Course: 1
Using Case Studies to Teach Science--A Workshop
CLYDE FREEMAN HERREID, University at Buffalo/SUNY,
National Center for Case Study Teaching in Science
May 14-16, 2009 in Midtown Manhattan, NY
Case studies have been used to teach students in law and business schools for over a hundred years. These cases are stories with an educational message. Case study instruction has been used in medicine under the terminology of Problem Based Learning where each patient is a case to be diagnosed and treated. The value of the case approach in the classroom is that it puts the subject matter in context rather than presenting the material as a series of isolated facts and abstract principles. When information is put into story form it is easier to learn and remember. It has particular appeal for students put off by science taught in the traditional lecture style.
The purpose of the Case Study Workshop is to teach faculty about the different types of case study methods of instruction along with their strengths and weaknesses, how to teach with case studies, and how to write cases and teaching notes so that other individuals can use them This is a highly interactive workshop where participants experience case study teaching from the student's viewpoint first and then write their own cases which they can take home and use in their classes. An independent survey of several hundred faculty who have attended our case study workshops indicates that virtually all instructors report higher student satisfaction with this method of presentation compared to traditional lecture method, as well as greater student attendance, and higher grades.
College teachers of: all science and engineering disciplines.
Prerequisites: none.
Stony Brook's Manhattan site is located in an attractive new facility at Park Avenue South and 28th St., convenient to all transportation (walk to Penn Station), many tourist locations, in a neighborhood noted for its inexpensive and moderately priced restaurants featuring various ethnic cuisines. Applicants can often find many hotel discounts through online services.
Tuition: $508 $392| Register and pay by credit card | Register and pay by check/money order
Dr. Herreid holds the State University of New York's title of Distinguished Teaching Professor. He teaches the large introductory biology course at Buffalo and directs the National Center for Case Study Teaching in Science. Dr. Herreid writes a regular column on the use of case study teaching in the Journal of College Science Teaching and is the editor of the recent book: "Start with a Story: The Case Study Method of Teaching College Science."
Email: CFHerried@aol.com
Course: 2 -Canceled
"A Place at the Table": Food, Family, Identity Formation and Other Complexities of Asian America
Dr. Gary Mar, Stony Brook University and
Ms. Roberta Richin, Executive Director of the Council of Prejudice Reduction
May 21-23, 2009 in Midtown Manhattan, NY
Join us to discover the virtually unknown history and the complex cultural dynamics of Asian America. After the passage of the 1965 Immigration Act, Asian Americans became one of the fastest growing census groups in America. Yet while Asian American students represent a major demographic group on many college campuses on both the East and West coasts, the history of Asians in the Americas, the cultures of Asian America, the dynamics of Asian America families, and the racial formation of being characterized as "a model minority" are little understood by many in the education profession. Asian Americans today, as other groups throughout history, have been stereotyped through the "myth of the model minority". We will deconstruct this myth and use the experiences of widely diverse groups of Americans to add to the conversation on diversity in America. The course will include multi-media teaching resources, culinary field trips, and guided tours of the New York Museum of Tolerance and the Museum of Chinese in the Americas. While acknowledging our common humanity, we want to understand and value differences and to go beyond what we may sometimes imagine is the Asian American experience.
College teachers of: all disciplines.
Prerequisites: none.
Stony Brook's Manhattan site is located in an attractive new facility at Park Avenue South and 28th St., convenient to all transportation (walk to Penn Station), many tourist locations, in a neighborhood noted for its inexpensive and moderately priced restaurants featuring various ethnic cuisines. Applicants can often find many hotel discounts through online services.
