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SYMPOSIA
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•••As of February 1, 2002
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| Teaching, Learning, and Careers |
Articulation in Mathematics: Smoothing the Bumps from School to College
Friday, February 15, 2002 10:30 a.m. - 12:00 noon |
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| Bernard L. Madison, Mathematical Association of America and University of Arkansas |
| The transition from school to college mathematics is impeded by a variety of curricular and pedagogical approaches; disagreements over use of technology, uncertain and often unreasoned curricular goals, and patchworks of policies determined by independent entities with differing and sometimes opposing priorities. Why we teach the mathematics we teach and why we teach it in the ways we do often get submerged in seemingly pressing obligations, one the one hand, to satisfy policies, regulations, and standards, while, on the other hand, to allow considerable discretion to institutions and faculty members. The transition is complicated by uncertainty as to where it begins and where it ends. Teaching of college level courses in high school (AP, IB, and dual enrollment) continues to grow at the same time that high school mathematics remains a major part of college mathematics. Several national efforts are underway to better understand and to smooth this transition. Central issues in the efforts include dual enrollment, exit and admission testing, articulation of mathematics and quantitative literacy, effects of the NCTM Standards, quality of advanced courses in high schools, and reform of the undergraduate mathematics curriculum. Questions to frame and partially answer include: What mathematics is most important at this transition? What are the effects of blurring the boundary between college and school? How do the NCTM Standards mesh with standards for college mathematics? How do state-mandated exit testing and college placement testing mesh with college and school curricula? |
| 1 | NRC Committee on Advanced Study of Mathematics and Science in HS | Stephanie Pace Marshall (Speaker), Illinois Mathematics and Science Academy |
| 2 | Educational Characteristics of Graduates of NCTM Standards-Based Mathematics Program | Joan Ferrini-Mundy (Speaker), Michigan State University |
| 3 | 2000 CBMS Survey of Undergraduate Programs in the Mathematical Sciences | David J. Lutzer (Speaker), College of William and Mary |
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Graduate Education: What for?
Tuesday, February 19, 2002 8:00 a.m. - 11:00 a.m. |
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| James C. Tsang, IBM T.J. Watson Research Center; Aparna V. Huzurbazar, University of New Mexico |
| This symposium highlights the pressures for changes in US doctoral level training in science and engineering. The pressures include the decreasing fraction of holders of science and engineering doctoral degrees employed in academia (45% in 1997)), the even smaller fraction now holding full time faculty positions (34%) and the increasing appreciation of the importance of R&D to national economic health. Our system of PhD training has its roots in a tradition where most new graduates in science and engineering become professors (58% in 1937). Today, this is no longer true; a substantial fraction of all doctoral degree holders find employment outside academia. The fact that these graduates are often in high demand speaks well of their quality, and of the experience they gain in their training. On the other hand, it raises significant questions about what are the most valuable features of their educations, and whether the current system can be made more effective with respect to the kinds of work that its graduates will perform. The ability of the US R&D system to justify the effectiveness of what is being done in our research universities will probably become a critical argument in justifying continued national support for these universities and their programs. Challenges have recently been posed to almost every aspect of graduate education including the means by which students are supported, the traditional narrow focus of the education, and its ability to provide even its graduates who go on to traditional careers in academia with adequate preparation for their jobs. |
| 1 | At Cross Purposes: Doctoral Education as Experienced by Today's Students | Timothy M. Dore (Speaker), University of Georgia |
| 2 | The Big Crunch: The End of the Age of Expansion | David L. Goodstein (Speaker), California Institute of Technology |
| 3 | Fellowships vs. RA Positions: Some Testable Hypotheses | Paul Romer (Speaker), Stanford University |
| 4 | Preparing Students for Careers in Research & Manufacturing | Lynne B. Hare (Speaker), Kraft Research-East |
| 5 | A Recent Graduate's Perspective | Alok K. Srivastava (Speaker), Massachusetts Institute of Technology |
