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TITLE Institutional Strategies for Enhancing UndergraduateScience Education. Undergraduate Program DirectorsMeeting (October 4-6, 1993).

INSTITUTION Howard Hughes Medical Inst., Chevy Chase, MD. Officeof Grants and Special Programs.

PUB DATE 94

NOTE 255p.

AVAILABLE FROM Howard Hughes Medical Institute, Office of Grants andSpecial Programs, 4000 Jones Bridge Road, ChevyChase, MD 20815-6789.

PUB TYPE Collected Works Conference Proceedings (021)

EDRS PRICE MFO1 /PC11 Plus Postage.DESCRIPTORS American Indian Education; Biomedicine; *Educational

Change; Equal Education; Higher Education; MinorityGroups; Partnerships in Education; *ScienceCurriculum; Science Education; *Science Programs;*Undergraduate Study

IDENTIFIERS *Systemic Reform

ABSTRACTThe Howard Hughes Medical Institute has as a major

focus the improvement of science education at all levels. Each yearthe institute provides grants for competing organizations whose aimis educating the public in science and/or biomedical research. Thisdocument contains the proceedings of a conference that provided aforum for 98 representatives from institutions (public and privateresearch universities, historically black institutions, and four-yearliberal arts colleges) receiving undergraduate awards in the 1991 and1992 competitions to convene and discuss institutional strategies forenhancing undergraduate science education. Topics discussed are asfellows: (1) systemic reform; (2) enhancing the educationalexperience of American Indian students; (3) providing scienceeducation opportunities for traditionally underrepresented groups;(4) interdisciplinary studies in biochemistry and molecular Biology;(5) faculty development and high school enrichment; (6) computer usefor the study of atomic, macromolecule, and organismic structures;(7) science curriculum development; (8) partnerships in education;and (9) teaching and learning strategies. Also included are: programprofiles at selected institutions; four appendixes which containdetails about the awardee institutions and a list of meetingattendees; a list of grants publications; lists of Howard HughesMedical Institute trustees, officers, and principal staff members;and a subject index. (ZWH)

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Copyright 0 1994 by the Howard Hughes Medical Institute, Office of Grants and Special Programs.

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3

Howard Hughes Medical Institute

Institutional Strategiesfor EnhancingUndergraduateScience Education

Undergraduate ProgramDirectors MeetingOctober 4 6,1993

Undergraduate Biological Sciences Education Program

Office of Grants and Special Programs

The contributions of Sarah Brookhart, W. T. Carrigan, Miriam Davis, Jeffrey Fox, Mary Knudson, HughMcIntosh, and Frank Portugal to this report are gratefully acknowledged. Photographs in Part I are by William K. Geiger.

The names of colleges and universities are listed as they appear in the 1993 Higher Education Directory.

0


The Howard Hughes MedicalInstitute is a not-for-profit med-ical research organization dedi-cated to basic biomedicalresearch and education. Itsprincipal objectives are theadvancement of fundamentalknowledge in biomedical sci-ence and the application of newscientific knowledge to the alle-viation of disease and the pro-motion of health. Through itsprogram of direct conduct ofmedical research in conjunctionwith hospitals, the Instituteemploys over 220 independentinvestigators who conductresearch at Institute laboratoriesin more than 50 leading academ-ic medical centers, hospitals,and universities throughout theUnited States.

The Institute conducts re-search in five broad areas: cell bi-ology and regulation, genetics,immunology, neuroscience, andstructural biology.

To aid these research efforts,the Institute is involved in thetraining of pre- and postdoctoralscientists in the laboratories ofHughes investigators; has provid-ed substantial support to thegenome mapping program, whichinvolves international collection,dissemination, and coordinationof data; provides research trainingto medical students through theResearch Scholars Program (con-ducted jointly with the National

The Howard Hughes Medical Institute wasfounded in 1953 by aviator-industrialistHoward R. Hughes. Its charter, in part, reads:The primary purpose and objective of the Howard HughesMedical Institute shall be the promotion of human knowl-edge within the field of the basic sciences (principally thefield of medical research and medical education) and theeffective application thereof for the benefit of mankind.

Institutes of Health); and orga-nizes scientific conferences, work-shops, and program reviews.

In the fall of 1987, to comple-ment its rep arch program, theInstitute launched a grants pro-gram to help strengthen educa-tion in the biological and relatedsciences. This program is admin-istered through the Office ofGrants and Special Programs andhas as its primary objective theenhancement of science educa-tion at the graduate, undergradu-ate, and precollege levels, educa-tion of the public about science,and the promotion of fundamentalresearch abroad. In addition, theOffice of Grants and Special Pro-grams is establishing a compre-hensive assessment program.The Institute's grants program ex-tends to a wide range of institu-tions involved in formal and infor-mal science education, includingcolleges, universities, medicalschools, research centers, ele-mentary and secondary schools,and science museums.

i;

Contents

Preface and Introduction

vii Preface

xi Introduction

Program Overview

1 Undergraduate Program Overview

Part IProceedings of the 1993 Program Directors Meeting

Monday, October 4

15 Keynote Address

Why Is Systemic Reform in Science Education So Difficult?Saurrccl Ward, University of Arivma

Tuesday, October 5

Plenary Presentation

27 Politics, Culture, and Tradition: Developing Strategies for Enhancing the Educational Experience ofAmerican Indian StudentsOklahoma State University. Alan R. Harker and Mgra Ale.ander

Panel Discussions

:32 Access to Science Education Opportunities for Students from Traditionally Underrepresented GroupsCalifornia State UniversityLos Angeles, Alan Muchlinski and Margaret Jefferson

:37 Constructing an Interdisciplinary Major in Biochemistry and Molecular BiologyGettysburg College Ralph A. Sorensen

41 Enhancement of Biology Curricula Through Course and Faculty Development and High SchoolEnrichmentSpelman College, Pamela J. Gunter-Smith and Jann Primus

46 The Integration of Chemistry, Cell Biology. Genetics, and Physiology in the Undergraduate CurriculumUniversity q [Notre Dame, John G. Duman and Morton S. Fuchs

Demonstrations

50 Demonstrations of Educational Technology in the Life Sciences


52 Increased Research Opportunities for Minority and Caltech Students; Computer Tools for Visualizationof Concepts in Structural Biology; and the Caltech Initiative in Precollege Science EducationCalifornia Institute of Technology, Pamela .1. Bjorkman and Jerry Pine

Wednesday, October 6


57 New Ways of Teaching Chemistry and Biology at Liberal Arts Colleges: The Fort Lewis College ExperienceFort Lewis College, William R. Bartlett and Preston Somers

Panel Discussions

61 If You Build It, They Will Come: The Holy Cross ProgramCollege of the Holy Cross, Frank Vellaccio and Mary E. Morton

66 Developing Innovative Teaching and Learning Strategies for Success in Science and MathematicsThrough Modern TechnologyFisk University, Mary E. McKelvey and Karen Martin

70 Taking Advantage of Student Diversity in Improving the Biological SciencesUnivetwity,of CalifomiaBerkeley, Corey S. Goodman and Caroline M. Kane

75 Genetics as a Springboard to Research: Broadening the Community of LearnersWashington University, Sarah C. R. Elgin and Joseph J. H. Ackerman

Plenary Review

79 Summary of Key IssuesAlan R. Harker, Pamela J. Bjorkman, and William R. BartlettJoseph G. Popich

Part IIProgram Profiles

86 Selected Institutions

Appendixes

217 A: Attendees, Program Directors Meeting, October 4-6,1993

219 B: Awardee Institutions by Carnegie Classification, 1988-109:3

222 C: Awardee Minority Institutions, 1988-1903

223 D: Awardee Institutions by State, 1088-1993

Grants Publications

227 Grants Publications


220 Trustees

230 Officers

231 Principal Staff Members

232 Office of Grants and Special Programs

Index

2'33 Index

Institutional Strategies for Enhancing Undergraduate Science Education

PrefacePurnell W Choppin, M.D, President Howard Hughes Medical Institute

Anew bio-organic course at theUniversity of Notre Dame nowcontains biological examples thatillustrate the relevance of thecourse to biology majors. In theearlier organic course, says Dr.Morton Fuchs, Professor ofBiological Sciences, "any resem-blance between organic chem-istry and biology was purelycoincidental." At GettysburgCollege, Institute funding hasallowed biology and chemistrydepartments to develop amajor in biochemistry and mol-ecular biology. Says Dr. RalphSorenson, Chairman of theDepartment of Biology, "Thesetwo departments that were his-torically estranged got togetherand quickly designed the essen-tial features of a new major."These are two examples of pro-gram presentations at the 1993program directors meeting thataddressed the major theme ofinstitutional strategies forenhancing undergraduate sci-ence education.

The grants program cif theHoward Hughes Medical Insti-tute focuses on science educa-tion at all levels and in so doingcomplements the Institute's coreprograms in the direct conductof biomedical research. TheInstitute's biomedical researchactivities involve some 225investigators at more than 50leading academic centers, hospi-tals, and research institutionsaround the United States. Thisresearch encompasses the fieldsof cell biology and regulation,

genetics, immunology, neuro-science, and structural biology.

Since being launched sixyears ago, the grants initiativehas grown to include support forgraduate, undergraduate, andprecollege programs as well asprograms to educate the publicabout science primarily in theUnited States. In addition, bio-medical research is supported inselected countries abroad. Thisarray of programs is designed tohelp ensure the future qualityand vitality of the scientific enter-prise.

At the undergraduate level,the Institute has made a majorcommitment in support of pro-grams to strengthen teaching inthe biological sciences and otherdisciplines, including chemistry,physics, and mathematics, asthey relate to biology. Anotherprincipal objective is to pportprograms that show promise ofrecruiting and retaining studentsin the sciences, particularlywomen and members of minoritygroups underrepresented in sci-entific areas. Rounds of competi-tion for awards through theundergraduate program havebeen held in 1988, 1989, 1991,1992, and 1993.

As part of its grants activities,the Institute also sponsors anannual meeting of undergraduateprogram directors from collegesand universities that havereceived awards in specificrounds of competition. On Octo-ber 4-6, 1993, the Institute wel-comed 98 program directors and

Preface vii

At the openingreception, Dr. PurnellChoppin, President ofthe Howard HughesMedical Institute (I0),and Dr. FrederickEiserling, University ofCaliforniaLos Angeles,discuss the developmentof undergraduatescience programs atUCLA.

Ir

other representatives from insti-tutions receiving undergraduateawards in the 1991 and 1992 com-petitions. The meeting providedan opportunity for attendees,including faculty members andadministrators from public andprivate research universities,comprehensive institutions, his-torically black institutions, andfour-year liberal arts colleges, toconvene and discuss institutionalstrategies for enhancing under-graduate science education.

Changing the Way ScienceIs ConductedThe world of science is changingfundamentally. The rise of sci-ence as a profession in nine-teenth century academia wasaccompanied by the developmentof departments, each based on asingle scientific discipline. Todaythat older structure is giving wayto a new arrangement. Changes

in the academic organization ofscience are beginning to reflectwhat is taking place in the labora-tories. Science departments suchas microbiology or physiologyare being reorganized at a num-ber of academic institutions intobroad new departments thatemphasize, for example, cellularand molecular biology.

Because of the rapidity of sci-entific advances on the one handand financial restraints on theother, science departments at col-leges and universities are findingthat they must quickly changewhat they teach and how theyteach it. The growing interdisci-plinary nature of science in gen-eral and the expanding overlap ofbiology and chemistry in particu-lar mean that science depart-ments must cooperate indeveloping curricula, integratingcourses, and participating inother activities that tear down thetraditionally high walls betweenscientific disciplines.

viii Institutional Strategies for Enhancing Undergraduate Science Education

Institutional strategies forenhancing undergraduate sci-ence education, therefore, was amajor theme of the 1993 programdirectors meeting. In particular,participants offered a variety ofapproaches to integrating biologyand chemistry through Institute-funded programs. Stronger tiescan be forged between the biolo-gy and chemistry departmentsthrough joint faculty appoint-ments and reseal ch seminars,interdepartmental studentexchanges, and team-teaching ofscience courses. In other cases,majors in cellular and molecularbiology can be developed andcourses revised to integrate biol-ogy-based problems into chem-istry courses, and vice versa.

Getting Science FacultyInvolvedProgram directors attending the1993 meeting vigorously dis-cussed important questions relat-ed to developing strategies forlong-term change in the way sci-ence is taught. How can sciencefaculty who are committed to theirlaboratory research be persuadedto become more involved in thereform of science education?What strategies can he employedto encourage them to teach under-graduates, welcome undergradu-ates into their laboratories, or giveextra help to students who need.it? Can science faculty be drawnin to participate in outreach pro-grams that strengthen science

education at elementary and sec-ondary schools?

Institute support in manycases has helped increase facultyinvolvement at all levels of sci-ence education. Science facultiesat many institutions are alreadycommitted to the Institute-fundedprograms that are focused onattracting and retaining minoritystudents and women.

Reaching Out to Women andMinoritiesAnother major issue of the 1993meeting was how best to reachout to women and underrepre-sented minority students, whohave yet to achieve full participa-tion in all areas of scientificresearch and education. By inte-

Dr. Anna Tan- \l'ilson,State University of NewYork at Binghamton(y?), and DrlamesGavin, Senior ScientificOfficer at HH111I, reviewsessions they haveattended.

Preface ix

grating their efforts with otherinstitutions, historically black col-leges and universities have pro-vided off-campus researchexperiences to undergraduates.Program directors from institu-tions with significant enrollmentsof black, Hispanic, NativeAmerican and Pacific Islanderstudents emphasized the value ofclose, sustained contact with fac-ulty as mentors in helping toretain those students in the sci-ences. Many of these institutionsare also conducting outreach pro-grams to benefit students andteachers in local schools.

Outreach to women andminorities varies widely amongdifferent populations, locations,and educational institutions. Asnoted in meeting presentations,higher education is sometimesviewed as a magnet that attractsmuch-needed talent away fromNative American communities.As these communities achievegreater political stability andmore job opportunities becomeavailable for individuals withcollege degrees, these prob-lems are assuming much lesssignificance.

Transferring Science to theClassroomTeachers in the kindergarten-12school system are an integralpart of the science reform effort.They can spark a burning inter-est in science among young stu-dents or coldly douse their

natural desire to explore. But aswas repeatedly emphasized at theprogram directors meeting, out-reach efforts to kindergarten-12are complex, and colleges anduniversities seeking to developlinkages to precollege scienceteachers must involve teachers inplanning the outreach activities.

Precollege science curriculumunits are being developed andsummer courses offered toupgrade the training of scienceteachers in subjects such as mol-ecular genetics, which was notavailable as an academic disci-pline when many teachers werecompleting their bachelor'sdegrees. Teachers can be offeredlaboratory research experiencesand opportunities for sabbaticalsin order to take courses in vari-ous scientific fields. Scientistsfrom colleges and universitiescan help develop science instruc-tion kits and, during the summer,train lead teachers from middleschools, high schools, and two-and four-year colleges to instructother teachers how to use thenew materials.

Just as the world of science ischanging rapidly, so is our under-standing of how students learnand the role of teachers in thelearning process. The Institute ispleased to present informationthat addresses these importanttopics, gleaned from the recentmeeting of representative pro-gram directors of the Institute'sUndergraduate Biological Sci-ences Education Program.

19x Institutional Strategies for Enhancing Undergraduate Science Education

IntroductionJoseph G. Perpich, M.D., J.D. Vice President for Grants and Special Programs

"Our program is directed atstrengthening the biological sci-ences education program atWilliams College and expandingoutreach programs to communityschools. Although the meetingon strategies to enhance scienceeducation hasn't yet ended, Ihave decided to make severalchanges to our program based onwhat I have learned herealready," observed Dr. StevenZottoli, Professor and Chairmanof the Department of Biology atWilliams College. Other partici-pants at the 1993 program direc-tors meeting made similarcomments.

Colleges and universities thatembark on the reform of scienceeducation face three principalchallenges, said Dr. SamuelWard, Professor and Head ofMolecular and Cellular Biology atthe University of Arizona. duringhis keynote address to the meet-ing. First, the goals of teachingneed to he changed. Second,educators must learn how to goabout changing the ways that sci-ence is taught. And, third, col-leges and universities need toincrease the benefits derivedfrom teaching, which is too oftenundervalued relative to research.These ideas reflect the majorthemes that emerged from the1993 program directors meetingon institutional strategies forenhancing undergraduate sci-ence education.

Highlighting Issues inScience EducationThe program directors meeting isone of five annual grants programconferences held by the Institute.The others bring together med-ical student fellows, predoctoraland physician postdoctoral fel-lows, program directors from sci-ence museums, and Washington,D.C., metropolitan area studentssupported through the Institute'slocal grants activities.

This year's meeting was thethird gathering of directors ofprograms funded by the Under-graduate Biological SciencesEducation Program, which, sinceit started in 1987, has awarded$204 million to 197 colleges anduniversities (see Grants for Sci-ence Education 1992-1993).The first meeting in 1991focused on student developmentand outreach, and the 1992 gath-ering explored curriculum andlaboratory development andundergraduate research (seeAttracting Students to Scienceand Enriching the UndergraduateLaboratory Experience, respec-tively).

At the 1992 meeting, a numberof important issues in scienceeducation were highlighted. Onewas the need to make studentsmore aware of multiple careerpaths in science. The impor-tance of an interdisciplinary cur-riculum was also stressed.

Introduction

Colleges and

universities need

to increase the

benefits derived

from teaching,

which is too

often underval-

ued relative to

research.

Samuel WardUniversity of

Arizona

xi

Dr. Samuel Ward,University of Arizona(hi?), Dr. JosephPerpich, VicePresident for Grantsand Special Programsat HHMI, and MyraAlexander, OklahomaState University,discuss OSU's grant-supported outreach toNative Americanstudents.

Changing the

attitude of

undergraduate

science instruc-

tors from a

"weed-out" men-

tality to one of

encouraging stu-

dents ... is as

important as

new curricula

and learning

technologies.

ell

Undergraduate mentoring andthe value of having a single cen-tral facility for laboratory instruc-tion capable of supportingvarious advanced technologieswere other subjects on whichattention was focused.

Important questions were alsoraised by the program directorsat this meeting. Should a corecurriculum emphasize a broadsubject approach or a narrow, in-depth one? What is the mosteffective method for providing allundergraduates with a valuablelaboratory experience? What arethe relative strengths of wet labo-ratories and computer-simulated,or so-called "dry" laboratories?

Changing the Goals ofTeachingSeveral themes emerge° the1993 meeting of the programdirectors. Changing the attitudeof undergraduate science instruc-

tors from a "weed-out" mentalityto one of encouraging studentswas considered by many meetingparticipants as important as newcurricula and learning technolo-gies. At Washington University,Institute funds support effortsin the biology department toaugment student support ser-vices with mentoring and prob-lem-solving tutorials. Theseservices create an atmospherewhere the students feel that thescience departments actuallywant them to he part of theongoing enterprise, rather thanthe old flunk-'em-out attitude ofsome 10 years ago.

Dr. Sarah Elgin, Professor ofBiology and program director atWashington University, empha-sized that in addition to nurturingstudents, faculty must also teachin a way that excites students andencourages them to pursue acad-emic excellence. Thus, thechemistry department at Wash-ington University assigns out-

1 4

xii Institutional Strategies for Enhancing Undergraduate Science Education

standing instructors to teach gen-eral and organic chemistry cours-es. The department believes thatthese changes will have a pro-found impact on introductory-level students.

Several Institute-funded pro-grams aim directly at nurturingstudents, especially underrepre-sented minority students andwomen, in the sciences. FiskUniversity, with a predominantlyAfrican American population, hasdeveloped a science learningcenter whose peer tutors take ad-vantage of individual learning.styles to help students withmathematics, science, studyskills, and academic self-confi-dence. Participants in the FiskUniversity panel discussionnoted that learning styles seemto vary according to culture andgender and that such variationsshould he taken into account inthe classroom and laboratory.

I)r. Corey Goodman, HowardHughes Medical Institute Investi-

gator and Professor of Geneticsand Neurobiology at the Univer-sity of CaliforniaBerkeley,observed that the Institute-sup-ported program offers a highlydiverse population of studentsopportunities for tutorials, careerdiscussions, time-managementworkshops, and other activitiesintended to provide a nurturingacademic environment for themamong the campus's 22,000undergraduates. In addition, theprogram provides student tutorswho work with study groups inmathematics, biology, chemistry,and physics.

Does student nurturing lead toa drop in academic standards?Not necessarily, said I)r. JosephAckerman, Professor and Chair-man of the Department of Chem-istry at Washington University.He suggested that most studentscan make the leap from highschool to college-level academicperformance if they have somehelp getting started. More facul-

Introduction

Stephen Barkanic,Program Officer forUndergraduateScience Education atHHNII (to), and Dr.Charles Owens, KingCollege, discussprogram activitiessupported by theInstitute grant at King.

Nlaria Koszalka,Program Analyst fort I ndergraduateScience Education atMIMI, learns aboutstrategies forinstitutional changein the sciences atAntioch College fromDr. Stephen Pasquale,IIHNI I programdirector at the college.

The 'freshman-

year problem"

involves the

uneven prepara-

tion of incoming

students for col-

lege-level mathe-

matics and

science, particu-

larly chemistry.

ty are frequently needed to pro-vide the additional attention. Buteventually, he said, students mustmake the transition to college-level science if they are to pro-ceed into a major, graduate study,and a career in the sciences.

Changing How Science IsTaughtIn her hook Revitalizing Under-graduate Science,' Sheila Tobiasrecently identified structuralchange at the departmental levelof colleges and universities as acrucial step in reforming scienceeducation, a concept that broadlymolded the agenda for the 1993program directors meeting. Twoissues that departments mustresolve emerged from discus-sions of curriculum reform. Howis the content of interdisciplinarycourses to be determined? Or,stated differently, what is includ-ed and what is left out? Partici-

t

pants discussed the inclusion ofbiological examples such asstereochemistry demonstrationsand laboratories in organic chem-istry courses.

The second issue, referred toas the "freshman-year problem,"involves the uneven preparation .

of incoming students for college-level mathematics and science,particularly chemistry. In theNotre Dame panel discussion,participants described a variety ofscheduling approaches to allowstudents to catch up on chemistryskills before entering biologycourses where those skills areneeded. The Institute-funded pro-gram at California State Universi-tyLos Angeles addresses thisproblem with programs to assessand improve student proficiencyin mathematics and other criticalareas before and during the firstyear. Preliminary assessments,according to I)r. Alan Muchlinski,Professor of Biology, and I)r.Margaret Jefferson, Professor of

1

xiv Institutional Strategies for Enhancing Undergraduate Science Education

Genetics at California State Uni-versityLos Angeles, indicate theprograms are working.

Increasing the Value ofScience TeachingDr. Timothy Goldsmith of YaleUniversity, keynote speaker atthe 1992 program directors meet-ing, noted that "a central purposeof biological education should beto convey science as a powerfulway of understanding the world"(see Enriching the UndergraduateLaboratory Experience, 1.992).Dr. Goldsmith called on scientiststo become more involved withscience education at the kinder-garten-12 level. "We need to re-create the teacherscientistpartnership along the lines thatexisted in the post-Sputnik yearsin the form of summer institutes,but now in the schools them-selves," he wrote recently in theAmerican Journal of HumanGenetics.'

Through outreach programs,colleges and universities can beinstrumental in enhancing sci-ence teaching at the precollegelevel. To be successful, outreachprograms must often provideequipment and laboratory sup-plies that are unavailable to manykindergarten-12 science teach-ers. Budget restrictions inschools may prevent the pur-chase of supplies for precollegescience experiments, said a par-ticipant in the Spelman Collegepanel discussion. With Institute

support, Washington State Uni-versity has set up a program toloan electrophoresis apparatus,spectrophotometers, video cam-eras, and other expensive scien-tific equipment to schools thatcannot afford to purchase them.Oklahoma State University sup-plies and refurbishes sciencefootloc'.cer kits for loan to localscience teachers.

At Oklahoma State Universitythe Institute-funded program isdesigned specifically to helprural Native Americans progressthrough the educational systemand complete a degree in biolog-ical sciences. The Institute'sgrant has been especially crucialin getting faculty involved in aprogram for reaching ruralNative Americans during a timeof cutbacks across the campus,said Dr. Alan Harker, Professorof Microbiology and MolecularGenetics. According to MyraAlexander, Manager of Outreachand Counseling, the program issucceeding in overcoming cul-tural diversity of the disparatecommunities by seeking inputfrom tribal leaders and the com-munity's "movers and shakers"in education.

Taking Advantage ofTechnological AdvancesTechnological advances in edu-cation offer another way ofenhancing science education.California State UniversityLosAngeles used Institute support to

A central pur-

pose of biological

education should

be to convey sci-

ence as a power-

ful way of

understanding

the world.

Timothy GoldsmithYale University

Introduction xv

The expanded

use of computers

to analyze data

and conduct

experiments in

chemistry

courses is a very

important

development in

the chemistry

teaching lab.

William Bartlettand Preston Somers

Fort Lewis College

start a videodisc technology lab-oratory, where students in fresh-man biology courses can studyimages of microscope slidesfrom the laboratory courses ontheir own time. At Fort LewisCollege, Dr. William Bartlett,Professor of Chemistry, and Dr.Preston Somers, Professor ofBiology, view the expanded useof computers to analyze data andconduct experiments in chem-istry courses as "a very impor-tant development in thechemistry teaching lab." Thecomputers promote discussionsabout data and help studentswith conceptualization. At theCalifornia Institute ofTechnology, Institute funds sup-port the development of comput-er-based instructional materialsfor teaching basic chemical andbiological concepts. Studentshelp develop video tapes thatteach basic chemistry concepts,taking advantage of state-of-the-art animation technology usedby Hollywood filmmakers.

A demonstration program heldat the program directors meetingfeatured innovative teachingtechnologies, ranging from KnoxCollege's electronic textbook forphysical chemistry to VillanovaUniversity's interactive computerprogram in Mendelian genetics.Dr. Pamela Bjorkman, HowardHughes Medical Institute Assis-tant Investigator and AssistantProfessor, Division of Biology,California Institute of Technolo-gy, noted during the plenaryreview session that integration of

computers into the science cur-riculum is not particularly diffi-cult. A greater challenge isdealing with computer mainte-nance, security, upgrading, andobsolescence, problems thatmust be dealt with when newcomputerized learning systemsare being planned.

Issues for the FutureProgram directors raised severalissues that will undoubtedlyreceive more attention in thefuture. One important sugges-tion was to find better wars forthe directors to communicatewith each other, such as througha computer bulletin board or anelectronic mail system. Anotherissue is how to ensure that pro-grams begun with the five-yearInstitute grants will continue tothrive after the grant terms haveended. Will internal fundingtake over when the Institutegrant is gone? Will new peoplecontinue a program when itsinnovators leave? "Innovationstend to disappear when eitherthe innovator moves on to anoth-er project or the funding cycleends, said Ms. Tobias inRevitalizing UndergraduateScience. "The model for scienceeducation reform is ... a processmodel that focuses attention con-tinuously on every aspect of theteaching-learning enterprise,locally and in depth."'

A third issue is assessment."Those who would reform sci-

1 c-J

xvi Institutional Strategies for Enhancing Undergraduate Science Education

ence teaching at college need toengage in a process of planningand evaluation, however unfamil-iar (and unpalatable) that processmay be,".' Ms. Tobias wrote.

Participants debated whethertrends in increased undergradu-ate enrollment in the biologicalsciences are an accurate reflec-tion of Institute-supported pro-gram outcomes. Dr. Elgin ofWashington University hasobserved enrollment increases atWashington University but notedthat it is difficult to determinehow much of the increases couldhe attributed solely to programoutcome. Films such as "JurassicPark" have made the public moreaware of technological develop-ments in biology such as geneticengineering and may stimulateyoung people to consider acareer in biology. The sluggishstate of the national economymay cause other students to lookmore closely at careers in sci-ence and medicine. At the sametime, says Dr. Elgin, "there is anincrease in the quality of whatthe Biology Department is doing.It is more interesting to be a biol-ogy major now that the Hughesgrant is operating than it wasbefore, more opportunities to domore things. You put all thosetogether and you have steadilyincreasing enrollments."

Several programs use assess-ment methods that include mea-suring performance on standard-ized tests and tracking beforeand after graduation the careersof students who participated in

undergraduate research; deter-mining the impact of local out-reach programs on elementarystudents measured through theirscience scores after taking educa-tional assessment tests; and com-paring the grade point averagesor Graduate Record Examinationscores of undergraduates whoparticipate in Institute-supportedundergraduate research relativeto those who do not. Dr. JerryPine, Professor of Biophysics atthe California Institute of Tech-nology, stated that qualitativeevaluation is absolutely indis-pensable in assisting with reformof science curriculum in localK-6 public schools, recalling hisown experience. "We did a pre-course evaluation," he noted,"and then redesigned the course,once we went through that exer-cisebefore we tried to teachthe course."

Creating a ScientificallyLiterate CitizenryPerhaps the biggest challenge ofthe future lies in expanding sci-ence education beyond the scien-tific elite to nonscience majors incolleges and universities and tothe population in general. Dr.David Goodstein," Vice Provost atthe California Institute ofTechnology, in a recent article inEngineering & Science remarkedon the state of science educationin the United States: "Besidesproducing scientists, the nation'seducation system must also cre-

Qualitative eval-

uation is

absolutely indis-

pensable in

assisting with

reform of science

curriculum in

local K-6 public

schools.

Jerry PineCalifornia Institute

of Technology

.1 a Introduction xvii

Besides produc-

ing scientists,

the nation's

education system

must also create

citizens capable

of running a

democracy and

contributing to

the population's

economic

well-being.

David GoodsteinEngineering

& Science

ate citizens capable of running ademocracy and contributing tothe population's economic well-being."' In addition, a scientifical-ly literate citizenry is necessaryto form the broad political con-sensus that supports basic scien-tific research as a common good.

According to Dr. Bjorkman,the value of science education fornonscience majors, like that of aliberal arts education, may lie inhelping students learn how tothink critically and analyze logi-cally. Others also view scienceeducation for nonscience majorsas a "seeding" phenomenon toexpand science literacy to thegeneral population. "This samegroup might well be the bestsource of teachers of sciencebelow the college level," Dr. Nor-man Hackerman, PresidentEmeritus of Rice University,wrote recently.'

At the meeting, Dr. Elginstressed the importance of highschool biology for educating thegeneral public. "That first yearbiology class is really the onlyplace where we can talk to themajority of Americans," she said."In terms of science education,the first year of high school biolo-gy is it for a lot of folks."

If You Build It, They WillCome

The innovative hands-on,minds-on science education pro-grams being constructed withsupport from the Undergraduate

Biological Sciences EducationProgram are attracting and edu-cating students with general aca-demic interest as well as thosewith their eyes on a Ph.D. Thelesson is clear, said Dr. Frank Vel-laccio, Dean of the College of theHoly Cross: "Build it, and theywill come."

Providing undergraduateswith opportunities for hands-onresearch experiences is especial-ly important. Dr. ElizabethJones, Professor of Biological Sci-ences at Carnegie Mellon Univer-sity, noted in a recent statementbefore the National ResearchCommittee for Biomedical andBehavioral Research Personnel,"The fact remains that a verylarge fraction of students whoparticipate in undergraduateresearch programs end up in bio-medical research careers. Theyare able to make the commitmentknowing in advance that theyenjoy doing research and aregood at it."'

Research programs for under-graduates are one example ofhow resources in this countryare being applied to enhancingscience education. Studies of sci-ence education in the UnitedStates are beginning to take noteof the positive impact that suchprograms are having. A recentreport issued by the Organiza-tion for Economic Cooperationand Development' based in Parisnoted that for American studentsthe earlier downward slide ofscores for standardized collegeentrance examinations and math-

That first year

biology class is

really the only

place where we

can talk to the

majority of

Americans. In

terms of science

education, the

first year of

high school

biology is it for

a lot of folks.

Sarah ElginWashington

University

xviii Institutional Strategies for Enhancing Undergraduate Seim,'" Education

ematics and science scores hasstabilized. American collegesand universities,, the report alsofound, continue to outperforminstitutions in competing coun-tries, not only in the total numberof graduates but in dollars spentfor education.

Institutions need to havestrategies specifically for enhanc-ing undergraduate science educa-tion. In a recent article entitled"Careers 93: A Survival Guide,"Dr. James Watson, President,

ReferencesI Tobias, S. Revitalizing rudetyiraduate

Scicure: 111111 Some Pt ingslIhrk and Most

Dont. 158. Tucson. Ariz., ResearchC orporation, 1992.

2 Goldsmit h. T. American ,Journal ofGenetics 52:228-2211, 1993.

3 Tobias, S. op.cit., 21.

4 Ibid.. 190.5 Ibid.. 198.(1 Goodstein, I). Engineering & Science, Spring

1993.

Ilackerman. N. Selowr :359:17, 1992.8 Jones. E. Testimony presented at the National

Research Council Committee on National

Needs for Biomedical and BehavioralResearch Personnel, May- 3. 1993.

9 Centre for Educational Research andInnovation, Organization for EconomicCooperation and Development. Education ata Glance: OECD Indicators. Paris, France,1993.

10 Watson, .1.1). Science 291:1812-181:3, 19)13.

Cold Spring Harbor Laboratory.offered four rules of thumb thatmight be applied to buildingeffective under Taduate scienceeducation programs: Learn fromwinners; take risks; have a fall-back strategy; and have fun.'" Inthe pages that follow are exampleafter example of colleges and uni-versities that are building andstrengthening their undergradu-ate science education programs.In the process they are bringingscience to life.

Introduction xix

Undergraduate Program Overview

Grants Competitionsand Awards, Phase I,1988-1992HHMI has provided a total of$175.4 million in 1988-1992 to 181institutions for grants to supportundergraduate science educationin the first phase of the under-graduate program (Figure 1). In

providing this support, HHMIhas encouraged institutions todevelop programs that respondto their particular needs andstrengths. Accordingly, theundergraduate program supportsa range of activities in numerousscientific disciplines at participat-ing institutions. These activitiesinclude programs for student, fac-ulty, and curriculum develop-ment, and precollege andoutreach programs.

The first phase of the under-graduate program began in 1988with the initial round of grantscompetition in which HHMI invit-ed 81 private liberal arts collegesand 18 public and private histori-cally black institutions to applyfor five-year grants to bolstertheir science programs. Follow-ing review of the 99 proposals byexternal and internal panels ofscientists and educators, 44 insti-tutions, including 34 private four-year colleges and 10 public andprivate historically black institu-tions, were awarded a total of830.4 million in HHMI grant sup-port. (For further information onthe grants awarded, see HowardHughes Medical Institute, Grants

9ti

Program Policies and Awards,1988-1989.)

In 1989, 101 research and doc-torate-granting universities wereinvited to submit proposals toenhance undergraduate educa-tion in biology and related fields.Following review of the propos-

. als, HHMI provided grants total-ing $61 million to 51 universities.These awards were paid byHHMI over a two-year period.(See Howard Hughes MedicalInstitute, Grarits for Science Edu-cation, 1989-1990.)

In 1991 a total of 98 public andprivate comprehensive and liber-al arts colleges and universities,including institutions withdemonstrable records of educat-ing underrepresented minority

Figure 1

Undergraduate Biological Sciences EducationProgram, Awards to 181 Colleges andUniversities ($175.4 million) by ProgramComponent, Phase I, 1988-1992 Competitions

Faculty Development$28 million (16%)

Student Research andBroadening Access$60 million (34%)

CurriculumDevelopment

$53.4 million (30%)

Precollege andOutreach Programs$34 million (20%)


students in the sciences, compet-ed for undergraduate awards.Forty-four of the 98, of which 10had iecords of educating under-represented minority students,received grant support totaling$31.5 million for a range of pro-gram activities. (See HowardHughes Medical Institute, Grantsfor Science Education, 1990-1991.)

The first program phase wascompleted in 1992, when a fourthcompetition was held in which 98research and doctorate-grantinguniversities were invited to sub-mit proposals. HHM1 awardedgrants totaling $52.5 million to 42of these institutions. (SeeHoward Hughes Medical Institute,Grants for Science Education,1991-1992 and Howard HughesMedical Institute, 1993 Under-graduate Program Directory, AListing of Program Directors and

Figure 2

Grantees by Carnegie FoundationClassification, 1988-1993

Carnegie Classification

Research Universities I

Research Universities II

Doctorate-Granting Universities I

Doctorate-Granting Universities 11

Comprehensive Universities and Colleges I

Comprehensive Universities and Colleges II

Liberal Arts Colleges I

Liberal Arts Colleges II

Schools of Engineering and Technology

Totals

1988-1992Phase I

55

21

11

5

20

56

8

181

1993Phase II

18

2

22

5

47

Grants Awarded at 181 Collegesand Universities, 1988-1992.)

Figure 2 lists the number ofundergraduate grantees byCarnegie Foundation classifica-tion (Figure 2).

Assessment CriteriaInstitutions have been invited toparticipate in these competitionson the basis of their recentrecords of graduating studentswho go on to medical school orto obtain Ph.D.'s in biology,chemistry, physics, or mathe-matics. Data for these assess-ments were provided by theAssociation of American Med-ical Colleges, the NationalResearch Council of the Nation-al Academy of Sciences, and theU.S. Department of Educationand covered the most recent 10-year period for which the datawere available (Figure 3).

To identify institutions as eligi-ble to be included in each assess-ment, HHMI has referred to the1987 classification of higher edu-cation institutions by theCarnegie Foundation for theAdvancement of Teaching.These classifications are basedon such factors as the level ofdegree offered, nature of the edu-cational mission, degree of spe-cialization in particular fields, andamount of annual federal supportfor research and development.HHMI has also taken intoaccount institutions' records of

2 Institutional Strategies for Enhancing Undergraduate Science Education

preparing students from minoritygroups underrepresented in thesciences for scientific careers.

Proposals are reviewed by anexternal panel of distinguishedscientists and educators. Theirevaluations are reviewed by aninternal HHMI committee thatmakes recommendations toHHMI's Trustees, who autho-rize funding.

Undergraduate Research,Including Opportunities forWomen and MinorityStudents Underrepresentedin the SciencesOf the total funding of 8175.4 mil-lion provided in the first phase ofthe undergraduate program,approximately 860 million hasbeen used at 170 institutions forprograms to recruit and retainstudents in the sciences, espe-cially those underrepresented inscientific fields, such as women,blacks, Hispanics, and NativeAmericans. The principal stu-dent activity supported under theprogram is undergraduateresearch, providing opportuni-ties for students, many with noprior laboratory experience, tolearn scientific concepts, termi-nology, and techniques whileassisting scientists in researchprojects on or off campus. At anumber of institutions, theseresearch experiences have beenenhanced when preceded bytraining activities and followed

Figure 3

Assessment Criteria

In 1088-1902, institutions were assessed for participation in the Under-graduate Biological Sciences Education Program on the basis of thepercentage (calculated with data on total baccalaureate degree produc-tion collected by the 11.S. Department of Education) and absolute num-ber of graduates from each institution who have:

Matriculated in Medical SchoolsData Source: Association of American Medical Colleges.

Earned Doctorates in BiologyData Source: National Research Council of theNational Academy of Sciences.

Earned Doctorates in Chemistry, Physics, or MathematicsData Source: National Research Council of theNational Academy of Sciences.

Note: Assessments fat the 1988 and 1989-1990 competitions were basedon data for the periods 1976-1986 (for doctorates earned in biology,chemistry, physics, or mathematics). Assessments for the 1991.1992competitions were based on data for the periods 1979.1988 (for medicalschool matriculation and doctorates earned in biology, chemistry,physics, and mathematics).