Tuition:$508 $392| Register and pay by credit card | Register and pay by check/money order
Dr. Gary Mar is an Associate Professor of Philosophy at Stony Brook University. He is the author of a classic textbook in logic with Kalish and Montague, completed the last dissertation under the great 20th century logician Alonzo Church, and taught a seminar in 2005 with Noam Chomsky on the President's Rotating Stars Program. Gary Mar has been the recipient of the President's and Chancellor's Award for Excellence in Teaching (1993), the Outstanding Professor Award from the Alumni Association (1995), a Pew Evangelical Scholars Fellowship (1995), an award from Stony Brook's Academy of Teacher-Scholars (1996), A Proclamation by the City Council of New York for "Outstanding Contributions to the Community" (2005), the Joseph Zito Hate Crimes Award by the Council on Prejudice Reduction (2006), and has been serving as a member of the Suffolk County Human Right Commission (2005-present). Gary Mar is also the founding director of the Philosophy Department Logic Lab (1986), the founding director of the Asian American Center Bridge (1996), was the founding first president of Stony Brook University's Asian American Faculty Staff Association (2001). Dr. Mar has been credited by Charles B. Wang for being a catalyst for the donation of the Wang Center at Stony Brook University. Professor Mar is currently the chair of the American Philosophical Association Committee on the Status of Asian and Asian-American Philosophers and Philosophies.
Email:Gary.Mar@stonybrook.edu
Ms. Richin is a nationally recognized author and educational consultant. She specializes in improving student learning and safety through professional development and is the founder & director of Council for Prejudice Reduction. With Banyon, Banyon, and Stein, Ms. Richin is a co-founder of the Connecting Character to Conduct© consulting team and co-author of the book and related materials of the same title. Her model for leadership and consensus building is used by public and private schools, law enforcement organizations, parent-community groups, and corporations. Richin has presented this model at numerous conferences conducted by such organizations as the American Association of School Administrators, Association for Supervision and Curriculum Development, Children’s Defense Fund, National Symposium on Child Victimization, School Administrator’s Association of New York State, New York State Education Department Conference on Inclusive Schools and Communities, the Nassau-Suffolk Bar Association, the Center for Prejudice Reduction and the Parent-Teacher Association. Since 1975, Richin has published journal articles and curricula, and has contributed to books focusing on the education and well-being of children and families. Ms. Richin continues to dedicate the majority of her time to providing school-based support for instruction by collaborating with students, teachers, administrators, and parents at the classroom, building, district, community, and university levels.
Email: RRichin@aol.com
Course : 3 -Canceled
China Confronts New Security Issues
SU HAO, Foreign Affairs University, Beijing, People's Republic of China
June 3-5, 2009 at Foreign Affairs University, Beijing, PRC
China Confronts New Security issues is a unique three-day short course sponsored by China Foreign Affairs University operating under the guidance of China's Ministry of Foreign Affairs. The mission of this university is to train persons who are fluent in foreign languages who seek to become members of China's diplomatic corps or engage in international business and law. The course provides participants with a rare opportunity to engage in direct discussions with Chinese diplomats, scholars, ministerial, and military officials on their home ground. It will supply insightful Chinese perspectives on China's security policies and strategies. It also provides opportunities to sample Chinese university culture and explore the local environment.
The course will be held at the attractive Beijing campus of China Foreign Affairs University. Participants can reside in the inexpensive housing inside the modern campus. Presenters will be the nationwide well-known scholars and senior foreign service and military officers, and participants, who will plunge into a Chinese campus culture and local societal environment, will have ample opportunities to engage in discussions in class as well. Besides the learning course, participants may engage themselves in exploring the cosmopolitan city of Beijing, which is a fine combination of tradition and modernization. The university is located in the real downtown, which is very convenient to other academic institutions, shopping centers and tourist resorts. We await and welcome you here in Beijing.
College teachers of: political science, history, international relations, social, and natural sciences.
Prerequisites: none.
Foreign Affairs University is centrally located in an attractive Beijing district with many shops and restaurants. Inexpensive housing (about $55 per night) is available in a modern building reserved for international visiting scholars or in a nearby hotel. Participants seeking a longer tourist experience in this great city may make special arrangements with the university to arrive before the course begins or stay after it ends, subject to space availability. It is also easy to arrange tours to other parts of China. if you have always wanted to see China and would like a chance to engage directly with Chinese diplomats, military officials, and scholars specializing in defense policy, this is an extraordinary opportunity at a bargain price. Faculty from the U.S. Naval War College and other institutions give this course very high marks.