| 6 | Positions: Post-doc, Research Scientist, Adjunct Faculty | Britt Holmen (Speaker), University of Connecticut |
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Living with Data: Achieving Quantitative Literacy
Friday, February 15, 2002 8:45 a.m. - 10:15 a.m. |
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| Lynn A. Steen, St. Olaf College |
| The twenty-first century is a world awash in numbers. Headlines, advertisements, public policy, ordinary work, and daily decisions all center on numbers. Unfortunately, despite years of study and life experience in an environment immersed in data, many educated adults remain functionally innumerate. Businesses constantly lament the lack of technical skills of prospective employees and virtually every college finds that many students need remedial mathematics. Common responses to this well-known problem are either to demand more years of high school mathematics or more rigorous standards for graduation. Yet even individuals who have studied trigonometry and calculus often remain largely ignorant of common abuses of data and all too often find themselves unable to comprehend (much less to articulate) the nuances of quantitative inferences. As it turns out, it is not more calculus but enhanced numeracy that is the key to understanding our data-drenched society. Numeracy, or quantitative literacy, is not the same as mathematics: Whereas mathematics requires students to rise above context, numeracy asks students to revel in context. It is the absence of context that often renders school mathematics sense-less. Although the world is infused with quantitative questions, the standard mathematics curriculum all too often produces mathematics avoiders and amnesiacs. To the extent that our schools neglect numeracy we fail to prepare our citizens for the special challenges of a data-driven society in which they will live and work. This symposium explores options for improving the quantitative literacy of school and college graduates. |
| 1 | Quantitative Literacy and Statistics: The New Basics | Richard L. Scheaffer (Speaker), University of Florida |
| 2 | What Mathematics Should "Everyone" Know and Be Able to Do? | Arnold Packer (Speaker), Johns Hopkins University |
| 3 | Quantitative Literacy at the College Level | Joan Leitzel (Speaker), University of New Hampshire |
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Advanced Science and Math in American High Schools
Sunday, February 17, 2002 9:00 a.m. - 12:00 noon |
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| Jerry P. Gollub, Haverford College |
| The results of a National Research Council study of programs for advanced secondary science and mathematics education, especially the Advanced Placement and International Baccalaureate programs will be presented. The study is important because of the rapid growth of these programs, recent advances in understanding the conditions for successful teaching and learning, changes in science, and teacher shortages. The NRC Committee is broad, including scientists from various disciplines, teachers, educators, and experts in learning. The findings and recommendations have major implications for the education of students in physics, chemistry, biology and calculus. The results are expected to spur spirited debate. |
| 1 | Advanced Science and Math in the High Schools: A Critical Challenge | Jerry P. Gollub (Speaker), Haverford College |
| 2 | Reconciling Advanced Science Education with Research on Learning | Michael Martinez (Speaker), University of California-Irvine |
| 3 | Improving Advanced High School Physics | Robin Spital (Speaker), The Bolles School |
| 4 | Challenges in Calculus Education | Deborah Hughes Hallett (Speaker), Harvard University |
| 5 | Advanced High School Biology in an Era of Rapid Change | William B. Wood (Speaker), University of Colorado |
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A New Look at Barbara McClintock and Rosalind Franklin
Friday, February 15, 2002 2:15 p.m. - 3:45 p.m. |
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| Margaret Rossiter, Cornell University |
| Barbara McClintock and Rosalind Franklin are well-known to contemporary scientists not only because of their important scientific work but also because of their fame or notoriety that has grown out of popular biographical works, as James D. Watson's depiction of "Rozy" in [The Double Helix] of 1968, later made into a BBC-TV movie called "The Race for the Double Helix," and Evelyn Fox Keller's 1983 account of Barbara McClintock, [A Feeling for the Organism.] Current historical research, based on archival records and oral histories, is showing, however, serious limitations in these earlier oversimplified views, and is promising to reshape our views of these two important women. Both of the speakers have major biographies under way. The chair/commentator also has published on the life and work of Barbara McClintock. |
| 1 | No Title Available | L.B. Kass (Speaker), Cornell University |