Figure 4

Undergraduate Research, 1988-1993

4,000

:3,500

3,000

2,500

2,000

1,500

1,000

500

0

Student Participation 11-endsNumber of Students

1988-1989 1989-1990 1990-1991 1991.1992 1992 1993

CI Minorities Women All Students

Student ParticipationTotal

9

Number PercentAll Students 11,522 100Women 6,449 56Minorities :3,158 27

Undergraduate Program Overview 3

by opportunities for students topresent their research and pub-lish significant findings.

Since its inception in 1988, theundergraduate program has sup-ported over 11,500 undergradu-ates conducting research. Of thistotal, 56 percent are women and27 percent are students from mi-nority groups underrepresented inscientific fields (Figure 4). Most

Figure 5

Undergraduate Research Sites, 1988-1993

On Campus(92%)

Off Campus/13ot h(8%)

All Research Sites

CorporateLaboratories (1

PrivateI aboratories (14%)

Other (19%)

GovernmentLaboratories (21%)

ResearchUniversities andCenters (35%)

Off-Campus Research Sites

Figure 6

Undergraduate Research by Academic Period,1988-1993

Summer Research(45%)

Both(19%)

Academic searResearch

(36%)

of the students conducted re-search with faculty members attheir own institutions, and a limit-ed number worked off campus ingovernment laboratories, at otheruniversities or colleges, or in pri-vate corporations (Figure 5).Forty-five percent of these re-search experiences took place dur-ing;- summer and 36 percent duringthe academic year, and somespanned both periods (Figure 6).

Grantee institutions have re-ported the significant impact ofundergraduate research opportu-nities in attracting student inter-est in the sciences and helping toretain that interest through thecollege years and beyond. Ac-cording to a number of participat-ing students, HHMI-supportedresearch experiences have beenmajor factors in acceptance intooutstanding graduate and med-ical programs and receiving na-tional fellowships. For example,several undergraduates receivingresearch support through thisprogram have gone on to receivefellowships under 1111101's highlycompetitive predoctoral fellow-ship program.

Faculty Development in theSciencesIn the initial program phase, atotal of 828 million has been usedby 98 awardee institutions for sci-ence faculty development, includ-ing the appointment of new facul-ty members, programs to engageresearch faculty in undergradu-

4 Institutional Strategies for Enhancing Undergraduate Science Education

ate teaching, and other activities.Since 1988, HHMI funds have en-abled 55 colleges and universitiesto appoint 169 faculty membersin a range of scientific disciplines.These HHMI-supported appoint-ments include 82 women (49 per-cent) and 21 faculty membersfrom minority groups underrep-resented in scientific areas (12percent) (Figure 7),

These appointments are pro-viding departments with opportu-nities to develop new courses inimportant areas of modern sci-ence, and to update and expandt'xisting curricula.

The scientific disciplines inwhich HHMI-supported facultyhave been appointed include celland molecular biology, biochem-istry/biophysics, and neuro-science (Figure 8). In severalcases the new appointments haveenabled institutions to bridge sci-ence departments, such as biologyand chemistry, in the developmentof interdisciplinary programs. Thenew faculty members have begunto distinguish themselves at theircolleges and universities, whichare reporting important contribu-tions in teaching, research, andinstitutional service.

HHMI provides funds foractivities that enrich the currentfaculty scientists' knowledge oftheir fields and enhance theirability to convey new knowledgeto students. Science facultymembers received support toparticipate in on- and off-campusworkshops, seminars, and train-ing programs in the sciences. In

addition, a number of facultyreceived FIHMI support to attendprofessional meetings.

RamiimmimiumCurriculum and LaboratoryDevelopment andEquipmentA total of $53.4 million has beendirected to the development ofscience curricula and laborato-ries, enabling nearly all 181grantee institutions participatingin the initial program phase to

Figure 7

New Faculty Appointments,1988-1993*

Faculty Appointments

1ln d errepresen t ed Minorities

Women

Number

I (it)

21

82

Percent

100

12

49

`(!f lit 169 Instilitte.supporterl appointments, 39 an' von-lei/11w hytek.

----___

Figure 8

New Faculty Appointments, 1988-1993Scientific Fields

Field

Cell or Molecular Biology

Biochemistry/Biophysics

Neuroscience

General Biology

Chemistry

Genetics

Physics

Physiology

Other Biological and Scientific Fields

Total

Number ofAppointments

41

2(i

22

11

10

5

5

4

45

169


enhance the quality of instructionin the biological sciences andother disciplines as they relate tobiology. HHMI grant support inthis area is principally directed tothe acquisition of modern scien-tific instrumentation and labora-tory renovation. The programalso supports the development ofnew experiments for use incourses, laboratory manuals, andother instructional materials.

Since 1988 HHMI has sup-ported the development ofapproximately 2,500 courses cov-ering a wide range of scientificdisciplines such as genetics, mol-ecular and cell biology, and neu-roscience. Approximately 30fields of biology and other disci-plines are represented. Numer-ous institutions are using theirawards to relate biology teachingto chemistry, physics, mathemat-ics, and computer science. In

Figure 9

Curriculum and Laboratory Development,1988-1993Selected Course Areas

Area

General Biology

Chemistry

Biochemistry

Molecular Biology

Cell Biology

Neuroscience

Physiolv.Laboratory Techniques

Genetics

Physics

Topics in Biological Sciences

Number ofCourses

299

252

218

218

189

159

134

120

116

103

102

such cases, biological examplesare integrated into laboratorycourses in the physical sciencesand other areas (Figure 9).

Another important objective ofHHMI's support of curriculumand laboratory development is theenhancement of opportunities forhands -on laboratory research inundergraduate science courses.Grantee colleges and universitiesare developing teaching laborato-ries at the introductory throughupper-division levels, providingundergraduates with researchexperiences that may he conto-ued in faculty laboratories. Insti-tutions report that for manystudents these research experi-ences are stimulating interest inscience majors and careers.

Precollege and OutreachProgramsIn the first program phase,HHMI awarded $34 million to170 grantee colleges and univer-sities to expand existing linkagesor to develop new ones with pre-college and other institutions.The objective of these initiativesis to enhance the quality of sci-ence programs at these institu-tions. They are also intended toattract and retain students, partic-ularly women and students fromunderrepresented minoritygroups, in the sciences.

Programs include summerand academic-year laboratoryexperiences for teachers and stu-dents, summer science camps,9, e


equipment loans, curriculumdevelopment, and classroomtraining for students in biologyand chemistry, physics, mathe-matics, and other areas as theyrelate to the biological sciences.Approximately 8,200 teachers, ofwhom 56 percent are women and19 percent are minority groupmembers, have participated inHHMI-supported outreach pro-grams since 1988. In addition,over 25,000 students, including59 percent minority students and54 percent women, have benefit-ed from these outreach initia-tives (Figure 10).

Teachers from elementary,middle, and high schools andfaculty members from two-yearand four-year colleges, and stu-dents from these institutions,have been involved in HHMI-supported outreach programs.Among the participating teach-ers, approximately 66 percenthave been from high schools,with elementary school andmiddle school teachers and two-and four-year faculty also signifi-cantly represented. Among thestudents, 66 percent have alsobeen from high schools. Inaddition, students from othereuucational levels have partici-pated (Figure 11).

Colleges and universities havereported on the laboratory activi-ties of precollege students partici-pating in HHMI-supportedoutreach programs. A number ofthese students have receivedrecognition for their researchthrough programs such as the

Figure 10

Outreach Program Participants, 1988-1993

3,000

2,500

2,000

1.500

1,000

500

0

Teacher Participation TrendsNumber of Teachers and Faculty Members

1988.1989 1980-1990 1990-1991 1991-1092 1092.1993

Minorities Women All Teachers and Faculty Members

Teachers and Faculty MembersTotalNumber Percent

All Teachers 8,239 100Women ,030 50Minorities 1,525 19

11,000

7,500

0.000

3,000

1.500

ti

Student Participation TrendsNumber of Students

1988-1989 1089-1090 1990-1991 1991 1992 1902-199:3

0 Women Minorities All Students

StudentsTotalNumber Percent

All Students 25,371 100Women 13,718 54Minorities 14,940 59


Figure 11

Teacher Participation in Outreach Programsby Teaching Level, 1988-1993

Number of Teachers and Faculty Members9,000

1988.1989 1989-1990 1990-1991 1991-1992 1992 1993

Elementary IN MiddleSchool School

High ri 'No- and Four-YearSchool Colleges

Teachers and Faculty MembersTotalNumber Percent

Elementary School 887 11

Middle School 1,228 15

High School 5,435 60vo- and Four-Year Colleges 689 8

Student Participation in Outreach Programsby Education Level, 1988-1993

6,000

5,000

4.000

3,000

2,000

1,000

1988.1989 1989 -1990

Number of Students

1990.1991 1991-1992 1992 -199:3

Elementary HighMiddle '11vo- and Four-YearSchool School 1111 'School '' Colleges

StudentsTotalNumber Percent

Elementary School 5,245 21

Middle School :3.209 12

High School 16.654 66"Ilvo- and Four-Year Colleges 26:3

Westinghouse Science TalentSearch and in local, regional, andnational science fairs. Many havealso been accepted into leadingundergraduate science programs.In addition, a number of teachersfrom elementary and secondaryschools have noted improvementsin their science teaching as aresult of their participation inHHMI programs.

Grants Competitions andAwards, Phase II, 1993-1994HHMI's 1993 and 1994 competi-tions mark a new phase inHHMI's undergraduate program.This second program phase wasdeveloped, in part, on the basis offindings from HHMI's ongoingassessments of the undergraduateprogram (Figure 12). For exam-ple, a recurring theme of the 1991program directors meeting con-cerned the importance of under-graduate research as a means ofattracting and retaining studentsin the sciences, including womenand students from minoritygroups underrepresented in sci-entific fields.

The program directors alsoemphasized at the meeting thekey role colleges and universitiescan play in enriching scienceeducation through precollegeand outreach programs. A num-ber of presentations focused onactivities developed by granteesto provide laboratory and class-room training for students andteachers from elementary and

2 98 Institutional Strategies for Enhancing Undergraduate Science Education

secondary schools, as well astwo- and four-year colleges.

Another important source ofbackground for undergraduateprogram development is theannual progress reports submit-ted by grantee colleges, and uni-versities. Over the five years ofthe program, undergraduate sci-ence departments have under-scored in their reports the impactof equipment acquisitions andlaboratory development support-ed by their grants in enablingthem to provide their studentswith instruction in the contempo-rary biological sciences andother disciplines as they relate tobiology. They also draw attentionto a critical need for continuedsupport to modernize the under-graduate science infrastructure.

Based on information collectedthrough these assessment activi-ties, the 1993 and 1994 programsinclude new guidelines and ele-ments representing changes fromprevious rounds of competition.Support for undergraduateresearch, including opportunitiesfor women and underrepresentedminority students, remains as acentral component in the newundergraduate program. Activi-ties to prepare students for labo-ratory research and enable themto present their findings will alsobe supported. In addition, sup-port for precollege and outreachprograms in the sciences will con-tinue to be a priority.

Applicant institutions nowrequest up to the f ill grai:tamount for equipment ior under-

Figure 12

Undergraduate Biological SciencesEducation Program

Program Elements andGuidelines, Phase I(1988-1992)

Student and faculty develop-ment, supporting undergradu-ate research experiences,opportunities for women andminority students underrepre-sented in the sciences, andnew faculty appointments,included as program elements

Curriculum and laboratorydevelopment, supporting newand revised courses, equipmentacquisitions, and laboratoryrenovations, included as pro-gram elements

Precollege and outreach pro-grams included as program ele-ments

Support for equipment and lab-oratory renovation limited to30 percent of total grantamount

Five-year grant period

Program Elements andGuidelines, Phase II(1993-1995)

Student research, includingopportunities for women andminority students underrepre-simted in the sciences, retainedas program element

Equipment and laboratory devel-opment, supporting equipmentacquisitions and laboratory ren-ovations for undergraduate labo-ratory courses, retained asprogram element

III Precollege and outreach pro-grams retained as program ele-ments

No limitation on funding forequipment, and funding forrenovation limited to 50 per-cent of total grant amount

Four-year grant period

graduate science education. Thenew program also provides up to50 percent of the total grantamount for renovation of teachinglaboratories. Faculty devellp-ment and curriculum develop-ment in the sciences are nolonger included as categories.

Following the fifth competitionheld in 1993, 47 grants totaling$28.5 million were made to publicand private comprehensive andliberal arts institutions (Figures13 and 14). For the 1994 grantscompetition, HHMI is extendinginvitations to 151 institutions clas-


Figure 13

Undergraduate Biological Sciences EducationProgram, Awards to 47 Colleges andUniversities ($28.5 million) by ProgramComponent, Phase II, 1993 Competition

Student Research andBroadening Access$11 million (38%)

Equipment andLaboratories$10.5 million

(3790

Precollege andOutreach Programs

$7 million (251;)

10

sified by the Carnegie Founda-tion for the Advancement ofTeaching as public and privateResearch and Doctorate-GrantingUniversities. Institutions receiv-ing HHMI awards in 1989-1990and 1992 and other institutionsincluded in these Carnegie Foun-

dation classifications were invitedto compete for four-year awards(Figure 15).

As in the previous competi-tions, institutions were invitedon the basis of their 10-yearrecords of graduating studentswho go on to medical school orto obtain Ph.D.'s in biology,chemistry, physics, or mathe-matics. Data for this assessmentwere provided by the Associa-tion of American Medical Col-leges, the National ResearchCouncil of the National Academyof Sciences, and the U.S. Depart-ment of Education.

Proposals will be reviewed byan external panel of scientistsand educators. The evaluationsof the external panel will then bereviewed by an internal HHMIcommittee that will make recom-mendations to HHMI's Trustees,who will authorize funding.Grant awards totaling approxi-mately $72 million over a four-year period will be announcedlate in the summer of 1994.


Figure 14

Undergraduate Biological Sciences Education Program1993 Awards

Amherst CollegeAmherst, Massachusetts

Bates CollegeLewiston, Maine

Bowdoin CollegeBrunswick, Maine

Bryn Mawr CollegeBryn Mawr, Pennsylvania

California State University-Los AngelesLos Angeles, California

California State I niversi0 -Nort hridgcNorthridge. California

Carleton CollegeNorthfield. Minnesota

City University of New York City CollegeNew York, New York

City University of New York Hunter CollegeNew York. New York

City University of New YorkHerbert H. Lehman CollegeBronx, New York

Clark Atlanta UniversityAtlanta, Georgia

College of the Holy Cros,Worcester, Massachusetts

Colorado CollegeColorado Springs. Colorado

Concordia Col lege-Nloorlw,:dMoorhead, Minnesota

Fisk UniversityNashville, Tennessee

Fort Lewis CollegeDurango. Colorado

Gettysburg ('olleg"Gettysburg, Pennsylvania

Hampton UniversityIlampton, Virginia

Haverford CollegeIlaverford. Pennsylvania

Hobart and William Smith CollegesGeneva, New York

Ilumholdi State UniversityArcata, California

Knox CollegeGalesburg, Illinois

:Morehouse CollegeAt lanta. Georgia

Oberlin CollegeOberlin, Ohio

$:500,000

Srdttl,000

$550,000

$600,000

$650,000

$700,000

$850,(Itat

$650.000

$65(1,0(to

$500.000

$550,000

$550,111111

$65utIon

$550,(loo

$550.000

$500.110u

$51111 1l11(1

$60(1.0(10

$650,000

$800.000

$5110,000

:1.,000,0(1(1

$500,00ti

Ohio Wesleyan UniversityDelaware, Ohio

Saint Joseph's l.niver,ityPhiladelphia, Pennsylvania

St. Mary's UniversitySan Antonio. Texas

Saint Olaf CollegeNorthfield, Minnesota

San Diego State UniversitySan Diego, California

Smith CollegeNorthampton. Massachusetts

Southern University and A&M Collegeat Baton RougeBaton Rouge, Louisiana

Swarthmore CollegeSu art hmore, Pennsylvania

'Fougaloo CollegeTougaloo, Mississippi

Tuskegee Univers0Tuskegee, Alabama

Ilion CollegeSchenectady, New York

I. oh iTsity of Puerto RicoCaye. University CollegeCioey. Puerto Rico

University of Puerto RicoMayaguez CampusMayaguez, Puerto Rico

University of Puerto RicoRio Piedras CampusRio Piedras, Puerto Rico

University of Texas at El Past.El Paso, Texas

Ursinus CollegeCollegeville, Pennsylvania

Wellesley College'Wellesley, Massachusetts

Wesleyan UniversityMiddletown, Connect icut

Western Maryland CollegeWestminster. Maryland

Wheaton CollegeWheaton, Illinois

Williams CollegeWilliamstown. Nlassachusetts

fford CollegeSpartanburg, South Carolina

Xa% ier rnitersity of LouisianaNett Orleans, Louisiana

d;y:1l'ildergraduale 1rr(11;ntin (1\ or\ if T.

8500,000

8500,000

$650,000

8'500,000

$500,000

$600,000

8700,000

8650,000

$500,000

$500,000

8500,000

$600,000

8500,000

$500,000

8850,000

$500,000

8850,000

$500,000

$500,000

5550,000

8500,000

8700,000

Figure 15

Undergraduate Biological Sciences Education ProgramInvited Institutions, 1994

Andrews University, MichiganArizona State UniVersityAuburn University, AlabamaBaylor University, Texas

Boston College, MassachusettsBoston University, MassachusettsBrandeis University, MassachusettsBrigham Young University, UtahBrown University, Rhode IslandCalifornia Institute of TechnologyCarnegie Mellon University, PennsylvaniaCase Western Reserve University, OhioCatholic University of America,

District of ColumbiaClark University, MassachusettsClemson University, South CarolinaCollege of William and Mary, Virginia

Colorado State UniversityColumbia University, New York

Cornell University, New YorkDartmouth College, New Hampshire

Drexel University, PennsylvaniaDuke University, North Carolina

Emory University, GeorgiaFlorida Institute of TechnologyFlorida State UniversityFordham University, New York

George Washington University,District of Columbia

Georgetown University, District of Columbia

Georgia Institute of TechnologyHarvard University, MassachusettsHoward University, District of Columbia

Illinois Institute of TechnologyIndiana University at Bloomington

Iowa State UniversityJohns Hopkins University, Maryland

Kansas State UniversityKent State University Main Campus, Ohio

La Sierra University, CaliforniaLehigh University, PennsylvaniaLouisiana State University and

MN CollegeLoyola University of ChicagoillinoisMarquette University, WisconsinMatiSaChuset t a Institute of Technology

Miami University, OhioMichigan State University

Mississippi CollegeMontana State UniversityNew York University

North Carolina State UniversityNorthwestern University. IllinoisThe Ohio State U.,iversit Main Campus

Oklahoma State University Main Campus

Oregon State UniversityPennsylvania State liniversity Main CmnpusPolytechnic University, New York

Princeton University, New JerseyPurdue University Main Campus, IndianaRensselaer Polytechnic Institute, New York

Rice University, TexasRutgers the State University of New Jersey

Newark CampusRutgers the State University of New. Jersey

New Brunswick Campus

Saint Louis University, MissouriSouthern Illinois University at CarbondaleSouthern Methodist University, Texas

Stanford University, CaliforniaState University of New York at Albany

State University of New York at BinghamtonState Universiiy of New York at Buffalo

State University of New York at Stony Brook

State University of New YorkCollege of Environmental Science and Forestry

Stevens Institute of Technology, New JerseySyracuse University Main Campus, New York

Temple University, Pennsylvania

Texas A&M University

'Texas Tech UniversityTufts University, MassachusettsTulane University, LouisianaThe University of Akron Main Campus. Ohio

University of Alabama

I 'ffiversity of Arizona

University of Arkansas Main Campus

l.niversit; of California-BerkeleyUniversity of California-Davis

University of California-IrvineI iiiversity of California-Los AngelesUniversity of California-RiversideUniversity of California-San DiegoUniversity of California-Santa BarbaraUniversity of California-Santa CruzUniversity of Chicago, Illinois

University of Cincinnati Main Campus. Ohio

University at Colorado at BoulderUniversity of Connecticut

University of Delaware

University of Florida

University of Georgia

University of Hawaii at Manua

University of Ilouston, TexasUniversity of Illinois at Chicago

University of Illinois at Urbana-Champaign

University of Iowa

University of Kansas Main Campus

University of Kentucky

University of Louisville, Kentucky

University of Maine

University of Maryland Baltimore Countyuniversity of Maryland College Park

University of Massachusetts at AmherstUniversity of Miami, Florida

University of Michigan-Ann Arbor

University of Minnesota-Twin CitiesUniversity of Mississippi

University of Missouri-Columbia

University of Nebraska-LincolnUniversity of Nevada, Reno

University of New HampshireUniversity of New Mexico Main Campus

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Washington UniversityWayne State University, Michigan

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12 Institutional Strategies for Enhancing Undergraduate Scie nce I' i

Part I: Proceedings

O

IF

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Keynote AddressWhy Is Systemic Reform in Science Education So Difficult?Samuel Ward, Ph.D. University of Arizona

Iam pleased and honored tohave the opportunity to addressyou all this evening. I am cer-tainly not an expert on educa-tional issues; I regard myself asa relative newcomer to thisarena and am still on a steeplearning curve. Reading thepreliminary report. I look for-ward to learning a great deal inthe days ahead. I would like torelate some of what we havelearned through our NationalResearch Council Committeeon Biology Teacher InservicePrograms and from some of theeducational initiatives at theUniversity of Arizona.

Since the theme of thismeeting is "Institutional Strate-gies for Enhancing Undergrad-uate Science Education," Ichose to address the question,Why is systemic reform in sci-ence education so difficult?Systemic reform requireschanges in the institutionsinvolved: schools, school dis-tricts, administrations, col-leges, and universities. Theymust themselves reform. Sys-temic reform is also the issuethat our NRC committee hasfound the most problematic incoming to agreement on rec-0 M mendations.

What is meant by systemicreform? NRC staff membersKaren Goldberg and Donna Ger-ardi compiled 17 definitionsfrom the literature. Here aresome examples:

working with every aspect ofthe system

fundamental change that can-not be made within the system

total transformation of theway business is done from K-12through higher education

These definitions show whyreform is difficult: huge bureau-cratic systems are hard tochange.

Other definitions have politicalconnotations that refer to specificprograms, such as the NationalScience Foundation's StatewideSystemic Reform Initiative.

Another definitionone thatseems easier to achievewas "avision, not one particular effort."

It is easy to have a vision.What is difficult is carrying itout. That calls for leadership.The recent NRC report Fulfill-ing the Promise, Biology Educa-tion in the Nation's Schools(funded in part by HHMI)argues forcefully that this lead-ership must come from the sci-entific community. The reportquotes A. Bartlett Giamattidefining leadership' :

Management is the capacity tohandle multiple problems, neutralizevarious constituencies, motivate per-sonnel: in [schools), it means hittingas well the actual budget at break-even. Leadership, on the other hand,is an essentially moral act, notasin most managementan essential-ly protective act. It is the assertionof a vision, not simply the exerciseof a style: the moral courage toassert a vision of the institution inthe future and the intellectual ener-

Keynote Address

Systemic reform

requires changes

in the

institutions

involved:

schools, school

districts,

administrations,

colleges, and

universities.

They must

themselves

reform.

15

One can take

advantage of our

pluralistic

educational

system to change

it piecemeal.

From individual

institutions,

reform can

spread through

the whole system.

gv to persuade the community or theculture of the wisdom and validity ofthe vision. It is to make the visionpracticable, and compelling.

As our NRC committee pro-ceeded, we realized that the"system" doesn't have to be thewhole system at first. Systemicreform can start with pieces: sin-gle departments, individualschools, a college, or a universi-ty. Thus, one can take advantageof our pluralistic educational sys-tem to change it piecemeal.From individual institutions,reform can spread through thewhole system. Thus, I will usesystemic reform to meanchanges in institutions. Reformwill be recognized when itbecomes "self-sustained andindependent of the initial pro-gram developers."

Is Science EducationReform Really So Difficult?Yesbased on evidence that thesame efforts at reform seem tobe repeated over and over again.Here I draw on the writing ofPaul Hurd,. Professor of ScienceEducation Emeritus at Stanford.'When asked what was the mostcommon characteristic of all sci-ence reform efforts, Dr. Hurdreplied, "Amnesia."

To illustrate the point, I willbriefly paraphrase the conclu-sions from three national studieson science education in this cen-tury. Try to decide, if you will,when the reports were written:

16

1900-1930, 1930-1960, or1960-1993?

Report 1More emphasis on reasoning

rather than memorization.More attention to developing

a "problem-solving attitude" anda "problem-raising attitude."

More application of the sub-ject to everyday life.

More emphasis on the incom-pleteness of the subject and ongreat questions yet to be solved.

Less coverage of material.Report 2

The prevalent form of labora-tory activity must be replaced bygenuine investigations.

Beginning in the formativeyears of elementary school, sub-stantially more time needs to bedevoted to science.

An orientation to human biol-ogy holds great promise both forsustaining students' interest inscience and addressing a varietyof educational goals importantto society.Report 3

Facts acquired through aprocess of memorization havelittle value in problem-solvingsituations.

Science teaching should con-tribute to the broader purposesof general education.

The approaches, skills, and atti-tudes usually associated with sci-entific methodology are worthyobjectives of science education.

At the program directorsmeeting, the audience's vote onthe dates for each report wassplit almost equally among the

October 4 Proceedings

30-year intervals. But most par-ticipants thought the first reportwas the most recent. Actually,that report, by the Central Asso-ciation of Science and MathTeachers, was published in1910.1 The second report, fromFulfilling the Promise, is dated1990.' And the third report isfrom Dr. Hurd's overall summa-ry of 1930s efforts.'

This similarity in recommen-dations over 90 years shows thatthe problem is not that we don'tknow what science educationreform should be. Could the dif-ficulty in implementing reformreflect a lack of motivation?Again, a look at previous reportssuggests that this is unlikely.

In 1983 Terre] H. Bell, Secre-tary of Education, and theNational Commission on Excel-lence in Education published ANation at Risk: the Imperativefor Educational Reform." It openswith these stirring words:

...the educational foundations ofot'r society are presently being erod-ed by a rising tide of mediocrity thatthreatens our very future as a Nationand as a people. If an unfriendly for-eign power had attempted to imposeon America the mediocre education-al performance that exists today wemight well have viewed it as an actof war. As it stands we have allowedthis to happen to ourselves, we havein effect been committing an act ofunthinking, unilateral, educationaldisarmament.

Thomas Toch, in explainingwhy so little has changed sinceA Nation at Risk, points nut thatthese words were written large-

-,Aaisiaikk-cz/ly by Harvard physicist GeraldHolton and Nobel laureateGlenn Seaborg.: Since A Nationat Risk, there have been morethan 350 national reports on sci-ence education. Nevertheless,in 1990 Glenn Seaborg had towrite again,

The nation is in the middle of aneducational crisis; one of the worstcrises it has ever faced scientistsand mathematicians need to dropeverything as they did 30 years agoand . . . find very different solutionsfrom the ones we used before.'

But even this passion forreform and the threat of foreign

Figure 16. In hiskeynote address,Dr. Samuel Wardreviews ways in whichundergraduate researchand other programs arespearheading systemicreform in scienceeducation at theUniversity of Arizona.

Keynote Address 17

educational superiority are notnew. In 1830 the English mathe-matician Charles Babbage wrote,

It cannot Ihavel escaped theattention of those, whose acquire-ments enable them to judge, andwho have opportunities of examin-ing the state of science in England.particularly with respect to the moreabstract sciences. we are muchbelow other nations. not merely ofequal rank, but below several evenof inferior power.'

From all this, it is clear thatwe know what has to be doneand are motivated to do itbutnothing happens. As SheilaTobias puts it,

What is immediately strikingabout this "culture of reform" is howardent and energetic reformersseem to be in inventing the new: yethow difficult reform is to implement,propagate, iend sustain. They shakebut nothing moves,'"

How Come?Let me approach this questionby starting with some of theexperiences of our NRCCommittee on Biology TeacherInservice Programs. The com-mittee consisted of teachers, sci-entists, science administrators,and science educators. It wasformed in response to recom-mendations of the NRC reportFulfilling the Promise:

.. we can't change science teach-ing fast enough by changing ourschools of education. and our col-leges who are training pre-serviceteachers. We need to help the teach-ers who are already teaching.'

18 October 4 Proceedings

This point is reinforced bythe recent NSF study reportingthe poor preparation in scienceof many science teachers.'

The scientific community, inour committee's view, must takea leadership role, as Seaborgadvised and as recommended inFulfilling the Promise. Our goal.then, was to prepare not justanother study, but a specificguidebook on how to run pro-grams, on how scientists can bemost effectively involved, onwhat they must know aboutteachers and schools.

We reviewed more than 185programs and tried to draw onour OWil experience to deter-mine what worked best and why.Analyzing educational programsis a frustrating experience for anexperimental scientist. Rigorousevaluation was lacking for most,so we relied heavily on question-naires and participants' assess-ments. One fact was clear: thatthe more effective programsshared many common charac-teristics. For example, the scien-tists had worked with theteachers to develop a mutualrespect and to learn what wasreally needed. They had fol-lowed up initial interactions andestablished partnerships withthe teachers.

I tried to organize a draft as Iwould for a scientific paper:goals, methods, data, interpreta-tion, conclusions. For a scientistit is natural to first identify theproblem, state it clearly: thenthe approach to a solution is

88

often obvious, We identifiedpotential sources of problemsboth for scientists and teachersand suggested ways to solvethem. I thought we had pre-pared an excellent guidebook.

But the teachers and experi-enced administrators on thecommittee wouldn't approve thedraft. They found the report toonegative to be useful, toofocused on the problems ofteachers and scientists, and notpragmatic enough.

I was puzzled by this re-sponse until I realized suddenlythat what they had told me wasexactly what Sheila Tobias wassaying in a section of Revitaliz-ing Undergraduate Science enti-tled "Problem Hunting and Solu-tion Finding":

Trained in problem definition andproblem solving, scientists inevitablybring the habits of doing science tothe problem of reform. Thus, thosewho would reform science educationoften frame extremely complexissues in terms they are familiar with,namely, "problems" and "solutions."But reform is not a scientific enter-prise. What problem hunting andproblem solving may lead to insteadis an oversimplification of solutionsover more modest. incrementalchange. ... since their thinking is interms of solutions rather than strate-gies, their recommendations are notexpressed as options, nor are theyrooted in the pragmatic, the real, thehere and now.

... recommended changes areoften out of context, both in terms ofinstitutional limitations and theneeds and abilities of the studentsand faculty they are supposed toserve. This indifference to contextmay also reflect the habits of doing

science, for it appears to rest on anunexamined belief that, once articu-lated, the "right way" will be self-evi-dent, teacher-proof, and appropriatefor a wide variety of institutions.''

In contrast to the :,cientists'approach is the experience ofNRC committee member Cole-man Genn. Coleman succeededin systemic reform within theNew York City school system bytaking over the worst school inEast Harlem (3 percent gradua-tion) and transforming it to amagnet school for math and sci-ence, so that in four years allstudents went to college. (Hisapproach is described in Miraclein East Harlem by Hiegel andMacguire.") Let me quote froma note that Coleman wrote to theNRC committee:

Our main task in undertakingsystemic change was to understandthe dominant cultureits formaland informal structures that eitherfacilitate or obstruct progress, andultimately affect the enterprise. InFast Harlem, we adopted a strategyof creative noncompliance, whichbecame creative compliance as wegained control of the system. Ourfirst step was the acquisition ofknowledge. We lifted a usefulmetaphor from the scene in Pattonwhere old George observes theadvance of a tank column. TheGermans approach in the expectedorder and position. Patton exclaims"Rommelyou bastardI read yourbook." Fighting to change bureau-cracies may not be as rough asWorld War II, but increased knowl-edge will lessen the waiting surpris-es and frustration.

When I asked Coleman howhe changed a school to create

Keynote Address

'3 9

the Manhattan Academy for Sci-ence and Math, he said he firsthired a large, strong assistantprincipal and went through theneighborhood to negotiate withthe gangs so they wouldn'tshoot his kids on the way toschool. This is sensitivity tocontext.

Next, he stood on the stepsof his school every day from7:30 to 9:00 and greeted eachstudent by name. He checkedwhether they had done theirhomework and, if not, sentthem back home to do it, andthen sent a staff member tocheck up. He also checked tosee if they appeared to be ondrugs and, if so, sent themhome and followed up. This isleadership and vision.

Some AnswersThe first answer, then, to why isreform so difficult7 is that oftenscientists don't understand how tomake it happen. Their own styleof thinking can interfere whenstrategies are more importantthan solutions.

I will propose three moreanswers by focusing on theneed for institutional reform inour universities. This will returnus more specifically to thetheme of today's meeting: "Insti-tutional strategies for enhancingeducation."

The second answer: Reform inuniversities is difficult because wemust change our goals fundamen-

tally in teaching science, and thisis hard for scientists.

This point of view was recent-ly articulated most forcefully byDavid Goodstein, vice provost atCalifornia Institute of Technolo-gy. In an article entitled "Scientif-ic Elites and Scientific Illiter-ates,' he addresses the paradoxthat by comparison with numer-ous other countries, we have theworst science education systembut the best scientists. To ex-plain this he contends that thepipeline metaphor so popular forscience education is flawed in itsfailure to account for exponentialgrowth. A better metaphor, hesays, is a diamond mine, wherewe crush tons of rock (students)to find a rough diamond (poten-tial scientist) and then polish ex-quisitely. The more rockcrushed, the more diamondsfound, accounting for exponen-tial increase in scientists.

Goodstein points out that afundamental and permanentchange must he expected: thedemand for scientists cannotkeep growing at the presentrate. So we cannot just keeptraining scientists. As one cansee clearly from the profiles ofthe programs described here,there are many ways to avoidcrushing so mrch rock.

While the major objective ofundergraduate and precollegeprograms, such as those of theHoward Hughes Medical Insti-tute, is to increase the output ofdiamonds to go on to graduate


and medical school, what many ofus have observed is that we areproducing and polishing a muchwider variety of gemstones. Wemust continue to change our sci-ence teaching to reach this largernumber of students. How to dothat better is one goal of a newNRC standing committee onundergraduate science education:Project on Science Literacy for AllUndergraduates.

The third answer is that weoften don't know how to go aboutchanging our teaching.

Assuredly this program direc-to: s meeting flatly contradictsthat statement. All of you areengaged in changing teaching.The ability to do so has been oneof the major contributions ofHHMI funding. But DonaldKennedy's comment in his oft-quoted 1990 address "Stanfordin Its Second Century" is stilltrue on the whole:

We have not been very systemat-ic about our quest to improve teach-ing, even though we value it highlyand frequently do well at it. I amstruck, for example, by the lack ofconversation about what pedagogymeans, and what makes it success-ful. It is our profession, yet it ismysteriously absent from our pro-fessional discourse. Here we are,engaged in an activity that is vital toourselves, our students, and ourpublicyet we speak of how to do it,if at all, as though it had no database, lacked a history, and offeredno innovative challenges."

As a department head I amworking hard to change this,and I believe we are doing so;

but 1 often marvel at how scien-tists, normally rigorous, canapproach teaching so casually. Ivisualize a grant proposal forresearch written in the waysome scientists approach theclassroom. In the research plan,the specific aims would be vagueand unmeasurable; the back-ground section would be blank;and the experimental designmight be justified by the state-ment "I've been doing this for 17years, so I know what works."

Paul Hurd, in his summary ofthe difficulties of implementingreform, notes also that a majorproblem "has been a consistentfailure to directly recognize thatthe measure of course improve-ment is to be found more inimproved methods of teachingthan in the re-assortment andrealignment of subject content."'

The fourth answer is that ouruniversities value research toomuch over teaching, so the insti-tutional incentive to reform sci-ence education is feeble.

At present the universities are asuncongenial to teaching as theMojave Desert to a clutch of DruidPriests. If you want to restore aDruid Priesthood, you cannot do itby offering prizes for Druid-of-the-year. If you want Druids, you mustgrow forests.'

This is where I believe theHHMI grants for biology in-struction, and NSF's increasedfunding for science education,have had the greatest impact.We are all aware of the impres-

41,Keynote Address 21

z

250

200

150

100

50

0

to studentsta- Faculty Si)(insors"." New Applicants

1

1988 1980 1090 1991 1992 190:3

Figure 17. Growth inthe 'ndergraduat eBiolog ResearchProgram at theUniversity of Arizona.

sive number of students, cours-es, and faculty that have beenreached by the HHMI grants sofar. Yet the numbers fail to bringout the most important impactof the Institute programs: thechanging values on universitycampuses in favor of teaching.This, of course, is partly the di-rect effect of the grant fundsthemselves. As many of youhave discovered, if you get aneducational grant for a milliondollars, your administrationtakes notice. But there is a moreimportant indirect impact.When the Howard Hughes Med-ical Institute, with its prestige asa supporter of science, also sup-ports education, it legitimizesteaching at colleges and univer-sities everywhere. Legitimizinginterest in education, as many of


you are seeing, leads to majorimprovements throughout youreducational program.

At the Ilniversity of Arizona,we have a wide range of activi-ties supported by our HHMIgrant, but the centerpiece is ourUndergraduate Biology Re-search Program (UBRP). Thisinitiative was developed byMichael Wells, biochemistry de-partment head, and is directedby Carol Bender. Interest in theprogram has grown explosively,particularly among faculty, sothat we now have 185 facultymembers from 37 departmentsparticipating. The number of ac-cepted students has leveled offbecause of funding limitations,but applications continue to rise(Figure 17).

We believe there are a num-ber of distinctive features thatcontribute to UBRP's success:

Participation is restrictedlargely to UA undergraduates. Wehave an excellent student body,including a large pool ofHispanics and some NativeAmericans. By focusing on ourown students, UBRP can extendtheir research beyond a singlesummer to complete significantprojects. The students have alsodeveloped a support networkand created a campus-wideesprit de corps for the program.

Students are recruited into theprogram early with a simpleapplication process and muststart in the summer. This allowsfreshmen not fully committed toresearch to see if they like it by

1,800

1,600

tt 1,400

1,2(10

;-; 1,000

80(1

600

400

200

(I

1985 1986 1987 1988 1989 1990 1991 1992 1993

Figure 18. Biology 181enrollment at theUniversity of Arizona.

immersing themselves full timebetween school years. One fac-ulty member commented thatthis is an opportunity "for sci-ence students to see that knowl-edge is not just an exercise, buthas an application." The sum-mer student can continueresearch into the school year,which 80 percent do. As one stu-dent explained after the sum-mer, "The work is fascinating.We've reached the point wherewe're beginning to characterizeour protein. Stopping now wouldhe like putting clown a suspensenovel with 50 pages to go!"

Students select their facultymentors. After acceptance in theprogram, students themselvesare responsible for finding amentor to employ them. Thisempowers the student and fos-ters a compatible match betweenstudent and laboratory.

Biology is broadly defined andincludes faculty members fromfour CollegesEngineering andMines, Arts and Sciences,Medicine, and Pharmacyandthe School of Health-RelatedProfessions. Students can choose

800

700

600

500

400

300

200

100

0

Fall 88 Fall 89 Fall 90 Fall 91 Fall 92 Fall 93

to work with any of 185 facultysponsors from 37 departments.This has engendered severalinterdisciplinary projects andgreater faculty awareness aboutother work going on.

Faculty sponsors provide halfof the students' pay and all oftheir supplies. In addition toleveraging program resources toreach more students, this lendsquality assurance because facul-ty members need external fund-ing to afford a student. It alsoensures faculty commitment tothe student, since the faculty isinvesting discretionary funds inan undergraduate. Mechanismshave been found for additionaldepartmental and grant supportfor students doing research inchronically underfunded areas,such as systematics.