Tuition: $546 $338 | Register and pay by credit card | Register and pay by check/money order
Dr. Su, who will coordinate the program, is professor of diplomacy and director of the Center for Asia-Pacific Studies at China Foreign Affairs University. He is also a member of the the Chinese Committee of the Council of Security Cooperation in the Asia-Pacific and a board member of several other institutions active in Asia-Pacific Affairs. He has been a visiting scholar at the School of Oriental and African Studies at the Univesity of London, a holder of a Fulbright Fellowship at Columbia University, and visiting scholar at Uppsala and Berkeley. His books and articles focus on China's foreign policy and diplomatic and security strategies.
Email: suhao@public.bta.net.cn
Course: 4 Canceled
Globalization and the Impact on Worldwide Poverty and Inequality
TIMOTHY PATRICK MORAN, Stony Brook University
June 4-6, 2009 in Midtown Manhattan, NY
Global economic and political integration have important consequences for the distribution of wealth and power worldwide. Thus, at the start of the twenty-first century, inequality is emerging as one of the prevailing social, political, and economic issues of our time. Contentious interpretations of both what is happening to global patterns of poverty and inequality, as well as their causes and effects are being advanced in both academic and policy-making circles - for example, in debates about the distribution of winners and losers over the course of globalization, foreign aid and world trade, the global AIDS epidemic, international migration, and human rights and social justice. This course will consider and critically examine some of the complex debates within the social sciences over the impact of globalization on poverty and inequality, both between- and within- nations. We will discuss different interpretations of what these three concepts mean, the various ways scholars measure them, the prevailing theories that seek to explain how they are linked, and the types of data being advanced as evidence. In the end, participants will get a sense of how the extremely important questions - Does globalization increase or decrease poverty? Does it raise or lower inequality? - are as much intricate, nuanced, and political as they are seemingly straightforward. The short-course will present ideas for bringing global themes into courses that focus on local- or national-level phenomenon, and is relevant for those teaching courses on social problems, economy and society, politics, and international relations, among others.
College teachers of: all disciplines, but especially social scientists;
Prerequisites: none.
Stony Brook's Manhattan site is located in an attractive new facility at Park Avenue South and 28th St., convenient to all transportation (walk to Penn Station), many tourist locations, in a neighborhood noted for its inexpensive and moderately priced restaurants featuring various ethnic cuisines. Applicants can often find many hotel discounts through online services.
Tuition: $508 $392 | Register and pay by credit card | Register and pay by check/money order
Dr. Moran is Associate Professor and Director of Graduate Studies, Department of Sociology at Stony Brook University where he received the Dean’s Award for Excellence in Graduate Teaching.
Email: Timothy.P.Moran@stonybrook.edu
Course: 5 Canceled
Science & Art
RALPH DAVIS, Albion College
June 11-13, 2009 in Midtown Manhattan, NY
This course explores overlapping themes and common interests in the fields of science and art. It is designed for participants considering the design or implementation of cross-disciplinary courses involving science, mathematics, art and the humanities. There will be a strong visual component to many of the sessions, a bibliographical and resource review, and ample opportunity for the exchange of practical ideas for promoting classroom awareness and discussion. In addition to broadly shared interests - perception, reason, coherence and order in nature, etc. - and shared concepts such as elegance, clarity, symmetry, etc., a number of more specific topics will be addressed. Historical parallels: parallel developments in the concepts of light, space and time, e.g., the convergence of relativity, quantum theory, analytic cubism and the music of Stravinsky; Paradigm shifts: major conceptual changes in art and science – ‘revolution,’ ‘progress,’ and post-modernist perspectives; Creativity: innovation, imagination and the creative personality; a critical evaluation of Poincare’s model of creativity as preparation, incubation, inspiration and verification; Genius: genetics and the extraordinary person, IQ, multiple intelligences, youth and the myths of genius; Cognition: Observations from cognitive studies, evolutionary psychology and behavioral genetics; applications of chaos and complexity theory. Participants will be invited to suggest further topics.
College teachers of: all disciplines.
Prerequisites: none.