| 2 | No Title Available | Nina V. Fedoroff (Chair), Pennsylvania State University |
| 3 | A New Look at Rosalind Franklin and her DNA Research: Fact Versus Myth | Lynne Osman Elkin (Speaker), California State University-Hayward |
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Academic Excellence: The Role of Undergraduate Participation in Research
Monday, February 18, 2002 9:30 a.m. - 12:30 p.m. |
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| Robert L. Lichter, Camille and Henry Dreyfus Foundation; Michael P. Doyle, Research Corporation |
| Participation in research is generally accepted to be one of the most effective ways for undergraduates to learn science, whether or not they are science majors. Furthermore, primarily because of their size and their comparatively low student-faculty ratios, predominantly undergraduate institutions are often cited as the most desirable places for students to engage in research. Assessing the validity of this premise is difficult because of the absence of good data on research and other faculty professional activity. Accordingly, five private science foundations have undertaken a comprehensive study, entitled Academic Excellence, of faculty professional activity at more than 125 predominantly undergraduate institutions. Institutional and individual teaching, research and other professional activities have been determined quantitatively for the first time. Data never before collected have been obtained from the institutions and from publicly accessible sources. Results have been characterized and analyzed by various criteria, including faculty and student size, institutional endowments, institutional investment in science, and institutional academic priorities. The symposium presents results of the study, an analysis of its outcomes, and its implications. Ways in which different types of institutions have addressed the challenge of supporting and strengthening research activities at predominantly undergraduate institutions will be discussed. Discussion with a panel comprising of all the presenters will conclude the session. |
| 1 | Introduction to the Study | Michael P. Doyle (Speaker), Research Corporation |
| 2 | A Survey of External Funding of Research at Predominantly Undergraduate Institutions | George M. Rubottom (Speaker), National Science Foundation |
| 3 | A Survey of Faculty Professional Activities and Institutional Support in Science Teaching and Research | Leon J. Radziemski (Speaker), Washington State University |
| 4 | A Statistical Analysis of the Academic Excellence Surveys | Michael P. Doyle (Speaker), Research Corporation |
| 5 | Integrating Research into Academic Expectations | Karen W. Morse (Speaker), Western Washington University |
| 6 | The Environment for Scientific Research by Undergraduates | Thomas R. Tritton (Speaker), Haverford College |
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Primary School Science Education
Saturday, February 16, 2002 9:00 a.m. - 12:00 noon |
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| Leon M. Lederman, Illinois Math & Science Academy |
| Primary School teachers all over the world—in Rio, Nairobi, and Chicago—enter teaching with poor or no science and mathematics education. This lack of knowledge has disastrous consequences for the development of the scientific literacy of their students. To help address this situation, various initiatives have been undertaken to engage scientists in the in-service professional development of primary school teachers. Some of the most notable are in Chicago, Pasadena, in France and in Brazil. These interventions make extensive use of “hands-on” curricula developed since the 1960’s. In addition, the Paris-based International Council of Scientific Unions (ICSU) is sponsoring a program chaired by Dr. Shirley Malcom, designed to bringing scientists and educators together to advance the teaching of mathematics and science in the schools.To provide focus for this initiative and to encourage and inform others, we pose a set of questions for discussion. What content and what processes do teachers need to know and at what depth? What teaching strategies do they need to learn? What kind of professional development should be designed? Who does the professional development and who controls and pays for it? What is the role of the scientific community? What is the correct balance between content and process as we go from K-8? What can the role be for Internet in assisting developing countries in primary school science and math education? |
| 1 | Introduction | Leon M. Lederman (Speaker), Illinois Math & Science Academy |
| 2 | Overview | Shirley M. Malcom (Speaker), AAAS |
| 3 | The Chicago Experience | Lourdes Monteagudo (Speaker), Teachers' Academy for Math and Science, Chicago |
| 4 | The Pasadena Experience | Jerome Pine (Speaker), California Institute of Technology |
| 5 | The French La Main a La Pate Program | Y'ves Quere (Speaker), Academie des Sciences |