UBRP coordinates all under-graduate biology research experi-ences at UA. This relieves thefaculty of administrative paper-work and enables students tocome to one place to see what isavailable.

The program has catalyzedinterest in undergraduate

Figure 19. Increase inmolecular and cellular[nolo*, and biochem-isti majors at theUniversity of Arizona.

Keynote Address 23

350

30f;

250

200

150

100

50

0

0 Biohem 4600 Biochem 62

1 1 1 1 1 1 1 1 1

1985 1986 1987 1988 1989 1990 1991 1992 1993

Figure 20. Enrollment inupper division biochem-istry courses at the University of Arizona.

teaching throughout the cam-pus, particularly among facultymembers in the College of Med-icine. These have becomeenthusiastic supporters, thoughthey have no official responsibil-ity for undergraduate teaching.From interviews with studentsand advisers, it is clear thatinterest in undergraduate teach-ing, reflected by faculty partici-pation in UBRP, extends to theclassroom as well. Like manyother universities, we are see-ing large enrollment increasesin introductory biology (Biology181) as well as in biology as amajor and, thus, enrollment inupper-division courses (Figures18-20). Some of this reflects themounting interest in undergrad-uate education among the biolo-gy faculty.

The support from HHMI hasalso catalyzed other changes.For example, the Faculty of Sci-ence has developed new guide-lines for promotion and tenureof faculty members who take amajor role in outreach efforts.

Many of you have experi-enced similar increases in

24

enrollment and improvements inundergraduate education. Thereal test for all of our improve-ments, if they are to be institu-tionalized and thus reflectsystemic change, is whetherthey are sustained when you theinitiators, and the HHMI fund-ing, have moved on.

I have tried this evening toidentify obstacles to systemicreform of science education andto describe some of the waysthey are being overcome so thateducational improvements mayhe lasting. Other programsdescribed elsewhere in thisreport point to other ways toovercome such obstacles. Inmany places trees are indeedgrowing into forests.

ReferencesGiamatti. A.B..4 Free and Ordered Space: 77u,

Real It'orld irersity. New York. NN.:

WAY. Norton and ('o., 1988. Quoted in

Fulfilling the Promise, Biology Adoration inthe Nation's Schools by the Committee onIligh-School Biology Education, NationalResearch Council, 1(12. Washington, D.C.:

National Academy Press. 1990.2 Hurd, P.D.: American Institute of Biological

Sciences. Biological Education in AmericanSecoudam Schools, 1890-1960. Baltimore:Waverly. Press, 1961.

4 Ibid.. 25-26.4 Committee on Iligh-School Biology. Education,

NR(', op.cit., 105-106.Hurd, op.cit., 71.

6 National Commission on Excellence inMurat ion..4 .Vation at Risk: tin hupemlir(

for Educational Reform. Washington, 11.C.:

U.S. Government Printing Office. 198:1.

7 'Foch, T. In the Name of Excellence, p 15. New

York: Oxford University Press. 1991.Seaborg, G. Los Angeles Times, 1(190.

9 Babhage, ('. Reflections on the Decline ofScience in England and on Some q! /!sCauses. New York: August NI. Kelley. 197n.

The real test for

all of our

improvements

. . . is whether

they are sus-

tained when you

the initiators,

and the HHMI

funding, have

moved on.

October 4 Proceedings

44

I(1 Tobias, S. Revitalizing CndergradualeScience, II7ty Some 77tings 'ark and MostDon't. 15. Tucson, Aria: Research Corporation,1992.

II Committee on High-School Biolog, NRC, op.cit.

12 Division of Research, Evaluation andDissemination, Directorate for Education andluman Resources. Indicators qf Science and

ilathematics Education 1992, edited by LE.Suter. Washington, D.C.: National ScienceFoundation. (NSF 93-95). 1993.

13 Tobias, op. cit., 16.

14 Hiegel, S., and .1. Macguire. Miracle in EastHarlem. New York: Random House, 1993.

15 Goodstein, D. Engineering & Science, 23-31,Spring 1993.

16 Kennedy, D. "Stanford in Its Second Century,"

delivered at Stanford University, April 5, 1990.

Los Angeles Times, April 6, 1990. Or.Stauford

Vrersily Campus Report, 17-18, April 11,1990.17 Hurd, op. cit., 234.

18 Arrowsmit h, W. 'The Future of Teaching." In

Improving College Teaching, edited by C.I3.T.Lee, 58-59. Washington, D.C.: American

Council on Education, 1967.

Biographical Sketch Samuel Ward

Samuel Ward is Professor andHead of the Department ofMolecular and Cellular Biologyand Professor of Ecology andEvolutionary Biology at theUniversity of Arizona. Hereceived his B.A. in chemistryfrom Princeton University andPh.D. in biochemistry from theCalifornia Institute of Technol-ogy. After completing his post-doctoral studies at the MRCLaboratory of Molecular Biolo-gy in Cambridge, England, hewas on the faculty at HarvardUniversity and then the Depart-ment of Embryology at theCarnegie Institution of Wash-ington. He was also Professorof Biology at Johns HopkinsUniversity.

In 1988 Dr. Ward becamehead of the Department of Mol-ecular and Cellular Biology atthe University of Arizona, takinga greater role in teaching whilecontinuing his research con-cerning genetic control ofmacromolecular assembly andcell morphology, and computeranalysis of genomic informa-

tion. He is the author of numer-ous papers and reviews appear-ing in scientific publications.

Throughout his academicand research career, Dr. Wardhas been actively involved ineducation at all levels, fromgraduate and medical school,through undergraduate, andinto the secondary and elemen-tary levels. As a graduate stu-dent at the California Instituteof Technology, in addition to hisresponsibilities teaching proteinchemistry and neurobiology toundergraduates, he initiated asummer program that exposed6th-grade students to molecularbiology. As a faculty member atThe Johns Hopkins University,he taught graduate and medicalstudents in genetics, develop-mental biology, and other areas;developed and taught under-graduate courses from the intro-ductory through upper-divisionlevels; and taught evolutionarybiology to high school scienceteachers in Baltimore.

More recently, Dr. Ward hasplayed key roles in national ef-

Keynote Address 25

forts aimed at strengtheningscience education. He is cur-rently chairman of the Commit-tee on Biology Teacher Inser-vice Programs, sponsored bythe National Research Councilof the National Academy of Sci-ences. This committee, madeup of scientists, teachers, andadministrators, has undertakena study of programs to providescience teachers at the elemen-tary and secondary levels withtraining in contemporary scien-tific principles and techniques.Dr. Ward also serves on the Ex-ecutive Committee of the Coali-tion for Education in the LifeSciences (CELS) of the Ameri-can Society for Microbiology,which is undertaking a majorreview of the undergraduate bi-ology curriculum.

At the University of Arizona,Dr. Ward teaches introductorybiology and cell biology and isdirector of a program support-ed by the Howard HughesMedical Institute's Undergrad-

uate Biological Sciences Edu-cation Program. The Universi-ty's program which provideslaboratory experiences for un-dergraduates primarily in fac-ulty laboratories, has drawn alarge number of faculty mem-bers from 35 campus depart-ments at the University andMedical School, as well as off-campus sites, as faculty re-search sponsors. To date, over400 undergraduates have par-ticipated in this program,which has been featured in Sci-ence. The University's out-reach programs have provideda range of laboratory experi-ences for teachers and stu-dents from community col-leges, including a Navajo tribalcollege in northern Arizona,and elementary and secondaryschools in the Tucson area. Todate, approximately 450 stu-dents, particularly females andunderrepresented minority stu-dents, have benefited fromthese outreach initiatives.

1 6

26 October 4 Proceedings Keynote Address

Politics, Culture, and Tradition: Developing Strategies for Enhancingthe Educational Experience of American Indian StudentsOklahoma State University Alan R. Harker, Ph.D. Myra Alexander

Oklahoma State University isdeveloping a model for reachinginto rural Native American tribalcommunities and helping stu-dents earn a degree in biologicalsciences. Dr. Harker describedthe strategies being used and theproblems encountered. Ms.Alexander outlined cultural fac-tors affecting the recruitmentand retention of Native Americanstudents. Discussion revolvedaround the development of com-munity support for science edu-cation, the influence of sportsprograms, and the effort to per-suade talented underrepresentedminority students to return totheir communities after college.

Program DescriptionThe HHMI-supported program,developed as a model for useacross the state, is strongly inte-grated into the three tribal com-munities it now serves. Theprogram seeks and receivesmuch input from the communitiesthrough local advisory boards.Consequently, there is an unusu-ally strong outreach component.

"We're trying to enter the com-munity structure of the NativeAmericans and incorporate theirideas about their educationalprocess into our program," Dr.Harker explained. The program isdesigned to bring students fromthe tribal communities to the Uni-versity and help them complete a

program in biological sciences.Those students, in turn, mentoryounger students throughout theeducation system. Thus, the inte-gration of community input andUniversity outreach, particularlythrough student mentoring, pro-pels the program in a spiralingfashion.

To improve the undergraduateexperience of Native Americanstudents, the Oklahoma Stateprogram has adopted strategiesinvolving instructional technolo-gy, problem-based instruction,hands-on experience, and per-sonal attention. In choosing tech-nologies for the classroom andlaboratory, the focus is on thosethat can empower students totake over their own education.These may not necessarily becutting-edge technologies. Anexample is the use of videomicroscopy, which enablesgroups of students to explore aspecimen under a microscope,generates discussion, and allowsthem to digitally save what theyhave seen for later study.

The program also fosters theproblem-solving approach to sci-ence education, exemplified in its1992 summer camp for 8th and9th graders. The curriculum wasbuilt around solving a real-lifeproblem faced by the city ofCushing over effluent from itswaste treatment plant. Studentswere divided into researchgroups with graduate-studentadvisers.. "Basically, we turned

'We're trying to

enter the com-

munity structure

of the Native

Americans and

incorporate their

ideas about their

educational

process into our

program.

October 5 Plenary Presentli4n 1 Oklahoma State University 27

Figure 21. Dr. AlanHarker describes Insti-tute-supported pro-grams at OklahomaState University.

the students loose on this prob-lem," Dr. Harker remarked. "Wewere flexible enough to allowthem to go any direction theychose." Groups explored microbi-ology, investigated water quality,constructed engineering models,interviewed government officials,and sampled public opinion. Thestudents presented their finalresearch results at a symposium.

A stipend-supported scholarsprogram puts Native Americanstudents into research settings intheir sophomore year or earlier.The most important strategy,however, may be the perso.ialattention given to students, par-ticularly a positive response toneeds they express, Dr. Harkersaid. The program, for example,assumed sponsorship of the Uni-versity chapter of the AmericanIndian Science and EngineeringSociety. A tremendous change inthe functioning of AISES and the

way the students perceive them-selves was apparent after thesociety was provided with anoffice and a university van forattending regional meetings.

The program still faces a num-ber of problems, Dr. Harker said.The problem-solving approach isenergy intensive, so class sizeshave been limited. Faculty dis-agree in their perception of whatis needed in laboratories. Facultyinvolvement has been difficult toachieve at a time of cutbacksacross the campus. And therecruitment and retention ofrural Native Americans into thesciences has also been difficult.

Ms. Alexander outlined sever-al cultural factors that contributeto this difficulty. Nationally andlocally, American Indians do nothave a history of staying inschool. Across the country, morethan a third of the Indian popula-tion leaves school. Oklahomahas more Native Americans thanany other state. They constitute 8percent of its total population butcomprise 12 percent of thedropout population.

Relations between Oklahomatribes and the non-Indian popula-tion are often strained, owing inpart to historical disagreementsover federal and state policies,Ms. Alexander said. The resent-ment and mistrust lead tostrained relations between someof the tribes and school districts.Tribal politics can hamper orenhance attempts to improveIndian education. Each of theschool districts participating in

28 October 5 Plenary Presentation 1

the programFrontier, PoncaCity, and Pawneehas had dif-fering situations.

Enrollment in Frontier is 54.5percent American Indian, mostof whom are of the Otoe-Mis-souria Tribe. Yet, the first NativeAmerican was only elected tothe Frontier school board in1992. "Very thick walls existbetween the Indian communityand the school," Ms. Alexandersaid. At times, tribal disagree-ment has spilled over into schoolboard campaigns.

Inhabitants of metropolitanPonca City have different con-cerns than Ponca Indian studentsbused in from White Eagle 7miles to the south, a largely ruralbackground. "The relationshipbetween the tribe and Ponca Cityhas been tenuous over the years,"Ms. Alexander said. Indian enroll-ment comprises 11.7 percent atthe elementary level but drops inhigh school to 5.1 percent.

At Pawnee city schools, incontrast, the tribe has a remark-ably strong relationship withthe school system, where Indi-ans comprise 18 percent of thestudent population. NativeAmerican students participatein many extracurricular activi-ties, such as athletics. In1992-1993, only three NativeAmerican students left highschool before graduating.

The program aims to provideexperiences in public school class-rooms that will inspire studentsand involve them in science. "Theempowered community is the

best facilitator toward thatinspired experience," Ms. Alexan-der said. Each community worksthrough its program advisoryboard. "Our understanding, rela-tionships, and communication stillneed much work," she explained,"hut some of these things arealready beginning to come topass." The Pawnee board has pro-vided strong support for its stu-dents in the program; the otherboards have showed varied levelsof commitment.

DiscussionParticipants asked several ques-tions about community supportfor science education. OklahomaState University is fortunate inhaving target communities withstrong social structures and well-defined leadership. Through its

Figure 22. MyraAlexander outlines herefforts to strengthenties between OklahomaState t iniversity and theneighboring NativeAmerican tribes.

Oklahoma State University 29

Figure 2:3. Dr. JosephNeale, Georgetown Uni-versity (le), and Dr.Villiam Grant, NorthCarolina State Universi-ty. exchange views onprogram development.

advisory boar s, the programseeks the par ticipation of triballeaders who can pull in the sup-port of the Native Americancommunities. This has been par-ticularly effective with thePawnee Tribe. In cases wherethis approach has been lesseffective, the University, througha variety of sources, has soughtthe help of knowledgeable indi-viduals in the education commu-nity. Another program directorsupported this approach, notingthat key parents in a communitymay be extremely helpful in get-ting broader participation inschool programs.

Dr. Harker also emphasizedthe need for listening to theneeds and expectations of com-munity leaders. This effort, Ms.Alexander said, has won thetrust of many Native Americanswho are skeptical of outsiders.Yet other tribal leaders haveapparently adopted a wait-and-

mom

see attitude before supportingthe program. The enthusiasticresponse of students who attend-ed the summer science camp isalready helping change the atti-tudes of some community lead-ers. As the program continues todemonstrate its importance, theprogram will generate morecommunity support, especiallywhen more Native Americanleaders become involved, Ms.Alexander added.

Participants asked whethersports might help to recruitNative American students to col-lege. It was agreed that sports dohelp in recruiting and retainingminority students in college, butit was questionable to whatextent. At the precollege level,sports may present a conflict, Dr.Harker said, because summersports camps prevent many stu-dents, particularly males, fromattending science camps. Whencoaches teach mathematics and

`t)

:30 October 5 Plenary Presentation 1

science, the quality of instructionfrequently suffers.

Many participants wonderedabout the effect of higher educa-tion on the well-being of NativeAmericans and other underrep-resented minority groups, notingthat in the past many of thebrightest students went away tocollege and never returned towork in their community. Ms.Alexander agreed that obtaininga higher education and a profes-sional job outside the tribal com-munity are often seen as the onlyhope for Native Americans. .

Dr. Harker also noted that theOklahoma State program seeksto build tribal well-being in twoways. It recruits rural NativeAmericans who have maintainedstrong ties with the tribe and arelikely to return. And the pro-gram seeks Indians within thetribal community who havestarted, but not yet completed, ahigher education. The programhopes to help them finish theireducation, since they havealready demonstrated a strongcommitment to the community.

Oklahoma State University 31

Access to Science Education Opportunities for Students fromTraditionally Underrepresented GroupsCalifornia State UniversityLos Angeles Alan Muchlinski, Ph.D. Margaret Jefferson, Ph.D.

The presentations by Dr.Muchlinski and Dr. Jeffersonfocused on activities in studentdevelopment and curriculumdevelopment funded by theInstitute grant. The grant alsosupports activities in the area ofoutreach. The discussion cen-tered on means of obtaining fac-ulty support for the program andits relationship to other activitiesat the University.

Program DescriptionBackground. The University'sstudent population mirrors thediversity of the communities thatsurround the campustheHispanic area of east LosAngeles, the predominantlyAfrican-American population ofthe south-central city, and theAsians who reside in the SanGabriel Valley. At an average ageof 25, the students are older thanmost college students, almost 60percent are women, and manywork to earn money for collegeor to support a family.

The University's experiencein meeting the needs of such adiverse population is reflected inits minority science educationinitiative, designed to provideaccess to science education forstudents from groups that havebeen traditionally underrepre-sented in science.

Minority Science Program.Dr. Jefferson gave an overview of

the Minority Science Program(MSP) and the Summer ScienceBridge Program (SSBP). With'Raymond Garcia, Ph.D., Associ-ate Professor of Biochemistry,Dr. Jefferson serves as co-direc-tor of both programs. The mainobjective of the MSP is toimprove the retention rates ofminority students in freshmanscience and mathematics cours-es. The core of the program isthe Science Orientation course,where students are divided intosmall groups according to theirenrolled courses. They are guid-ed by a peer mentor, usuallyanother minority student, whofocuses on the development ofskills, with special emphasis onproblem solving, communica-tion, and study skills. Improvingproficiency in mathematics is apriority, because advanced math-ematics is required to graduatein science. Counseling is impor-tant, to ensure that studentsenroll in the appropriate mathe-matics courses.

Recruitment strategies includemailings and phone calls to stu-dents enrolled in freshman biolo-gy, chemistry, physics, andmathematics courses, as well asother students who are identifiedthrough faculty referrals or wordof mouth. In the two years ofInstitute funding, the number ofstudent participants has morethan doubled, with a slightdecrease in minorities and anincrease in women.

32 October 5 III Panel 1

Summer Science BridgeProgram. The Summer ScienceBridge Program is a two-week, 80-hour, summer-quarter programfor students who will enter theUniversity in the fall quarter. It

recruits participants from enteringscience majors and through out-reach program referrals and pre-sentations to local high schoolsand community colleges.

The bridge program feedsinto the Minority Science Pro-gram and helps guide studentsthrough the transition from highschool or community college.The majority of participants arefirst-time freshmen. The bridgeprogram includes tours and pre-sentations to familiarize studentswith the science department andthe campus, but its primary pur-poses are to assess student skillsin English, mathematics, andcomputer science and to advisethe new students on courseselection.

In conducting the assess-ments, faculty members reviewacademic transcripts and records,administer diagnostic exams,and talk individually with stu-dents, who are asked to identifythe skills they wish to improve.The students in the bridge pro-gram attend freshman-level lec-tures and workshops, take tests,and learn about financial aid,which is a concern for many.Another important element iscontact with previous SSBP stu-dents, who give presentationsabout their experiences with theprogram and as freshmen.

From the first to the secondyear of the bridge program, partic-ipation rose dramatically, minorityparticipation increased, and thepercentage of women decreased.The number of faculty participantsmore than doubled.

Dr. Jefferson briefly describedthe Biomedical ProfessionalDevelopment Program (BPDP), anew initiative that will help con-nect the Minority Science Pro-gram to upper division scienceprograms through freshman andsophomore research projects.The BPDP is being funded by asecond Institute grant. It is antici-pated that 16 students selectedfrom the MSP will be supportedfor two years, after which they willreceive funding from anothersource, such as Minority Biomed-ical Research Support of theNational Institutes of Health or theNational Science Foundation'sResearch Improvement for Minor-ity Institutions.

While many of these studentsinitially place at the precollegelevel in algebra, and only 17 per-cent place in calculus, by the endof their freshman year, nearly allhad completed the requiredmathematics entrance exams aswell as the prerequisite andrequired courses. Moreover, theirgrade point averages were slight-ly higher than the average GPA ofall the students enrolled in fresh-man biology, chemistry, and col-lege algebra.

Videodisc Laboratory. Dr.Muchlinski reported on theestablishment of a videodisc

jCalifornia State UniversityLos Angeles .33

Figure 24. Drs. Al uiNluehlinskiMargaret Jefferson, ofCalifornia StateUniversityLosAngeles, respond toquestions on theirbridge program forprefreshmen.

r,

technology laboratory in Janu-ary 1993. This facility allowsfreshman biology students tostudy laboratory materials intheir free time. Animal andplant biology students use theBiology Encyclopedia Videodisc,produced by Harper/CollinsPublishing Co. and CarolinaBiological Supply Co. The labo-ratory also is available for threeupper division courses: embry-ology students use the Embryol-ogy Videodisc by Optical DataCorporation at CaliforniaLutheran University, and histol-ogy and neurology students usethe Slice of Life VI Videodiscfrom the University of Utah.Dr. Muchlinski said that onelimitation of using videodiscs isthat they do not present theexact materials used in theteaching laboratory. He andhis colleagues are transferringselected material from theirown laboratory collections ontocompact discs so that studentswill see images of the slides

and orszanisms presented in thelaboratory class.

According to Dr. Muchlinski,the videodisc laboratory is partic-ularly effective in promotinggroup study and facilitatingaccess to material. The lab has10 work stations, is open 30 hoursa week, and is staffed by studentassistants. The majority of stu-dents from the introductory biolo-gy courses visited the lab from 2to 5 times, and a significant num-ber of upper-division embryologystudents visited 6 to 10 times.Student feedback indicates thatthe majority of students think thevideodisc lab is an importantresource. However, Dr. Muchlin-ski said, it is riot intended as asubstitute for laboratory experi-ence, particularly in the upperdivision courses, where studentshave more access to materials inthe teaching laboratory.

Outreach Programs. Dr.Muchlinski briefly described twooutreach programs funded by theInstitute grant. In the elemen-

:34 October 5 Panel 1 4

tary program, undergraduate sci-ence studentsmany of whomare minority and bilingualaretrained to present physical sci-ence "demonstration boxes" inelementary school classrooms.Topics include weather phenom-ena, oxidation and combustion,and chromatography. Last year,the program visited 26 elemen-tary schools, and over 3,300 stu-dents saw the demonstrations.

High school students werebrought to the campus for a dayto learn about the department ofbiology and microbiology, andthe department of chemistry andbiochemistry. During their visit,students heard about careers inthese fields, viewed teaching lab-oratories and science demonstra-tions, and engaged in "hands-on"experiments. Approximately 900students participated last year.

DiscussionCommenting that the minorityaccess programs require a largeinvestment of faculty and admin-istrative time, a participantasked what incentives theUniversity offers to ensure facul-ty involvement. Dr. Jeffersonsaid that the science faculty ingeneral are personally commit-ted to the MSP and SSBP pro-grams, and she described herown enjoyment and satisfactionin advising students and seeingthem succeed. Faculty involve-ment in student assessment andcounseling is considered in

retention and tenure decisions,she said. This indicates supportof the administration and provesto be a strong incentive.

Dr. Jefferson further observedthat the time demands are notnecessarily as monumental asthey might seem at first. For ex-ample, the SSBP requires as littleas a one-hour commitment fromfaculty, and participation in theprograms is offset by a releasefrom some minor departmentalassignments. Having a co-directorhas been enormously helpful toher, she said.

Participants asked how theSSBP is connected to the generalsummer orientation program forincoming University students.Dr. Jefferson replied thatalthough there is some overlapbetween these programs, a sepa-rate V:-.1ge program is needed fora nurniier of reasons. The factthat the orientation program doesnot advise science students tobegin taking mathematics in theirfresl-man year makes it difficultfor many of them to complete therequired mathematics coursesbefore graduation.

Another participant said thatstudents who enter his institutionwith precollege levels of mathskills almost never succeed asscience majors. He asked Dr.Jefferson whether this was trueat the University. She indicatedthat the program has not been inexistence long enough to be ableto produce hard data, but shebelieves their experience will bedifferent. Among other things,

Callfb4mia State UniversityLos Angeles

Faculty involve-

ment in student

assessment and

counseling is

considered in

retention and

tenure decisions

. . . This indi-

cates support of

the administra-

tion and proves

to be a strong

incentive.

35

she said, students with precol-lege placement in mathematicshave been helped by the strongnetwork that provided student-to-student contact and support.She added that students who tryto take chemistry or advancedbiology without adequate mathpreparation often drop out of sci-ence. Correcting the situationmeans more courses and takinglonger to graduate, a real prob-lem for students who already areon a part-time schedule and havea significant workload.

Students also become frustrat-ed if they are not able to enroll ina particular course in the pre-

scribed sequence, a situationwhich one attendee said is beingexacerbated by cutbacks in statefunding. Dr. Jefferson repeatedthat the solution lies in advisingstudents as to which courses totake in the early years so theywill not find that they shouldhave taken other courses to grad-uate. Dr. Muchlinski added thatstudents who preregister experi-ence less frustration.

In response to another inquiry,Dr. Jefferson said that the Univer-sity has approximately 400majors in biology, 500 in comput-er science, 50 in chemistry, and10 each in physics and geology.

J 6

October 5 Panel 1 California State UniversityLos Angeles

Constructing an Interdisciplinary Major inBiochemistry and Molecular BiologyGettysburg College Ralph A. Sorensen, Ph.D.

In his presentation, Dr. Sorensendescribed the development of aninterdisciplinary program in bio-chemistry and molecular biologyat Gettysburg College. Studentsare benefiting from this new andchallenging curriculum as well asfrom the teaching skills of two fac-ulty members recruited withHHMI support. Moreover, theprogram has engendered addition-al cooperation between the chem-istry and biology departments.

Program DescriptionThe HHMI grant played a catalyt-ic role in bringing the chemistryand biology departments atGettysburg College into a closer,more cooperative alignment, saidDr. Sorensen. These `wo depart-ments hired two new facultymembers, one in each depart-ment, equipped laboratories,started a summer program, andquickly designed the essentialfeatures of a new major in bio-chemistry and molecular biology.

Dr. Sorensen described thedevelopment of the biochemistryprogram linking the two depart-ments. Some of the activity quick-ly centered on devising the courserequirements for a rigorous newprogram, one that would not onlysatisfy faculty members from thetwo departments but also would

5 (

be in keeping with the liberal artstradition at the College.

The new major specifies 17required courses in biology, chem-istry, mathematics, and physics,including an indepenuent researchproject with a supervisor fromeither the biology or chemistrydepartment during a student'ssenior year. 3everal faculty groupsat first expressed concern becausethe proposed major appeared toabsorb too much of a student'stime. They soon were convinced,however, that the program actuallyleaves more room for electivesthan did earlier ad hoc versions ofa dual biology and chemistrymajor. Moreover, the breadth ofeducation for anyone enrolling inthis major proves far greater thanthat for most students majoring inthe humanities and social sci-ences, who are required to takeonly two science courses duringtheir four years at Gettysburg, Dr.Sorensen pointed out.

Approved late in 1992, the-newbiochemistry and molecular biol-ogy major already is attracting anumber of high-quality students,according to Dr. Sorensen. Inaddition, it has brought a newemphasis on cooperative activitybetween members of the sciencefaculty, such as sharing equip-ment and facilities, and exchang-ing ideas about research and thetraining of undergraduates.

. . . the new

biochemistry

and molecular

biology major is

attracting a

number of

high-quality

students ...it has

brought a new

emphasis on

cooperative

activity between

members of the

science faculty,

such as sharing

equipment and

facilities, and

exchanging

ideas about

research and the

training of

undergraduates.

October 5 Panel 2 Ill Gettysburg College 37

Figure 25. Dr. RalphSlwensen describesGettysburg's newinterdisciplinarycourse in biology andchemistry.

38

DiscussionDuring the discussion I)r.

Sorensen emphasized that the twonew faculty members appointedunder the HHMI grant have donemuch to establish the new senseof cooperation between the chem-istry and biology departments.He noted that the appointeesDr.Koren Holland, Assistant Profes-sor of Chemistry, and I)r. StevenJames, Assistant Professor of Biol-ogyhave brought fresh perspec-tives to enhancing the sciencecurriculum and new opportunitiesfor student research.

One program director askedwhether the new interdiscipli-nary program means that stu-dents who elect such a majormy have no departmental"home." I)r. Sorensen repliedthat he hoped students woulddevelop a kinship for both thebiology and chemistry depart-ments. These departments arehoused in separate buildings,

October 5 Panel 2

however, making it difficult forbiochemistry students to estab-lish a base in both.

Another participant noted that,at her college, students do not de-clare a major until they reach thejunior year, allowing them to thinkmore in terms of a concentrationin biology or chemistry. Anotherparticipant said that, at his liberalarts college, students who are in-terested in pursuing an interdisci-plinary science degree are oftenerroneously advised to commitearly to either a biology or chem-istry major. He suggested thatimproved advising, particularlyfor incoming students, could sig-nificantly increase the numbers ofstudents in biochemistry.

Dr. Sorensen agreed, addingthat the science faculty at Gettys-burg currently recommends thatentering students take bothchemistry and biology in theirfirst year if they feel confident oftheir commitment as well as theirability to cope with the course

load. He said that the depart-ments are seeing a markedincrease in the number of stu-dents who enroll in both biologyand chemistry courses at theintroductory level. Dr. Sorensonthought that this was largely dueto an increase in student interestin biology nationally, and partlydue to the attractiveness of thisnew major.

Program directors discussedthe potential for a crowded cur-riculum for students pursuing abiochemistry or joint biology-chemistry degree. One concerncentered on the breadth of a lib-eral arts education for under-graduate science majors andensuring that students can main-tain an appropriate balance of sci-ence and humanities courses.Discussants noted that widelyheld perceptions of sciencemajors taking a narrow range ofscience courses, to the exclusionof other areas, are usually incor-rect. One program director citeddata showing that the range ofcourses in which science majorsenroll is at least as broad as, andoften broader than, that ofhumanities students.

The misperception of sciencemajors as too narrowly focused inthe sciences often discouragestalented students from pursuingthe sciences, program directorsnoted. In addition, negativestereotypes of scientists canresult in peer pressure that maydissuade students from pursuingscience studies. Because of thispressure, many students who

show potential for science do noteven attempt science courses,and others who have begun a sci-ence major may drop out.

At Gettysburg College, Dr.Sorensen noted, efforts areunder way to counteract this neg-ative peer pressure. Central tothis effort is developing cama-raderie and social interaction inthe laboratories, where studentscan establish an identity and per-sonal relationships as well asstrengthen research skills. Theprimary source of this interac-tion is the requirement of asenior research project for theB.S. degree.

Program directors discussedbarriers to cooperation betweenthe biology and chemistry depart-ments at their institutions. A par-ticipant described the particulardifficulties of establishing effec-tive collaboration at his institution,where the chemistry departmentand biochemistry departments atthe undergraduate college, themedical school, and the college ofagriculture have been unable toresolve differences in course con-tent and curriculum. The recruit-ment of new faculty members andongoing discussions suggest thatneeded changes will be made. Inall but formal terms, the programdirector said, these departmentalwalls have disappeared and thestudents will be able to pursue amodern curriculum that reflectsthe developments in the field.

Economic pressures can forcedepartments to resolve such dif-ferences, a program director sug-

Gettysburg College 39

gested. He noted that at hisinstitution, the faculty agreed tomake the science curriculumuniform when they recognizedthat they would be teachingtwice as much because of budgetcutbacks if they did not. Accord-ingly, most of the harriers to col-laboration among the fields ofbiochemistry, molecular biology,and microbiology have now dis-appeared on his campus.

Although these distinctionsamong scientific fields may befading, the harriers between tradi-tional chemists and modern biolo-gists sometimes remain intact,usually to the disadvantage of stu-dents. One potential problemnoted by a program director froma liberal arts college is that stu-dents from one discipline mayreceive negative messages aboutthat field from faculty members inthe other field.

Other participants noted thatcourses in organic and physicalchemistry have frequentlyproven to be insurmountableobstacles to biology majors con-tinuing in their studies.Progress is being made, howev-er, against this once intractableproblem. A program directorfrom a major public researchuniversity described efforts athis institution on the part oforganic chemists to overcomethese obstacles. An importantfirst step, another faculty mem-ber said, is recognition of theproblem on the part of all facul-ty membei s concerned andawareness that science facultymust work together to ensurethat briglv, talented studentsare encouraged to advance inthe sciences.

1; 0

4 October 5 Panel 2 Gettysburg College

Enhancement of Biology Curricula Through Course andFaculty Development and High School EnrichmentSpelman College Pamela J. Gunter-Smith, Ph.D. Jann Primus, Ph.D.

Dr. Gunter-Smith began withan overview of activities designedto increase scientific competenceand literacy of all students, includ-ing minority students underrepre-sented in the sciences. Dr.Primus addressed how SpelmanCollege integrates its efforts withthose of other research institu-tions to provide off-campusresearch opportunities for itsundergraduate stucl,:nts whileconducting outreach programs tobenefit students and teachers inlocal schools. Following thedescription of programs, partici-pants exchanged informationabout successful outreach pro-grams and off-site researchopportunities for students.

Program DescriptionDr. Pamela J. Gunter-Smith,Professor of Biology and Chair ofthe Biology Department, present-ed an overview of activities sup-ported by the Institute's grant toSpelman College. Two broadgoals of the program are to pro-vide undergraduates with oppor-tunities leading to careers inbiomedical science and toincrease the science competencyof all students in general.Program components include thedevelopment and integration ofscience curricula, summerresearch opportunities for under-graduates, faculty developmentincluding linkages to major

research institutions and coopera-tive research projects, and out-reach to local high schools.

About one-third of all studentsat the College major in science,and oile-quarter of the sciencestudents are included in the biol-ogy major. Students often enterwith a strong interest in medi-cine; they are less familiar withbiomedical research as a career.Currently, the introductory biolo-gy course for science majors isundergoing extensive revision.The revised science curriculumwill stress concepts, emphasizeproblem-solving with the help ofpeer tutors, and involve the useof undergraduate teaching assis-tants. Assistants are now beingtrained so tirat they can better aidtheir peers. Additional sites forsummer research are beingadded to enable students tobecome involved as early as pos-sible with research.

Five existing courses havebeen evaluated by visiting profes-sors during the 1992-1993 acade-mic year. I)r. David Nelson,Professor of Biochemistry at theUniversity of Wisconsin at Madi-son, evaluated genetics, cell andmolecular biology, and biornole-cules. He suggested that in plan-ning the curriculum for the next5 to 10 years, consideration begiven to the evolving overlapbetween them in order to avoidduplication. I)r. Lafayette Fred-erick, Professor of Botany atHoward University, reviewed the

yetober5 Panel 3 Spelman College 41

Figure 26. Drs. JannPrimus (lcP) andPamela Gunter-Smithtell about theirexperiences indeveloping programsto attract and retainminority women inscience at SpelmanCollege.

Itmare.t.anikaille

College's general botany course.The fifth course, microbiology,was reviewed by Dr. Linda Fish-er of the University of Michiganat Dearborn.

Program successes includethe enhancement of laboratoryresources, the recruitment ofnew faculty, including a neurobi-ologist, increased numbers ofundergraduates participating inresearch, and the development oflinkages to local high schools.Workshops for middle and highschool teachers and their stu-dents have also enhanced out-reach efforts.

Dr. Primus noted that a plan toprovide high school teacherswith summer research experi-ence did not generate enoughlocal interest to be carried out.Lack of time, a common issue forhigh school teachers, may havebeen the problem. The Collegeis considering whether to offerthe program again.

In addition, she said, the Col-lege is seeking closer interactionswith other institutions where itsundergraduates are sent for sum-mer research experiences.Examples of institutions to whichSpelman College students weresent included Georgia State Uni-versity, Meharry Medical Col-lege, Naval Research Laboratory,the National Institutes of Health,Morehouse School of Medicine,Merck and Company, Baylor Col-lege of Medicine, Brown Univer-sity, Case Western ReserveUniversity, Chicago Board ofHealth, Emory University, Massa-chusetts Institute of Technology,Princeton University, RoswellPark Cancer Institute, UnitedStates Surgical Corporation, Uni-versity of Maryland School ofMedicine, University of MichiganSchool of Medicine, University ofPennsylvania, University ofRochester, Upjohn Laboratories,and Vanderbilt University.

42 October 5 Panel 3 6')

In the summer of 1992, theCollege placed 29 biology majorsin a total of 21 educational, gov-ernmental, and corporate sites.Students' entry into research pro-grams was facilitated by theDirector of the Spelman Col-legeHoward Hughes Programand the Director of the Office ofScience, Engineering and Techni-cal Careers. When studentsreturn to the College for the fallsemester, they are expected tofurnish either abstracts or fullreports of their research projects.

Current efforts are to providemore opportunities for studentresearch on campus by focusingon faculty development andbuilding a research infrastruc-ture that would allow faculty andstudents to work jointly onresearch projects for up to threemonths. For example, Dr. VictorIbeanusi, an environmental biolo-gist, received support from theInstitute's grant to conduct sum-mer research. Eight studentsassisted with his investigationson the appropriate environmen-tal conditions and mechanismsfor remedying environmentalhazards with biological systems.

Although the College workswith science coordinators in thelocal schools, close grass-rootinteractions between faculty andteachers appear to be particularlyuseful. Faculty involvement isalso important for the footlockerand other outreach programs.

A video of students from Spel-man College discussing theirrecent research experiences

highlighted some of the impactsof the program. In the video-tape, 11 students from SpelmanCollege participating in a

Research Roundtable speak oftheir successes in gathering cut-ting-edge data through use ofmodern techniques and state-of-the-art equipment. Each praisedher preceptor for encourage-ment, display of sensitivity, andcreation of a pleasant environ-ment conducive to the project.

DiscussionOne participant asked whetherprograms such as Upward Boundcould be used to recruit students.While such programs may proveuseful, the key factor appears tobe the development of strongpersonal relationships with teach-ers and others in the schools tohelp identify students who mightbenefit most from interactionwith Spelman College.

One program director notedthat rapport with science teach-ers can be developed throughstate science associations, byhaving a faculty member partici-pate on a board that certifies sci-ence teachers, and by loaningscience equipment to schools.Another participant observedthat inviting science coordina-tors to visit the campus andmeet faculty can also aid inrecruiting students underrepre-sented in the sciences.

Science workshops for teach-ers in the community appear to

Spelman College 43

be particularly valuable. Spel-man College offers a workshopfor 7th- to 12th-grade teacherstwice a year. Successful work-shops require close attention tothe stated needs of the teachersin the community and active fac-ulty participation. Youngerteachers may prefer receivingacademic credit, whereas moreexperienced teachers may prefera stipend.

The need to involve teachers inplanning activities early on wasemphasized by some programdirectors. Several suggested theappointment of teachers to plan-ning or local advisory boards.Having faculty spend time in publicschool classrooms was also men-tioned as a valuable aid to promot-ing greater interaction between thetwo groups of educators. One par-ticipant noted that the best adver-tising for outreach programs wasword of mouth from students whohad participated and found them tobe a good experience.

Outreach programs that lendequipment to schools in the com-munity can be particularly valu-able. One attendee noted that acommittee of teachers can decideon the focus of the program forelementary and middle schoolstudents and set priorities forequipment to be purchased. Ashortage of funds in the schoolsmay limit the purchase of eventhe simplest items such as batter-ies and cooking oil. Supplies andequipment can often be distrib-uted through normal channels.Once the materials are in the

schools, teachers need to beshown how to use equipment. If

teachers are afraid they willbreak the equipment, it may notbe fully utilized.

One participant suggested thatteachers describe their experi-ences at teacher workshops.About 80 percent of the partici-pants in these workshops use theideas presented by their fellowteachers in their own classrooms.Another participant recommend-ed compensating schools forreleased time for teachers andidentifying national corporationsto donate equipment that can belent to the schools. The NationalScience Teachers Associationmailing lists are helpful in identi-fying science teachers in a partic-ular area.