Stony Brook's Manhattan site is located in an attractive new facility at Park Avenue South and 28th St., convenient to all transportation (walk to Penn Station), many tourist locations, in a neighborhood noted for its inexpensive and moderately priced restaurants featuring various ethnic cuisines. Applicants can often find many hotel discounts through online services.
Tuition: $508 $392 | Register and pay by credit card | Register and pay by check/money order
Dr. Davis has been a facilitator for a number of Chautauquas including The Creative Process in Science & Art, The Limits of Science, Paradox and Genius. He edited Leadership and Institutional Renewal and has taught at Albion College where he has been Prentiss M. Brown Distinguished Honors Professor and directed the Basic Ideas interdisciplinary program, the Honors Program and chaired the Department of Philosophy.
Email: fortuna@ic.net
Course: 6-Canceled
Science and Politics of Climate Change: A Primer
Kamazima Lwiza, Stony Brook University
June 11-13, 2009 in Southampton, Long Island, NY
This course involves a careful examination of the changes in the environment for the world system as whole and efforts being taken to mitigate them. Emphasis is on (i) the basic understanding of the science of various components of the earth system, i.e., how greenhouse effect drives climatic changes in the atmosphere, hydrosphere, lithosphere, and biosphere, their interactions and feedbacks to the climate; (ii) factors affecting environmental change: natural versus anthropogenic forcing, (iii) political and scientific solutions being sought for mitigating climate change. Participants will be able to examine failures and successes of various international treaties.
College teachers of: all disciplines
Prerequisites: none
This course will be held at Stony Brook's Southampton campus, located in a charming and internationally known ocean resort on the South Fork of Long Island, and directly accessible by train or bus from Manhattan. Southampton is 35 minutes from Long island Macarthur Airport and about an hour and forty-five minutes from LaGuardia or JFK airports. The university's newly refurbished dormitories are priced very reasonably at $45.00 per night.
Tuition: $373 $287| Register and pay by credit card | Register and pay by check/money order
Dr. Lwiza is an Associate Professor of Oceanography at Stony Brook University. He is the director of the Environmental Living Learning Center and the recipient of the MSRC’s Distinguished Teaching Award. He teaches marine physics and climate change courses.
Email: klwiza@notes.cc.sunysb.edu
Course: 7 - Canceled
Nifty Examples for Introductory Discrete Mathematics – A Workshop
Peter Henderson, Butler University
June 18-20, 2009 in Southampton, Long Island, NY
Good examples are powerful tools for enhancing student understanding of the important concepts in discrete mathematics, and applying these concepts to a wide range of problem solving activities. This workshop will illustrate nifty examples and problems for use in the classroom or as assignments covering a broad spectrum of discrete mathematics topics including logic, sets, relations, functions, counting, graph theory, recursion and inductive reasoning. Examples and problems include: analyzing and building a geodesic dome, mathematics of the Josephus problem, reverse binary tree traversal, keys and locks, a two color argument, tromino tiling, and many more. Many examples will be illustrated using computer based tools and programming languages. In addition, participants will work in groups to develop other examples. All materials presented and developed will be posted on a workshop web page. Participants should bring laptop computers if possible.
College teachers of: Mathematics and Computer Science
Prerequisites: none
This course will be held at Stony Brook's Southampton campus, located in a charming and internationally known ocean resort on the South Fork of Long Island, and directly accessible by train or bus from Manhattan. Southampton is 35 minutes from Long island Macarthur Airport and about an hour and forty-five minutes from LaGuardia or JFK airports. The university's newly refurbished dormitories are priced very reasonably at $45.00 per night.
Tuition: $373 $287 | Register and pay by credit card | Register and pay by check/money order
Dr. Henderson is co-founder of the math thinking discussion group (www.math-in-cs.org) which advocates the importance of mathematics and mathematical reasoning in computer science and software engineering education. He retired in 2007 as the chair and founder of the Department of Computer Science and Software Engineering at Butler University, and is currently editor of two educational columns, “Software Engineering Education” in the ACM Special Interest Group Software Engineering Notes, and “Math CountS” in ACM Special Interest Group on Computer Science Education InRoads. In addition, he has conducted workshops and given numerous presentations on the role of mathematics in computer science and software engineering education.