| 6 | Manipulatives and Teaching Materials Appropriate for Hands-on and Implications for Professional Development | Karen Worth (Speaker), Educational Development Center, Inc. |
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Testing and University Admissions
Saturday, February 16, 2002 9:00 a.m. - 12:00 noon |
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| Thomas J. Tighe, University of South Florida; Claude M. Steele, Stanford University |
| University admission processes have historically served to sort the American population. That role has now been greatly amplified because now, more than ever before, what a person knows will determine what they can do with their lives. While our democracy prizes equal opportunity for all, admission to our universities, particularly to the country’s elite colleges and universities, forces selectivity in that important gateway to greater personal, economic, and social opportunities. Central in that selective process have been tests of ability to perform well in school, in particular the SAT which was initially intended to help select an elite of intellectual talent rather than one of wealth and family. Recent concern about equity to those left out by the SAT, coupled with research findings on non-intellectual factors in test performance, question both the appropriateness and validity of using the SAT in university admissions. On the other hand, assuming that our society is unable or unwilling to provide higher education for all its citizenry, how other than by objective assessment of academic readiness can one select from a population exposed to different teachers, courses, and grading standards? This symposium presents and will debate the differing viewpoints on the use of testing in university admissions, with emphasis on use of the SAT(I). |
| 1 | Admissions Testing and College Success: Current Practices and Concerns | Wayne J. Camara (Speaker), The College Board |
| 2 | How Group Stereotypes Affect Standardized Test Performance | Claude M. Steele (Speaker), Stanford University |
| 3 | A Real Meritocracy | Nicholas Lemann (Speaker), New York, NY |
| 4 | The SAT and Beyond | Robert J. Sternberg (Speaker), Yale University |
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Challenges for Medical Education in the 21st Century
Saturday, February 16, 2002 3:00 p.m. - 6:00 p.m. |
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| Kenneth M. Ludmerer, Washington University School of Medicine; Sondra Schlesinger, Washington University School of Medicine |
| The current market-driven health care environment has exacted a huge toll on our nation's academic health centers. Because of declining payments from third-party payers, it has been estimated that as many as two-thirds of academic health centers will be suffering significant deficits within five years. Such shortfalls dramatically interfere with the ability of academic medical centers to fulfill their public missions: education, research, charity care, and the provision of specialized clinical services. Of particular note is the toll the marketplace has exerted on the training of physicians. Currently, teaching institutions have been trying to increase their reimbursements by increasing the "throughput" of patients (seeing larger numbers of patients for shorter lengths of stay). However, high "throughput" comes at the cost of undermining the learning environment of students and house officers, who now find it more difficult to engage in "active" learning, assume responsibility for patient care, observe the natural history of disease and therapeutics, and study their patients' problems in depth. Concerns have also been raised about the consequences on learners' attitudes of conducting medical education in a commercial environment where the capture of market share often seems a more important goal than the relief of suffering. This symposium explores these issues in detail. Discussants will focus upon the challenges teaching institutions face when money and time are in short supply. Possible solutions will also be proposed and discussed. |
| 1 | No Title Available | Sondra Schlesinger (Speaker), Washington University School of Medicine |
| 2 | The Marketplace and Medical Education | Arnold S. Relman (Speaker), Brigham and Women's Hospital and Harvard Medical School |
| 3 | The Perspective of the Academic Health Center | Gilbert S. Omenn (Speaker), University of Michigan |
| 4 | The Preservation of Teaching | Daniel H. Lowenstein (Speaker), Harvard Medical School |
| 5 | Curricular Reform and Innovation | M. Brownell Anderson (Speaker), Association of American Medical Colleges |
| 6 | The Perspective of the Medical Student | Scott Ryan Gregory (Speaker), University of Texas Medical Branch-Galveston |
| 7 | No Title Available | Kenneth M. Ludmerer (Speaker), Washington University School of Medicine |
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Gender Bias in Faculty Hiring, Retention and Promotion?