One participant asked what cri-teria should be used for placingstudents in off-site research pro-grams, and whether institutionscan ensure that students willreturn to the campus once the off-site research is completed.

Another participant said shedid not fear the loss of these stu-dents because her institution nur-tured women and provided themwith significantly valuable intan-gibles. She also found that Insti-tute funds were particularlyuseful in helping overcome thedifficulties of placing inexperi-enced freshmen and sophomoresin student research programs.

How students respond to anexperience in science researchdepends, in part, on the creationof a close, working relationship

44 October 5 Panel :3

64

with a faculty mentor. Many stu-dents, especially those fromunderrepresented minoritygroups, may have had limitedopportunities with scientists andmay be less willing to consider aresearch career. Interactions withfaculty role models can often helpdispel misunderstandings andpromote interest in a career in sci-ence among students from under-represented minority groups.Researchers from other institu-tions are brought to Spelman Col-lege as guest lecturers andpotential contacts from off-cam-pus sites where students could beplaced for summer research.

The undergraduate teachingassistant program in the BiologyDepartment at Spelman hasbecome highly competitive, and atraining program has been insti-tuted for participants. Teachingassistants gain experiencethrough mandatory training ses-sions the week before the labora-tory exercise. They run throughthe experiment again even

though they have previouslytaken the course. Instructorsdevelop rapport with the teachingassistants in the laboratory. Theinstructor also helps the teachingassistants learn how to teach stu-dents. Teaching assistants arepaid for the training sessions andfor time in the laboratory.

Some minority high school stu-dents apply to historically blackcolleges and universities, whichpresent an academic environmentthat students may feel is moresupportive. Precollege programsat Spelman College, particularlyfor high school seniors, seek tomake students underrepresentedin the sciences more confident oftheir own skills. The outreachprograms are not used to recruitstudents but to provide them witha valuable enrichment experiencein the sciences. Through the pro-gram, students learn to think crit-ically and logically. Through thesummer programs they oftenform close bonds with other stu-dent participants.

Interactions with

faculty role mod-

els can often

help dispel mis-

understandings

and promote

interest in a

career in science

among students

from underrepre-

sented minority

groups.

Spelman College 45

The Integration of Chemistry, Cell Biology, Genetics, andPhysiology in the Undergraduate Biology CurriculumUniversity of Notre Dame John G. Duman, Ph.D. Morton S. Fuchs, Ph.D.

The major component of theHHMI-funded program at theUniversity of Notre Dame is fournew coursesbio-organic chem-istry, cell biology, genetics, andphysiologythat integrate chem-istry and biology. Drs. Dumanand Fuchs described the courses,the problems that led to theirdevelopment, and other compo-nents of the program. Duringthe discussion, the participantsexplored the difficulty of decid-ing what to include in integratedbiology courses. They also dis-cussed the uneven high schoolpreparation of freshman studentsand strategies to cope with it.

Program DescriptionThe idea to develop separate cours-es for biology and biochemistrymajors grew out of differencesbetween the course sequence fol-lowed by these students and thatfollowed by premedical and otherpreprofessional students. Previous-ly, they all took many of the samebiology and chemistry courses,according to Dr. Fuchs. In addi-tion, the two-semester organicchemistry course presented so fewbiological examples that biologymajors found little relevance in it."Any resemblance between organicchemistry and biology was purelycoincidental," he said. Consequent-ly, the University's program devel-oped a two-semester bio-organicchemistry course for the sopho-

more year as well as integratedgenetics and cell biology courses,and an integrated comparativephysiology course for the junioryear. Biology and biochemistrymajors will take these courses.

The bio-organic chemistrycourse includes a four-credit lec-ture and a one-credit laboratory."-`The point is to teach organicprinciples and, where you can, usebiological examples," said Dr.Duman. For example, in teachingstereochemistry, the instructorincludes amino acids, carbohy-drates, and enzyme and substraterelationships. The laboratoriesconsist of biological types ofprocesses. The course uses anorganic chemistry text and a bio-chemistry text because no unifiedtextbook was available.

The new genetics and cell biolo-gy courses have been integrated toeliminate much of the duplicationfound in the conventional courses.Thus there is time for more thor-ough topic coverage, and theresearch and problem-solving ori-entation of these disciplines isenhanced. In addition, molecularbiology has been integrated intothe courses where possible.

The genetics and cell biologylaboratories emphasize problem-s ,lving and the use of moderntechniques and equipment,addressing a long-standing prob-lem of laboratories that merelydemonstrate phenomena with out-dated equipment. "It's importantto turn out students who ... are

The new

genetics and cell

biology courses

have been

integrated to

eliminate much

of the

duplication

found in the

conventional

courses. Thus

there is time for

more thorough

topic coverage,

and the research

and problem-

solving

orientation of

these disciplines

is enhanced:

October 5 Panel 4 6 b

knowledgeable when they go intoa research setting," Dr. Dumanexplained. The genetics laborato-ry is taught by an instructor whoworks on the retinal degeneration-B gene of Drosophila. This systemwill be used as a teaching tool toillustrate approaches to problem-solving and simultaneously teachstudents the basic techniquesused in a genetics laboratory.

The new comparative physiol-ogy course being developedinvolves a four-credit lecture inthe fall and a two-credit laborato-ry in the spring. Much more mol-ecular biology and biochemistryis integrated into the new coursethan is found in traditional physi-ology courses.

In its student development com-ponent, the HHMI-funded programprovided summer research oppor-tunities for students from NotreDame and from four other institu-tions with special relationships tothe University: Xavier University ofLouisiana in New Orleans andClark Atlanta University (Georgia),which are historically.black, and St.Mary's of San Antonio and St.Edward's in Austin, which havelarge Hispanic populations. Thesummer research program waslaunched in 1992. "We're not get-ting many underrepresentedminority students into the summerprogram," Dr. Duman remarked."We'll have to work on that." But,he added, "the quality of the stu-dents who have participated hasbeen excellen,

The outreach component of theNotre Dame program brings high

school science teachers to thecampus during the summer. Theprogram stresses the integrationof chemistry and biology and pro-vides the teachers, most of whomhave never done research, with aresearch experience. The point isto give them a sense of howresearch is done, which they cantake back and impart to their highschool students.

DiscussionParticipants devoted considerabletime to discussing what should betaught in biology courses. Howshould information, topics, andconcepts be selected for integrat-ed courses? What is the minimalamount of information that shouldbe included? What should be thebalance between the teaching ofconcepts and processes?

One way to handle the burgeon-ing quantity of information in biol-ogy would be to add anotherlecture to the course, Dr. Dumansaid. Another way might be toextend the time for a bachelor'sdegree in biology from four yearsto five. He also proposed estab-lishing a core curriculum in biolo-gy, a step that would reducerepetition of some topics and allowmore time for others. Anotherprogram director proposed a dualapproachinformation and con-cepts can be taught rather effec-tively to large groups, but problemsolving and critical thinking arebest taught in small groups. Dr.Duman suggested this might be

University of Notre Dame 47

Figure 27. Drs. MortonFuchs (hp) and JohnDuman respond toquestions about newundergraduate coursesat Netre Dame thatintegrate areas ofchemisnylvith modernbiology,

NNW

accomplished through lecturescombined with discussion ses-sions that focus on research orproblem solving.

Dr. Duman also stressed theneed to ensure that students begiven a certain baseline of infor-mation in each course. Anotherparticipant added that having anorderly progression of courseswith established content, even if itchanges each semester, is impor-tant for reducing repetition.

Participants did agree that acertain amount of informationshould be imparted in a biologycourse. But no consensus wasreached on the volume of thatinformation or how to select it.

The participants were also con-cerned about the freshman yearproblem: uneven high schoolpreparation and differing expecta-tions of students entering their firstyear of college. Students may nothave the background in chemistryneeded for some of the introducto-

October 5 Panel 4

la I

ry biology courses. Participantsproposed a variety of solutions,usually structuring course progres-sions to allow time for students tocomplete college-level chemistry.

At Notre Dame, the Depart-ment of Biological Sciences is con-sidering a first-year course inevolution and classical populationgenetics, which do not requiremuch chemistry, Dr. Fuchs said.Biology courses requiring morechemistry (i.e., cell biology) wouldbegin in the sophomore year, afterstudents have completed theirfreshman year of chemistry.

One participant noted that hisdepartment offers the first biologycourse in the second freshmansemester, after the students havecompleted one semester of chem-istry. Another participant said hisdepartment offers a course ongenetics and evolution in the sec-ond freshman semester. Thecourse deals with Mendeliangenetics, basics of cell biology, and

6 81 .

fundamental principles of evolu-tion and does n;)t require atremendous amount of chemistry.

Another program director sug-gested reversing the order of thefreshman biology course so thatevolution and ecology, whichrequire little chemistry, are offeredin the first semester. Still anotherdirector said his department startsthe freshman year with a biologi-cal-organic chemistry course andwith specialized organismic-levelbiology courses, which require lit-tle chemistry, develop observation-al skills, and familiarize studentswith plants and animals.

A problem with resequencingfreshman-year courses is thatsome students prefer not to takeecology or organismic biologyuntil their junior year, commenteda participant. Another added thatsome students consider switchingfrom biology to biochemistrybecause they are not getting thetype of biology they want duringthe first year. 1)r. Fuchs noted that

many students are excited aboutgenetics by reports in the newspa-per, and a number of them enter-ing biology avoid organismiccourses, preferring to focus earlyon genetics. He suggested thatsuch students be provided a broadexposure to biology in their intro-ductory years rather than special-izing early in topics related togenetic engineering.

One participant said his depart-ment hopes to solve the first-yearproblem by offering freshmen inthe life sciences an introductoryseminar taught by faculty mem-bers as well as a course in geneticsand evolution. For the seminars,students meet in groups of 20 to25, study fundamental principles ofbiology, are shown how biologyrelates to other disciplines, andtour laboratories where they mightdo undergraduate research. Themajor drawback is that with 500 to700 students, the freshman semi-nars can take a great deal of facul-ty time.

G9. University of Notre Dame

Figure 28. Dr. DonaldMitchell, Professor ofChemistry at JuniataCollege (left), and DavidHowe, a teacher atLewistown High School,demonstrate modernbiological equipmentused by high schoolteachers in Juniata'soutreach program.

49

DEMONSTRATIONS OF EDUCATIONAL TECHNOLOGY IN THE LIFE SCIENCES

In recognition of the increasingly important role of educational technology in undergraduate life sci-ences education, the Howard Hughes Medical Institute invited program directors to demonstrate at themeeting computer simulations, interactive learning modules, and other such materials developed as part oftheir Institute programs. The demonstrations listed below represent a portion of the instructional technolo-gy developed through the undergraduate program. Additional such materials are presented in the Profilessection of this report and in the 1992 program directors meeting report entitled Enriching the Undergradu-ate Laboratory Experience. Program directors may be contacted directly for further information.

DemonstrationScience Van Outreach Program:Teacher Training, Experiments,and Equipment for High SchoolBiology Classrooms

"Cells: Islands of Order in aSea of Chaos." An AnimatedSoftware Program inBiochemistry and Cell Biology

A Medical Genetics SoftwareProgram for Promoting aResearch Approach toUndergraduate ScienceEducation

From Segregation to Mapping:An Interactive SoftwareProgram in MendelianGenetics

An Interactive ComputerProgram for TrainingUndergraduates for PeerTutoring in Science andMathematics

PresenterDonald J. Mitchell, Ph.D.Professor of ChemistryDirector of Outreach ProgramDepartment of ChemistryJuniata CollegeHuntington, PA 16652-2119(814) 643-4310(814) 643-3620 (fax)

Robert W. Mead, Ph.D.Associate DeanCollege of Arts and SciencesUniversity of Nevada, RenoReno, NV 89557-0008(702) 784-6155(702) 784-1478 (fax)

John R. Jungck, Ph.DProfessor and ChairmanDepartment of BiologyBeloit College700 College StreetBeloit, WI 53511-5595(608) 363-2267(608) 363-2718 (fax)

R. William Marks, Ph.D.Associate ProfessorDepartment of BiologyVillanova UniversityVillanova, PA 19805-1699(215) 519-4863(215) 519-7863 (fax)

Mary E. McKelvey, Ph.D.Professor and ChairDepartment of BiologyFisk University1000 17th Avenue NorthNashville, TN 37208-3051(615) 329-8796(615) 329-8758 (fax)

50 October 57

Computer Animation ofCentral Processes in theStudy of Molecular Biologyand Genetics

Approaches to Problem-Solvingin Oklahoma State University'sSummer Science Camps forAmerican Indian Students

Simulation Software inPopulation and EvolutionaryBiology

Electronic Textbook forPhysical Chemistry

Computer Tools forVisualization of Conceptsin Structural Biology*

Steven R. Heidemann, Ph.D.ProfessorDepartment of PhysiologyMichigan State University111 Giltner HallEast Lansing, MI 48824-1101(517) 355-6475, ext. 1236(517) 355-5125 (fax)[email protected](Bitnet)

Alan R. Harker, Ph.D.Associate ProfessorDepartment of Microbiology

and Molecular GeneticsOklahoma State University307 LSEStillwater, OK 74078(405) 744-5929(405) 744-6790 (fax)

Daniel Udovic, Ph.D.Associate Professor andDepartment HeadDepartment of BiologyUniversity of OregonEugene, OR 97403(503) 346-6051(503) 346-6056 (fax)

Robert G. Kooser, Ph.D.Philip Sidney Post Professor of

Chemistry and ChairDepartment of ChemistryKnox CollegeCampus Box K-46Galesburg, IL 61401-4999(309) 343-0112, ext. 286(309) 343-9816 (fax)

Pamela J. Bjorkman, Ph.D.Assistant ProfessorDivision of BiologyAssistant InvestigatorHoward Hughes Medical InstituteCalifornia Institute of TechnologyPasadena, CA 91125(818) 395-8350(818) 792-3686 (fax)[email protected] (Bitnet)

*See pages 52-56.

SEST Copy AVAHARLE71 Demonstrations 51

Increased Research Opportunities for Minority and CaltechStudents; Computer Tools for Visualization of Concepts in StructuralBiology; and the Caltech Initiative in Precollege Science EducationCalifornia Institute of Technology Pamela J. Bjorkman, Ph.D. Jerry Pine, Ph.D.

Undergraduates

are working

with the faculty

to develop

sophisticated

computer

programs for

visualizing

complex

chemical and

higher level

molecular and

biological

structures.

Dr. Bjorkman discussed theuse of the Institute grant in thedevelopment of computer graph-ics for the study of atomic,macromolecular, and organismicstructure by undergraduates.She also described undergradu-ate laboratory research pro-grams to enhance the participa-tion of students, particularlywomen and underrepresentedminority students, in biologicalresearch. Dr. Pine described out-reach activities supported by thegrant to enhance the science cur-riculum in the Pasadena publicschools, especially at the elemen-tary school level.

Program DescriptionDr. Bjorkman provided anoverview of the CaliforniaInstitute of Technology, notingthe size of the faculty (approxi-mately 275) and the undergradu-ate enrollment (about 850). Shecommented on the high qualityof Caltech's students as evi-denced by their strong SATscores, high school class rank-ings, and other factors. Morethan 70 percent of Caltech under-graduates go on to graduateschool after completing theirbachelor's degree.

With a grant from HHMI, Cal-tech is building three pro-gramsthe first to develop new

educational tools for the comput-erized representation of bio-logical structures, the second toenhance opportunities for stu-dent research and broadenaccess to the sciences for stu-dents traditionally underrepre-sented in these areas, and thethird to enhance precollege sci-ence and mathematics educationin the surrounding communityand elsewhere.

Dr. Bjorkman described indetail several efforts involvingcomputer usage at Caltech. Forexample, undergraduates areworking with the faculty todevelop sophisticated computerprograms for visualizing com-plex chemical and higher levelmolecular and biological struc-tures. She discussed the impor-tance of allowing studentsopportunities to view thesestructures in a three-dimension-al format, noting the difficulty ofunderstanding them in a two-dimensional one. Her colleague,Dr. Nathan Lewis, Professor ofChemistry, is working withundergraduate students to devel-op broadcast quality videotapesto aid in teaching basic chemicalconcepts such as atomic orbitaltheory. HHMI funds were usedto purchase four Silicon Graph-ics Personal Iris workstations,and special effects software hasbeen installed on them as part ofthis effort. The first package of

52 October 5 Plenary Presentation 2

four videos was scheduled forrelease by the end of 1993. Planscall for distributing this materialto universities and high schoolsas an adjunct to teaching basicconcepts in chemistry. Duringher remarks, Dr. Bjorkman pre-sented a video of the animatedsimulations.

Dr. Bjorkman is applying sim-ilar computer-based principlesto help students understandmacromolecular structures. "Wehave written a manual thatenables someone with no com-puter experience to display pro-tein and DNA structures using aSilicon Graphics Personal IrisComputer," she said. Last year,after learning how to use thesystem, each student chose for acourse project a structural prcblem to be addressed using com-puter graphics. The students areencouraged to use the comput-ers as often as they want to, andthey are made available on a 24-hour basis. "A number of stu-dents have continued to use thecomputer for their researcheven after the course is done,"she noted.

Meanwhile Caltech facultymembers are making a concertedeffort to increase the researchopportunities of minority studentsand women, Dr. Bjorkman contin-ued. Undergraduates submitresearch proposals that arereviewed by faculty membersmuch as they themselves submitproposals to federal and privatefunding organizations for peer

review. Students are providedtravel funds to present theirresearch at national meetings.

This program has beenexpanding and, since 1988, thenumber of women participantshas doubled, rising to 30 percent,Dr. Bjorkman said. Overall, thenumber of Caltech biology stu-dents is rising, with equal num-bers of men and women. Caltechalso provides summer researchopportunities to undergraduatesfrom underrepresentt d minoritygroups who are enrolled at otherinstitutions. Dr. Bjorkman saidthat an objective of this programis to encourage participating stu-dents to consider researchcareers, and that several "gradu-ates" of the program haveenrolled in graduate school.

- .......e-00441111111il

Figure 29. Dr. Pamela J.Bjorkman demonstratescomputer graphi :s usedby Caltech structuralbiology students tovisualize complexbiological molecules in athree-dimensionalformat.

California Institute of Technology 53

Figure 30. Dr. Jerry Pinedescribes Caltech'sefforts to involvePasadena-area studentsin act ive inquiry anddiscovery.

Dr. Bjorkman described a pro-gram supported by the grant inwhich introductory biology stu-dents are teamed with junior andsenior biology majors as peermentors. The student groupsmeet weekly to cover problemsand materials presented in class-es and laboratories.

In 1991, Caltech also expand-ed its outreach program thatbrings underrepresented minori-ty students to the campus duringsummers. The summer courseprovides opportunities for suchstudents to do research projectswith Caltech faculty and to seeon a firsthand basis what scientif-ic careers are like, Dr. Bjorkmansaid. The summer students par-ticipate in weekly seminars androundtable discussions and, atthe end of the summer, they pre-sent their research findings. She

noted the importance of the sum-mer laboratory experiences inopening up opportunities inresearch for students who maynever have considered a

research career. For studentsgoing into other fields, includingmedicine, the program canbroaden their perspective,strengthen their problem-solvingskills, and give them a taste offundamental research.

Another important element ofCaltech's outreach programfocuses on activities of the Cal-tech Precollege Science Initia-tive that are supported by theHHMI grant. One is the develop-ment of inquiry-based hands-onhigh school science courses. Asan initial step in the process avery successful residential sum-mer program for 11th graders,primarily from underrepresent-ed minorities, has been estab-lished and taught for the pasttwo summers.

A second activity has been thedevelopment of a new sciencecontent course for preserviceelementary teachers. From Cal-tech's work in K-6 science edu-cation in Pasadena, they see theurgent need for elementaryteachers to learn sciencethrough inquiry and cooperativehands-on learning, as it shouldbe taught in their classrooms. Aone-semester course developedwith biology and physics compo-nents was very successfully trial-taught during the summer of1993. The students, most of

54 October 5 111 Plenary Presentation 2

whom were fifth-year internswith bachelor's degrees, camewith insecurity or hostility to sci-ence and no experience with sci-entific inquiry, and the coursewas very successful in generat-ing enthusiasm for science aswell as skill in scientific inquiry.

DiscussionDr. Pine also discussed the roleof teacher training in developingthis approach. Teachers needsupport and encouragement toincorporate the new approach toscience into their own class-rooms, he said. Instructionalkits that can be readily used inthe classroom setting are mostuseful to teachers. Once teach-ers familiarize themselves withthe contents of such kits, theytend to adapt and modify them tosuit their own needs, which is animportant stage in the accep-tance and deployment of therevamped approach. To make allthis happen, it also is importantto find financial support forreleased time for the teachers,particularly during the prelimi-nary stage when they are learn-ing to use new inquiry-drivenapproaches, Dr. Pine said.

Dr. Pine discussed ways inwhich college and university fac-ulty members can he helpful toelementary-level teachers. Hesaid that faculty members gener-ally lack the experience or train-ing to work in elementary school

classrooms. Many Caltech facul-ty members volunteer their ser-vices to work collaboratively withthe teachers in exploring the kit-based materials. They havedeveloped a deeper understand-ing and appreciation of the rolesand responsibilities of precollegeteachers, particularly those atthe primary levels. Dr. Pinenoted that the program he andhis colleagues have developedcould be applicable in other set-tings, and he said that some fed-eral support is available to beginimplementing these programs inother regions across the country.

Several program directorsdiscussed the role of computergraphics in the undergraduatecurriculum and asked Dr. Bjork-man to describe the develop-ment of the educational softwareat Caltech. Dr. Bjorkman notedthat Caltech undergraduateshad an integral role in design-ing, implementing, and testing

Figure 31. Dr. DavidGapp, Hamilton College,examines an exhibit onapproaches to problem-solving used in Okla-homa State University 'ssummer science campsfor Native American stu-dents.

California Institute of Technology 55

the software. She also dis-cussed the involvement of otherCaltech departments and labora-tories in developing the graph-ics, including the Jet PropulsionLaboratory supported by theNational Air and Space Adminis-

tration. In closing, Dr. Bjork-man described plans to makethe computer graphics softwarewidely available to other univer-sities and colleges, as well as tohigh school.

56 October 5 1111 Plenary Presentation 2 California Institute of Technology

New Ways of Teaching Chemistry and Biology atLiberal Arts Colleges: The Fort Lewis ExperienceFort Lewis College William R. Bartlett, Ph.D. Preston Somers, Ph.D.

The "Fort Lewis experience"includes recent changes in theCollege's science education pro-grams as well as the institution'sventures into outreach activitiesin the local community. FortLewis has a unique mission toserve Native American students,which the biology and chemistrydepartments are helping to fulfillwith the assistance of a grantfrom the Howard Hughes Med-ical Institute. HHMI support alsohas allowed Fort Lewis to reviseits introductory biology pro-grams and other courses to meetthe challenges of attracting stu-dents to science. In their discus-sion, Dr. Bartlett and Dr. Somersdescribed some of the strategiesbeing used to implement the Col-lege's new approaches to scienceeducation.

Program DescriptionDr. Bartlett began by describingthe environments that influencethe mission of the College, chieflyits remote setting in westernColorado and its cultural environ-ment, which is unusually diverse.There are more than two dozenNative American reservationswithin 150 tnils of the campus.Because of this proximity and theavailability of free tuition, there isa substantial Native American stu-dent population at Fort Lewis. Anumber of Hispanic students alsoattend the College.

The "new ways of teaching"range from new courses to out-reach programs to shared per-spectives between biology andchemistry. There are newactivities and new faculty mem-bers in biochemistry, and addi-tional equipment has beenpurchased for the molecularbiology program.

Stronger ties have been creat-ed between the biology andchemistry departments throughjoint research seminars, interde-partmental exchange of studentsand laboratories, and team-teach-ing of new courses in bio-organicchemistry, pharmacology, andbiophysical measurement. Out-side speakers participated in abiomedical lecture series duringthe 1992-1993 academic year.These activities have lowereddepartmental barriers andincreased faculty communication,according to Dr. Bartlett. Headded that these new approachesappear to have resulted in greaterstudent interest in graduateschool and medical school.

Undergraduate research isanother prominent feature of theFort Lewis experience. HHMIsupport has contributed to asummer research program thathas grown from 10 to 37 partici-pants and contributes significant-ly to student interest in scienceand preparation for graduateschool. Faculty involved inundergraduate research aremotivated to keep current with

Stronger ties

have been

created between

the biology and

chemistry

departments

through joint

research

seminars,

interdepartmen-

tal exchange of

students and

laboratories,

and team-teach-

ing of new

courses in

bio-organic

chemistry,

pharmacology,

and biophysical

measurement.

7?October 6 Plenary Presentation Fort Lewis College 57

Figure :32. Drs. PrestonSomers (V?) andWilliam Bartlett explainhow Institute support atFort Lewis Collegeincreased undergradu-ate research opportuni-ties in biology' andchemistry for womenand minority groupsunderrepresented in thesciences.

the latest developments in theirfield, according to Dr. Bartlett.

Outreach Activities. Dr.Somers described the outreachcomponents of the HHMI-fundedprogram, which are designed toattract minorities, women, andfirst-generation college students.The Summer Science Enrich-ment Program recruits publicschool teachers, taking advan-tage of the fact that a significantnumber of local teachers are FortLewis graduates. The teachersgain intellectual stimulation andaccess to curricular materials andscientific equipment. Theyreceive graduate credit for theprogram as well as a stipend.

The selected teachers helprecruit high school students.The program accepts a maximumof five students per teacher, andthe goal is to have 60 percent ofthe participants from minoritygroups. Dr. Somers acknowl-edged that students participate

not only for the intellectualopportunities but also becausethey are excited about the week-long trip to Colorado State Uni-versity in Fort Collins, 400 milesaway. A small stipend makes theprogram more competitive withsummer jobs and places a valueon scientific work.

The summer program partici-pants learn standard collectionmethods, quantitative analysis,replication, testing of hypothe-ses, and other principles of sci-ence. Among other things, theystudy the resistance of bacteriato antibiotics, collect and identifyaquatic invertebrates, measuretheir own heart rates and otherdata to learn about exercisephysiology, and conduct waterquality analysis in order tounderstand acid mine draining,an important environmentalissue in the region.

In the summer of 1993, over20 students and 4 teachers par-

58 October 6 Plenary Presentation

ticipated in the three-week pro-gram, which is on a daily sched-ule (as opposed to a residentialprogram) and is operated inconjunction with a similar pro-gram in engineering. Field tripshave included a visit to a state-of-the-art industrial farm on theNavajo reservation.

During the third week, thegroup goes to Colorado StateUniversity, where students visitthe University's "Little Shop ofPhysics" for hands-on scienceprojects designed especially foryoung students. Besides learn-ing more about science, studentscan become comfortable in acampus setting and learn to inter-act informally with professors,gaining confidence in their abilityto go on to college and study sci-ence. This approach seems tohave been successful, accordingto Dr. Somers; seven of the eighthigh school seniors who tookpart in the 1992 summer pro-

e

gram have gone on to college,and all but one are majoring insome aspect of science.

Fort Lewis has initiated a dif-ferent kind of outreach with itsMentor Program, which bringsCollege faculty to high school sci-ence classes. Dr. Somers saidthe greatest challenge is gettingthe faculty to participate, becausethey have so little free time. Headded that the program has beenmost successful where the pro-fessor has some connection tothe public schools, such as aspouse who teaches or a childwho is a student.

Dr. Somers briefly describedsome changes in Fort Lewisscience courses. The introduc-tory biology program has shift-ed from descriptive teaching toa more investigation-basedapproach, with one three-hourlaboratory per week. There isnew emphasis on laboratorywrite-ups, teaching methods of

7UFort Lewis College

Figure 3:3. Drs. Caro-line Kane, University ofCaliforniaBerkeley(10), Sarah Elgin,Washington University,and Pamela J. Bjork-man, California Insti-tute of Technolo,discuss the importanceof student research inattracting women andminorit!, students tothe sciences.

59

protocol, and hypothesis devel-opment. The desired result isthat in addition to learning thebiological subject matter, stu-dents will develop good laborato-ry techniques and becomecomfortable with open-endedproblems. The college alsooffers a course in human anato-my and physiology, primarily fornon-science majors. that isdesigned to "add some spark" tothe subject matter. The use ofvideomicroscopy has been veryhelpful in achieving this goal.

An important part of the FortLewis experience in chemistry is theexpanded use of computers. In set-ting up the computer laboratory, thechemistry department consulted fac-ulty at Montana State University,who pioneered in this area Six com-puters are available for every 20 stu-dents. The computers are used inthe second semester for data entryand analysis, and eventually the stu-dents use them in about half of theexperiments. Dr. Somers called thewe of computers the "greatestdevelopment in the chemistry teach-ing lab," in part because they pro-mote discussion about data resultsand lead to better conceptualizationon the part of the students.

DiscussionDuring the discussion the audi-ence expressed interest in vari-ous aspects of the outreachprograms and introductorycourses. One participant askedwhether recruiting minoritieswas made easier by the "daycamp" format of the summer sci-ence program. Dr. Somersreplied that the days-only formatwas probably less expensive thana residential program, particular-ly since transportation was pro-vided by the public schooldistrict and some of the highschools were 60 miles away. Inresponse to another question, heindicated that fewer than onethird of the science faculty haveserved as mentors.

Another participant askedwhether there was much instruc-tion in theory when freshmen wereintroduced to sophisticated scientif-ic equipment or whether theinstruction was primarily technical.Dr. Somers said it was a combina-tion of both; the freshman biologycourse stresses theory, but stu-dents also are taught how theequipmenc operates.

o o.

60 October 6 Plenary Presentation Fort Lewis College

If You Build It, They Will Come: The Holy Cross ProgramCollege of the Holy Cross 01 Frank Vellaccio, Ph.D. ti Mary E. Morton, Ph.D.

Dr. Vellaccio's presentationfocused on two Hughes-support-ed initiatives a[ the College of theHoly Cross: curriculum develop-ment and K-16 partnerships. Heproposed several discussion top-ics related to undergraduate sci-ence education, including thediffering environments for under-graduate research at universitiesand liberal arts colleges; thequestion of whether the conceptof education as a K-16 continu-um is a fad or the future; theneed for better forums forexchanging ideas about scienceeducation; and the challenge ofminority education in a predomi-nantly white institution.

Program DescriptionLike many institutions, theCollege of the Holy Cross isexpanding its science educationprograms beyond the training ofscientists. One program isdesigned to attract more studentsto biology and chemistry byusing a hands-on discoveryapproach that encourages greaterinterest in science among stu-dents, including women, minori-ties, and non-science majors.

Dr. Vellaccio described thecornerstone of the Holy Crossplan to enhance science educa-tion as "quality personalizedinstruction" by a committed fac-ulty using a stimulating curricu-lum. As a small liberal artsinstitution, the College is

already geared for personalizedinstruction, with low student-teacher ratios and laboratoriesthat offer hands-on experience,but it is moving into newer terri-tory with some of its scienceeducation programs.

Discovery Curriculum. Oneof the challenges in science edu-cation is designing courses thatcan serve the sometimes conflict-ing objectives of training sciencemajors and providing scienceeducation for non-science majors.In the mid-1980s, chemistry fac-ulty developed an innovativeintroductory curriculum thathelped bridge these objectives bybringing non-science majors intothe laboratory. This approachevolved from the observationthat laboratory experiences had apositive effect on students withlittle prior interest in science.

The curriculum, now part of thechemistry and biology depart-ments at Holy Cross, is based onthe principle that students shouldbe involved in the process of dis-covery, not passive recipients of"revealed truth" through the tradi-tional lecture-based curriculum.The Discovery Curriculum empha-sizes development of such skills ascritical analysis, scientific commu-nication, and creative thinking, andit draws on the immersion modelof teaching, in which a student issurrounded by the culture and lan-guage of a subject.

According to Dr. Vellaccio,"Surrounding our undergraduatewith a comprehensive research

October 6 Panel 1 College of the Holy Cross 61

61

Figure :34. Drs. FrankVellaccio and Mary E.Morton describecomponents of theneurosciencecurriculum at theCollege of the HolyCross.

7-7.77.1r,

and teaching environment stimu-lates intellectual discourse, inno-vation and enthusiasm," and theseare the qualities that will attractstudents to science.

With the HHMI grant, HolyCross has been able to extendthe Discovery Curriculum modelto its newer, more advanced con-centration in neuroscience,which involves biology and disci-plines from other departments.Dr. Vellaccio said that one of themost important components ofthe neuroscience curriculum isthe laboratory course taught byDr. Morton.

Among the unique features ofthe course are (1) a combinedcellular and molecular emphasis;(2) integration of a student's pre-vious science training; (3) expo-sure to sophisticated laboratorytechniques such as receptorbinding assays, localization of

62 October 6 111 Panel 1

receptors and ion channels byimmunofluorescence, Northernblot analysis, solution hybridiza-tion analysis, in situ hybridizationanalysis, primary cell culture,established cell line cultures, andriboprobe synthesis; and (4)preparation of laboratory reportswith a professional format, usingoriginal literature. HHMI fundswere used for laboratory equip-ment and instrumentation, andfor library holdings and studentsummer research stipends.

K-16 Partnerships. TheInstitute grant is also supportingtwo projects in what Dr. Vellacciotermed a K-16 -,artnership withlocal schools ,rcester, Mass-achusetts: a sabbatical programfor high school science teachers,and Youth Exploring Science(YES), a science program for6th-8th graders. The goal of thesabbatical program is to improve

8 9

precollege preparation in scienceby giving senior teachers theopportunity to "retake" introduc-tory courses and learn aboutchanges in various fields, someof which have seen dramaticdevelopments in relatively shortperiods. During their leave, theteachers are replaced by HolyCross science graduates.

In the two years of the pro-gram's operation, the teachershave found that it is particularlyhelpful to take courses in the sci-ence fields complementary towhat they teach. A typical sched-ule for a biology teacher wouldinclude Introduction to Biology,Atoms and Molecules, Astrono-my, and the Biology of Birds inthe first semester and Introduc-tory Biology, Organic Chemistry,Nutrition, and Medical Detec-tives in the second semester.Teacher feedback indicates thatthe program has been extremelysuccessful. In addition to en-hancing their knowledge of sci-ence, Dr. Vellaccio said, the pro-gram reminds the teachers whatit is like to be a student and re-stores their pride.

The YES initiative involvesAfrican-American students in aweeklong program at the Col-lege. Each day the studentslearn about a different field ofscience through hands-on activi-ties anchored in familiar con-cepts. Topics include energyfrom garbage; exploring lightthrotigh lasers; eyewitness testi-mony; probability of winning thestate lottery; and using chemi-

cals to solve crimes. Studentsalso receive guidance on collegepreparatory courses, and theyexperience the college environ-ment. Other partners in the pro-gram include Holy Cross AfricanAmerican students, teachers andparents, and the New EnglandScience Center.

Dr. Vellaccio indicated that theYES program was rewarding andwill be continued, but it wasmore difficult to operate than thesabbatical program, and anassessment of the ultimateimpact on student interest in sci-ence education will not be possi-ble for a number of years.

DiscussionThe ensuing discussion touchedon the purposes of science edu-cation, and differences inapproach that result from institu-tional mission. One participantexpressed concern about train-ing more people in science,based on his perception of ashortage of professional opportu-nities. Some cited opportunitiesoutside of research, such asthose created by the growth inhealth-related professions.

Others said that job training isnot necessarily the primary func-tion of the liberal arts curricu-lum. For example, Dr. Mortonsaid that her courses encouragestudents to look at other aspectsof science, such as the econom-ics of a science-based issue,ethics issues involved in science,

College of the Holy Cross 63

. . . a common

thread through-

out the presenta-

tions at the

meeting was the

need to make

science meaning-

ful for students.

Increased contact

with teachers is

important in

creating student

interest in

science.

64

and learning the latest laboratorytechniques. Overall, it appearedthat one's view of science educa-tion depended on one's institu-tional affiliation, and that scienceeducation at the undergraduatelevel is more broadly orientedbecause of the added goal of aneducated citizenry, while gradu-ate schools tend to focus morenarrowly on professional training.

Asked to describe Holy Crossminority recruitment, Dr. Vellac-cio said there is intense competi-tion among institutions, andefforts to attract and retainminorities in science encounter anumber of obstacles. Whileachieving greater diversity in thestudent population is a college-wide goal, providing the appro-priate level of academic andcultural supports for minoritystudents is especially difficultunless one has a diverse popula-tion in the faculty, administra-tion, and community.

The importance of role mod-els in science was echoed by sev-eral members of the audience,including one who suggestedthat recruitment efforts aremore appropriately undertakenat the overall college level ratherthan by individual sciencedepartments, and that sciencecourses for nonscientists offer away of generating greater inter-est among minorities once theycome to the college.

A participant expressed con-cern that some new approachesin science education may be fadsthat educators are pressured to

October 6 Panel 1

embrace because of demands toserve broader objectives. Dr.Vellaccio disagreed, saying thatchange does not happenovernight in academe, and thatpeople do not change their teach-ing methods precipitously. Hesaid that many institutions aretrying different things becausethere is no single solution to theproblems, and reasoned experi-mentation is appropriate.

Various concepts of "personal-izing" science also were dis-cussed. A participant observedthat a common thread through-out the presentations at themeeting was the need to makescience meaningful for students.Dr. Vellaccio said that increasedcontact with teachers is impor-tant in creating student interestin science. He added that theDiscovery Curriculum is in onesense a return to a previous erawhen teachers spent more timein the laboratory. As teachingassistants were hired for labora-tory classes, teachers spent lesstime with students. Now thatteachers are hack in the lab, stu-dent interest seems to beincreasing.

There was some discussionabout whether there areaspects of science that studentscan't "discover." A participantsaid that skills and paradigmshave to be conveyed throughpassive learning. Dr. Vellacciccautioned against taking tooext:,,Gme a view of the Discov-ery Curriculum, pointing outthat it is a specially designed

64

L

Ii

science curriculum, but it isnot the only way to teach sci-ence. Dr. Morton added thatskills are routinely taught inher laboratory courses; stu-dents do not just learn experi-

Vt.?,

mental techniques. They alsogain skills in critical, thinkingbecause the experiments areopen-ended and students mustapply original analysis in pre-senting their results.

College of the Holy Cross

Figure 35. Dr. Jeanne S.Poindexter, BarnardCollege (right), raisesan issue for discussion.Drs. Ruth E. Reed,Juniata College, andSteven Stegink, CalvinCollege, are seatedbeside her.

65

Developing Innovative Teaching and Learning Strategies forSuccess in Science and Mathematics Through Modern TechnologyFisk University Mary E. McKelvey, Ph.D. Karen Martin

Dr. McKelvey and Mrs. Martindiscussed the development of amulti-segmented program, withspecial emphasis on a new learn-ing center for students in the sci-ences and mathematics. Otheractivities supported by theInstitute have enabled FiskUniversity to provide studentswith faculty-sponsored laborato-r: opportunities, acquire sup-plies and small equipment itemsfor laboratory use. and developan outreach program for precol-lege students.

Program DescriptionFisk University, founded in

1866 just after the Civil War, hasa predominantly African Ameri-can student body, noted Dr.McKelvey. She and Mrs. Martindescribed the new ScienceLearning Center supported bythe HHMI grant as a place wherestudents are learning to over-come some of their anxietiesabout mathematics and scienceand to replace them with effi-cient study skills and a newsense of confidence. At the sametime, the Center provides a placefor students to gather informallywith colleagues.