Dr. Henderson has been instrumental in formulating recommendations on the mathematical needs of undergraduate computer science and software engineering programs for the Mathematical Association of America's Committee on the Undergraduate Program in Mathematics, and has been active at various mathematics and computer science education conferences promoting mathematical thinking. He holds a Ph. D. in Electrical Engineering from Princeton University, and has been teaching computer science and software engineering at SUNY Stony Brook and Butler University from 1974 to 2007.
Email: phenders@butler.edu
Course: 8 -Canceled
EUGENICS: FROM DEGENERACY THEORY TO CUSTOMIZED BABIES
ELOF AXEL CARLSON, Stony Brook University
June 18-20, 2009 in Midtown Manhattan, NY
The eugenics movement is best identified as prevailing from the 1880s to the end of World War II. There were two branches. Positive eugenics was an optimistic, almost moral effort, to promote the healthiest and most talented children. Negative eugenics was a more pessimistic movement, covering approximately the same time span. Its mission was to weed out degenerate individuals and prevent them from reproducing. I will show that both movements had precursors going back to antiquity. They shifted from religious or philosophic interpretations of human differences to physiological differences. This shift to biology began in the 1700s and reached its zenith in the 1880s. At that time Galton was attempting to put these movements on a scientific basis. He coined the term eugenics in 1883, using the positive eugenics approach. In the United States negative eugenics was emphasized and degenerates became known as “unfit people.” In Great Britain moral persuasion was the most frequently used policy by eugenic societies. In the United States a legal solution was advocated, first through marriage and compulsory sterilization laws and secondly through restrictions on immigration. In 1927 the issue of legality was settled by an 8-1 vote; the Supreme Court upheld the right of states to sterilize their unfit people. The eugenics movement swept around the world. There were three international congresses of eugenics. German eugenics before Hitler’s rise to power was similar to the American model. Under Nazism it became racist and culminated in the Holocaust. After WWII eugenics went into a decline, becoming synonymous with genocide and other evil acts banned by the Nuremberg trials. As human genetics developed into a science in the 1950s and 1960s the concern over eugenics was revived. Most physicians providing genetic services rejected the idea that they were practicing eugenics. The proliferation of technology in genetic engineering has extended that debate as eugenics, if it occurs at all, has shifted from state coercion to individual choice. Participants should read at least one background book on the history of eugenics or degeneracy theory or unfit people.
College teachers of: all disciplines
Prerequisites: None.
Stony Brook's Manhattan site is located in an attractive new facility at Park Avenue South and 28th St., convenient to all transportation (walk to Penn Station), many tourist locations, in a neighborhood noted for its inexpensive and moderately priced restaurants featuring various ethnic cuisines. Applicants can often find many hotel discounts through online services.
Tuition: $508 $392| Register and pay by credit card | Register and pay by check/money order
Dr. Carlson, Elof Axel Carslon is Distinguished Teaching Professor Emeritus Stony Brook University. Carlson is a geneticist and historian of science. His works on eugenics are Genes, Radiation, And Society: The Life and Work of H. J. Muller (1985) and The Unfit: A History of a Bad Idea (2001). Other recent books include, Mendel’s Legacy: A History of Classical Genetics (2004), Times of Triumph, Times of Doubt: Science and the Battle for Public Trust (2007), and Neither Gods nor Beasts: How Science Changes Who we Think We Are (2008).
Email: elof.carlson@stonybrook.edu
Course: 9 Canceled
Genes and Race
ALAN MCGOWAN, New School University
June 25-27, 2009 in Midtown Manhattan, NY
The campaign of Barack Obama and his subsequent election have raised the
issue of race in America to heights not seen since the Civil Rights era
of the 1960s. What does science have to say about the question of race
in human beings? Geneticists are divided on the issue, and a very
interesting and nuanced discussion has taken place. Sociologists and
medical professionals as well have joined in the discussion. What does
the outpouring of data from modern genetics research say about these
questions? The course will fully examine the connection between science
in general, and genetics in particular, and race in humans, with all
points of view considered. Readings and a bibliography will be provided.