Monday, February 18, 2002 3:00 p.m. - 6:00 p.m. |
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| Alice M. Agogino, University of California-Berkeley; Shirley M. Malcom, AAAS |
| Although the number of women receiving doctorates is at an all time high in science, mathematics, engineering and technology (SMET), their representation on the faculties of our institutes of higher education have not kept pace. Several recent studies indicate that there are subtle gender biases in the hiring and retention of women faculty that are at the root of the problem. This session will address the following questions: Is there a gender bias in the hiring processes (recruitment and evaluation) of women faculty in SMET disciplines? Is there a gender bias in the climate and retention of women faculty in SMET disciplines? What can be done to promote fair hiring practices and increase the number of women faculty in SMET disciplines? |
| 1 | Women Faculty in Science and Engineering: Clarifying the Issues | Shirley M. Malcom (Speaker), AAAS |
| 2 | No Title Available | Willie Pearson Jr. (Discussant), Georgia Institute of Technology |
| 3 | Hiring, Retention and Promotion of Women Engineering Faculty | Alice M. Agogino (Speaker), University of California-Berkeley |
| 4 | Female Gender--Barrier to Scientific Career? | Christine Wenneras (Speaker), Sahlgrenska University Hospital |
| 5 | A Study of Unconscious Gender Bias in Hiring Practices | Rhea Steinpresis (Speaker), University of Wisconsin |
| 6 | Gender Schemas, Science and Success | Virginia Valian (Speaker), Hunter College and the CUNY Graduate Center |
| 7 | Increasing Diversity in the Science and Engineering Faculty at MIT | Nancy H. Hopkins (Speaker), Massachusetts Institute of Technology |
| 8 | Successful Strategies for Increasing Faculty Diversity in Engineering | Denice D. Denton (Speaker), University of Washington |
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The Mouth as a Laboratory: Lessons for Teachers
Monday, February 18, 2002 3:00 p.m. - 6:00 p.m. |
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| Marc W. Heft, University of Florida |
| This symposium is directed toward secondary school teachers and students. The intent is to provide examples from oral biology and dental science that demonstrate basic biological principles consistent with the goals of the "Benchmarks for Science Literacy". The mouth provides a convenient and non-invasive laboratory for teaching and demonstrating basic biological concepts. The speakers will provide examples from five disciplines of oral biology for the listed content areas: mineralization: biological control of mineralization; microbiology: identification of bacteria with molecular biological techniques; oral ecology and colonization of bacteria; epidemiology and statistics: introductory statistical concepts, research designs, and protection of human subjects in research. The moderator and speakers have been actively involved in secondary school outreach programs. |
| 1 | No Title Available | Martin Taubman (Moderator), The Forsyth Institute |
| 2 | A Bug Stops Here: Microbe Hunting in the Oral Cavity | Bruce Paster (Speaker), The Forsyth Institute |
| 3 | No Title Available | Marvin Druger (Discussant), Syracuse University |
| 4 | The Tooth, the Whole Tooth, and the Seashell | Henry C. Margolis (Speaker), The Forsyth Institute |
| 5 | No Title Available | Joan Reede (Discussant), Harvard University |
| 6 | The Science Behind Your Smile | C. Yolanda Bonta (Speaker), Colgate-Palmolive Company |
| 7 | Who Dunnit? Hunting the Bad Guys in Gum Disease | Mark Maiden (Speaker), The Forsyth Institute |
| 8 | Worrying Health Risks: Epidemiology, Double Denominators and Polar Bears | Ralph V. Katz (Speaker), New York University |
| 9 | No Title Available | Greg Warot (Speaker), The Forsyth Institute |
| 10 | No Title Available | Thomas J Hyunh (Speaker), The Forsyth Institute |
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Discipline-Based Education Research in Science and Mathematics
Friday, February 15, 2002 2:30 p.m. - 5:30 p.m. |
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| Lillian C. McDermott, University of Washington |
| Discipline-based research on learning and teaching can provide a rich resource for cumulative improvement in instruction in the sciences and in mathematics. To guide the development of effective curriculum, there is a need for knowledge about the intellectual development of students as they progress through a given body of material. Since such investigations demand a depth of understanding ordinarily found only among specialists, this type of research is an appropriate field for scholarly inquiry by science faculty in the context of courses offered by science departments. Research conducted by scientists actively engaged in college and university teaching can be the key to setting realistic standards, to helping students meet expectations, and to assessing the extent to which real learning takes place. This symposium provides a forum for experts in several disciplines to present new and significant research findings and to discuss their application to college and university teaching. |