Mrs. Martin became directorin the fall of 1992. Interest in theCenter surged following a specialpublicity campaign geared toattract Fisk students, she said.About 50 to 60 students partici-

pated in a total of 300 tutoringsessions. Early this school year,Mrs. Martin spoke about theCenter during a call-in show con-cerning women and learning onthe Fisk campus radio station.

According to Martin, theCenter provides computer work-stations where students canlearn at their own pace and beassisted by tutors if necessary.Programs are available to stu-dents to undertake problem setsin algebra, calculus, and trigonom-etry. It was noted that most ofthe students who have request-ed tutorial services have soughtassistance in mathematics. Inaddition, students can take testson the computer in such areasas anatomy, cell and molecularbiology, chemistry, and genetics,and perform exercises in logic,problem solving, and spatial rea-soning. Software is also avail-able for students preparing forthe Medical College AdmissionTest (MCAT) and the GraduateRecord Examination (GRE).

Emphasis is also placed onpeer tutoring, and tutors aretaught to pay attention to individ-ual students' learning styles andactive learning methods, and toevaluate students who continueto have difficulties with theirclasses. Freshmen who aretutored at the Center are show-ing improvement in their cours-es, Mrs. Martin said, with nearly90 percent retained at the Uni-versity. Mrs. Martin noted the

66 October 6 Panel 2to

ste4kN004mriam_N\

important role of the tutors inthe initial success of the pro-gram. The Science LearningCenter is developing an instruc-tional software program fortutors and began offering supple-mental instruction in mathemat-ics courses for the first timeduring the fall of 1993.

Another part of the overallHHMI-supported program at Fiskis offered during the summerbefore students begin their firstyear of college. For the 1992 sum-mer program, Fisk had 21 precol-lege students enrolled in its"academic survival" program, Dr.McKelvey said. Most of the stu-dents who participate are fromTennessee, but some have beenrecruited from other states. Stu-

dents are instructed in the cours-es they will take as freshmen,including algebra, biology, andchemistry. They also are trainedin computers and their generalstudy skills are enriched. In addi-

tion, the precollege students meetfor question-and-answer sessionswith students from the upperclasses at Fiskanother measurethat is helping to build precollegestudents' confidence.

The biology course focuses onsuch topics as cell structure andfunction, DNA replication, ecolo-gy, and protein synthesis. In thechemistry segment of the pro-gram, students learn about chem-ical bonds and solutions,measurement techniques, atomicstructure, and other areas.

According to Dr. McKelvey,these efforts are already having apositive effect. Pre- and post-pro-gram assessments have shownsignificant improvement in stu-dents' performance in the coursework covered during the summer.Nearly all the students participat-ing in the summer programs dur-ing 1992 and 1993 have gone onto college, and a significant num-ber have enrolled at Fisk.

Fisk University

Figure :36. Karen Martin(left) and Dr. Mary E.McKelvey respond toquestions about studentparticipation in thescience learning centerat Fisk University.

67

. . . once students

come to feel

"connected" with

their classes,

teachers, and

subject matter,

they are more

willing to take

risks and to par-

ticipate more

fully in science

activities.

68

The science and mathematicsenhancement efforts alsoshowed signs of working well, asevidenced by the increased num-bers of students who are graduat-ing from Fisk with sciencedegrees, particularly in biology,Dr. McKelvey said. More aregoing on to medical school orgraduate school in science. "Weanticipate that the HHMI supportwill help us to continue increas-ing the number of students whofollow careers in mathematicsand science," she said.

DiscussionOne of the issues addressed dur-ing the discussion period con-cerned differences in learningstyles that appear to reflect cultur-al and gender differences. Mrs.Martin referred to studies indicat-ing that men often rely primarilyon visual experience, and so theyare more likely to stand back,observe, and do well by keepingtheir distance from a subject. Incontrast, young women may feelmore comfortable connectingwith others, and responding toinformation presented orally. Mrs.Martin emphasized the need toprovide for a variety of learningstyles that encourage studentswith different strengths to suc-ceed in science.

Program directors discussedways of involving students frommultiple cultural backgrounds inthe sciences. A participant froma historically black liberal arts

October 6 Panel 2

college discussed the potentialfor isolation that underrepresent-ed minority students may experi-ence, particularly those enrolledat majority institutions. Sheemphasized the need to activelyencourage such students to par-ticipate in discussions, classroomand laboratory exercises, andother activities.

Program directors discussedanother potential barrier stu-dents, including those fromunderrepresented minoritygroups, may face in the sciences:reluctance to engage in discus-sion out of concern for givingincorrect answers. Mrs. Martinobserved that once studentscome to feel "connected" withtheir classes, teachers, and sub-ject matter, they are more willingto take risks and to participatemore fully in science activities.

Participants also discussedprecollege and outreach pro-grams developed by granteeinstitutions that have shownearly success in attracting andretaining students in the sci-ences. While the HHMI-support-ed programs emphasize scienceand mathematics, some of theseprograms, such as that at Fisk,include enrichment of writingand general study skills. A partic-ipant from a' private urban uni-versity noted the benefits ofincluding some nonscience mate-rial in the outreach program,such as helping the studentsdevelop skills that can be valu-able for success in college andavoiding science "burnout."

Other participants endorsed thisapproach because it can providestudents with a picture of a liber-al arts environment.

Program directors asked aboutstudents' perceptions of the Sci-ence Learning Center, andwhether students were reluctantto take advantage of its servicesout of concern for being stigma-tized. Mrs. Martin said that the

learning center is located in thehonors center, a site that hashelped to alleviate students' con-cerns. Dr. McKelvey added thatthe program serves two func-tionsenhancement and educa-tional developmentbut studentsgenerally regard the learning cen-ter as an opportunity to enhancetheir knowledge and skills.

Fisk University 69

Taking Advantage of Student Diversity inImproving the Biological SciencesUniversity of CaliforniaBerkeley Corey S. Goodman, Ph.D. Caroline M. Kane, Ph.D.

The University of CaliforniaBerkeley is a large public institu-tion with a highly diverse studentpopulation. Dr. Goodman provid-ed an analysis of assessmentstudies to understand how moreminority students underrepre-sented in the sciences can beattracted to participate in on-cam-pus science activities. Dr. Kanefocused on how the Institute-sup-ported program builds on whathas been learned through theseassessment activities.

Program DescriptionBackground. Dr. Goodmanbegan by observing that about22,000 students attend theUniversity of CaliforniaBerkeley.About 12 percent of the 6,200graduating seniors are biologymajors, including 440 students inmolecular and cell biology and293 in integrative biology.Approximately 95 percent rankedin the top 10 percent of their highschool graduation class, and 100percent ranked in the top 15 per-cent of their high school class.Although the University has beenconsidered one of the foremostpublic academic institutions, itseeks to constantly improve theacademic experiences offered toits undergraduate students.

The student population at theUniversity is highly diversifiedand includes about 16 percentHispanics, 7.9 percent African

Americans, and 1.3 percentNative Americans. Studies con-ducted by the University over afive-year period revealed thatenrollment of African Americans,Hispanics, and Native Americansas science majors was significant-ly below their proportions in thetotal undergraduate population.Demographic projections indicatethat blacks and Hispanics willconstitute 30 percent of the popu-lation of California by the year2020; yet, if present trends contin-ue, less than 5 percent of thoseentering science professions willcome from these groups.

Over the past decade, in addi-tion to making major improve-ments in physical facilities forresearch and teaching in the bio-logical sciences, the Universityhas united life-science instructionand academic departments. Tendepartments ranging from bio-chemistry to zoology have beenreorganized into three newdepartments: Molecular and CellBiology, Integrative Biology, andPlant Biology. In addition toreplacing and reorganizing under-graduate majors, previous lecturecourses, and laboratory courses,the University has revised andupdated an emerging new cur-riculum. However, alterations tothe science curricula alone havenot increased the recruitmentand retention of underrepresent-ed minority students in academicscience majors.

Preventing students, particu-larly underrepresented minority

70 October 6 Panel 3

9

students, from "getting lost"among the 22,000 undergraduatesat the University is an importantfactor in providing a supportiveacademic environment. Enrich-ment programs can make a signif-icant difference, although theUniversity's experience has beenthat some programs work betterthan others. Because studentstend to be self-selecting, not allwho could benefit from enrich-ment programs such as summerresearch experiences will apply.

Biology Fellows Program.Three major components makeup the University's program.One component, the Biology Fel-lows Program, offers students,particularly women and under-represented minorities, opportu-nities to conduct research inlaboratories on campus, in theLawrence Berkeley Laboratories,and at Children's Hospital Oak-land Research Institute. Stipendsare available to support studentresearch during the semesterand the summer.

One difficulty in establishingthis program was developingeffective advertising. Fewerapplications than expected werereceived by the designated dead-lines for the semester and sum-mer stipends. With extension ofthe deadlines, and announce-ments to students as well as tofaculty and department offices,about 120 applications were even-tually received and 25 summerstipends were awarded. Twentyapplications for the fall stipendawards were reviewed.

Biology Scholars Program.A second program, the BiologyScholars Program, targets ahighly diverse population of stu-dents and provides curriculumand career counseling, profes-sional workshops, and panel dis-cussions with faculty andgraduate students as well as pro-fessionals from outside the Uni-versity. In addition, the programprovides student tutors whowork with study groups in math-ematics, biology, chemistry, andphysics. Internships and employ-ment and research opportunitieshave also been sought for thestudents from the substantialnumber of local biotechnologyfirms in the San Francisco area.A center has been establishedwith a resource library contain-ing career information andannouncements about jobs,internships, summer programs,and research positions. The ini-tial group of participants includ-ed 38 women and 16 men, ofwhom 13 were Hispanic, 18African American, 1 NativeAmerican, and 1 Filipino.

Dr. Kane continued the pre-sentation, noting that the Insti-tute-supported biology projectfocuses on two of the four majorcomponents of the undergradu-ate biological sciences educa-tion program. In the BiologyFellows Program, approximate-ly 10 students are chosen eachsemester to receive stipends forsupport as they perform inde-pendent research. Undergradu-ates in the summer Biology

9i University of CaliforniaBerkeley 71

Figure :37; Drs. CoreyS. Qoodman andCatIdline M. Kaneoutline thereorganization of tenbiolo departmentsinto three newdepartments at theUniversity ofCaliforniaBerkeley.

Fellows Program work for 8-10weeks and participate in facultyseminars and research sym-posia. Each summer, about 25students are involved, and eachreceives a stipend and moneyfor supplies.

Undergraduates who haveparticipated remain an integralpart of the program and are invit-ed to continue attending the sci-ence seminars and symposia.Students who participated oncemay reapply during a new roundof comnetition but must competeagainst the incoming students.Successful applicants are judgedon the basis of enthusiasm,curiosity, and interest displayedin a required essay; letters of rec-ommendation; and their gradepoint average. Students who arenot awarded one of the fellow-ships are still invited to attendsome of the events.

The new programs supportedby the Institute are modeledafter and integrated with other

72 October 6 Panel 3

programs on campus, includingthe Minority Engineering Pro-gram, the Professional Develop-ment Program, and the Chem-istry Scholars Program. Thelatter program recruits minoritystudents in the freshman year,supports them in chemistrycourses, and continues workingwith those who select chemistryas a major.

At the end of each semester,interviews are conducted withstudents in the Biology ScholarsProgram component to discussthe impact of the program andto obtain their evaluations of theprogram and suggestions forchanges. One problem hasbeen diminished attendance bystudents at programs and work-shops as the semester progress-es, due to an increasingly heavyworkload. The students them-selves suggested regularlyscheduled meetings, which haveled to greater group cohesionand participation.

A 0

This HHMI-supported pro-gram offers 100 students theopportunity to discuss careers inscience or medicine, participatein workshops on time manage-ment, attend a center for pro-gram participants, enjoy informalactivities, and utilize resourcesfor networking, tutorials, andparticipation in curriculum devel-opment. A significant number ofAfrican American and Hispanicstudents participate in the pro-gram. About 34 percent aremen, which is important becausemen may be less willing to askfor help and therefore it mayrequire greater effort to getthem involved in these pro-grams.

In addition, the Biology Schol-ars Program students arerequired to take a special coursethat orients them to academiclife, introduces them into the"culture" of the biological sci-ences, and provides them withexperience in making presenta-tions. One concern is that stu-dents, even entering freshmen,may not be receiving the infor-mation provided in this courseearly enough to enhance recruit-ment and retention of underrep-resented minority students inscience careers. Even after abiology major is declared, attri-tion of certain underrepresentedgroups may continue.

With the award of the Institutegrant, a new course for freshmen,Current Topics in the BiologicalSciences, taught experimentallyin the year before the award was

received, could be continued andenrollment expanded. Readermaterials were developed andinstructors were selected whocould also serve as role modelsin science. One of the coursegoals was to encourage the typeof questioning done by practicingscientists in developing hypothe-ses. This approach enabled stu-dents to learn that manyquestions in science remainunanswered and that opportuni-ties to do research could helpclarify these questions. In addi-tion, guest speakers were chosenwho were iirectly interested inrecruiting and retaining fresh-men in biology.

Five upper-division under-graduate major laboratories inMolecular and Cell Biology havebeen modified as a direct resultof the Institute's support: Gener-al Biochemistry and MolecularBiology Laboratory, Cell andDevelopmental Biology Labora-tory, Genetics Laboratory,Immunology Laboratory, andNeurobiology Laboratory.

The University is exploringhow to use quantitative and qual-itative data, together with anec-dotal evaluations, to define andevaluate program success. Pro-gram assessments are particular-ly important because theUniversity must convince facultyand legislators that the programsmerit continued support. Anoth-er issue is how to deal withestablished science programswhose quality has diminished. Athird is whether student advisers

University of CaliforniaBerkeley

Program

assessments are

particularly

important

because the

University must

convince faculty

and legislators

that the

programs merit

continued

support.

73

A major impact

of the Institute-

supported

program on

campus was to

highlight the

importance of

research for

biology and

other majors.

74

should intervene directly ormerely provide advice, guidance,and support to students.

DiscussionOne participant noted that stu-dents often fail to understand thechallenge of being a sciencemajor until they take their firstexamination. Often undevelopedstudy skills increase the difficul-ty of dealing with the demands ofa curriculum. Older studentscan serve as mentors to helpyounger students through thisdifficult transition.

Institute-supported programsare intended to focus studentattention on careers in science.About 90 percent of the partici-pants in the Institute-supportedbiology program are premedicalstudents, probably because theyhave no role models in scienceresearch careers, but they knowsomeone who is a doctor. Thisprogram exposes students tomany alternative careers includ-ing basic research. The BiologyScholars Program is effectivebecause students form a supportnetwork across the underrepre-sented minority groups. Partici-pants are also encouraged to

work with incoming students andwith their communities toincrease interest and participa-tion in science. The University isusing the Institute's support toincrementally increase programparticipation rather than as asubstitute for current support.However, variations in such fac-tors as institution size can affectthe tendency of students to forma cohesive group and the suc-cess of the program.

Another program directornoted that a major impact of theInstitute-supported program oncampus was to highlight theimportance of research for biolo-gy and other majors. Studentsshould also be permitted to par-ticipate in various program com-ponents such as seminars andworkshops even when they donot win an award in general cam-pus competition. If the programis handled effectively, studentswho participate in it can becomemagnets who draw in other stn.-dents. The final result may be anincrease in biology majors at aninstitution where overall studentenrollment has not increased.Participants agreed that issuesand approaches for resolvingthose issues would vary frominstitution to institution.

October 6 Panel 3 University of CalikorpiaBerkeleyU-4

Genetics as a Springboard to Research:Broadening the Community of LearnersWashington University Sarah C. R. Elgin, Ph.D. Joseph J. H. Ackerman, Ph.D.

Amajor theme of the HHMI-supported program at WashingtonUniversity is broadening the com-munity of learners in the biologi-cal sciences. Dr. Elgin describednew support services and thesummer research program. Dr.Ackerman outlined efforts tomake introductory chemistrymore appealing to prospective sci-ence majors in general, and tobiology majors in particular. Dr.

Elgin also described how geneticsand molecular biology has been afocus of outreach to high schoolscience teachers, both in trainingand curriculum development.During the discussion, partici-pants sought further detail aboutthe support services, focusgroups, and other program activi-ties conducted at the University.

Program DescriptionThe program at WashingtonUniversity is largely directedtoward helping biology studentsin their first two years of collegedevelop experimental skills andan interest in participating in theundergraduate research program.The biology major is heavily pred-icated on chemistry, with studentstaking general chemistry the firstyear and organic the second. Inthe first freshman semester, stu-dents usually take a research sem-inar. In the second freshmansemester, students begin two seri-al courses in fundamental biology,

followed in the second sophomoresemester by a genetics coursewith an intensive laboratory.

The program reinforces thestudent support system by offer-ing mentoring and problem-solv-ing tutorials, particularly duringthe first sophomore semester,which has proved to be a criticaltransition point for many biologymajors. An advising system hasbeen developed to help under-graduates find research opportu-nities with one of the 281 facultyavailable. The HHMI grant hasprovided visibility to summerresearch opportunities for under-graduates, with whole or partialsupport for 32 students.

The introduction of tutori-als and a new laboratory forthe genetics course may havecontributed to the increasedenrollment in biology courses,according to Dr. Elgin. In 1993, ofthe 720 first-. ear students, 390enrolled in freshman biology.Retention has increased also.Previously, about 65 percent orfewer of the freshmen in biologyprogressed to sophomore cours-es. Now the figure is around 75percent, and increasing. The sup-port services have contributed toan atmosphere where the stu-dents feel that the science depart-ments actually want them to bepart of the ongoing enterprise.

The number of women partici-pating in the biological sciencesat Washington University is ris-ing. Women account for a majori-

October 6 Panel 4 Washington University 75

Faculty must

pass on the

excitement of the

chemical sci-

ences to the

students and let

them know why

chemistry is

important in the

biological arena.

76

ty of students in the Fundamen-tals of Biology II tutorials and thesummer research program andcomprise 46 percent of Ph.D. stu-dents in the Division of Biologyand Biomedical Sciences. Partici-pation by minority students hasbeen increasing at the undergrad-uate level but is still very low (3.5percent) among Ph.D. students.

About 600 students take achemistry course in the firstfreshman semester. A minority ofthis course enrollment is com-posed of those who are, or will be,chemistry majors. The largemajority are majoring in other dis-ciplines (biology, chemical engi-neering, psychology, etc.) Thus asa whole, this audience is captive,potentially indifferent, or evenhostile, Dr. Ackerman said. Inaddition, despite their strong aca-demic records, the quality of thestudents' high school preparationvaries widely, and many have notyet developed self-discipline andintellectual toughness. "The mainchallenge is to get students toengage in the pursuit of scholar-shid," he said. Faculty must passon the excitement of the chemicalsciences to the students and letthem know why chemistry isimportant in the biological arena.

To those ends, the ChemistryDepartment has assigned someof its best instructors, who arealso excellent researchers, to thegeneral and organic chemistrycourses. With the HHMI grant,the department is also bringingmore advanced biology technolo-gies into lower level laboratories

by introducing scanning UVspectrophotometers and develop-ing investigative laboratories tocover enzyme catalysis and inhi-bition, antibody/antigen interac-tions with ELISA (enzyme-linkedimmunospecific assay), drug/DNA interactions, and other top-ics. "Our hope is to bring in labo-ratories that really excite thestudent and let the student knowthat chemistry, per se, is biolo-gy," Dr. Ackerman said, "and it'svery relevant."

The HHMI grant expanded anoutreach program that Washing-ton University has been operatingfor about three years. The goal isto build' a system that addressesall the barriers science teachersface. The program upgrades thetraining of science teachersthrough summer courses, devel-ops modern biology curriculumfor use in their schools, and main-tains a loaner-equipment and sup-ply system to support theteaching of the new curriculum.

The program offers a three-week summer course in molecu-lar biology to 18 high schoolteachers at a time. An evolu-tion/ecology course is alsoplanned. Parallel courses ingenetics/life cycles and ecolo-gy/evolution are being developedfor elementary school teachers.

Many of the high schoolteachers taking the summermolecular genetics coursereceived their bachelor's degreeprior to t1;-,z,discovery of newadvances in molecular genetics.The lectures are designed to

October 6 Panel 49 b

familiarize them with the mostpertinent topics. The laborato-ries, although time-consuming,take the teachers through thebasic steps needed to do bacteri-al transformations, DNA analysisby gel electrophoresis, andother manipulations. Teachersperform these processes at leasttwice to become comfortablewhile doing them.

The course also includes fieldtrips to the Human Genome Cen-ter of the Washington UniversityMedical School and to MonsantoCompany to learn about croptransformation. At the end ofeach day, the teachers meet withfaculty to discuss how to inte-grate what they are learning intotheir high school courses. Highschool science teachers nowwant to introduce recombinantDNA and biotechnology to theirfirst-year biology classes.

The teachers encounteredthree major problems in teachinggenetics. First, experiments with

even the best-suited plants or ani-mals take several weeks, and thetiming can be difficult. In thefuture, the teachers will probablyswitch to using yeast, becausestudents can do a cross and seeresults the next day. The secondproblem is getting students tounderstand the complexity ofmany genetic traits. A third prob-lem is convincing students of thelimitations of genetic engineering.

The outreach effort is com-plex, Dr. Elgin said. "We're reallytrying to ... change the culture ofthe school," she said. "We're try-ing to convince teachers both touse material that is up to dateand to invest in a science cur-riculum that is inquiry-drivenand hands-on."

Two essential elements wereidentified. Teachers need timefor planning and preparing sci-ence activities and discussingtheir work with University facul-ty. In addition, a central systemis needed to supply the teachers

91Washington University

Figure 38. Drs. SarahElgin and JosephAckerman describe aprogram designed todevelop students'experimental skills andinterest in graduateresearch.

77

with equipment and materials.The program has arranged forthe teachers to use an existingcentral supply system operatedby the St. Louis Mathematicsand Science Education Center,an arm of the CooperatingSchool Districts of St. LouisCounty. Every teacher whotakes the summer course cancall the Center to reserve equip-ment kits and supplies for theirstudents to carry out the experi-ments discussed and developedduring the summer.

DiscussionOne participant asked whetherstudents viewed introductory sci-ence courses as "weed-out" cours-es for premed students. Dr. Elginsaid that with the expanded arrayof support services, students arebeginning to view faculty as want-ing students to succeed.

Another participant asked if itwas realistic to expect freshmento successfully complete a rigor-ous chemistry course. Dr. Acker-man pointed out that sooner orlater, all students are going tohave to make the jump to univer-sity -level scholarship. Ah.o. saidDr. Elgin, the University 1 only

four years to prepare them forgraduate or medical school."They have to start workingquickly," she said. "A lot of it's(poor) study habits."

Dr. Ackerman said that studentindifference is a problem, recount-

ing that the Chemistry Depart-ment once invited 80 at-risk stu-dents to special tutorials, but thata disappointingly small fractionresponded. One participant sug-gested talking with faculty inother departments to find relevantexa ales that could be integratedinto chemistry courses.

Responding to a questionabout a biology support groupjust established, Dr. Elgin saidthe program at Washington sim-ply tries to respond to requestsfrom students in the group.Requests have chiefly concernedbiology-related careers, so theprogram is working to providethat information.

Another participant askedabout the student focus groupsconducted by the ChemistryDepartment. The University, inconcert with the Department,contacted a marketing expert,very familiar with the University,who donated his time to gatherand evaluate student perceptionsof introductory chemistry cours-es through a series of smallfocus groups. "What we foundout was that the students ... haveincredible respect for the intel-lectual ability of the faculty;they're in awe," Dr. Ackermansaid. But "many felt we were try-ing to weed them out and thatthere was undue antagonismbetween faculty and students."The findings regarding studentperceptions were shared withthe entire faculty.

78 October 6 Panel 4 Washington University

9S

Summary of Key IssuesAlan R. Harker, Ph.D. Pamela J. Bjorkman, Ph.D. William R. Bartlett, Ph.D. Joseph G. Perpich, M.D., J.D.

Dr. Harker opened by notingthat recruitment of underrepre-sented minority students pre-sents problems, whether thestudents are Native Americanor African American. It oftendepends, he said, on under-standing how the cultural back-ground of the students affectstheir perception of institutionsin general and science careersspecifically. Recruiters need tobe very sensitive to cultural andother issues, he added. Oneimportant approach is to brain-storm with target groups, suchas teachers and tribal leaders,to listen carefully, and to learnabout potential problems beforeinitiating a new program. Aninstitution needs not only to besensitive to community concernsbut to build relationships contin-uously with the community.

Another important area of con-cern is faculty involvement. Fac-ulty are often reluctant to getinvolved in public school pro-grams unless they have a child inschool or a spouse who teachesthere. Finding ways to keep fac-ulty enthusiastically involved inprograms is also important, asare ways to more effectively com-municate information betweenfaculty and groups they are seek-ing to serve.

Dr. Bjorkman summarizedissues pertaining to sciencecareers and the use of computersin undergraduate programs. Shenoted that the California Instituteof Technology planned to make

its computer videos and curricu-lum materials available to otherinstitutions by the end of thisyear. Integration of computers inthe curriculum either throughinteractive student programs orvideo presentations is important.

More challenging to an institu-tion are problems of computermaintenance, security, and obso-lescence. The service agree-ments necessary to maintaincomputers are expensive. A sys-tems manager may also beimportant as system networksgrow more complicated. Cal-tech has used fiheroptic cable fora security system, but the cablesare expensive and monitoring thecable for an alarm signal contin-ues to add to the cost. Once pur-chased, a computer can becomeobsolete within six monthsbecause of the ongoing, rapiddevelopment of computer tech-nology.

Dr. Bjorkman also addressedthe larger issue of the future ofcareers in biomedical research.Can the increased number of stu-dents he sustained by the num-ber of available opportunities,she asked. Perhaps studentsshould also consider sciencecareers in alternate areas such asindustry or the government. Thevalue of an education in science,like a liberal arts education, maylie in learning to think criticallyand to conduct logical analyses.Students with some exposure toscience may not necessarily plana career in science but will be

Recruitment of

underrepresented

minority

students . . .

often depends on

understanding

how the cultural

background of

the students

affects their

perception of

institutions in

general and

science careers

specifically.

October 6 Plenary Review Summary of Key Issues 70

more science literate when theygraduate. In addition, I)r. Bjork-man discussed how the enrollmentof underrepresented minority stu-dents may be one factor in deter-mining which institutions areawarded a training grant by theNational Institutes of Health.

Dr. Bartlett focused on issuesinvolving science curricula. Henoted that the HHMI grant atFort Lewis College encouragedthe participation of underrepre-sented minority students inresearch within the academiccommunity. A diverse studentpopulation, he felt, was desir-able, and faculty should be com-mitted to involving minoritystudents in their laboratoryresearch. Opportunities to uti-lize science in multiple careerpaths are needed to draw inmore women and underrepre-sented minorities.

DiscussionDiscussion centered on severalkey issues. It was acknowledgedthat one institution's outreach pro-grams in the elementary schools,for example, might have to bemodified for another institution.Faculty participants need effectivestrategies for coping with theirother academic responsibilities aswell. The discussants questionedhow the responsibilities of aninstitution could be distributedmore equitably among facultywhile maintaining the quality ofthe programs.

Several suggestions were putforth, including one to allow facul-ty to take sabbaticals on-site,rather than at a distant institution,while continuing some measure ofprogram participation. Anotheridea was based on rotating cyclesof faculty activities. Research, oneparticipant noted, often provides awelcome respite from teachingduties. The stress of researchactivities can likewise be dimin-ished by classroom teaching.

Effective methods for commu-nicating between program direc-tors and institutions alsogenerated considerable discus-sion. Several participants notedthat the exchange of ideas at thepresent meeting had promptedthem to consider revising pro-gram strategies, thereby enhanc-ing the potential impacts fromthe program. Others thoughtthat regional meetings of pro-gram directors would be useful.I)r. Perpich mentioned that theInstitute has been consideringthe use of E-mail and the devel-opment of an electronic bulletinhoard to enhance communica-tion among programs. Anotherparticipant noted that the Nation-al Research Council wasengaged in programs to enhancescience literacy, particularly fornon-science majors. Theseefforts were expected to lead tothe development of cross-refer-enced databases and in-housesoftware that could be shared bymeans of an on-line Internet sys-tem. Over 600 items had alreadybeen collected, and the addition

so October 6 Plenary Review, fi

of other materials would furtherenhance the program.

Participants also queried howthey should define an undergrad-uate for purposes of eligibility inthe Institute-supported under-graduate programs. Would stu-dents who take additional coursework after receiving their bache-lor's degree still be eligible? Suchstudents could use the Instituteprogram as a "bridge" betweentheir undergraduate experienceand the need to make more con-crete career choices. Some par-ticipants saw value in allowingstudents to conduct research inthe summer following their grad-uation. Others seemed to favorthe broad-based definition of anundergraduate as any studentwho was not a graduate student.One participant noted, however,that NIH defines an undergradu-ate as someone who has not yetreceived a bachelor's degree. Dr.Perpich observed that while insti-tutions needed to remain flexible,it is not always desirable to havestudents prolcig their undergrad-uate education.

Dr. Harker also pointed outthat institutional flexibility waslimited. Oklahoma State Univer-sity, for example, offers twointroductory biology courses,one for biology majors and onefor nonmajors. Each courserequires a separate professor,which raises the institution'soperating costs. Furthermore,students who take the non-majorcourse are required to take theother introductory biology

course if they subsequentlydecide to major in biology.

Community colleges must alsobe considered in designing pro-grams to aid in the recruitmentand retention of underrepresent-ed minorities in science. Manystudents enter four-year pro-grams after one or two years ofstudy at a community college.These students also need sup-port and can benefit from partici-pation in undergraduate researchwhile still at the community col-lege. One program directormentioned that his programoffers faculty mentors and oppor-tunities for summer research tostudents from community col-leges. Through the Institute'sundergraduate program, severalcolleges or universities haveprograms involving undergradu-ates from community colleges.In addition, an NIH program,"Bridges to the Future," helpsgroom community college stu-dents for science through sum-mer workshops.

One participant noted that therecruitment of minority studentsmust take into account the gener-al environment from which thesestudents come, and their possiblygreater familiarity with medicineas a career choice than science.At least one institution has usedAfrican American advisers androle models in the dormitories inan effort to correct this imbal-ance. Dr. Harker mentioned thatwhen four-year institutionsrecruit outstanding minority stu-dents from community colleges

Summary of Key Issues 81

Figure :39. Br. Pendellleads the final reviewsession with Drs. Alan R.Harker. Oklahoma StateUniversity (4:17), PamelaJ. Bjorkman, CaliforniaInstitute of Technology,and William R. Bartlett,Fort Lewis College.

in a sensitive manner, good rela-tionships between the institu-tions can be maintained.

Several program directors hadsuggestions for effective recruit-ment. One is to have both insti-tutions cooperate by planningthe course of study for each stu-dent. A second is to have a fullexchange of st13dents in bothdirections. For example, stu-dents from a four-year institutioncan visit a historically black insti-tution; and students from thehistorically black institution canvisit the four-year institution. Athird approach involves buildingcollaborations with faculty fromother institutions and includingrepresentatives of both in jointcommittees and boards withinthe program context. Linkages,particularly to institutions with alarge minority student popula-tion, represent a fourth solution.Students may leave an institutionfor a variety of reasons; loss of a

student does not necessarilyreflect weakness.

In his closing remarks, Dr.Perpich stressed that other thanone's family, teachers play a cru-cial role in developing a student'sintellectual interests and pur-suits. Although elementary stu-dents may struggle with science,they have a natural curiosityupon which an interest in sciencecan be built. A new competitionfor 1993 under the PrecollegeScience Education Initiative forScience Museums involvedselected aquaria, botanical gar-dens and arboreta, children'smuseums, general science muse-ums, natural history museums,science technology centers, andzoos in fostering the interests ofstudents, particularly those inelementary school, in science.

The Institute's support of pre-college programs reflects theimportance attached to bolster-ing education in science, starting

82 October 6 Plenary Review4)

with the earliest years of school.Attractii:g students to sciencecan best he achieved by recogniz-ing the inherent curiosity andcreativity of young students andby transcending the traditionalboundaries and limitations of sci-ence education. An array of pub-lic and private organizations mustcontribute to revitalizing scienceeducation at all levels.

Dr. Perpich noted that SheilaTobias in her book RevitalizingUndergraduate Science hadobserved that the goals of theHHMI undergraduate programare to increase the number andquality of biological science pro-grams at undergraduate institu-tions and to increase theproportion of undergraduates,including women and minoritiesunderrepresented in the sci-ences, who select research as acareer. Through the Institute'ssupport for undergraduate pro-grams institutions are changingand opportunities are increasing.

Commenting on the Insti-tute's approach to undergradu-ate education, said I)r. Perpich,Ms. Tobias concluded that "whatis interesting about the HowardHughes program is how verywell it meshes with the lesson ofthe case studies, such as that ofFort Lewis College....The Insti-tute's purpose was institutionalchange and enlargement ofopportunities. It targeted col-leges and universities which hadalready demonstrated a capacity

to produce minority graduates inthe biomedical sciences, provid-ing `postperformance' rewards.Its grants were not to indivi.. Is

for experimentation, but todepartments for improvement.The specific line items were gen-eral enough for each institutionto tailor its spending to its ownneeds, and the time frame, inevery instance, was five yearstime enough to plan, implement,and assess."

Today we are at a crossroadsin science education, I)r. Perpichnoted. Educators from gradeschool to graduate school arefundamentally re-examining andre-evaluating methods for teach-ing science. Lines between dif-ferent scientific disciplines arebecoming blurred as educationaland scientific advances force anew appreciation for interdisci-plinary activities. The Institute'sannual meeting of the under-graduate directors provides abroad canvas on which institu-tional approaches to exposingundergraduates as well as teach-ers and students from localschools to science can be evalu-ated. At these meetings, a wide-ranging exchange of informationand ideas on what works andwhat doesn't work in scienceeducation takes place. Themany changes occurring in sci-ence education today shouldhelp make science more inter-esting and accessible to all stu-dents tomorrow.

1il3

Lines between

different

scientific

disciplines are

becoming

blurred as

educational

and scientific

advances force

a new apprecia-

tion for

interdisciplinary

activities.

Summary of Key Issues 83

BEST COPY AVAILABLE

Selected Institutions

87 Arizona State University

90 Brandeis University

94 California Institute of Technology

100 California State UniversityLos Angeles106 Centre College

111 City University of New York Brooklyn College

115 Colby College

119 Colgate University

123 College of the Holy Cross

128 Fisk University

133 Fort Lewis College139 Gettysburg College

142 Harvard University

145 Harvey Mudd College

150 Jackson State University

154 Kansas State University159 Oklahoma State University Main Campus

165 Spelman College170 University of CaliforniaBerkeley173 University of Georgia

176 University of Maryland College Park

181 University of MichiganAnn Arbor185 University of Nevada, Reno

191 University of Notre Dame

195 University of Pittsburgh Main Campus

201 University of Texas at San Antonio

2(16 Washington State University212 Washington University

86 Program Profiles1 fl 5

Arizona State University

Program Director

James P. Collins, Ph.D,Professor and ChairDepart meta of Zoology

Arizona State University

Tempe, AZ 85287-1501((i02) 965.3571

(1302) 965-2519 (fax)

1C.PiCOASt 'ACAD

(linnet)

Arizona State University is apublic research institution inTempe, Arizona. In 1992 theHoward Hughes Medical Instituteawarded the University $1,500,000to support (1) a program to attractand retain students in the sci-ences, including women andunderrei.:esented minorities,through revision and integrationof the core biology curriculum toemphasize student experimenta-tion and discovery, to include thedevelopment of new instructionalmaterials and scientific equip-ment; (2) development of facultyto implement the new curriculum,and opportunities for communitycollege faculty and high schoolteachers to participate in the cur-riculum development; and (3)enhanced undergraduate researchduring the summer and academicyear, to include introductory sem-inars on research concepts andtechniques, travel to scientificmeetings, and colloquia to pre-sent research.

Student Research andBroadening AccessAn overarching goal of ArizonaState University's HHMI grant isto ekablish the Biology ResearchExperience for UndergraduatesProgram. This program enablesundergraduates to participate inindependent research in the labo-ratories of faculty members. Stu-dents enter the program in thesummer, and each has the oppor-tunity to continue throughout the

academic year. They receivea stipend and a supply budgetfunded by the HHMI grant.

Before the program began inthe summer of 1993, a specialsteering committee designed theapplication process to ensurethat applications reached thewidest possible audience. Twen-ty-seven students, 37 percent ofwhom are minorities, and 63 per-cent female, were selected fromamong 110 applicants. Mostwere majors in zoology, botany,or microbiology. Sixty facultymembers in 14 academic unitsagreed to act as faculty sponsors.

One of the students takingpart in the program is BradleySegura, a Hispanic senior major-ing in zoology, who plans toattend medical school. He isinvestigating the microorgan-isms that arc associated with thesweet potato white fly, Bemesiatabaci, which ranks with thegypsy moth as being one of themost deleterious insects for U.S.agriculture. The white fly isdetrimental to marketabilitybecause infestation produceshoneydew, a sweet, sticky fluidthat adheres to harvestingequipment. Under the sponsor-ship of Dr. Elizabeth Davidson,Associate Research Professor ofZoology, Mr. Segura is attempt-ing to determine whether microor-ganisms associated with the whitefly are responsible for synthesiz-ing the honeydew polysaccha-ride from smaller sugars foundin plant sap. "Once we knowwhat types of microorganisms

Arizona State University 87

are involved, we can targetthem for elimination and mini-mize the impact for crops," saidMr. Segura.

Another student is ReneeSeidler, a senior majoring inmicrobiology, who plans to entera graduate program in molecularbiology. Her project, in the labo-ratory of Dr. Bertram Jacobs,Professor of Microbiology, is onthe importance of viral double-stranded RNA-binding proteinsin interferon resistance. She isstudying the E3I, gene in vac-cinia virus, a gene that confersinterferon resistance. The genecodes for a protein that binds tothe virus's double-strandedRNA, thus masking its presencein an effort to evade detection bythe human interferon system.Ms. Seidler's efforts are aimedat identifying mutant E31, genesthat are sensitive to interferon."An interferon-sensitive vacciniavirus would be a better vehiclefor a vaccine, such as one forHIV infection," said Dr. Jacobs.

Curriculum andLaboratoriesA completely revised biologycurriculum envisioned at Ari-zona State University is expect-ed to foster the critical inquiryapproach stressed in the facultyworkshops described below.When the first group of facultymembers completed the work-shop in the summer of 1993,they were encouraged to trans-

late what they had learned intonovel course material, and theycould apply for HHM1 supportfor equipment and laboratoryrenovation. Following the sum-mer faculty workshops, whichset the stage for curriculum de-velopment, the committee pro-vided support to faculty to imple-ment the knowledge gained inthe workshops. According toDr. Steven Rissing, Professor ofZoolGgy, "We want to offer facul-ty 'graduating' from the work-shop, as well as others active inbringing teaching innovation tocourses in the life sciences atASU, the opportunity to requestfunds for equipment and labora-tory renovation."

marmmaimmomiFaculty DevelopmentThe HHMI grant is supportingintensive summer workshops forLife Science faculty members.These workshops are designedto emphasize ways to redesigncourses to introduce criticalinquiry, rather than rote memo-rization, into the biology curricu-lum. While future workshopswill be geared for faculty whoteach introductory courses, thefirst was designed for facultywho teach upper-division corecurriculum biology courses.This month-long TeachingStrategies Workshop was held inJune 1993. The course wastaken by 13 faculty, mostly fromthe Zoology and Botany Depart-ments, under the instruction of

88 Program Profiles

Dr. Anton Lawson, Professor ofZoology.