College teachers of: all disciplines
Prerequisites: none.
Stony Brook's Manhattan site is located in an attractive new facility at Park Avenue South and 28th St., convenient to all transportation (walk to Penn Station), many tourist locations, in a neighborhood noted for its inexpensive and moderately priced restaurants featuring various ethnic cuisines. Applicants can often find many hotel discounts through online services.
Tuition: $451 $294 | Register and pay by credit card | Register and pay by check/money order
Mr. McGowan is a faculty member of the Science, Technology, and Society Program at Eugene Lang College The New School for Liberal Arts, having served as chair of the program for four years. Prior to coming to the New School, he founded and was President of the Gene Media Forum, a non-profit organization that focused on providing information on the social, ethical and scientific aspects of the genetic revolution to journalists. Previously, he was for twenty years the president of the Scientists’ Institute for Public Information, a major bridge between the scientific community and the media.
Mr. McGowan, an executive editor of Environment magazine and a member of the Council on Foreign Relations, is also on the boards of the Bermuda Institute for Ocean Science and the Metcalf Institute. He is chair of the board of Student Pugwash USA, an organization devoted to the consideration of ethical issues in scientific and technical research. He was a pioneer in environmental education, sharing leadership of an EE program in the late 1960s. He has written extensively on science policy and public understanding of science issues.
Email: McGowanA@newschool.edu
Course: 10 Canceled
Genetics at the Margins: Diversifying Course Content
Katayoun Chamany, New School University
July 9-11, 2009 in Midtown Manhattan, NY
As genetics and its associated technologies increasingly become part of the mainstream lexicon, the genetics curriculum must be reformed to reflect the diverse membership of our students and the environments in which they live. Though it has been nearly thirty years since science was first criticized for being male-centric, white, heterosexual, and “objective,” the genetics curriculum has been slow to change, leaving many students to believe that genetics is not relevant or meaningful to them. In this course we will read critiques of biology from the social sciences, consider ways in which we can improve our cultural competence in the classroom, and discuss six case studies that address diversity in the human population. These cases center on traditional biological topics such as sex determination, allelic variance, and gene expression, but use examples that are not traditionally part of the genetics curriculum as a way to connect genetics to the real world experiences of those at the margins. Examples will include gender identification, dwarfism, social defeat stress, sickle cell anemia screening, susceptibility to drug addiction, and eating disorders. Each participant will also work on identifying an area of the curriculum that they would like to diversify using a worksheet and researching various topics of interest. Participants are encouraged to share their own approaches and materials to teaching towards inclusiveness.
College teachers of: first year courses, genetics for non majors or majors
Prerequisites: none
Stony Brook's Manhattan site is located in an attractive new facility at Park Avenue South and 28th St., convenient to all transportation (walk to Penn Station), many tourist locations, in a neighborhood noted for its inexpensive and moderately priced restaurants featuring various ethnic cuisines. Applicants can often find many hotel discounts through online services.
Tuition: $508 $294 | Register and pay by credit card | Register and pay by check/money order
Dr. Chamany is an Associate Professor of Biology in the Interdisciplinary Science Program at Eugene Lang College, The New School for Liberal Arts where she received the Distinguished University Teaching Award. She is an active member of the Faculty for the 21st Century of Project Kaleidoscope, a national organization focused on undergraduate science education reform, and serves as a reviewer for the National Center for Case Study Teaching in Science and Life Sciences Education. She is currently developing a collection of educational modules to accompany Molecular Biology of the Cell, Essential Cell Biology, and Biology Today published by Garland publishing (http://www.garlandscience.com/textbooks/cbl/ as a SENCER Leadership Fellow (Science Education for New Civic Engagement and Responsibilities)
Email:chamanyk@newschool.edu
Course: 11 Canceled
Biology for Under-represented Minorities (HEOP): Integrating the Arts and Social Sciences
Katayoun Chamany, The New School University
July 16-18, 2009 in Midtown Manhattan NY
In response to the Civil Rights Movement, many institutions of higher learning developed higher education opportunity programs (HEOP) designed to prepare economically and educationally disadvantaged students for college. Based on research from psychology and cognitive science that addresses student interest, motivation, and learning, I took two approaches in designing a biology course for our campus HEOP. The first approach focused on social and situational interest and used food justice and obesity as vehicles to teach basic genetics and promote community activism. The second approach focused on individual student interest and used specific works of art as vehicles to teach basic genetics and genetic engineering as it pertains to biodiversity. Participants in this course will review the literature on student interest as it relates to learning, become familiar with the course content and freely available educational resources that specifically address food justice and art as it relates to biology, and discuss challenges involved in teaching this student population. A mini-case study of Frida Kahlo will highlight the mutual influence of culture and nature in her artwork, and specifically make connections to the notion of chimeras, while the film, Bodega Down Bronx, will provide concrete material for discussion of food justice and community activism. Participants are encouraged to bring examples of courses, programs, and other activities they have developed to address minorities in science. HEOP students will share their experiences and give feedback on how these approaches can make biology meaningful for students.
