boston University. His Ph.D. from Harvard started a second career in teaching that has kept him challenged for the past 10 years. The inspiration for this project came from a group of students who participated in an NSF-sponsored PEET project that focused on lichenology. They produced a lively 7-minute video called ěLearning Taxonomyî under Dr. Hammer's tutelage, so he figured anything was possible. BU students in Dr. Hammer's unit on biomolecules are treated to short animations on the structure of water, ATP cycle, and one called ěThe Phospholipid Bilayer in Action.î He has just completed producing and writing an online course through Boston University's Distance Education Office called FOOD STUFF: A Taste of Biology.
Bioterrorism: A Microbiologist's Perspective
The general population of the United States has a heightened awareness with respect to the terrorist threat. However, perspective is often lacking when bioterrorism is addressed by the popular press. In this session, a molecular microbiologist's perspective will be presented that will integrate an understanding of basic infectious disease parameters with a look at molecular potency of the bioterrorist arsenal.
Dr. Stuart Hill is an Associate Professor of Biological Sciences at Northern Illinois University. He received his Ph.D. in microbiology at the University of Montana. Prior to teaching at NIU, he spent eight years studying infectious diseases at the National Institutes of Health with a further two years of study at the Institute of Molecular Biology at the University of Oregon. Dr. Hill is an internationally-recognized expert in the variation of surface antigens in Neisseria gonorrhoeae, the etiological agent for the sexually transmitted infection gonorrhea.
Serendipitous Gallimaufry for A&P
This presentation will give participants a number of ideas that have been accidental discoveries that successfully engaged students in learning science. These activities were discovered mostly in anatomy and physiology classes, but could be tweaked and used in a variety of ways in other science classes as well. Your creativity will be stimulated by this sometimes humorous and somewhat out-of-the-box presentation.
Dr. Kim Aaronson has been in the health care field since 1969, when he began working in a hospital laboratory in Alliance, OH. Since that time he has worked as a medical technologist for many years. He attended Physician's Assistant and Forensic Pathology Training at Medical University of South Carolina at Charleston. HE got a B.S. in science education, biology from East Carolina University in 1981 and received his D.C. from Cleveland Chiropractic College in Kansas City, MO in 1996. He has taught from middle school through college in the science and health fields. Dr. Aaronson teaches anatomy & physiology, nutrition and human biology at CHIC, Chicago and Medical Terminology online for Harold Washington College.
Strategies for Incorporating Writing into a Chemistry Class
Although a chemistry class might not seem like a natural place to teach writing, students can benefit greatly from learning to write well about the complex subject matter they encounter in chemistry courses. Ideas and results that are communicated clearly stand a much better chance of being understood and appreciated by their audience. In addition, extensive, thoughtful writing assignments will help students to think about their results more deeply. In this workshop, I will introduce teaching tools I have used to teach writing in a lecture and laboratory class in analytical chemistry. During the course, students write several extensive laboratory reports, learn about the conventions of the chemical literature, write in groups, give oral presentations, work with peer writing tutors, and revise a written report using instructor feedback. We will discuss how to create clear and effective writing assignments, how to provide helpful feedback and assessment, and how to find and use writing resources.
Dr. Rebecca Whelan earned a B.A. from Lawrence University in 1996 with a double major in English and chemistry. She earned a Ph.D. in chemistry from Stanford University in 2003. She is currently a postdoctoral research fellow in the University of Michigan Chemistry Department and will join the faculty of Oberlin College in January 2005. In 1999, Rebecca received the Walter J. Gores Award, Stanford University's highest honor recognizing excellence in teaching.
Exploring the Human Genome Project
The Human Genome Project has advanced at a pace that is far too rapid to chronicle in a textbook, so how can faculty and students develop an accurate understanding of what can be learned from studying the human genome? This hands-on workshop will demonstrate how the Internet can be used as a tool to actively engage students, both majors and non-majors, to learn about goals, outcomes, and implications of the Human Genome Project. We will explore student-friendly sites that present up-to-date information on genetic technologies, chromosome maps, recently identified genes, genetic diseases, and ethical, legal and social aspects of the Human Genome Project.
Session attendance limited to 24.
Dr. Michael Palladino is an Associate Professor of Biology at Monmouth University in New Jersey. He received his Ph.D. in anatomy and cell biology from the University of Virginia. His research activities involving undergraduate students include the cell and molecular biology of male reproductive organs, and DNA fingerprinting of E. coli for detecting fecal pollution in estuaries. In 1993, he received the New Investigator Award of the American Society of Andrology, and he received the 1997-1998 Outstanding Colleague Award for teaching excellence at Brookdale Community College. Dr. Palladino is the author of Understanding the Human Genome Project and the student lab manual for BiologyLabs Online. He is also co-author of the text Introduction to Biotechnology by Benjamin Cummings.
Online Course Management
Dr. Kim Aaronson has been in the health care field since 1969, when he began working in a hospital laboratory in Alliance, OH. Since that time he has worked as a medical technologist for many years. He attended Physician's Assistant and Forensic Pathology Training at Medical University of South Carolina at Charleston. HE got a B.S. in science education, biology from East Carolina University in 1981 and received his D.C. from Cleveland Chiropractic College in Kansas City, MO in 1996. He has taught from middle school through college in the science and health fields. Dr. Aaronson teaches anatomy & physiology, nutrition and human biology at CHIC, Chicago and Medical Terminology online for Harold Washington College.
Ryan Hale is a technology specialist for Benjamin Cummings.
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