According to Dr. Lawson, thephilosophy behind the workshopis "that we are teaching scienceconsistent with the way scienceis done." The approach toinstruction mirrors the learningcycle by beginning with explo-ration and raising questions, thenproceeding to invention andhypothesis testing, and endingwith the application of the newideas in different settings.During the final two weeks of thecourse, participants proposed atleast two new experiments orideas for their courses, benefit-ing from feedback when theyactually taught the new materialto the other faculty members inthe workshop.

Precollege and OutreachOne significant component ofArizona State University's out-reach efforts is to work withcommunity college faculty mem-bers in the Maricopa CountyCommunity College District toencourage participation in theUniversity's teaching strategies

workshops. Outreach efforts arefocused on teachers of introduc-tory biology courses becausemany of their community collegestudents transfer to the Universi-ty in the sophomore and junioryears and constitute 40 percentof the life sciences graduates.

In 1993, American Indian stu-dents at Estrella Mountain HighSchool on the Gila River IndianReservation in Laveen, Arizona,took part in a presentation oncomparative anatomy and physi-ology at Arizona State and weregiven tours of teaching laborato-ries, the campus science library,and its American Indian Institute,a special campus office devotedto easing the transition fromreservation life to campus life.High school students may even-tually be able to take part in asummer Biology Camp support-ed by the Institute.

Institutional ProfileTotal Enrollment

t.ndergraduate Enrollment

Number of Faculty Members

Endowment (in millions)

Annual Budget (in millions)

itArizona State University 89

Brandeis University

Program Director

John E. Lisman, Ph.D.Professor of BiologyBrandeis UniversityWaltham, MA 02254

(617) 7:36-3145

(617) 736-1107 (fax)lisman@brandeis(Bitnet)

Brandeis University is a pri-vate research institution inWaltham, Massachusetts. In

1992 the Howard HughesMedical Institute awarded theUniversity $1,400,000 to supportthe following: (1) development ofa new introductory curriculumin the life sciences, integratingbiology with chemistry, physics,and mathematics and emphasiz-ing the relationships among thephysical and life sciences andquantitative and computationalapproaches to biology; (2) pro-grams to strengthen the statisti-cal skills of life sciences under-graduates through the appoint-ment of a molecular geneticistwith expertise in biostatistics,creation of a computer laborato-ry, and development of a newcourse in biostatistics; and (3)increased opportunities for facul-ty-student research collabora-tion, including laboratory experi-ences for students from minorityinstitutions.

Student Research andBroadening AccessBrandeis students, as well as mi-nority students from other cam-puses, were able to take advan-tage of two summer programsmade possible by the HHMIgrant. One of these programsprovided summer research sup-port to 11 Brandeis students, 8 ofwhom are female and 2 black.After an orientation period, stu-dents work in faculty laborato-

ries for up to 12 weeks and par-ticipate in weekly seminars andluncheons. At the end of the pro-gram, students take part in amini-symposium in which theygive 10-minute slide presenta-tions about their research. Themini-symposium is expected toattract the entire Brandeis scien-tific community.

Minority students fromHoward University and the Uni-versity of Puerto Rico RioPiedras campus, also can takeadvantage of summer researchopportunities at Brandeis. Thesummer of 1993 marked the cul-mination of a year-long effort tocultivate the institutional rela-tionships essential to initiate theprogram. Three students fromHoward University and two fromthe University of Puerto Ricohad their travel, stipend, androom and board funded by theHHMI grant. Many of theirorganized activities were coordi-nated with those of the programoffered to Brandeis students.

One visiting undergraduatefrom the University of PuertoRico Rio Piedras Campus wasJoanne Ila Hernandez Morales,who undertook her researchproject in the laboratory of Dr.Lawrence Wangh, Associate Pro-fessor of Biology. Dr. Wangh'slaboratory is investigating thebasic mechanisms of DNA repli-cation in eukaryotic cells. Thegoal of Ms. Morales's projectwas to study how a plasmidderived from bovine papillomavirus replicates in Xenopus egg

90 Program Profiles

extracts. She attempted to dis-tinguish the underlying I)NAstructure that accounts for vari-ations in supercoiling that takeplace when the plasmid I)NAassembles into a chromatincomplex in vitro. "I had neverclone techniques like two-dimen-sional gel electrophoresis before,and now after two weeks I cansee some results," observedMs. Morales, who would like toenter graduate school in theUnited States.

Curriculum andLaboratoriesWith its Institute grant, BrandeisUniversity has embarked on aprogram that strives to enhancethe quantitative and computerskills of biology majors. Biologymajors can enroll in an experi-mental one-year freshman coursethat integrates physics and calcu-lus. Most biology majors takeintroductory physics and calcu-lus as separate courses two yearsapart, even though the material isstrongly interrelated. Drs.Daniel Ruberman and RobertMeyer were supported by theInstitute's grant during the sum-mer of 1993 to redesign theircourses into a single course, enti-tled Calculus and Physics for theLife Sciences, taught by both ofthem.

Many of the lectures labo-ratories reinforce the relation-ships between the two fields andweave in applications to the life

sciences. In one lecture, physicalprinciples governing work andenergy are illustrated by calculat-ing the number of calories theheart uses to pump blood duringa clay. Students learn about cen-trifugal force and circular motionby determining how fast macro-molecules of a given size mustspin to be concentrated in anultracentrifuge. "The integrationwill strongly promote the use ofmath as a tool to solve prob-lems.... Bringing together facultyfrom different science depart-ments has also been the mostvaluable part of the year," saidDr. John Lisman, Professor ofBiology and program director.

Another example of the newemphasis on quantitative andcomputer skills can be found inIntroduction to Neuroscience, acourse for 40 juniors and seniors.With Institute support, Dr.Lawrence Abbott, Professor ofPhysics, developed new comput-er software and problem sets toteach basic principles of neuro-physiology. His software pro-grams are designed to simulateclassic experiments in neuro-science that demonstrate theelectrical properties of nervecells. The programs illustratepatch clamp recordings of singlechannels, voltage and currentclamp recordings, and the propa-gation of action potentials.

After a lecture demonstration,students have an opportunity intheir computer "laboratory"assignments to manipulate (onthe computer) screen variables

11 0Brandeis University 91

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92

such as ion concentrations acrossa nerve cell membrane, just as ifthey were conducting a realexperiment. For example, usingthe software program on patch-clamp simulation, students canmeasure how much current flowsthrough an ion channel in the cellmembrane at different voltagesacross the channel (Figure 40).

This program and related soft-ware developed by Dr. Abbottallow students to model not onlythe physiological impact of open-ing one ion channel but also theimpact of opening up to 100 ionchannels simultaneously. Usingthese programs, students concen-trate on the quantitative aspectsof neurophysiology without thedifficulty of simultaneous expo-sure to new wet lab techniques,which can he acquired in separatelaboratory courses. In a comput-er program currently underdevelopment, an artificial neuralnetwork is represented by a gridof 150 neurons in which blackdenotes a firing neuron and white

a silent neuron. Initially the gridis white. Students can draw ablack pattern on the grid with themouse and ask the network to"learn" this pattern. Learning canbe verified by entering an approx-imate but inaccurate version ofthe pattern. When the network isrun the inaccurate version istransformed into the learned pat-tern (Figure 41).

Computer training and itsapplication to biology are ordinar-ily limited to small classes inorder to provide students withhands-on instruction. But withnew equipment funded by theInstitute, this training can now beintroduced in a lecture setting.Through the purchase of anactive liquid crystal display panelthat is mounted on an overheadprojector and driven by a Macin-tosh computer, Brandeis studentsin several chemistry and biologylecture courses can see a colorimage of the computer displayprojected onto a large screen.

Brandeis faculty have devisedmultiple uses for this new system.One faculty member, Dr. FranLewitter, uses it to demonstratethe role of databases in humangenetics, such as the GenoineData Base and GenBank. Dr. NeilSimister, Assistant Professor ofBiology, uses the system in hiscourse on Cell Structure andFunction. Structures of DNA, pro-teins, and sugars are displayedand rotated with a software pro-gram to give students an under-standing of these basic cellularbuilding blocks. Cell function is

Program ProfilesI 1 1

then graphically illustrated usingHyperCard, which creates an ani-mated effect akin to moving quick-ly through a stack of cards. Afterdrawing each step of protein syn-thesis onto a "card" in a "stack" onthe HyperCard program, Dr.Simister projects the stack onto alecture screen to show the com-plex sequence of events governingprotein synthesis.

"Students are easily over-whelmed by the number ofevents and the nomenclature ofprotein, synthesis," said Dr.Simister. "Using HyperCard, Iwas able to break down theevents by running through thecards fast and then slowly, givingan animated effect. The studentscould visualize the growing chainof amino acids as the ribosomemoves along the mRNA. Theygrasped it much better, havingseen it," said Dr. (iimister.

Faculty DevelopmentThe HHMI grant enabled Bran-deis to hire Kent Reuber, a com-putational specialist whoseresponsibility is to improve thecomputational proficiency of biol-ogy undergraduates. With theassistance of faculty members, heis establishing a Biological Sci-ences Computer Cluster, which isexpected to operate with up to 10Macintosh workstations fundedby the grant. Mr. Reuber is also

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helping to fill the computer hard-ware and support needs of sever-al introductory biology courses.

A major goal for Brandeis in1993-1994 is the appointment ofa molecular biologist who canemphasize in courses the quanti-tative methods used in molecu-lar biology.

Institutional ProfileTotal Enrollment :3,693

Undergraduate Enrollment 2,856

Number of Faculty Members 467

Endowment (in millions) $161

Annual Budget (in millions) S1:30

Figure 41. Computerscreen simulation of amodel neuron networkparticipating in associa-tive memory. A blacksquare indicates a firingneuron and a whitesquare a silent neuron.Students use the pro-gram to test how manypatterns can be storedby the network and howprecise the input pat-tern must he to assurerecovery of a pattern."A" represents an inac-curate version of thelearned pattern; "B"represents transforma-tion of the inaccurateversion into the initiallearned pattern.

11 )Brandeis University 93

California Institute of Technology

Program Director

Pamela J. Bjorkman.Ph.D.

_Assistant Professor

Division of BioloAssistant InvestigatorHoward Hughes Medical

InstituteCalifornia Institute of

TechnoloPasadena CA 91125

(818) :395-8350

(818) 792-3686 (fax)[email protected]

tech.edu (Bitnet)

California Institute of Technol-ogy is a private research institu-tion in Pasadena, California. In

1992 the Howard Hughes Med-ical Institute awarded it $2,000,000to support (1) enhancement of asummer research program forundergraduates, particularlywomen students, and provision oflaboratory experiences for minor-ity students and their faculty re-search advisers from other insti-tutions; (2) development ofcomputer-based instructional ma-terials (to be made available toother institutions) for undergrad-uates studying such topics asatomic, macromolecular, and or-ganismic structure, three-dimen-sional modeling of biological phe-nomena, and imaging of livingtissue; (3) acquisition of newequipment to expand the use ofcomputers for undergraduate in-struction in cell biology, neurobi-ology, and other areas; and (4)expansion of a program that im-parts new approaches to teachingbiology to teachers in Pasadena-area high schools.

Student Research andBroadening AccessThe HHMI grant is supportingundergraduate research projectsat Caltech under the aegis of theSummer Undergraduate Re-search Fellowships program.Undergraduate candidates sub-mit research proposals modeledon the grant system used by se-nior investigators when they

apply to federal agencies or pri-vate foundations for researchsupport, and assignments andawards are made on the basis ofreviewer recommendations.More than 70 percent of partici-pants go on to graduate pro-grams, once they have earnedtheir Caltech B.S.

Moeen Abedin, who did re-search in cell biology as part ofthe program in the summer of1992 and then continued theproject during the academic year,working with Dr. William Dun-phy of the Biology Department,said the experience may lead to acareer in research. According toanother student participant, TaraChapman, the program provided"a unique opportunity to workwith one of the foremost re-searchers in the study of mito-chondrial DNA. More important,I have been able to experience re-search as a full-time occupation,and I no longer have any reser-vations about pursing a researchcareer." Ms. Chapman workedwith Dr. Anne Chomyn, SeniorResearch Associate in Biology.Ms. Chapman presented her re-search findings at the seventhNational Conference on Under-graduate Research at the Uni-versity of Utah in March 1993(Figure 42).

Another participant in the pro-gram, Jed Pitera, tried to improveexpression of a class I major his-tocompatibility complex allele ina mammalian system, working inthe laboratory of Dr. PamelaBjorkman, Assistant Investigator

94 Program Profiles

1 13

in the HHMI medical researchprogram at the California Insti-tute of Technology. Although theproject took "longer than expect-ed," Mr. Pitera said, "the experi-ence served me well. In additionto providing me with valuableresearch skills...in DNA manipu-lation and tissue culture, it hasgiven me perspective on what itmeans to be actively involved inresearch.... I have both stabilizedmy resolve to go to graduateschool and acquired a good ideaof my prospective field, proteinbiochemistry."

The Biology UndergraduateMentor Program was developedby Dr. David Anderson, Associ-ate Professor of Biology andHHMI Assistant Investigator.As part of this program, juniorand senior biology majors metweekly with introductory biolo-gy students, helping them tosolve problems and to go overdifficult materials taught in theclassroom. The program was"overwhelmingly successful,"according to Dr. Anderson. Notonly did students enrolled in thecourse benefit, but the partici-pating mentors found the reviewof materials useful as they pre-pared for GREs and MCATs.

Another Institute-supportedprogram enables undergradu-ates from underrepresented mi-nority groups to do research inbiology and chemistry duringthe summer. It is managed byDr. David Van Essen, Professorof Biology, and Dr. Kai Zinn, As-sistant Professor of Biology. "We

found that at the end of the sum-mer about half of the 1992 stu-dents in this program expressedan interest in doing research asa career," Dr. Van EsSen said.One of the students who showedexceptional aptitude for re-search, Keith Brown, was admit-ted to do graduate work at theinstitution in the fall of 1992.Another student, John Entsuah,conducted research in 1992under the direction of ProfessorPaul Patterson on a project enti-tled "Isolation and Partial Char-acterization of a Chick DNAFragment Homologous to aHighly Conserved Sequence inMammalian CNTF (code for aneurotrophic factor) Genes"(Figure 43).

Curriculum andLaboratoriesWith HHMI support, facultyfrom several departments at theCalifornia Institute of Technolo-gy are making use of sophisti-cated, but readily accessible,computer graphics terminals forteaching fundamental chemicaland biological concepts toundergraduate students. Theapproach begins with a coursein introductory chemistry andextends to biological macromol-ecules, cell structures, and a pri-mate database that has led tothe discovery that the size ofparticular brain structures isclosely related to life span,according to Dr. Bjorkman.

California Institute of Technology

Figure 42. Tara ('hap -man (right), an under-graduate, with herresearch sponsor, Dr.Anne Chomyn (V?), atwork on their projectinvolved with character-ization of two cDNAclones for the NADI!dehydrogenase complex.

96

Tit

The opportunity to purchasecomputer graphics equipmentand rapidly put it to use in teach-ing an array of atomic, molecular,and biological concepts was a keybenefit of HHMI support, accord-ing to faculty and staff at the Cali-fornia Institute of Technology. Inaddition, a newly created under-graduate mentor program bene-fited the juniors and seniors whoserved as mentors as well as thefirst- and second-year biology stu-dents who received special atten-tion and tutoring from them.

The computer graphics sys-tems take advantage of cutting-edge animation technology nowbeing used by filmmakers.Silicon Graphics, Inc., worksta-tions, like those used in suchfilms as "Jurassic Park," are usedto generate the animated teach-ing sequences: and broadcastquality animation and renderingsoftware, provided by TIM, Inc.(Thompson Digital Image, Inc.),

Program Profiles

a-

is used to build the models and totranslate two-dimensional repre-sentations of chemical objectsinto lifelike three-dimensionalimages. Advanced chemistrycomputational software, fur-nished by Biosym, Inc., is thenused to provide accurate chemi-cal representations of the desiredanimated chemical reactions.The rendered three-dimensionalimages are then recorded ontobroadcast master 1/2-inch beta-cam-SP tape, which exceeds theindustry standard for TV broad-cast master video tape. Thesequences are then edited on1-inch video tape submasters in abroadcast studio at the JetPropulsion Laboratory, and 24-track sound (music and voicenarration) is added and dubbedonto the sub-master video tape.The finished product is a 1/2-inch betacam-SP master videotape, from which copies in theVHS and super-VHS format can

115

uR

'

9

be readily made for facile distrib-ution and viewing.

Dr. Nathan Lewis, a professorin the Chemistry Department,uses these resources to demon-strate key features of atomicorbital theory, which is essentialfor understanding how chemicalelements form molecules. Twoundergraduate students, ChrisBryant and Corinna Garcia, whohelped develop the system forconveying some of these chemi-cal concepts in outreach pro-grams, made presentations atseveral meetings, including theseventh National Conference onUndergraduate Research held atthe University of Utah in March1993.

At another level of complexity,computer graphics are used toteach biology students how pro-tein and DNA molecules interactin three-dimensional space.According to Dr. Bjorkman, "The

students learn how to use the ter-minals themselves and can see alot more this way. DNA struc-tures are pretty meaningless onthe flat page of a textbook. On thegraphics terminal, a student canmeasure distances in angstromsand try to dock molecules inclefts. Students don't have muchof an idea of what molecularstructures are until they examinethem in 3-D."

The program being used isvery versatile. It enables users toadd or subtract structural details,such as van der Waals distancesand hydrogen bonds, to giveeither a relatively cluttered or aspare image of the macromole-cule being examined, Dr.Bjorkman pointed out. With theseskills in hand, students are poisedto appreciate what occurs in aprotein when the gene encodingit is slightly altered. "Right nowthere's a gap in molecular biolo-

California Institute of Tech) log

Figure 43. John Entsuahrecords data as part ofhis undergraduateresearch projectconcerning isolation andpartial characterizationof a chick DNA fragmenthomologous to a highlyconserved sequence inmammalian CNTFgenes.

97

gy, and many researchers don'thave the ability, say, to recognizethe importance of conservedamino acids," she said. However,students who learn these skillswith the help of new computergraphics tools "will have a betterfeel for the structure of proteinsthey work on."

Dr. Scott Fraser, Anna L.Rosen Professor of Biology, isdeveloping a similar computergraphics approach to teachingstudents about cellular andorganismic structures. A soft-ware package he developedoffers a convenient means toprocess confocal microscopicimages of biological specimens.He is using a disc player, massstorage devices, and a MacintoshQuadra purchased with HHMIgrant support to develop anaffordable virtual image-basedapproach for training purposes.

Precollege and OutreachInstitute funds helped support adiverse group, Young Engineer-ing and Science Scholars, duringan intensive six-week summerprogram for high school studentswho have completed the 11thgrade. This program, designed toevaluate changes in the highschool curriculum for biologyand other sciences, is proving avaluable way to reach studentswho are capable of doing well inscience courses but have not hadthe opportunity. Many of themcome from small towns or from

inner cities where equipment forteaching laboratories is scarceand modern concepts in molecu-lar biology have not been i. ro-

duced into standard courses.Thirty percent of the 1992 sum-mer class at Caltech were blackand 40 percent Hispanic.

High school teachers andCaltech graduate and undergrad-uate students act as faculty forthis program, which involves lec-tures, seminars, laboratory exer-cises, and other informal gather-ings. "In my high school chem-istry class, we had only threelabs the entire year," said 1992high school participant AngieGonzales from Porterville incentral California. "At Caltech,we're constantly in the lab,doing stuff we couldn't evenimagine at home."

"The summer program forhigh school students was a fan-tastic success," said Dr. JerryPine, Professor of Biophysics,who has been involved in thedesign and development of theprogram. "The students wereturned on like crazy to science,and they learned a lot."

In a survey of students follow-ing the 1992 course, 80 percentindicated that the program "con-firmed or strongly encouraged"their desire to pursue a career inscience. Nearly 90 percent saidthe program "increased theirconfidence in their ability toengage in scientific study andpursuits."

Another element of Caltech'soutreach program involves

98 Program Profiles

improving the science curricu-lum and elevating enthusiasmamong kindergarten-6th-gradeteachers. It, too, is proving a suc-cess, Dr. Pine said. "We areworking with a pilot group of 16teacher-interns, and they areenormously enthusiastic. Theyare learning about scienceandwill be teaching itby doing it.Based on our first three all-day

sessions, this approach clearlyhas a bright future."

Institutional ProfileTotal Enrollment 1957

Undergraduate Enrollment 862

Number of Facey Members 275

Endowment (in millions) 8420

Annual Budget (in millions) $194

California Institute of Technology.18 99

California State UniversityLos Angeles

Program Director

Alan Much linski, Ph.D.

ProfessorDepartment of 13iologv

California StateUniversityLos Angeles

5151 State University

Drive

Los Angeles, CA

900:32-8201

(21:3) :34:3.2005

(21:3) :34:3-2670 (fax)

California State UniversityLos Angeles is a public compre-hensive university. In 1991 theHoward Hughs Medical Instituteawarded it $800,000 for support ofa program to include the follow-ing components: (1) a researchtraining program for femaleundergraduates, to include intro-ductory seminars and laboratoryrotations, faculty mentoring, andsupport for individual researchprojects; (2) a prefreshman sum-mer program in the sciences forstudents, including women andstudents from underrepresentedminority groups; (3) develop-ment of the entry-level biologycurriculum to include new cours-es and the establishment of acomputer laboratory as well asimprovements in the laboratorycomponents of upper-divisioncourses in cell biology, biochem-istry, and other areas; (4) facultydevelopment, including opportu-nities for faculty scientists toupgrade skills in teaching andresearch, and start-up supportfor new faculty members; and (5)precollege outreach to schools inthe Los Angeles area.

Student Research andBroadening AccessPrefreshman Bridge Program.California State University isusing its Institute grant to pro-vide incoming freshmen a headstart on the academic yearthrough the Summer ScienceBridge Program. This program

provides students about to entercollege-level science programswith activities and experience tohelp them to make the transitionto college and to continue intheir science studies. In 1992,the initial year of the program, atotal of 46 students participated,80 percent of whom are black,Hispanic, or Pacific Islandersand 57 percent are women.

Following the application andreview process, selected stu-dents become part of a programthat includes presentations onscience by faculty members,such as "Hemoglobin: Structureand Function" by Dr. DonaldPaulson of the Department ofChemistry, background on re-search areas and campus labora-tory facilities, orientation to thelibrary system, and other topics.Faculty presentations are com-plemented by talks by under-graduates who are in variousstages of their college careers.

An important component ofthe Summer Scienc,e BridgeProgram is the development ofstudy groups that the prefresh-men would continue into theircollege years. These workshopsemphasize effective study skills,time management, and theimportance of group study, par-ticularly when taking calculuscourses. An objective of the pro-gram is to identify students andtheir proficiencies before theyenroll in introductory scienceand mathematics courses intheir freshman year. Throughdiagnostic tests, the program's

100 Program Profiles1 al

organizers can track studentsinto appropriate course levelsand avoid the high attrition thatstudents, particularly those fromunderrepresented minoritygroups, experience in introductory,courses (Figure 44).

"Unfortunately many of ourstudents who come to Cal Stateare at the precollege level ofmath. They have to start withthat and they have to keep takingmath until they get into calcu-lus," said Dr. Margaret Jefferson,genetics professor and co-direc-tor of the study program.Science majors are required totake a minimum of two quartersof calculus, and some take asmany as five quarters. "We can'tturn these kids away," she said."They're determined they wantto be science majors."

Dr. Jefferson says that thesummer program supported bythe HHMI grant is "turning outto be absolutely essential in

11111111

terms of getting students intotheir freshman math and sciencecoursesplacing them in theright course and then seeing thatthey stick with it until they com-plete all their math require-ments. Without the necessarymath prerequisites they can'tstart their science courses," sheexplained (Figure 45).

Dr. Jefferson uses a computerto track every participating sci-ence major's grades during theacademic year and sees thatthey complete their requiredmath courses.

Lissette Sisco, a freshmanbiology major, said the summerbridge gave her the opportunityto overcome her anxieties aboutpursuing a science degree. Shenoted that the exposure to facul-ty members and the Universityin general helped to allay herconcerns. She also met otherbiology majors and the mentorswho would lead her study pro-

Figure 44. Dr.Margaret Jefferson andDr. Raymond Garcia(standing), workingwith (from left toright) Denita Redd,Juvenal Mendoza,Francisco WINN, MaxFernandez, and RobertGreen, students partic-ipating in a program toencourage group studyin the sciences.

California State UniversityLos Angeles 101

11110111

4

Figure 45. SummerScience Bridge studentsLissette Sisco andHumberto Gal lardoreview the results oftheir Entry LevelMathematics test.

,Nt."vit

PI

11.1.12ri

grams in mathematics and chem-istry during the academic year.

The faculty "told us we had tostart our math as early as possi-ble because science majors real-ly need it," Ms. Sisco said. Shefollowed their advice and tooktrigonometry, calculus, and cal-culus for biology in her freshmanyear. Next year she will take biol-ogy and organic chemistry.

Once the academic yearbegins, a special study programprovides mentors to help stu-dents, including underrepresent-ed minority students, realizetheir dreams of graduating asscience or mathematics majors.

The HHMI grant also sup-ports student mentors who eachsupervise a study group of 10 to20 freshmen. The mentorsattend classes of the biology,chemistry, calculus, and collegeor precollege algebra coursesthey supervise, consult with theprofessors teaching the courses,and take turns solving problemswith the students and explaining

terms and concepts at the black-board. The mentors givequizzes covering the weeklyassignments.

The University also usesHHMI funds to increase the num-ber of mentors covering mathcourses in the program, andincreases the number of studentstaking the math courses and hav-ing tutors. Over an approximateone-year period, 119 studentsfrom freshmen through seniorsparticipated in the program.Fifty-five percent were Hispanic,black, or Native American.Slightly over half were females.

In the program, the mentorsadvised the incoming freshmento study chemistry and mathevery clay, instead of trying tocram at the last minute before anexam. Ms. Sisco participated inthe math and chemistry groupstudy programs and found them"very helpful.... Being able tostudy with other people andknowing that other people werehaving difficulty with the class,too, helped," she said.

Ms. Sisco plans to pursue adoctorate and a career in biology.When sne entered the campus ayear ago, she had some doubtsabout her ability to reach hergoal. But with the freshman yearbehind her she says, "I feelstronger about doing what I wantto do. I think that it is possible. Iknow that I can do it and I'mgoing to work toward that."

Humberto Gallardo, a fresh-man biology major, also praisedthe study program. "A tutor

102 Program Profiles 121

helped me out in Biology 101and 102," he said. "He answeredall my questions. Without him Iprobably wouldn't have gotten agood grade."

Student Research ProgramWith HHMI support, five femaleundergraduates began work in aresearch laboratory during theacademic year.

Darlene Holden, a juniorbiology major, is working inthe laboratory of Dr. Roger R.Bowers, who investigates twopigmentation mutants of chick-ens as possible models for thehuman skin clepigmentationdisease vitiligo. She haslearned electron microscopy.

Regina Leoni, a junior biologymajor, worked under the direc-tion of Dr. Alan Muchlinski, Pro-fessor of Biology and programdirector. Ms. Leoni and severalother undergraduate studentsinvestigated whether lizards get afever when infected with bacteria.Previous studies in Dr. Much lin-ski's laboratory had shown thatthe common agama developed afever when infected with wide-ranging doses of bacteria. In con-trast, Ms. Leoni and otherstudents found that the savannahmonitor lizard exhibited a feverresponse to only a very narrowclose range of bacteria. Similarstudies that had used only onedose of bacteria had reported noevidence of a fever in that lizard.When challenged with a broad

dosage range of bacteria, theSudan plated lizard, also testedby the students, showed no evi-dence of a fever. Ms. Leoni co-presented her results at theExperimental Biology '93 meet-ings in New Orleans.

Peggy Momjian is workingwith I)r. Sandra Sharp, who con-ducts studies of the regulation ofactin genes. Ms. Momjian hasbeen adapting BC3H1 cells to aless costly growth medium. Sheis monitoring the rate of cell divi-sion, plating efficiency, and mor-phology. When a suitable growthprotocol has been established,she will monitor actin expression.

Pham Van and Vy Nguyet,sophomore microbiology majors,are working in the laboratory ofI)r. Joseph Seto, studying thestructure/function relationshipsin proteins responsible for hostspecificity and infectivity ofSendai virus. The laboratoryhas isolated a variety of strainswith mutants in one of severalproteins known to play a role ininfectivity and host specificity.Ms. Van and Ms. Nguyet havebeen sequencing mutants in theM gene and constructing plas-mids containing the mutantgenes. The M protein may beinvolved in maturation and assem-bly of virions at the cell surface.

Two other students appointedduring 1992 continued theirwork into the next year.

Shadi Shayegan, working withDr. Alan Goldstein, completed astudy on how genes for humanantibodies can be fused to a virus

California State UniversityLos Angeles-

vector, which then carries the geneinto the tobacco cell. The humanantibodies produced in transgenictobacco plants were characterized,using immunoblotting andenzyme-linked immunosorbentassay (ELISA) techniques.

Shiva Avari, working in Dr.Sharp's laboratory, tested thehypothesis that the level ofmRNA for vascular smooth-mus-cle actin is lowered by theexpression of the regulatorygenes MyoD-1 and herculine,which lead to muscle formation.

Curriculum andLaboratoriesA videodisc technology laborato-ry that students may use at theirconvenience is helping changethe University's approach toteaching science.

The HHMI grant was used toestablish, supply, and staff thelab, which has 10 videodisc workstations. Each work station isequipped with a Macintosh Ilsicomputer, a laserdisc player, anda color monitor. Twenty stu-dents at a time can use the labo-ratory. In addition, threeportable work stations are avail-able for use in the classroom.

The videodisc technologyallows students in introductorybiology courses to see images ofthe microscope slides from theirlaboratory classes. They see liveand animated video motionsequences of processes and bio-logical events, and images of

organisms. For instance, theysee slides on cells and tissues;mitosis and meiosis; protozoans,bacteria, and algae; and bloodand circulation.

Two upper-division coursesalso made use of the videodisctechnology. In histology, stu-dents saw images that showdetailed histological featuresfrom various sections of thehuman body. Embryology stu-dents looked at images of devel-opmental stages of starfish, seaurchins, frogs, chickens, pigs,and humans.

"Before we established thevideodisc laboratory, most stu-dents were not able to review thematerial that was presented inthe teaching labs," said Dr.Muchlinski. Now students canview video images of cellularorganelles and various types ofanimal tissues. "I think it's intro-duced a new excitement amongthe students for studying biolo-gy," Dr. Muchlinski said.

A major need in the biochem-istry teaching laboratories hadbeen for recording spectropho-tometers capable of measuring inthe ultraviolet region. TheHHMI grant helped pay for fournew UV-visible scanning spec-trophotometers. The new equip-ment will allow faculty to intro-duce undergraduates to experi-ments involving absorption spec-tra, difference spectra, and kinet-ic measurements, and performnew experiments in DNA andprotein structure, ligand binding,and the kinetics and regulation of

104 Program Profiles

enzymes. The new instrumentswill be used in an upper-divisionbiochemistry course.

Faculty DevelopmentUnder the HHMI grant, Dr.Mark Cook joined the faculty lastSeptember as Assistant Profes-sor of Biology to conduct re-search in neuroanatomy. Dr.Cook, who has a Ph.D. in anato-my from Michigan State Univer-sity, seeks to understand how ef-ferent nerves in the rat brainsend messages along the centralnervous system. His goal is todetermine the pathway of neu-ronal excitation and to learn whatcertain cells do with the sensorysignals conveyed to them.

Dr. Cook is designing ahuman neuroanatomy coursethat will be open to undergradu-ate and graduate students. Oneundergraduate worked in his lab-oratory during the winter quar-ter, processing brain tissues forelectron microscopy. Dr. Cookteaches courses in electron mi-

croscopy, human anatomy, andcomparative anatomy.

In addition to supporting Dr.Cook, the HHMI grant allowedsix faculty members to attendconferences and workshops tohelp them keep current in theirresearch.

Dr. Sharp attended a GordonConference on Myogenesis atthe Tilton School in New Hamp-shire, June 15-19, 1992, whereshe presented some of her workon the regulation of actin genesand met with other researchers.As a result, Dr. Sharp acquiredadditional clones and probes thatshe says will be of great benefitto her research, and she broughtback new information to use inher Principles of Gene Manipula-tion course.


Undergraduate Enrollment




20,804

15,383

671

$4

$120

, California State UniversityLos Angeles 105

centre College

Program Director

John Preston Miles, Ph.D.

Chair, Division of Science

and MathematicsAssociate Professor of

ChemistryCentre CollegeDamille, KY 40422-1094

(606) 238-5414(606) 236-9610 (fax)

Centre College is a private lib-eral arts institution in Danville,Kentucky. In 1991 the HowardHughes Medical Institute award-ed the College $500,000 to sup-port (1) initiatives in the sciencesfor teachers and "at-risk" stu-dents at the elementary, middle,and high school levels; (2) en-richment and expansion of an es-tablished program in biochem-istry and molecular biology andappointment of a new faculty mem-ber with expertise in these areas;and (3) laboratory research dur-ing the summers for students andfaculty scientists.

Student Research andBroadening AccessThe HHMI-funded program atCentre College provides sum-mer research opportunities forundergraduates, filling a gapbetween others that are availableduring the academic year. Insummer 1992, its first year, theprogram funded nine students.Six continued their researchwith other support during1992-1993. Five of these, withpartial support from the grant,presented their work at a meet-ing of the Kentucky Academyof Sciences.

"We foresaw the good, positivethings that would happen," saidDr. Preston Miles, Chair of theDivision of Science andMathematics and HHMI programdirector. "What's happened isn'tas surprising as the fact that it's

really gotten going here in justabout the second year."

The summer research pro-gram offers a stipend, room andboard, and an allowance for labo-ratory supplies. In summer 1993Manoj Warder investigated phy-toalexins in the laboratory of Dr.Margaret Richey.

"We're testing a hypothesison the mechanism of how cer-tain pathogenic fungi attack thesoybean and how [the fungi]overcome the soybean's defens-es, such as the plant cell walland certain chemicals thatplants have as a defense mecha-nism," said Mr. Warrier, a dou-ble major in chemistry and inbiochemistry and molecularbiology.

Initially, the researchers inves-tigated pathogen mechanismsagainst the phytoalexin glyceollinproduced by soybean. "We'reassuming that pathogens have adefense mechanism against thisparticular phytoalexin and areunhindered by it, while non-pathogens are [hindered]," Mr.Warrier said. He was involvedwith producing glyceollin fromsoybeans and purifying it, usingcolumn or thin-layer chromatog-raphy, and testing the com-pound's purity with ultravioletspectrophotometry.

Mr. Warrier, entering hissenior year, is consideringenrolling in an M.D./Ph.D. pro-gram after graduation. 'I have aninterest in doing some medicalresearch," he said. "I don't wantjust my M.D. if I plan to do that.


I'd rather also have the laborato-ry background, which I think isreally essential."

In summer 1992 biology majorCarrie Sinex constructed a Y-maze, flow-through aquariumneeded to extend her research."The year before, I had donesome study on predation cues infish," Ms. Sinex explained.Others had reported that chemi-cals from predator fish triggeredantipredator behavior in prey fish;however, her own work indicatedthat visual cues were important.

To investigate chemical cues,Ms. Sinex built the flow-throughaquarium, including a 350-gallonholding tank at each end. Theidea was to isolate a predator fishbehind a perforated barrier inone arm of the Y-shaped aquari-um, allowing its chemicals toflow down to a prey fish in thestem. If the prey fish reacted tothe predator chemicals, it wouldflee to the chemical-free water inthe other arm. She did the re-search during her senior year.

"What my research indicated,"Ms. Sinex said, "was that, at leastin the two species I studied,there was not a lot of detection ofthe chemical cues." She present-ed her work, entitled BehavioralResponses of Northern Studfishto Visual and Chemical Cuesfrom a Bass, at the KentuckyAcademy of Sciences meeting.

In summer 1993 the programenrolled 11 more students, whobecame involved with structuralstudies of membranes, computermodeling of biological processes,

an immunofluorescence study ofcell differentiation, and otherresearch topics. The number ofstudents involved was nearlydouble that envisioned at the out-set of the program.

The new summer researchprogram has generated enthusi-asm and interest among the stu-dents, Dr. Miles said, and may becontributing to a rise in majors inthe biological sciences. Thenumber of biology majors hasincreased to 40, from a levelaround 25 to 28, and the numberof biochemistry majors has risento 12, from about 3 to 6.

Dr. Miles said that the specificimpact of the Institute's grant isdifficult to assess at this earlystage of the program's develop-ment, but he pointed out that"the increase in number of ma-jors is coincident with the visibili-ty of these programs due to [sup-port from] the HHMI grant."

Curriculum andLaboratoriesIntroduction to Cellular andMolecular Biology, a sophomore-level lecture course, is requiredfor students majoring in bio-chemistry and molecular biologyor in biology and is taken bymost premeds and many chem-istry and psychobiology majors.

With support from the HHMIgrant, Dr. Linda Roberts,Assistant Professor of Biology,and others have developed a

Centre College 107

new laboratory course that willbe offered in 1993-1994 as anaccompaniment to the new lec-ture course. It involves experi-ments with electron microscopy,protein electrophoresis, andenzyme reaction bioseparations.HHMI funding provided micro-scopes, shaking incubators, ahigh-purity water system, cen-trifuges, and other items toequip the laboratory. TheHHMI grant is also helping toequip a research laboratory forDr. Roberts.

Faculty DevelopmentThe addition of a permanenttenure-track faculty memberfunded by the HHIvII grantplayed a key role in improve-ments to the biology program.Dr. Linda Roberts, an expert inbiochemistry and structural biol-ogy, began her duties in fall 1992.She has a Ph.D. in moleculargenetics from Washington StateUniversity and recently served asa research associate with theSouthern Research Institute inBirmingham, Alabama. Duringthe 1992-1993 academic year,she taught advanced courses inmolecular biology and .:iochem-istry as well as the ii luctorybiology course. She also men-tored a 1993 participant in theHHMI- funded summer research,in collaborative work on thereconstruction of humanapolipoprotein A-1 with syntheticlipid and cholesterol.


Four faculty members re-ceived support for professionaldevelopment and were also in-volved in collaborative researchin 1992-1993 with undergradu-ates who had participated inHHMI-funded summer researchin 1992.

Precollege and OutreachCentre College is located at theedge of Appalachia, where manystudents are educationally disad-vantaged. The HHMI-fundedoutreach program enhances sci-ence education for precollegestudents in the area, as well asfor women and underrepresent-ed minority students from theentire region, through a sum-mer science camp for elemen-tary and middle school studentsand a summer workshop for sci-ence teachers.

According to Dr. Miles, thesummer science camp in 1993was immediately popular. A localnewspaper announced it on anApril afternoon, Dr. Milesrecalled. "That night ... thephone was already ringing withcalls from parents."

The camp eventually enrolled150 4th- through 8th-graders,who attended morning or after-noon sessions for one week.Children worked in groups of nomore than 15 to investigateaquatic ecology, householdchemicals, or the biology ofground water. The HHMI grantprovided for teacher stipends

1

11111111i-__ ecAlgits..

and supplies, and Centre Collegeprovided the facility.

The camp enrolled 77 girlsand 73 boys. Of these, 28 werefrom Appalachia or were eco-nomically disadvantaged, and 8were from underrepresentedminority groups. The number ofminority students was somewhatlower than expected. "Makingcontacts in the minority commu-nities is difficult," Dr. Miles said."As we get more involved withthe public schools, that's wherewe'll have our success."

The HHMI-funded summerworkshop for science teachersprovides precollege scienceinstructors with an opportunityto enhance their scientificknowledge. "This is science thathas happened since they gradu-ated," Dr. Miles said. The work-shop "is an opportunity for themto get new science." A sec-ondary goal is to show teachersexperiments that could be incor-

porated into a high school sci-ence curriculum.