College teachers of: Higher Education Opportunity Programs, introductory biology, first year seminar courses
Prerequisites: none.
Stony Brook's Manhattan site is located in an attractive new facility at Park Avenue South and 28th St., convenient to all transportation (walk to Penn Station), many tourist locations, in a neighborhood noted for its inexpensive and moderately priced restaurants featuring various ethnic cuisines. Applicants can often find many hotel discounts through online services.
Tuition: $508 $294 | Register and pay by credit card | Register and pay by check/money order
Dr. Chamany is an Associate Professor of Biology in the Interdisciplinary Science Program at Eugene Lang College, The New School for Liberal Arts where she received the Distinguished University Teaching Award. She is an active member of the Faculty for the 21st Century of Project Kaleidoscope, a national organization focused on undergraduate science education reform, and serves as a reviewer for the National Center for Case Study Teaching in Science and Life Sciences Education. She is currently developing a collection of educational modules to accompany Molecular Biology of the Cell, Essential Cell Biology, and Biology Today published by Garland publishing (http://www.garlandscience.com/textbooks/cbl/ as a SENCER Leadership Fellow Science Education for New Civic Engagement and Responsibilities)
Email:chamanyk@newschool.edu
Course: 12 –Canceled
Women and Minorities in the Sciences: How Faculty Can Make a Difference
CATHERINE DIDION, National Academy of Sciences
TBA in Washington D.C.
After a brief review of the current status of women and minorities in scientific fields, this course will emphasize how one can develop effective strategies for recruiting and retaining women and under-represented minority students in all scientific disciplines. This course is highly interactive and was developed to be a resource for faculty trying to encourage under-represented populations to participate in the sciences. We will explore the role of mentoring in developing future scientists and engineers, current research on women and minority scientists, and how it can have an impact on one's teaching style and strategies. Our focus will be on evaluating current methods, and on devising solutions to increase the number of women and minorities in the sciences. Readings will include accounts by women and minority scientists. The course will include feminist and minority critiques of some scientific research. We will analyze a series of actual case studies on faculty-student interactions as a tool to review how one can encourage all students in the classroom. Participants are encouraged to bring examples of courses, programs, and other activities they have developed to address women and/or minorities in science. This course will use visiting speakers, including young scientists of color, to share their experiences and give feedback on how faculty can make a difference.
College teachers of: all disciplines
Prerequisites: None.
This course will be held at a central location in northwest Washington DC only a short taxi ride from the White House, Smithsonian, and other important tourist attractions. Past participants say that it combines a superb professional development experience with after-class opportunity to have a first-hand look at part of their nation's history.
Tuition: $494 $228| Register and pay by credit card | Register and pay by check/money order
Ms. Didion is the Senior Program Officer for Diversity at the National Academy of Engineering (NAE) where she provides staff leadership for NAE efforts to enhance the diversity of the engineering workforce at all levels. Before joining NAE she was the director of the International Network of Women in Engineering and Science. She also served for 14 years as the Executive Director of the Association of Women in Science.
Email:cdidion@nas.edu
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