| 1 | Research as a Guide to Improving Student Learning in Physics | Paula R.L. Heron (Speaker), University of Washington |
| 2 | Students' Understanding of Thermochemical Concepts in the Context of Calorimetry | Thomas L. Greenbowe (Speaker), Iowa State University |
| 3 | Conceptual Barriers to Learning Astronomy | Philip Sadler (Speaker), Harvard-Smithsonian Center for Astrophysics |
| 4 | Magnetism, Spatial Reasoning, and Their Application to the Earth: Barriers to Student Understanding of Seafloor Spreading | Rose McKenney (Speaker), Minot State University |
| 5 | Helping Students Achieve Conceptual Change in Physiology | Joel Michael (Speaker), Rush Medical College |
| 6 | Mathematics Teaching and Learning at the Undergraduate Level: Progress and Challenges in Research | Joan Ferrini-Mundy (Speaker), Michigan State University |
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Seamless K-16 Science Education
Saturday, February 16, 2002 3:00 p.m. - 6:00 p.m. |
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| Leon M. Lederman, Illinois Math & Science Academy; Marjorie Bardeen, Fermilab |
| Recognition of the failures to achieve the level of science literacy deemed necessary in a modern state is a continuing process most quantitatively described in the TIMSS results of the past year. This symposium would examine some of the disconnects in science education from K-16. How much of our frustration in achieving true reform stems from the lack of coordination between college and high school, between high school and middle school, etc., as well as the coherence within the school and college experience. We will assemble a mix of "philosophers" and practitioners to address the issue. A seamless science education must deepen the student's understanding of essential disciplinary constructs, concepts and tools of inquiry, stimulate their imagination and curiosity and fuel their desire for further inquiry and exploration. In our panel, we will address what we believe are the fundamental issues that ground the lack of science literacy in our nation—the curriculum and its impact on student understanding and achievement. We intend to focus on four critical dimensions needed for seamless science education: curricula, instruction, assessment and professional development. TIMSS and other judgments of our education system always bring us back to the same issue: What are our students being asked to learn? How is the scientific cast of mind and scientific ways of knowing and thinking taught as the student progresses from K to 16? |
| 1 | Overview/Instruction | William Schmidt (Speaker), Michigan State University |
| 2 | Professional Development | Gerald F. Wheeler (Speaker), National Science Teachers Association |
| 3 | Assessment | Maria Ruiz-Primo (Speaker), National Science Foundation |
| 4 | Curricula | Rodger W. Bybee (Speaker), Biological Sciences Curriculum Study |
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Women in Science: Shattering the Glass Ceiling
Friday, February 15, 2002 9:00 a.m. - 12:00 noon |
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| Saeqa Dil Vrtilek, Harvard-Smithsonian Center for Astrophysics; Gerhard Sonnert, Harvard University |
| Although the number of women studying the physical sciences has increased dramatically in the past 50 years; the number of women who hold tenured positions in the physical sciences has remained disproportionately low. Many national studies and surveys have been conducted in an attempt to understand the lack of parity achieved by women in the physical sciences. This symposium celebrates the achievements by women of the past and present from the Boston area who have succeeded in their chosen field of science. The past will be represented by a historian of science; for the present, prominent local women of science will speak mainly of their science but with mention, when appropriate, of the effect of gender on their careers. |
| 1 | Starlight and Starlets: Harvard's Fair Computers in the 1890's | Barbara Welther (Speaker), Smithsonian Astrophysical Observatory |
| 2 | A Geologists Experiences in Brazil, Angola, Antarctica--and the Center for Astrophysics | Ursula Marvin (Speaker), Harvard-Smithsonian Center for Astrophysics |
| 3 | Mapping the Universe: A Personal Perspective | Margaret Geller (Speaker), Harvard University |
| 4 | Warming a Chilly Climate | Mildred S. Dresselhaus (Speaker), Massachusetts Institute of Technology |
| 5 | Thresholds and Glass Ceilings: Career Patterns of Women Scientists | Gerhard Sonnert (Speaker), Harvard University |
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The Impact of Undergraduate Participation in Research: What Is Known?