The first workshop was held in1993 and focused on molecularbiology (Figure 46). The two-week camp attracted 14 highschool teachers, who received astipend, travel allowance, andaccommodations on campus.Materials for the course weredeveloped during summer 1992by Dr. Margaret Richy, AssistantProfessor of Biology, with the col-laboration of an HHMI-fundedsummer student researcher,Jenny Day-Ellis.

Interaction among CentreCollege faculty and area scienceteachers over the first two yearsof the Institute grant has led tooutreach through an informalnetwork. "It just means maintain-ing contact and [having] themfeeling comfortable calling us,"Dr. Miles said. For instance,teachers will now call the collegeto obtain chemicals, get advice

Figure 46. Participantsin the HHN11-CentreCollege High SchoolTeacher Workshop inMolecular Biology (fromleft) Rob Hartgrove,Bayless County HighSchool; VeronicaWheeler, LawrenceCounty High School; andGlen Zwanzig, ManualHigh School, discuss theresults of a plasmidtransformationexperiment.

Centre College 109

on new equipment, or trou-bleshoot an experiment.

The HHMI-funded programhas also taken advantage of adhoc opportunities for outreach.In spring 1992, for example, theproject joined another on-campusprogram, Learning Is FunTogether, aimed at 4th and 5thgraders at risk of low academicachievement. Dr. MichaelBarton, Associate Professor ofBiology, designed a program ofeight weekly meetings in which120 students used Wisconsin

Fast Plants, which develop fromseed to seed production in amonth, to study the effects of fer-tilization on growth rate andflower and seed production.






900

900

89

$61

$19


City University of New York Brooklyn College

Program Director

Hayti. Gavin, Ph.D.Professor and Chairman

Department of BiologyCity University of New

York Brooklyn College

Brooklyn, NY 11210

(718) 951-5396 or(718)951.5715(718) 951-4615 (fax)

City University of New YorkBrooklyn College is a public com-prehensive university. In 1991the Howard Hughes MedicalInstitute awarded the College$1,200,000 to support (1) studentdevelopment through academiccounseling and preparation in thesciences for first-year and trans-fer students, expanded researchopportunities for undergraduates,and activities to encourage stu-dents to consider careers in sci-entific areas; (2) facultydevelopment to include scienceactivities for current faculty andsupport for the appointment of anew faculty member in eithermolecular biology or immunolo-gy; (3) curriculum developmentthat will provide modern labora-tory equipment for new coursesin molecular and cellular biology,immunology, and other areas, aswell as for the establishment ofan interdisciplinary honors pro-gram; and (4) partnership with alocal high school that will includean honors program for students,an initiative that brings collegescience faculty to the school, andworkshops to develop skills ofhigh school science teachers.

Student Research andBroadening AccessDr. Ray H. Gavin, Professor andChairman of the Department ofBiology and HHMI programdirector, identified revival of aresearch program at BrooklynCollege of CUNY as a principal

contribution of the Institute pro-gram during the 1992-1993 aca-demic year. Although undergrad-uate research is part of a long-standing tradition at the College,it all but disappeared from viewbecause of funding shortages dur-ing the last decade, he said. In1991, however, HHMI supportrevitalized the program, enabling10 undergraduates to participate.By 1992 participation more thandoubled, so there are now closeto 30 students engaged inresearch in biology at theCollege, and the program is ru.i-fling near capacity.

An important feature of theprogram is its '-'weekly meetingsduring which both faculty mem-bers and students engage in "spir-ited discussions," Dr. Gavinnoted. The atmosphere is free-wheeling, and students areexpected to respond to criticismsof their experiments. "This issomething every scientist mustlearn to dothe sooner, the bet-ter," he added.

"If you asked the biology facul-ty to identify the most rewardingaspect of the Howard HughesMedical Institute funding, mostwould identify this research par-ticipation program," Dr. Gavincontinued. "This is all above andbeyond the standard curriculumfor biology majors. There are stu-dents who spend all their non-class time in the lab, where theyhave a true mentor who is anenormous form of support."

The College's students repre-sent diverse cultures and speak

City University of New York Brooklyn College 111

tj

--Figure 47. A group ofBrooklyn Collegebiology students reviewscientific mat erial witha tutor (tgr right).

4ae

more than 30 languages otherthan English as their mothertongue, Dr. Gavin pointed out."Most of our students are first-generation college students andneed the support that a mentorcan offer." Thus, the Institute'sprogram has provided a researchparticipation center for biologystudents that has become "ahome during the clay on cam-pusgiving the students a senseof identity."

"I started here planning to goto medical school," said JorgeGarces, a 1993 graduate of theCollege. "But I really want to doresearch." He credits Institutesupport as allowing him to con-centrate on biology course workand get started doing researchin his case, investigating the con-tractile proteins that comprisethe cortical feeding system inTetrahyntena. "Participation inthis program has really helpedme find a place in research," hesaid. "Before, I didn't know howto approach a professor, but I

showed up for the introductorymeeting, and afterward all thatfear was gone. The facultyexplained their work, and we gotto pick what we liked. Programslike this help minority studentsespecially, because we look forrole models."

Biology major Sharon Moshe', asenior who is working in 1993 withDr. Jack Collier of the BiologyDepartment, has been interestedin science since high school andnow plans a career in molecularbiology "I've really been bitten bythe research bug," she said. "I

spend most of my time here in thelab every day. Sometimes it's frus-trating, but good results make upfor it." With Dr. Collier, she plansto use Drosophila-based geneprobes to search a DNA libraryfrom a marine organism for devel-opmental control genes. "We'vestarted doing restriction mapping,and eventually we'll do genesequencing," she said. That analy-sis will also help to address evolu-tionary questions about develop-

I 12 Program Profiles

131

mental control by making compar-isons between distantly relatedorganisms, she noted.

Curriculum andLaboratoriesPeer tutoring was one of twoprincipal efforts that provedmost "exciting" within theHHMI-supported program dur-ing 1992-1993 at the City Uni-versity of New York BrooklynCollege, according to Dr. Gavin.Over the fall and spring semes-ters, 12 tutors at a time helpedto teach their fellow undergrad-uates in six different coursesthree in introductory biologyand chemistry and three inadvanced biology or chemistry(Figure 47).

The initial success of the peertutoring program, in which un-dergraduate students who aremajoring in the sciences tutorstudents taking lower-levelcourses, "far exceeds anythingwe expected," Dr. Gavin said.Plans now call for expanding thiseffort into other areas of the sci-ence curriculum, including otherintermediate-level courses inchemistry and physics. Althoughno formal performance analysishas been completed, it appearsthat the peer tutoring programhas already helped cut the attri-tion rate in the introductory biol-ogy course, he noted. In addi-tion, the tutoring has proved "animmeasurably positive experi-

ence" for the tutors. "I probablylearned more by tutoring than Idid by taking the course," saidJorge Garces, who recently com-pleted his bachelor's degree atCUNY Brooklyn College and iscontinuing there in the biologydoctoral program.

Institute funds supported cur-riculum and laboratory develop-ment in five different biologycourses and acquisition of labo-ratory equipment for thosecourses. For example, equip-ment was purchased to conductenzyme restriction digests andgel electrophoresis analysis ofDNA as part of the introductorybiology laboratory course. Inaddition, a thermal controller ap-paratus for the polymerasechain reaction is now availablefor use by undergraduates whotake a course in recombinantDNA. Students used this equip-ment to synthesize a 270-base-pair probe to screen a gene li-brary for a developmentalcontrol gene of the fruit flyDrosophila melanogaster

Institute funds were also usedto replace the outdated equip-ment of an undergraduate labo-ratory course in physiology.Kymograph drums that hadbeen in service since the 1930swere replaced, and computerhardware and software wereadded for conducting and ana-lyzing results from basic experi-ments in muscle contraction,nerve transmission, and heartfunctions.

City University of New York Brooklyn College 113

Figure 48. AdeperoOduye, a student fromEdward H. Murrow HighSchool, using a pipetteas part of a hands-onscience experience.

Precollege and OutreachIn September 1992 BrooklynCollege established a pilot sciencetutoring center at Edward R.Murrow High School. The centeris located a few blocks from theCollege and has a 55 percentminority and 57 percent femaleenrollment. At first limited to biol-ogy, the program soon expandedto include more tutors and wasextended to other science courses

in chemistry and physics. By theend of the school year, four tutorsfrom Brooklyn College wereworking three days per week atthe high school, offering groupsessions as well as one-on-onetutoring (Figure 48).

With HHMI support, the highschool's 1993 Science Fair attract-ed 80 student participants, morethan twice the number of the pre-vious year. The College providedadvanced science majors to serveas mentors to the high school stu-dents as they developed their proj-ects, and faculty members to actas judges. This level of participa-tion also brought college and highschool faculty into close contact,offering them a means for settingup long-term informal networks.On a more formal level, facultyfrom the two institutions havebeen planning workshops to pro-vide high school science teacherswith an opportunity to improvetheir own understanding of theprinciples, equipment, and tech-niques used in research.






lax levy

11,211

9,195

626

510

S7-1*


Colby College

Program Director

F. Russell Cole, Ph.D.

Oak Professor ofBiological Sciences

Department of BiologyColby College

Waterville, ME 04901

(207) 872-3324(207) 872-3555 (fax)

frcoleOrcolby.edu

(E-mail)

Colby College is a private lib-eral arts institution in Waterville,Maine. In 1991 the HowardHughes Medical Institute award-ed the College $1,000,000 in sup-port of (1) major revision of thebiology curriculum and furtherintegration of related disciplinesin the natural sciences with biol-ogy, including the developmentof an interdisciplinary programin cellular and molecular biolo-gy/biochemistry, enhancementof laboratory components ofcourses in the biosciences, andintroduction of new laboratoryexercises in introductory chem-istry, physics, and mathematicsthat include biological examplesand computer analysis; (2) labo-ratory renovation and acquisitionof equipment to implement thenew curriculum; (3) increasedopportunities for faculty in thebiosciences to learn researchand teaching techniques at majorresearch centers; (4) expansionof student research opportuni-ties on campus; (5) establish-ment of a center to enhancequantitative skills; and (6) devel-opment of outreach programs forscience education, including apartnership with local schoolsand expansion of summer class-room and laboratory instructionfor minority students from inner-city and rural high schoolsthroughout the United States(including Native American stu-dents from Maine) and theirteachers.

Student Research andBroadening AccessWith HHMI support, Colby hascreated additional opportunitiesfor undergraduates to gain experi-ence in research, both during thesummer and the academic year.Of the seven students who havebeen supported, Ramsey Ellis, asenior, worked in 1992 on a sum-mer project in the laboratory ofDr. Paul Greenwood, AssociateProfessor of Biology. Ms. Ellisstudied the calcium-binding pro-teins of nematocysts, which arestinging structures characteristicof marine invertebrates of the phy-lum Cnidaria. The research proj-ect was the first to reveal calcium-binding proteins in nematocystsand supports a role for calcium inthe discharge of toxin. "Calciumis an important ion in so many sys-tems, in muscle cells and in neu-rons.... This was a fantastic oppor-tunity to further my career plans,and were it not for this experienceI might not have had the chance towork at the Mayo Clinic the sum-mer of 1993." After her senioryear, Ms. Ellis plans to enroll in anM.D./ Ph.D. program (Figure 49).

Curriculum andLaboratoriesIn 1990 Colby College inaugurateda comprehensive plan for the de-velopment of its science programs.In addition to providing support to

494 Colby College 115

Figure 49, Ramsey Ellisconducts an experimentas part of her researchon the calciumbindingproteins of nematocysts.(Photo by Mary EllenMatava)

faculty for extensively revising in-troductory, intermediate, and ad-vanced courses in the Departmentof Biology, the HHMI grant ishelping the College realize one ofthe key goals of the plan, the de-velopment of an interdisciplinaryprogram in cellular and molecularbiology/biochemistry. Threeupper-division courses have beendesigned by faculty from the De-partments of Chemistry and Biol-ogy: Biomolecules, Metabolismand Bioenergetics, and MolecularGenetics. The course in molecu-lar genetics, which is the only oneof the three that has been offeredprior to 1993-1994, has receivedfavorable student reaction. I)r. JayLahov, Chair of the Division ofNatural Sciences and program di-rector, commented that I)r. David

Bourgaize, Assistant Professor ofChemistry, and I)r. Jean Haley,Clare Boothe Luce Assistant Pro-fessor of Biology, have describedthis assignment as an unparalleledopportunity for students and facul-ty to explore the primary litera-ture and use state-of-the-art labo-ratory techniques and equipmentto enhance training in the excitingand rapidly expanding disciplineof molecular genetics.

Construction of a new skywaythat links the two departmentshas facilitated the merging of pro-grams in chemistry and biology.In addition to connecting twobuildings, the HHMI skyway con-tains two new faculty offices and afully equipped, modern prep roomthat supports improvements inlaboratory courses, helps toattract additional faculty byexpanding opportunities forresearch, and underscoresColby's commitment to interdisci-plinary programs in biology andchemistry (Figure 50).

Laboratories, including part ofthe biochemistry laboratory forthe cellular and molecular biolo-gy/biochemistry program, havebeen renovated, using both HHMIand College funds. Scientificequipment has been purchased toserve a broad array of studentneeds, including increased oppor-tunities for hands-on, investigativelaboratory experiences. Forexample, new electronic balancesand an ion chromatography sys-tem will enhance laboratory expe-riences in General Chemistry, and

116 Program Profiles1'3%

koNit,44:,,;*

A77:tom_

new microscopes, including astereomicroscope with video capa-bilities, are being used extensivelyin many biology laboratories.

Faculty DevelopmentI)r. Betsy Brown, visiting Assis-tant Professor of Biology, washired with HHMI support toreduce teaching loads and facili-tate development of the new bio-sciences curriculum. I)r. Brownis an invertebrate zoologist whotaught a course entitled "Oceansand Organisms." Capitalizing onDr. Brown's expertise and on thecampus's proximity to the Mainecoast, this course for non-sciencemajors focused on marine biologyand included field trips. I)r.Brown also taught two laboratorysections of the large Introductionto Biology course.

HHMI's support of sabbaticalleave extensions from one semes-ter to a full year has enabledColby bioscientists to learn newlaboratory techniques that can beincorporated into undergraduatecourses and to develop newavenues of research that can pro-duce expanded opportunities forstudent research projects. Forexample, during his sabbaticalleave at Washington University,Dr. David Bourgaize conductedresearch on the translational con-trol mechanisms of the protozoanVolvox. He commented, "I havelearned about developmental biol-ogy, molecular genetics, and plantchemistry. All of this, as well asmy new research program, will beof direct benefit to Colby studentsas we push forward in our effortsto redesign the cell and molecularbiology/biochemistry teachingand research efforts."

Figure 50, The MIMIgrant supported thedevelopment of a skywayjoining two sciencebuildings at ColbyCollege and providing aphysical link fir inter-disciplinary educationin the biology and chem-istry departments.(Photo by Mai). EllenMatava)

Colby College

136117

Precollege and OutreachA science equipment-lendinglibrary is one of the hallmarks ofColby's outreach program to localpublic and private schools, thePartnership for Science Educa-tion. The HHMI grant funded thepurchase of scientific instrumentsfor use in nearby primary and sec-ondary classrooms. Decisionsabout what equipment to buy weremade by a steering committee thatincluded 20 local teachers repre-senting all grade levels. After real-izing, during the first year ofoperation, that some pieces ofequipment were not being bor-rowed because the teachers werenot familiar with their use, Colbyinitiated a series of workshops toexplain the operation of this equip-ment and how it can be used forhands-on classroom activities. Asa result of these workshops, amicroscope with the video cameraattachment, which had rarely beenborrowed, became one of themost popular items in the equip-ment library.

Michael Gallagher, an elemen-tary school principal, has foundthat the science equipment-lend-ing library "made a great differ-ence in implementing hands-onscience instruction. The kids areeven pulling me into the class-room to take a look." Mr. Gal-lagher noted that 4th graders' sci-ence scores on the MaineEducational Assessment Tests

have increased by an average of 15percent over the past two years, animprovement attributes, inpart, to the outreach program.

When local high school teach-ers wish to take science coursesat Colby, they are no longer con-strained by the lack of an avail-able teacher to take over theirclasses during the classroom peri-ods when they are away. WithHHMI funding, Colby has provid-ed a fully certified, full-time sup-plemental teacher so that localhigh school teachers from fourarea high schools can attendColby classes. The supplementalteacher will rotate annuallyamong the four high schools.Under a tuition waiver providedby the College, five teachersfrom one high school enrolled innine different courses during thefirst year of the program.Martha Cobb, a science teacherat Waterville High School,reported, "The courses definitelyhad an impact on me and my stu-dents. The students saw me in adifferent light because I was astudent too. And it gave memore empathy for them."






1,720

1,720

18:5

$00

$52


Colgate University

Program Director

Richard April, Ph.D.Dunham Beldon. Jr.

Professor of Geology

and Natural SciencesColgate UniversityHamilton, New York

13346

(315) 824-7212(315) 824-7187 (fax)

Colgate University is a privateliberal arts institution in Hamil-ton, New York. In 1991 theHoward Hughes Medical Insti-tute awarded the University$900,000 for support of (1) activi-ties to develop students andbroaden access in the sciences,including a summer researchprogram to allow participatingstudents to live in a designatedscience residence hall, increasedinstruction in science skills forunderprepared students, collabo-rative faculty-student research atthe National Institutes of Health,and special interdisciplinary sem-inars for first-year students; (2)faculty development and supportfor curricular enhancement toprovide increased experimentalwork in introductory sciencecourses and equipment for newintroductory chemistry laborato-ries; and (3) an annual programof workshops for local highschool teachers, who will provideongoing training and curriculumassistance for teachers at theirhome institutions, includingthose with significant enroll-ments of minority students.

Student Research andBroadening AccessInstitute support is helping toexpand an initiative designed toattract students to science cours-es and research programs. Forexample, 13 Colgate biology stu-dents spent the 1992 fall semes-ter at the National Institutes of

Health campus in Bethesda,Maryland, where they took a spe-cial course in molecular biologyand conducted research underthe supervision of NIH scientists.This new NIH-based researchprogram was deemed so success-ful that it was continued in 1993and will likely be expanded incoming years.

The laboratory experience forthe Colgate students was compa-rable to what graduate studentsor postdoctoral fellows en-counter, according to Dr. Freder-ick Wey-ter, Professor of Molecu-lar Biology,.

"This was different from theusual research programs forundergraduates at NIH becauseeach of the Colgate students gota full semester's academic creditfor their lab and course work,"said Dr. Weyter. "It proved to be avery innovative, well-roundedprogram-quite suited for under-graduates from a liberal artsinstitution. The students cameback to the campus and were soenthusiastic that they easilyrecruited other students for thefall of 1993. And virtually everystudent who went down to NIH isgoing on in an area of biomedicalresearch," either in doctoral pro-grams or in medical school.

Michael Crutch low (1994),who studied defects in intermedi-ate filament formation in eukary-otic cells in the molecular biologylab of Dr. Michael Brenner at theNational Institute of NeurologicalDisorders and Stroke, said thatthe NIH research experience put

I 34Colgate University 119

vne0.+07 P

Figure 51. MichaelCrutch low, a Colgatestudent, conductedresearch on cell fila-ments in a molecularNolo*. laboratory in theNational Institute ofNeurological Disordersand Stroke during hissemester at NIH.

him and his fellow students "atthe cutting edgea much differ-ent environment from the class-room." During the semester re-search program, Mr. Crutch lowlearned a variety of principlesand techniques, including DNAisolation, polymerase chain reac-tion amplification, agarose gelelectrophoresis, mammalian cellculture, and immunohistochem-istry (Figure 51).

Mwango Kashoki, a Colgatestudent from Zambia, worked inthe laboratory of Dr. BruceCitron at the National Institute ofMental Health, studying enzymesof the central nervous system aspart of a long-term effort to iden-tify biochemical markers andgenes that play roles in mental ill-nesses, such as depression andschizophrenia. Dr. Citron, aColgate alumnus, was instrumen-tal in setting up the Colgate pro-

gram at NIH, having had discus-sions about this possibility withhis friend and former teacher Dr.W'yter over a period of severalyears (Figure 52).

Curriculum andLaboratoriesColgate faculty recently beganoffering intensive summer cours-es in several areas of science as away of preparing academicallyand financially disadvantaged stu-dents to take the courses offeredduring the academic year.

Dr. Robert Arnold, Professorof Biology, developed a five-weekpreparatory course in biology,which was offered for the firsttime during the summer of 1992to 12 incoming freshmen. Inplanning the course, his firstobjective involved identifyingtrouble spots in the introductorycoursesubjects such as mito-sis, DNA and protein synthesis,and geneticsfor presentationduring the summer short course.The second was to provide thestudents with "study and learn-ing skills.... by teaching themhow to take notes, take exams,and put information in context,"he said.

The students also participatedin a two-hour laboratory sectionevery week, where they learnedbasic skills such as how to keep alab notebook. "The feedback wegot from the students is that thiscourse is of great benefit, not justin biology but for other courses."


139

Dr. Arnold also plans to act as amentor to these students during1993-1994 as they take the intro-ductory biology course in theirfreshman year.

Similarly, in summer 1992,Professor Peter Sheridan of theChemistry Department taught anew introductory chemistrycourse to 13 Colgate students be-fore they began a rigorous two-semester chemistry sequence intheir sophomore year. Accordingto Dr. Sheridan, these studentswere better prepared for the aca-demic year than were compara-ble students in previous years.He plans to add innovative labo-ratory exercises to the shortcourse in 1993.

As part of a broader HHMI-supported effort to expand andrevamp the science curriculum,the Biology Department recentlyappointed Dr. Barbara Hoopes,who studies gene expressionand regulation in yeast. Dr.

Hoopes, who received her Ph.D.in biochemistry from HarvardUniversity in 1986, recently col-laborated with Dr. Diane Hawleyat the University of Oregon,where they studied transcription-al control in yeast.

Dr. Hoopes worked duringthe summer of 1993 with Profes-sors Dietz Kessler and Freder-ick Weyter to design an intro-ductory course in microbiology."One of the goals of the courseis to provide an alternate routeinto the biology or molecular bi-ology concentration," said Dr.Kessler. The new microbiologycourse will have a discussionformat to stimulate student par-ticipation. In addition, several ofthe laboratory projects will ex-tend over two to three weeks,exposing students to a research-oriented, problem-solving ap-proach instead of a more con-ventional series of unrelated labexercises, he said. The course

Figure 52. AlwangoKashoki (left) workingon enzymes involved inbrain function duringthe summer and fall of1992 with Dr. BruceCitron in his laboratoryat NIH.

PioColgate University 121

was offered for the first time inthe fall semester.

The classroom discussion ap-proach to presenting introducto-ry courses has already provedsuccessful in several new offer-ings from the physics, geology,and computer science depart-ments during the spring of 1993."We are trying to enhance our in-troductory courses across theentire natural sciences division,not just in biology," said Dr.Richard April, Dunham Beldon,Jr. Professor of Geology andHHMI program director. En-hancing the full range of intro-ductory science courses is ex-pected to "attract students intothe sciences, and we may end upwith more students in biology,"he noted.

Precollege and OutreachInstitute funds enabled 25 stu-dents from the University toattend regional and nationalresearch conferences. Moreover,Colgate faculty and students par-ticipated in several workshops

that involved reaching out to thewider community.

For example, one workshopdevoted to computer networkingfeatured a demonstration of howweather satellite data could becaptured in real time and trans-mitted through local computernetworks. Such demonstrationshelped to familiarize the teach-ers with the system and alsoserve to "kindle interest" morebroadly in currently availabletools for science and technology,Dr. April said.

Other workshops analyzedstrategies for improving scienceteaching and aired discussionson reforming secondary schoolscience curricula, focusing onhow changes at that level couldaffect science education at thecollege level.

Institutional Profile-Total Enrollment





2,677

2,673

197

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1 /LI

College of the Holy Cross

Program Director

Frank Vellaccio, Ph.D.Vice President for

Academic Affairsand Dean

'College of the Holy CrossBox DEAN

College StreetWorcester. MA

01610-2395

(508) 793-2541

(508) 793-3030 'ax)

The College of the Holy Crossis a private liberal arts institutionin Worcester, Massachusetts. In1991 the Howard Hughes Med-ical Institute awarded the College$600,000 to support (1) develop-ment of an undergraduate pro-gram in neuroscience, to includenew laboratory instrumentationand books and enhancement ofthe science library; (2) stipendand research support for stu-dents, including minority stu-dents and women, to work withfaculty scientists each summer inlaboratory research; (3) opportu-nities for faculty members toenrich their knowledge ofresearch and teaching in neuro-science by attending trainingworkshops at such centers as theMarine Biological Laboratory;(4) a program for 6th-, 7th-, and8th-graders from Worcester pub-lic schools that will provide on-campus science activities andeducational programs for stu-dents and their families in con-junction with the New EnglandScience Center; and (5) expan-sion of a year-long training pro-gram in the sciences for teachersfrom Worcester public highschools, who will be replacedduring their year of training byHoly Cross science graduates.

Student Research andBroadening AccessEight students in the psychobiolo-gy concentration completed theirrequired senior theses by design-

ing and carrying out an originalyear-long research project.

One of those students, SaraToomey, investigated the role ofcalcium channels in the develop-ment of Duchenne muscular dys-trophy. She presented her find-ings at the Eastern New EnglandBiology Conference in April. Shewas awarded a Rhodes scholar-ship and will study at OxfordUniversity for two years beforeentering medical school.

"The concentration is attract-ing the very best students at HolyCross.... ," said Dr. John Axelson,Chair of the Psychology Depart-ment. "The field of neuroscienceor psychobiology is interdiscipli-nary," he noted. It is important tobe able to show students "thatanswering questions in this fieldinvolves an understanding of biol-ogy, chemistry, physiology, andpsychology," he said.

Ms. Toomey got a head starton her senior year of research asone of the first six students select-ed to participate in the student de-velopment program during thesummer of 1992. That summer,she learned protein purificationand immunoblotting techniques(Figure 53).

Twenty-five students appliedfor the six slots. Each student re-ceived a stipend and allowance forresearch supplies. Ms. Toomeywas one of three students whoworked on projects supervised byfaculty in the Biology Depart-ment. Cesar Sanz also workedwith Dr. Mary Morton, AssistantProfessor and Dana Faculty Fel-

h2College of the Holy Cross 123

Figure 5:3. Sara Toomeyinvestigates the role ofcalcium channels in thedevelopment ofDuchenne musculardystrophy.

low, to determine if insulin'regu-lates proteins .in the brain in amanner similar to the effects ithas on the heart. Paul Schmidtworked with Dr. Robert Berlin,Associate Professor, on a study ofthe performance of differentpollen donors on dioecious plants.

Barbara O'Brien worked withDr. John Axelson on a study ofhow prenatal manipulations withstress or an anti-androgen agentcan affect sex differences in thesocial behavior of rats after birth,and also learned immunocyto-chemical procedures for identify-ing steroid receptors and neu-ropeptides.

Patrick McEnaney workedwith Dr. Timothy Curran,Assistant Professor in theChemistry Department, on thesynthesis of tertiary amides thatcould mimic the activity ofcyclosporin A in blocking theactivation of the immune system.All the students carried out 10weeks of research, and then con-

tinued their research during1992-1993.

Curriculum andLaboratoriesThe HHMI grant enabled theBiology Department at theCollege of the Holy Cross tooffer a new cellular and molecu-lar neurobiology laboratorycourse to eight students in thefall of 1992.

Students studied the brain,nerves, heart muscle, and skele-tal muscle, and did a short inde-pendent project using a combina-tion of techniques on tissues andcells studied in the course.

"They loved it," said Dr.Morton. "Neurobiology hasexpanded to include molecularapproaches, and we owe it to ourstudents to give them a true rep-resentation of the field."

In their work the students usedneurotransmitter receptor bind-ing assays, localization of recep-tors and ion channels by immuno-fluorescence, qualitative mRNAstudies by Northern blot analysis,quantifying of mRNA by solutionhybridization, localization ofmRNA by in situ hybridization,and other cell and molecular biol-ogy techniques. Through thecourse, students acquired skills ofdata analysis, statistics, and exper-imental design. Individual re-search projects are required tocomplete the course.

Other HHMI-supported cur-riculum activities include:


Expanding the Introduction toNeuroscience seminar into ateam-taught laboratory course,with different faculty membersteaching two-week projects. Forexample, students studied com-puter-simulated action potentialsin nerve preparations. Studentsalso analyzed conditioned re-sponse rates by using operanttechniques.

The new psychobiology con-centration, which is a partner-ship between the biology andpsychology departments tostudy the relationships of brainand behavior, received equip-ment, supplies, library materials,and start-up funds to enable twofaculty members to get theirresearch going with undergradu-ate student participation.

New equipment included arefrigerated ultracentrifuge, acomputer system for controllingand monitoring research, and aspectrophotometer. Over 130important reference works inneuroscience and a number ofjournals were purchased.

Faculty DevelopmentThe HHMI grant supported sev-eral faculty development pro-grams, including an on-campuscourse on scanning electronmicroscopy. Five members ofthe Biology Department and onemember of the PsychologyDepartment took the three-dayinstruction on use of the newmicroscope. The skills will be

used in teaching IntroductoryBiology, Developmental Biology,Cell Biology, Physiological Psy-chology, and Introduction to Neu-roscience, and also in mentoringundergraduate research projects.

Individual faculty also attend-ed courses on light microscopy,modern human virology, andsteroids and brain function.

Precollege and OutreachMinority students in grades 6-8visited the College in 1992-1993to study science and mathemat-ics with college professors underthe Youth Exploring ScienceProgram.

Twenty students fromWorcester East Middle School andChandler Elementary CommunitySchool participated during theirwinter vacation, and 20 studentsfrom Goddard Elementary andForest Grove Middle School vis-ited the College during theirspring vacation. These schoolscontain a significant number ofstudents from underrepresentedminority groups.

In a biology class at the col-lege campus, the studentslearned how to extract energyfrom waste products, and saw bymeans of a videomicroscope howa piece of muscle moved andtwitched when certain chemicalsnormally occurring in the bodywere added to it.

In physics, students workedwith lasers, observing the beamactually bend and change in

11411/2


thickness as a piece of metal withlarge and small slits was passedin front of it.

The students also had classesin chemistry, mathematics, andpsychology. In a chemistry labo-ratory, they were taught howbasic chemical compounds work.Then a forensic specialist showedthem how he uses those chemi-cals in solving crimes. For exam-ple, he explained how he candetermine whether blood wasspilled an hour or a day ago.

"Children in general tend tolose interest in science at thejunior high age or earlier," saidDr. Frank Vellaccio, VicePresident for Academic Affairs,Dean of the College, and pro-gram director for the HHMIgrant. 'They don't start out withan inferiority complex concern-ing their science ability, butsomehow in the early grades,that develops," he said. "Whenstudents this age get involved ina program like Youth ExploringScience, they realize they canunderstand science and that itcan be interesting and fun."

The students ended theirweek at college with a workshopon how to prepare for college,including what courses theyshould take in the 8th throughthe 12th grades.

They also received year-longfamily memberships from theNew England Science Center andattended seasonal programsthere. One program that uses aninteractive video screen, theJason project, allowed students to

talk with marine biologists in asubmarine about fish, sea ani-mals, and a coral reef.

In another part of the outreachprogram, the Worcester PublicSchools selected two high schoolteachers to participate in areturn-to-college program for ayear to improve their sciencebackgrounds and update theirknowledge in science and mathe-matics (Figure 54).

"There are some unique prob-lems in high schools now," Dr.Vellaccio said. "Schools haven'tbeen able to hire new teachersor provide sabbaticals. Theyneed rejuvenating. If highschool kids haven't taken a solidbiology course, for example,they come here and start offwith a real deficit. We need highschools to be good and we needto help them. We must look atthe kindergarten-16 continuumand work toward improving theentire pipeline."

Richard Pahigian, teacher ofbiology and general science atSouth High School, found thatcollege biology contains muchmore advanced chemistry thanwhen he took it two decades ago.And there was "a lot more on pro-tein synthesis and DNA than wasin my high school text," he said.

Other updates included newinformation on how the brainfunctions, the endocrine system,botany, chemical and biologicalcontrols in farming, land man-agement, pollution, and the envi-ronment and ozone. "I feel Ihave been updated and will be


able to teach a lot better." Mr.Pahigian said.

But the year at )1y Crosstaught the teachers more thannew facts. "Going back andbeing on the other side of thedesk gives you a new perspec-tive," said Mr. Pahigian. Being astudent "wasn't easy." Theexperience will give him "moreempathy toward students who

'NM

need a little more help," he said."I think I'll be more patient,more understanding."

Institutional ProfileTotal Enrollment 2,742





Figure 54. ProfessorMichael McGrath (/0)in the chemistry labora-tory with Worcester highschool teachers RichardPahigian (center, SouthHigh School) andVincent Giarusso(North High School).


Fisk University

Program Director

Mary E. McKelvey, Ph.D.

Chairman, Department ofBiolugv

Fisk University

1000 Seventeenth AvenueNorth

Nashille, TN 37208-3051(015) 320-8790

(015) :329-8715 (fax)

Fisk University is a private, his-torically black, liberal arts institu-tion in Nashville, Tennessee. In

1991 the Howard Hughes Med-ical Institute awarded the Univer-sity 5700,000 to support a "path-way" program in the sciences thatincludes (1) a summer programto introduce students from a near-by science magnet high school tocollege-level science; (2) academ-ic preparation in the sciences andmathematics for students duringthe summer prior to their fresh-man year; (3) tutoring and com-puter-assisted instruction for in-troductory-level students in thesciences and mathematics; (4)support for year-long laboratoryresearch experiences for under-graduates through the faculty de-velopment component; and (5)ongoing support for studentspreparing for science graduatestudies or medical school.

Student Research andBroadening Access

A Science Learning Centersupported by the HHMI grantopened at Fisk University in fall1992, serving as a tutoring huband augmenting science courseswith a computer laboratory andother equipment. Any studenttaking a science or mathematicscourse may request tutoring. In

1992-1993, 80 to 90 studentswere tutored in 300 sessions.The largest number of tutoringrequests was for mathematics(Figure 55).

The director of the LearningCenter, Mrs. Karen Martin, con-cerned that some students arenot coming often enough fortutoring, is working to increasethe profile of the new tutoringprogram and expects it to grow."We'll go into more classes nextyear, and we'll get on the agendafor incoming freshmen and theirparents," she said.

Last year five tutors weretrained: two seniors, two juniors,and one sophomore. Tutorsmust receive a recommendationfrom a faculty member at the uni-versity in the subject they willtutor. The number of studentsthey tutor determines their pay.

Raynese Scott, an incoming se-nior chemistry major, began tu-toring calculus and precalculus inJanuary. Some students "werejust having trouble with funda-mental concepts, and once theygrasped those concepts, theywere all right," she said. Othertimes, a student wanted to goover some calculus problems.Ms. Scott thought the experiencewas beneficial to both tutors andstudents who were tutored."They appreciated my help,"she said. "Tutoring reinforcedmy skills."

Two-thirds of the student-tutorcontacts occurred during the firstsemester. Fewer requests duringthe second semester may have re-sulted from the opening of thecomputer laboratory that semes-ter, said Dr. Mary E. McKelvey,Chair of the Biology Departmentand HHMI program director. The


computer lab was equipped withsix personal computers and alaser printer. Three other sys-tems with printers were also avail-able to students. Through com-puter software programs, studentscan do problems in calculus, alge-bra, and trigonometry and cantake tests in anatomy, genetics,and cell and molecular biology.The students can then see if theiranswers were correct. There arealso computer games in logic,problem solving, and spatial rea-soning (Figure 56).

In biology, students can viewa program that reviews biologyfor the Medical College Admis-sions Test (MCAT) and can usesoftware programs to studychemistry and zoology. Therewere about 50 student visits tothe computer laboratory inspring 1993.

Other equipment purchasedfor the learning center includeda VCR-television system, panelsthat can be connected to thecomputers to display material,and projectors. Faculty may bor-row the projection panels and anoverhead projector for class-room use.

A satellite area for theLearning Center, which is locatedin the Science LaboratoryBuilding for biology, may also beused by the students. It is beingequipped with 10 student stationsthat have computers connectedto a printer.

The University also plans to usethe Learning Center to improvestudent performance on entrance

I

---,11S4111114111h.

exams. "For whatever reasons,minority students have a historyladen with statistics about low per-formance on standardized exami-nations," said Dr. McKelvey."Hence, our students are oftenviewed as underachievers. It isimperative that this stigma be elim-inated. We are hoping that Mrs.Martin, who is familiar with testingtechniques and skills and strate-gies, will provide some specialtraining for students," she said.

In April the science and math-ematics faculty was surveyed tofind out how the Learning Centercould be of most help. A facultymember proposed placing a tutorin the class who would later con-duct problem-solving sessions forthat subject with a small group ofstudents. The University is plan-ning such a pilot program for thespring semester.

The HHMI grant also support-ed workshops to prepare stu-dents for graduate and medical

Figure 55. ReginaAmon, senior biologymajor, tutors a fresh-man student in theLearning Center.

Fisk University 129

Figure 56. PrecollegeSummer ScienceProgram students usingthe computer laboratoryat the Hughes ScienceLearning Center:(lbreground) DeYunaHoward; (background,left to right) Zuri Bunt in,Marion Kpabar, KellyMiller. loyce Wilburn,Kenn. Alexander, andTsika Paspanodya.

1:30

Ischool. In 1992-1993, assistancewas provided to juniors planningto take the MCAT

Also funded through theHHMI grant, four students re-ceived support to participate inthe FiskMeharry Joint Programin Biomedical Sciences, a majorlink in the pathway to graduateand professional schools in thebiomedical sciences.

A joint committee from Fisk andMeharry Medical Colleges select-ed the students, based on theirhigh school performance, theirfirst semester of academic work atFisk, recommendations from facul-ty, and interviews. Requirementsincluded a minimum 3.2 gradeaverage for the first semester atFisk and a high school grade aver-age of B+ or better.

The students attend Fisk forthree years and then are admitiNto Meharry. After successfullycompleting one year at Meharry,they receive a bachelor's degreefrom Fisk. The program has acapacity of 48 students.

Program Profiles

Faculty DevelopmentFifteen faculty members receivedsmall grants to attend confer-ences and workshops or for miniresearch projects or supplies. Forexample, Dr. M. Gunasekaran,Professor of Biology, who hasprimary teaching responsibili-ties for biotechnology at Fisk,attended a workshop on restric-tion fragment length polymor-phisms at Brigham YoungUniversity. While there, he alsoincreased his knowledge ofinteractive video disc systems.

Precollege and OutreachFifteen high school graduatesparticipated in the first sessionheld June 8July 17, 1992, atFisk. All were minority studentsand nine were women. In 1993,21 students were in the program,including 19 high school gradu-ates and 2 seniors.

A long-term goal of the Pre-College Science Program is toincrease the number of minoritystudents who get graduatedegrees in the biomedical sci-ences, said Patricia McCarron,who directs the program. "Shortterm, we're hoping to providestrong backgrounds in the sci-ences so that students do wellwhen they enter college in thefall." To be eligible for the sum-mer program, students must beinterested in pursuing a biomed-ical or medical career and musthave attained a certain gradepoint average.

The students were given basicintroductory college-level coursesin biology, chemistry, and alge-bra, a computer instructioncourse in hardware and software,and a course that emphasizedreading comprehension and vo-cabulary building.