Monday, February 18, 2002 3:00 p.m. - 6:00 p.m. |
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| Robert L. Lichter, Camille and Henry Dreyfus Foundation |
| Participation in research is generally accepted to be one of the most effective ways for undergraduates to learn science, whether or not they are science majors. However, much of this impression arises from a nearly random assembly of anecdotes. Except for a 1998 report on the NSF Research Experiences for Undergraduates (REU) Program, little effort has gone into systematically crafting research studies of the role of research participation in student learning, or of the outcomes of activities intended to encourage students into research. This symposium describes some initial efforts to address these questions. Presentations include examples of ways in which different types of institutions and organizations have addressed the challenge of supporting and strengthening research participation at both undergraduate and doctoral institutions. Discussion with a panel comprising all the presenters will conclude the session. |
| 1 | Is the Future of Undergraduate Research Endangered? | David E. Hansen (Speaker), Amherst College |
| 2 | No Title Available | Robert L. Lichter (Chair), Camille and Henry Dreyfus Foundation |
| 3 | A Student Perspective on Undergraduate Research in Chemistry and Biology | Pam Mabrouk (Speaker), Northeastern University |
| 4 | The National Conferences on Undergraduate Research (NCUR): Promotion of Research Across the Disciplines | Thomas C. Werner (Speaker), Union College |
| 5 | The Role of Research Participation in Strengthening High School Teaching Effectiveness | Jay Dubner (Speaker), Columbia University |
| 6 | Formulas for Success: The American Chemical Society Scholars Program | Yvonne Curry (Speaker), American Chemical Society |
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Mathematics and Science of Origami: Visualize the Possibilities
Friday, February 15, 2002 2:30 p.m. - 5:30 p.m. |
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| Patricia Wang-Iverson, Research for Better Schools |
| Those with just a passing acquaintance with Origami (Japanese for paper folding) think of it merely as child’s play. And for many adults deeply engaged with Origami, their relationship may well have developed in childhood. This symposium will demonstrate, however, that one can learn rigorous mathematics and science through Origami; it has been used to solve intractable engineering problems; mathematics can now be harnessed to help folders make increasingly complex Origami models out of a simple sheet of paper; Origami can be used to unleash creativity. |
| 1 | Recent Results in Computational Origami | Erik Demaine (Speaker), Massachusetts Institute of Technology |
| 2 | No Title Available | Martin Kruskal (Speaker), Rutgers University |
| 3 | Trees and Circles: An Efficient Algorithm for Origami Design | Robert J. Lang (Speaker), SDL Incorporated |
| 4 | Origami Designs Demystified | Jeremy Shafer (Speaker), Berkeley, CA |
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Science is Fun!
Sunday, February 17, 2002 3:00 p.m. - 6:00 p.m. |
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| Bassam Z. Shakhashiri, University of Wisconsin-Madison |
| One purpose of the symposium is to share the personal excitement and joy of science at various levels of simplicity and complexity. Speakers will discuss personal experiences in communicating science effectively to different audiences including students and the general public. These presentations are made in order to both increase the flow of talent to careers in science and careers in teaching science and to achieve science literacy by the public at large. |
| 1 | No Title Available | Oliver Sacks (Speaker), Albert Einstein College of Medicine |
| 2 | No Title Available | Daniel Boye (Speaker), Davidson College |
| 3 | No Title Available | Denice D. Denton (Speaker), University of Washington |
| 4 | No Title Available | Bassam Z. Shakhashiri (Speaker), University of Wisconsin-Madison |
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