The reading course includedlectures on critical thinking,test-taking skills, time manage-ment, writing assignments, notetaking, and study methods.Readings were done both in andoutside he sciences. The chem-istry course included measure-ments in chemistry, matter andenergy, atomic structure, solu-tions, and chemical bonds. Thebiology course was about thechemical basis of life, cell struc-ture and function, DNA replica-tion, protein synthesis, genetics,biochemical pathways, andecosystems.

A few of the students who par-ticipated last summer came fromstates other than Tennessee.Notice of the program appearedin a national publication, BlackIssues in Higher Education, inJuly 1992. "We received respons-es from all over the country as aresult of that," Ms. Mc Carrollsaid. She also gave brochures onthe program to her university'srecruiters. In summer 1993, 21students were in the program,including 19 high school gradu-ates and 2 seniors.

At the end of the program, theoverall academic performance ofstudents was evaluated. The eval-uation indicated that students par-ticipating in the program showedimprovement in their academicperformance, Ms. Mc Carroll said.Twelve are pursuing premedicalor health sciences fields and oneis in engineering.

Two students who participat-ed in the program last summer,Ivane Baker and ViKisha Fripp,were accepted as incomingfreshmen in the FiskMeharryJoint Program in BiomedicalSciences.

"I gained a lot from the pro-gram," Ms. Fripp said of hersummer preparation for college.She had planned to he a chem-istry major, but after taking bothchemistry and biology that sum-mer, she decided to switch hermajor to biology because sheliked it better. That fall, she gotan A+ in biology at Fisk, and a B

i a0Fisk University 131

in chemistry, and she pulled theB up to an A in second-semesterchemistry. She also got A's intwo other science courses.

"I wouldn't have gotten suchgood grades without the [sum-mer] program," she said. "Igot a jump start on everybody."Ms. Fripp said she also foundit very helpful that she wasencouraged in the summer

program to learn conceptsrather than just memorizefacts.


Undergraduate Enrollment 841





Fort Lewis College

Program Director

William R. Bartlett. Ph.D.Professor of ChemistlyFort 1,mis CollegeDurango, CO 81301

(303) 247-7133

Fort Lewis College is a publiccomprehensive institution inDurango, Colorado. In 1991 theHoward Hughes Medical Instituteawarded the College $800,000 insupport of a program for (1)increased opportunities for stu-dents, especially Native Ameri-cans, Hispanics, and those fromother underrepresented groups,to participate in undergraduatelaboratory research with facultyscientists; (2) development ofnew courses and laboratories insuch areas as biophysics, molecu-lar genetics, and biochemistry;(3) revision and integration ofcurrent courses in biology andchemistry to emphasize biochem-ical and molecular approaches tobiology as well as computer analy-sis; (4) acquisition of new labora-tory instrumentation andscientific periodicals to imple-ment the curricular enhance-ments; (5) appointment of a newfaculty member in either humanphysiology or biochemistry; and(6) an outreach program in thesciences for local elementary,middle, and high schools, espe-cially those serving substantialnumbers of Native American, His-panic, and other students under-represented in the sciences, andincreased activities with areacommunity colleges.

Student Research andBroadening AccessFort Lewis College's commitmentto students was profiled by Sheila

Tobias in her book RevitalizingUndergraduate Science. Dr.Tobias highlighted the college'sefforts to employ "research [as] astrong catalyst for students' devel-opment." Institute support hascontributed to the creation ofsummer research opportunities,especially in the biology andchemistry departments. Whenthe HHIVII-supported programbegan in 1991, four students weresupervised by two faculty mem-bers. During the summer of1992, nine studentsmost ofwhom were women or NativeAmericansworked with fourfaculty members.

Dr. John Condie, a geneticist inthe biology department, workedwith students Scott Hecht andCarol Begay, a Native American,to isolate mutations affectingexpression of the engrailed genein Drosophila and to immunopuri-fy chromatin fragments contain-ing the engrailed protein. Thestudents were able to mutagenize50 male flies, isolate 523 individualoffspring, and establish 375 lines.While no mutants with the expect-ed phenotype were isolated, Ms.Begay developed an ongoinginterest in research and secured alaboratory position in plant pathol-ogy with the Navajo AgriculturalProject during the summer of1993. Mr. Hecht received a sum-mer research position in molecu-lar biology at the Eppley Institutefor Research in Cancer in Omaha,Nebraska (Figure 57).

Another 1992 summer re-search student was Sarah Logan,

Fort Lewis College 13:3

Figure 57. Carol Begay,a Fort Lewis hiolomajor, participating in agenetics research pro-ject using mutant fruitflies grown on agar.

I

7?"

a chemistry major interested inmedicine. Her project in Dr.William Bartlett's laboratory inthe Department of Chemistry fo-cused on natural anti-tumor andanti-viral agents contained inplants. After researching the folkmedicine traditions of the NativeAmerican and Hispanic cultures,she chose to study milkweedplants of the genus Asclepias be-cause these plants are indigenousto the Fort Lewis area. She col-lected 10 pounds of the plants, notan easy task given their remotehabitat, and returned to the labo-ratory to extract a class of steroidglycoside compounds called car-denolides, which have been stud-ied for their anti-tumor activity.

While not successful in obtaininga highly purified sample, shehopes that "by looking at the milk-weed plant that's native to ourarea, we can find a compoundwith some medical uses." Duringthe summer of 1993, Ms. Logancontinued her research at the LosAlamos National Laboratory.

Dr. Ron Estler, a physicalchemist in the Chemistry Depart-ment, has built a time-of-flightmass spectrometer for traceanalysis of metals. He has usedHHMI grant support to expandhis studies into matrix-assistedlaser desorption as a tool foranalysis of macromolecules. Thetechnique uses a laser to vaporizea target compound embedded ina matrix of a compound thatabsorbs light at the frequency ofthe laser. Some of the .matrixcompounds become ionized, andthe biomolecules develop chargeupon colliding with the matrixions. These compounds are thenaccelerated down the time-of-flight mass spectrometer anddetected, with a minimum of frag-mentation of the protein ions tosmaller ions. .

Chemistry major John Beene,before he graduated and took aposition in the chemical industry,helped to apply this technique tothe analysis of proteins with mass-es between 10,000 and 200,000daltons. Dr. Estler's other stu-dents in the 1992 research pro-gram included Gretchen Roth-schopf, currently a graduatestudent in chemistry at the Uni-versity of Utah, and Rob Lewis, a

1:34 Program Profiles

chemistry/physics double major.Dr. Est ler is continuing in 1993 torefine the technique in summerresearch with chemistry studentJennifer White.

Another contribution of theInstitute grant was the sponsor-ship of 19 undergraduates at theNational Conference on Under-graduate Research at the Universi-ty of Utah in March 1993. At thisannual conference, students pre-sent their findings and meet otherstudents who are engaged inresearch. Fort Lewis studentCally Duncan displayed her posteron the structure of myosin, themuscle protein. With the aid ofnuclear magnetic resonance spec-troscopy, Ms. Duncan sought todetermine which regions of thishigh-molecular-weight proteinwere rigid and which were flexi-ble, in order to understand howmuscle contracts. NMR helps pro-vide information because the rateof decay of a signal from a proteinregion depends on whether theregion is static or moving.

Curriculum andLaboratoriesThe biology and chemistry de-partments at Fort Lewis havewitnessed changes in the class-room and the laboratory. Manycourses have been modernized,laboratories enhanced, and man-uals i-ewritten. Among thecourses that have been revisedis the Introductory Biology Lab-oratory course, which had a

1992 enrollment of 470 students.The new course is designed toheighten student interest, en-courage accurate laboratorywrite-ups, and foster indepen-dent problem-solving. Dr.Condie, the course instructor,remarked, "Students designedand carried out some of theirown experiments, such as deter-mining whether an herbal teawas a respiratory depressant.By measuring CO2 output inmice, students discovered thatthe tea was a stronger respirato-ry depressant than the sedativepentobarbital."

Another development is an in-tensive two-week summercourse, Introduction to Pharma-cology, taught for the secondtime to a select group of upper-di-vision students by Dr. AllanCollins, a pharmacologist fromthe University of Colorado. TheHHMI grant enabled the collegeto bring Dr. Collins to Fort Lewisto teach the course and workwith students.

Fort Lewis also created a newlecture series that brings bio-medical sct..:ntisis to campus.One of the speakers was NobelLaureate Dr. Thomas Cech,HHMI Investigator and Profes-sor of Chemistry and Biochem-istry at the University of Col-orado at Boulder, who spokeabout his research on ri-bozymes. Dr. Wilfred Denet-claw, Jr., a Navajo alumnus ofFort Lewis who received hisPh.D. from the University ofCaliforniaBerkeley, spoke

Fort Lewis College 135

1 .5 4

Navajo(le Mountain l'teHopiSouthern l'teJicarilla ApacheZuniAromaelemez

* Fort Lewis

ColoradoNew Mexico

TaosPicurisSan JuanTesuqueNambePajoaqueSanta ClaraSan IldelonsoCochitiSanta DomingoSan FelipeZiaSanta AnaSandiaCanon CitaIsletaLaguna

Figure 58. Indianreservations within a150-mile radius ofFort Lewis College.

about his work on Duchennemuscular dystrophy.

Faculty DevelopmentThe HHMI grant enabled theCollege to recruit protein bio-chemist Dr. Les Sommerville asAssistant Professor of Biochem-istry. Dr. Sommerville's exper-tise involves biological applica-tions of NMR spectroscopy,fluorescence spectroscopy, andprotein separations and charac-terizations. After receiving hisPh.D. in biochemistry from theUniversity of Minnesota, Dr.Sommerville has acted as a linkbetween the Biology and Chem-istry Departments by collaborat-

ing with colleagues to develop avariety of undergraduate cours-es, including introductory chem-istry and cellular biochemistry.

He has not only sponsoredsummer students at his campuslaboratory but has secured aDepartment of Energy grantallowing him to perform sum-mer research at the Los AlamosNational Laboratory on high-field NMR and biochemicalmethods of soil remediation.Under the Institute's grant, Dr.Sommerville took two under-graduate biology majorsAndrew Liimatta and EmeryNamingha, a Hopi Tribal mem-berto professional meetingsof biochemists and biophysi-cists in Houston.

136 Program Profiles r

Jr,

Precollege and OutreachFort Lewis College is situatedwithin a 150-mile radius of25 Indian reservations with450,000 inhabitants (Figure58). Through a variety of pro-grams, Fort Lewis is workingto cultivate an interest in sci-ence among area secondaryand primary students (Figure59). One program, the Sum-mer Science Enrichment Pro-gram, was developed by thescience and engineering facul-ty at the College. For the pasttwo summers, 40 high schoolstudents from four differentschools have participated.Students learn laboratorytechniques such as the use ofelectrophoresis in proteinanalysis. They also becomecompetent in computer-baseddata analysis and literaturesearches and take field trips to

such locations as the NavajoAgricultural Project in NewMexico and Hewlett-Packardin Denver. The HHMI grant fi-nances travel, faculty salaries,and stipends for the students,50 percent of whom are womenor minorities.

To ease the transition to col-lege life, Nativc kmerican stu-dents entering Fort Lewis areoffered Institute-supportedtutoring and counseling. Twelveexperienced Native Americanupperclassmen have beentrained to provide for the spe-cial needs, both academic andpersonal, of their youngercounterparts, 54 of whomreceived tutoring during the1992-1993 academic year. TheInstitute grant contributes toweekly stipends for thesetutors and to computer pur-chases for the tutoring site.Vernon Willie, a Navajo math

1 1 6

Figure 59. As Part ofFort Lewis College'soutreach efforts, biologmajor Sham Daltondemonstrates how tomake nylon to Durangoarea elementary schoolstudents.

Fort Lewis College 137

major and former adviser, whohas since graduated, was enthu-siastic about the programbecause of the difficult transi-tion faced by Native Americanfreshmen, especially those fromreservations. Upon leaving thereservation and sometimes beingthe first in their family to attendcollege, Native American stu-dents can "feel the full effect of

being a minority for the firsttime," Mr. Willie said.



Number of Faculty Mel.bers 160


Annual Budget (in millions) S27


1 5,7-

Gettysburg College

Program Director

Ralph A. Sorensen, Ph.D.

Associate Professor and

ChairDepartment of Bio loKI;

Gettysburg CollegeCampus Mail Stop 392

Gettysburg, PA 17325

(717) :3:37-6168

(717) 337-6008 (fax)

Gettysburg College is a privateliberal arts institution inGettysburg, Pennsylvania. In1991 the Howard HughesMedical Institute awarded theCollege $850,000 to establish anew program in biochemistry toinclude (1) recruitment of twonew faculty scientists, one in mol-ecular genetics and one in bio-chemistry, who will collaboratewith current faculty in the devel-opment of curricula and researchprograms in biochemistry; (2)acquisition of new equipment toimplement the teaching laborato-ries for new courses in moleculargenetics, biochemistry, and com-parative metabolism, and to pro-vide laboratory start-up for thenew faculty appointments; and (3)support for summer laboratoryresearch for faculty and students.

Student Research andBroadening AccessDr. Steven James, AssistantProfessor of Biology, has broughtnearly a dozen undergraduatesinto his laboratory to studygenetic control of the cellcycle in the fungus Aspergillusnidulans. The overall projectentails expressing, cloning, andsequencing genes to determinewhether they are essential forregulating the organism's cellcycle. "During the 1993 springsemester, two seniors reallyhelped push the project forward,"he said. One of them, KristyneBullock, "fished out five indepen-

dent clones from the nini0 gene,which we're studying." The sec-ond student, James Ross, attempt-ed to analyze messenger RNA asit is expressed during the cellcycle. "He did all the techniquessuccessfully... and, from a trainingperspective, had an excellentexperience," Dr. James said.

Ms. Bullock and Mr. Ross,both of whom took research posi-tions after graduating fromGettysburg in 1993, plan to dograduate work in biology. Mr.Ross, who did research in foren-sic science at the Walter ReedArmy Medical Center during thesummer of 1993, said that the lab-oratory work he did trying to iso-late RNA at the College "morethan qualified me to work withDNA at Walter Reed. I can holdmy own." His unsuccessfulefforts to purify messenger RNAwere "frustrating at first, but Iwas not discouraged. Dr. Jameswas supportive...and I learnedwhat research is about. It was agreat learning experience."

Ms. Bullock said that shesigned up for Dr. James's coursein molecular genetics on an im-pulse, and it "ended up being myfavorite class. It started my inter-est in basic research." The waythe laboratory component waspresentedas a large project thatunfolded over the semesterpre-pared her to work on an indepen-dent project during her final se-mester at the College. "I appliedconcepts from the class, but Dr.James pretty much let me solveproblems on my own," she said.


1

She contributed to a larger effortby isolating and screening cDNAfrom the nim0 gene of A. nidu-lans. Her successors in Dr.James's lab will try to determinethe sequence of that gene.

Since her graduation, Ms.Bullock has worked at a smallcompany associated with theUniversity of Pennsylvania,where she is helping to develop astable expression system for ahuman ion channel receptorgene. "I'm able to apply all thetools I learned at Gettysburg,and I'm already working virtuallyalone. But if I hadn't taken theclass that the Hughes grantmade possible, I probablywouldn't have done something inscience. This was the niche Ineeded to use."

Dr. Koren Holland, AssistantProfessor of Chemistry, who wasrecently appointed through theHHMI grant, is in the beginningstages of a project in which un-dergraduates will help collectblood specimens to determinegene sequence information fromthe Amish communities in east-ern and central Pennsylvania."The overall purpose is to studyD-loop hypervariable regions ofmitochondria' DNA...to look forgenetic trends in this region frompeople in the small Amish com-munity who don't integrate withthe gene pool of the rest of theU.S.," she said. The DNA se-quence database from the Amishcommunities will be comparedwith similar databases being es-tablished by researchers at Wal-

ter Reed Army Medical Centerfor forensic purposes. Amy Lan-dis, who will be a senior at theCollege in the fall of 1993, wrotethe proposal for the project andwill probably continue in forensicscience when she finishes her de-gree, I)r. Holland noted.

Curriculum andLaboratoriesIn the spring of 1993, GettysburgCollege approved a new major inBiochemistry and MolecularBiology. According to Dr. James,the rapid acceptance of the newprogram came as a surprise."Passage of a new major at theCollege usually takes years." Afew juniors signed up for thecourses that are required to com-plete this major in their senioryear, but mostly first- and sec-ond-year students have beenattracted into the new program,which is taking off well, said I)r.James. For example, the pro-gram instituted a seminar seriesduring 1992-1993, and the bud-get was approved to continuethat program in the followingacademic year.

HHMI funding also enabledthe College to implement anundergraduate research programand to introduce several newcourses in chemistry and biologyas part of the new major. Institutefunds have been used to equip aninstrument laboratory in theChemistry Department for teach-ing biochemistry and are being

140 Program Profiles1,5u

used to create a research labora-tory for Dr. Holland.

In fall 1992 Dr. James intro-duced an upper-level course inMolecular Genetics, with bothlecture and laboratory compo-nents. The lecture part of thecourse focuses on how genesare transcribed and translatedand how gene expression is reg-ulated. The laboratory portionof this challenging course iscentered on a semester -longproject involving the isolationand characterization of a partic-ular segment of human mito-chondrial DNA, with studentsusing their own blood cells asstarting material.

The approach proved success-ful, in part because students findit "inherently exciting to work ontheir own DNA and to show thevariation from individual to indi-vidual in the class," Dr. Jamessaid. This approach also givesundergraduate students "an ideaof what it's like to do a typicalproject as a graduate student."Of the nine students who tookthis course as seniors, threewent on to positions in academicor industrial laboratories withplans to do graduate work in mol-ecular biology. Other studentswho took the course are continu-ing their studies in biology or inmedical school, and one plans to

teach biology at the secondaryschool level.

With HHMI funds, the Chem-istry Department acquiredmajor biochemical equipmentthat is used both for teachingpurposes and for research, in-cluding independent student re-search projects, according to Dr.Holland. Among the items pur-chased during the 1992-1993academic year were a flask shak-er/incubator, a chromatographycabinet, a high-speed centrifuge,a high-performance liquid chro-matography apparatus, andequipment for running elec-trophoresis experiments. Sever-al students who took the bio-chemistry course are planningto take graduate courses in re-lated areas, including biochem-istry at Brown University, Dr.Holland noted. Another studentwho plans to study organicchemistry told her that what helearned in biochemistry has en-couraged him to concentrate onnatural product synthesis in hisgraduate education.







Harvard University

Program Director

Stephen C. Harrison,Ph.D.

Professor ofBiochemistry andMolecular Biology

InvestigatorHoward Hughes

Medical InstituteHarvard University7 Divinity AvenueCambridge, MA 021:38

(017) 495-4106(617) 406.6148 (fax)

Harvard University is a privateresearch institution in Cambridge,Massachusetts. In 1992 theHoward Hughes Medical Instituteawarded the University $1,100,000to support (1) development of theupper-division bioscience curricu-lum to include new project labora-tories in developmental biology,genetics, and neuroscience; (2)enhancements in the introducto-ry-level chemistry and physicscurriculum and creation of a com-puter laboratory for modelingmacromolecules for a course inorganic chemistry; (3) researchexperiences in university andmedical school laboratories forundergraduates, particularlywomen and underrepresentedminority students; and (4) activi-ties to enhance high school biolo-gy through laboratory experi-ences for teachers and students,lectures and demonstrations byfaculty members, and develop-ment of laboratories for advancedplacement biology courses.

Student Research andBroadening AccessThis component of the Instituteprogram is in its start-up phase.Thus, for the summer of 1993 theUniversity appointed eight under-graduate students to do researchwith University faculty members,including Professors NancyKleckner, Mark Ptashne, andJames Wang of the Departmentof Biochemistry and MolecularBiology; Professors Margaret

Baron and William Gelbart of theDepartment of Cellular andDevelopmental Biology; Profes-sor Stuart Schreiber of theDepartment of Chemistry; andDrs. Gary Gilliland and CarlSchmidt at Brigham andWomen's Hospital.

Of the eight students chosento participate, four are womenand two are black; none havecompleted more than a year ortwo of study. "It can be difficultfor younger students to find labo-ratories," according to Dr.Stephen Harrison, Professor ofBiochemistry and MolecularBiology, HHMI Investigator, andprogram director. Their inexperi-ence in the laboratory and therelatively few science coursesthey have taken "puts them at adisadvantage" particularly whenFederal funds are decreasing. Heand his colleagues plan to moni-tor the impact of the students'summer laboratory experienceson their academic careers andsee how many continue to pursueresearch in the coming years.

Curriculum andLaboratories

Curriculum developmentefforts focused on two laboratorycourses, one in experimentalembryology and the other inorganic chemistry. The experi-mental embryology course istaught by Professor DouglasMelton of the Department ofBiochemistry and Molecular


1

Biology. HHMI funds enabledhim to purchase new stereomi-croscopes and to revise andrestructure course materials sothat the course accommodates agreater number of students.Moreover, the range of experi-ments was expanded to includeexercises involving chickens andzebra fish. Written materials usedfor teaching the course are beingassembled into a publication foruse at other institutions. Dr.Melton's course in experimentalembryology is being used as amodel for developing other labo-ratory courses.

Institute funds enabledProfessor Gregory Verdine ofthe Chemistry Department toobtain four SGI Indigo comput-ers and appropriate graphicssoftware for use in chemistryand biochemistry courses.Although first-year use of thissystem in introductory organicchemistry was not mandatory,more than 40 percent of the classparticipated. Special projectsincluded analysis of catalysis bythe enzyme triosephosphate iso-merase, stereospecificity of theenzyme alcohol dehydrogenase,geometry of disulfide bonds insmall molecules and proteins,and modeling of C76 buckmin-sterfullerene. The success ofthis phase of the project led tofunding from other sources forthe purchase of three additionalSGI graphics computers, whichwill allow the entire class to haveaccess to the computer graphicslaboratory in future years.

Precollege and OutreachThe program with the neighbor-ing Cambridge Rindge and LatinSchool, the first associationbetween a Harvard sciencedepartment at the University andthe city's public school system,went very well, Dr. Harrison said.Minority students are in the major-ity at the high school, the onlypublic secondary school servingthe Cambridge community.

An important component ofthe outreach program was aseries of lectures by Universityfaulty members to the AdvancedPlacement Biology class of 21students at the high school. RamiAlwan, the biology instructor atthe school, serves as the primarylink with the University. He metwith the lecturers in their labora-tories to discuss the curriculumand goals of the Advanced Place-ment Biology course and how toprovide a sense of what his stu-dents had been studying in biolo-gy and how to pitch their talk. Dr.Harrison said that virtually all ofhis colleagues were "extremelyimpressed that the high schoolstudents had such a good graspof the materials they taught."

"The students saw many dif-ferent styles among the 12 guestlecturers," said Mr. Alwan. "Someof them described the excitementof working at the cutting edge ofresearch; others also describedthe path they followed to getwhere they are as scientists. Allof them had a real impact. Thestudents don't have a clear vision

Harvard University 143

of lab research and how demand-ing and consuming it can be."

Mr. Alwan credits the guestlecture series and the newalliance between the high schooland the University's biology fac-ulty with reinforcing the commit-ment of an unusually high num-ber of his students to pursue biol-ogy or other science courseswhen they go to college. "I had21 students [in 1992-19931, andalmost half are planning to gointo science," he said. "That'svery, very rare; usually it's onlytwo or three. The Harvard pro-fessors were open and showedthey cared about these stu-dentsand that goes a long waywith high school students. Mysense is that the program reallymade a difference."

Five students from Mr.Alwan's class began to work inHarvard laboratories during thesummer of 1993. For example,one student worked withProfessor Douglas Melton,Department of Biochemistry andMolecular Biology, on mesoderminduction in Xenopus embryos.Another student worked with Dr.Harrison on crystallization of


reverse transcriptase fromhuman immunodeficiency virus."This is a new experience forHarvard faculty and a completelynew program, so we've concen-trated on finding motivated andcommitted students and on find-ing labs that understand the kindof direction they will need," Dr.Harrison said. "We intend toexpand this program slowly andto monitor it closely." In additionto including more students inthis summer research programnext year, Mr. Alwan explainedthat one or more of the highschool teachers will also pursueresearch at Harvard during thesummer. "We want the highschool faculty to he re-energizedby lab work, too. That's anotherreally powerful piece of this pro-gram," he said.


l"ndergraduate Enrollment


Endowment (in billions)

Annual Budget (in billions)

18,97:1

6,575

2,278

S1.1

Harvey Mudd College

Po gram DirectorWilliam K. Purees, Ph.D.

Stuart Mudd Professor

of Biology.

Department of BiologyHarvey Mudd College

Claremont, ('A 91711(909) 621-S021

(909) 921-8465(fax)

H arvey Mudd College is aprivate engineering institution inClaremont, California. In 1991the Howard Hughes Medical In-stitute awarded the College$500,000 to assist in the develop-ment of a new major in biology,including (1) the addition of anew faculty scientist in molecu-lar developmental neurobiologyto create new courses and su-pervise student research; (2) opportunities for biology studentsand for students in other sciencedepartments to conduct summerresearch on biologically relatedproblems with faculty members:and (3) development of new lab-oratory curricula and acquisi-tion of equipment for coursesthat will integrate biology withrelated fields of chemistry,physics, and mathematics.

Student Research andBroadening AccessThe student development pro-gram began in the summer of1992, with 10 undergraduatesparticipating. In 1993 a dozenstudents were in the program.Students are selected by thefaculty and assigned to laborato-ries in chemistry, physics, biolo-gy, and engineering. Many stu-dents continue the work theybegan in the summer during theacademic year. Several maywork in the same laboratory andshare a mentor.

These are examples of theresearch in which some of thefirst students participated:

Michelle Cooper, a biologymajor, worked in marine evolu-tionary ecology with Dr.Catherine McFadden, AssistantProfessor of Biology, on a geno-type analysis of larval soft coral.Her goal was to compare larvalgenotypes to known parentalgenotypes by analyzing proteinband patterns, using celluloseacetate electrophoresis. Theobjective was to determine theextent of inbreeding in coralpopulations.

Peter Russo, a biology major,used light-scattering tech-niques to monitor the interac-tion of lanthanide cations withthe thylakoid membranes ofplant chloroplasts. The posi-tively charged lanthanidecations bind to the surface-exposed carboxyl groups ofthylakoid membranes, there-by neutralizing the negativecharges on the membranes,which undergo a conformation-al change. The membranecompression is detected as anincrease in scattered laserlight. Chemistry ProfessorKerry K. Karukstis, his mentor,said his data suggested that thetechniques could provide a sen-sitive view of cation-membraneinteractions.

Biology major Eric Salmonundertook to introduce the cru-cifer Arabidopsis thaliana as a

Harvey Mudd College 145

Figure 60. Tahitha A.Staley, a member of thefirst graduating class ofbiology majors at HarveyMudd College, hasconducted researchprojects in analyticalchemistry, biochemistry,and molecularevolution.

research object in the laboratoryof Dr. William Purves, Professorof Biology and program director.Mutants of A. thaliana are usedfor studies of plant development.Mr. Salmon began screening forgrowth-regulator mutants fromrnutagenized seed, a process hecontinued during the subsequentacademic year.

Curriculum andLaboratoriesHarvey Mudd College graduatedits first eight biology majors in1993, the result of a new biology


department and a new majordeveloped in part with HHMIsupport (Figure 60). Next yearthe number of graduating biologymajors is expected to double.

"Given our strengths in thephysical sciences, math, andengineering, and given the inter-disciplinary nature of some ofthe most exciting areas in biolo-gy and biomedical science, weresolved to initiate a major inbiology," said Dr. Purves. Thebiology major was planned forstudents interested in experi-mental biology.

In 1991-1992 the HHMI grantsupported the development of atwo-semester Junior BiologyLaboratory, which is required ofbiology majors in the junior year.Institute support provided somelaboratory equipment and half-time support for a technician,whose principal responsibility wasto help develop the laboratory.

The course teaches studentshow to write a scientific paper andhow to conceive and design an ex-periment. In the fall semester,the course focuses on cell andmolecular biology, and in thespring semester the focus shiftsto neurobiology and ecology. "Wewant all of our biology graduatesto have an excellent introductionto cellular and molecular biology,since that's so important foreverything else," said Dr. Purves.

Students learn how to isolatethe piece of DNA they want tostudy by using restrictionenzymes to cleave DNA at specif-ic sites and then put it into a bac-

1,C 5

terial cell to produce largeamounts that can be studied indetail.

"The ability to manipulateDNA at the molecular level isabsolutely fundamental to bio-medical research and even isbecoming very important in thepractice of medicine," said Dr.Purves.

Faculty DevelopmentDr. James R. Manser, AssistantProfessor of Biology, was ap-pointed to the College facultywith HHMI support that covershis salary and startup funds forhis research. Dr. Manser re-ceived a B.A. in chemistrysumma cum laude from the Uni-versity of CaliforniaSan Diego,and a Ph.D. in biology from theUniversity of ColoradoBoulder.He came to Harvey Mudd fromCambridge, England, where hewas an NIH postdoctoral fellowand staff scientist at the MedicalResearch Council Laboratory ofMolecular Biology for four years.

Dr. Manser is studying how asingle cell embryo develops intoa multicellular organism. He isespecially interested in how cellsknow where to move in an organ-ism to assume their proper posi-tion and shape"when to move,where to move and when tostop." His strategy is to try toidentify genes involved in thosecell movements.

Three undergraduate studentsbegan working with Dr. Manser

in summer 1993 on developmen-tal biology and developmentalgenetics of Caenorhabditiselegans, a 1-millimeter-long trans-parent worm with fewer than athousand cells. Sarah Moskowitz,an upcoming senior, is character-izing the mig-10 gene at the mole-cular level, looking at the geneticinformation the gene contains,and defining what proteinsequence it encodes.

Tonya Fagerwolu, also asenior, is looking at anothergene, mig-11, in which the labo-ratory has identified a mutationthat causes defective cell move-ment. She is trying to locate theprecise position of the mutationon the chromosome.

Wayne Fang, a junior biologymajor, is doing computer analysisof DNA and protein sequencesand will help look for other mu-tants. He uses the computer tocompare protein sequences ofthe C. elegans to similar proteinsin other organisms where thefunction of those proteins isknownfor example, proteins inmice and humans.

In 1993-1994, Dr. Manser willhave four senior research stu-dents in his laboratory workingwith genes involved in cell migra-tion in the worm. Last year Dr.Manser taught Introduction toMolecular and Cellular Biology,including the study of bothprokaryotic and eukaryotic cellstructure and function. Thecourse is fundamental, he said,because any course studentstake later on "is going to require


Figure 61. MatthewHarris, another memberof the first graduatingclass of biology majors,did a senior researchproject on the met.operon.

A4

them to know the basics of cellstructure and function."

Dr. Manser says he is excitedabout being at the Collegebecause "students will not onlyknow biology when they leave,but they'll know how to apply it.They'll be unusually skilled,coming out of a college thatemphasizes both biology andengineering."

Biology major Matthew Harrisgraduated at the top of his classof 117 in spring 1993 and is plan-ning a research career in micro-


biology. In the summer of 1993he worked in the molecularmicrobiology lab of Dr. NancyHamlett, Professor of Biology,whose interest is in bacteria thatare resistant to mercury in theenvir,nment (Figure 61). "I'mworking on determining thetopology of a membrane proteininvolved in the transport of mer-cury ions," Mr. Harris said."That will help us understand thefunction of the protein. This pro-tein I'm studying is one of sever-al involved in the resistance."

One possible outcome of theresearch: bacteria may be ableto clean up mercury spills in theenvironment. 'The bacteria takethe mercury in and reduce it to aform that is nontoxic," Mr. Harrisexplained.

"What helped me is just perse-verance and working hard," saidMr. Harris, who, despite dailycommitments to the ROTC, grad-uated with the highest four-yeargrade point average in his class,with high distinction, and withhonors in biology, the humani-ties, and social sciences.

Mr. Harris plans to pursue aPh.D. in biology at the Universityof CaliforniaSan Diego. Then hewants to conduct research in mi-crobiology, working either withbacteria or viruses.

Mr. Harris said he feels thatthe broad education he receivedat Harvey Mudd in science,mathematics, engineering, andthe humanities will profit himnot only as a person but as a sci-

entist. "It gives you kind of a feelfor what other people are doing,gives you sort of a common lan-guage," he said, "so that you cantalk to other scientists and engi-neers and understand whatthey're doing."


Undergraduate Enrollment 56$


Endowment (in millions) S62

Annual Budget (in millions) S20


Jackson State University

Program DirectorArthur Jones, Ph.D.Chair, Department

of BiologJackson State UniversityP.O. Box 18540

Jackson, MS 39217

(601) 968-2586

(601) 968-2058 (fax)

Jackson State University is apublic, historically black, com-prehensive institution in Jack-son, Mississippi. In 1991 theHoward Hughes Medical Insti-tute awarded the University$700,000 to support (1) a majorrevision of the science curricu-lum, particularly the introducto-ry courses, to emphasize in-struction in scientific reasoningand methodology, basic skills,and laboratory techniques in bi-ology and related fields ofchemistry, physics, and mathe-matics; (2) a two-part outreachprogram for teachers and stu-dents from Jackson-area publichigh schools, to provide trainingfor students in the sciences andother areas during the summerand academic year, as well asworkshops in modern sciencefor teachers of biology and relat-ed fields; (3) undergraduate re-search opportunities during theacademic year with Universityfaculty and during the summerin off-campus research institu-tions; and (4) appointment of abiochemist with expertise in mo-lecular biology to develop newcourses and laboratory pro-grams for students.

Student Research andBroadening AccessResearch opportunities forJackson State University under-graduates are available duringthe academic year. Since the

inception of the Institute grant in1991, 19 students, all underrep-resented minorities, have beensupported. Valerie Palmer, asenior, performed research inthe laboratory of Dr. C. H.Spann, Professor of Biology. Ms.Palmer examined the histopatho-logical effects of varying degreesof vitamin C deprivation andendotoxin shock. Dr. Spannobserved, "Ms. Palmer foundthat with increased vitamin Cdeficiency, some tissues likelung, liver, and pancreas weremore sensitive to endotoxinshock. As a result of her expo-sure to the laboratory, shebecame very comfortable withhistopathology, tissue staining,and light microscopy." Usingthis expo ience as a springboard,Ms. Palmer says she "plans to goto dental school, and I might beinterested in becoming a dentalresearcher."

Curriculum andLaboratoriesAt Jackson State the major objec-tive of the HHMI-supported pro-gram is to revise the science cur-riculum by stressing scientificreasoning and principles, basicskills, and laboratory techniques.To achieve this goal, JacksonState faculty have redesignedseveral courses in both the biolo-gy and the physics departments,based on HHMI-supported labo-ratory equipment :quisitions.


Five biology laboratory courseshave been revised: GeneralBiology, Microbiology, PlantPhysiology, Cell Biology, andHuman Physiology. The equip-ment purchased included spec-trophotometers, electronic bal-ances, centrifuges, ovens, incu-bators, and water baths.

In addition, two lecture cours-es, General Biology and GeneralChemistry, and their accompany-ing laboratory courses are un-dergoing revision to create a"Super Course," a fully integrat-ed two-course approach that in-troduces complementary con-cepts at similar times during thesemester. According to Dr.Arthur Jones, Professor of Biolo-gy and HHMI program director,"We plan to literally rewrite thebook on teaching general biolo-gy and general chemistry."

Dr. Mark Hardy of the De-partment of Biology and Dr.Jeffrey Zubkowski of the De-partment of Chemistry are in-troducing the new curriculumin the fall of 1993. Coordinatingthe material and creating exper-iments that rely on criticalthinking and problem solvingare the goals. Some of the newexperiments focus on Charles'sLaw, acid-base titration, andelectrochemistry. HHMI fundsare being applied toward thepurchase of computer equip-ment, such as computers thatare used for data acquisitionand manipulation. The inter-face between the computers and

the laboratory equipment ismade possible with a newly pur-chased software/hardware com-bination.

A two-semester physicscourse, Physics for PremedMajors, was introduced duringthe 1992-1993 academic year.This course was similar to theintroductory physics course, butwas geared for students prepar-ing for the physics portion of theMedical College AdmissionsTest (MCAT). The instructor,Dr. Floyd James, Assistant Pro-fessor of Physics, stated,"Although the students found myclass more difficult, they scoredan average of 50 percent higheron a practice MCAT than did stu-dents in the introductory physicsclass whose grade point averageswere similarly distributed. I wasthrilled."

Faculty DevelopmentIn 1992 Dr. Bernice Spur lockjoined the faculty as AssistantProfessor of Biology, with threeyears of salary support from theHHMI grant. Dr. Spur lock holdsa Ph.D. in biocheiistry and nutri-tion from Howard University.Students benefited from herexpertise in experimental nutri-tion when she taught a new bio-chemistry course that surveyedintroductory biochemical princi-ples for advanced undergradu-ates. Dr. Spur lock commented,"The students reacted very posi-

.Jackson State University 151

tively and it was most rewardingfor me. I was very touched whenmy top student took a positionteaching high school science in asmall town in Mississippi."

Precollege and OutreachWith Institute support, JacksonState University has initiatedtwo summer outreach pro-grams, one for high school sci-ence teachers and the other forhigh school students. The pro-gram for teachers is intended toheighten awareness of contem-porary science concepts andlaboratory skills. Two-week in-tensive workshops given by sev-eral JSU faculty in the summersof 1992 and 1993 were attendedby 48 high school teachers, 38of whom are from underrepre-sented minority groups. Theteachers come from 15 sec-ondary schools in the tri-countyJackson area and receivestipend support from the FIHMIgrant. Through lectures andlaboratories, the 1992 summerworkshop, designed exclusivelyfor biology teachers, coveredconcepts in biochemistry, neu-rophysiology, molecular biolo-gy, ecology, and botany. Oneidea that emerged from this pro-gram was a science equipment-lending library for local teach-ers. HHMI funding enabled theUniversity to take the initiativein purchasing essential laborato-ry equipment, such as a spec-


trophotometer, for use by areaschool systems. Twenty-sixhigh school teachers have al-ready borrowed equipment.

High school students cantake advantage of a four-weeksummer program that continuesthrough the academic year onSaturday mornings. This pro-gram focuses on preparing stu-dents for the college sciencecurriculum. Thi iy-two stu-dents, all of whom are under-represented minorities, haveparticipated thus far. The Insti-tute grant provides salaries forJackson State faculty teachingin the program and stipends forstudents. Lectures, laboratoryvisits, field trips, and other orga-nized activities help to strength-en students' backgrounds inbiology, chemistry, mathemat-ics, and communication skills.During the summer of 1992, thechemistry lectures and laborato-ries concentrated on stoichiom-etry, properties of liquids andsolids, and aspects of syntheticorganic chemistry. In theaccompanying laboratory, thestudents synthesized and char-acterized aspirin.

Responding to requests bylocal teachers, Jackson Statefaculty have established a pro-gram to visit local elementaryschools to enhance science edu-cation and to serve as role mod-els. Faculty visit four localschools at least once every twoweeks, giving lectures and talk-ing to students on such topics

1 7 1

as anatomy and botany. Accord-ing to Dr. Jones, the program isespecially designed for youngmales who "need more expo-sure to male role models. Weenvision this activity as a prima-ry recruitment and retentionmechanism for students in col-lege and the sciences."

Institutional ProfileTotal Enrollment (1,838



Endowment (in millions) $.1


Jackson State University 153

Kansas State University

Program Director

Terry C. Johnson, Ph.D.University Distinguished

Professor and Director,Center for BasicCancer Research

Ackert Hall 233Kansas State UniversityManhattan, KS 66506(913) 532-6705(913) 532-6653 (fax)TERRYJ@KSUVALKS11.

EDU (Bitnet)

Kansas State University is apublic research institution inManhattan, Kansas. In 1992 theHoward Hughes Medical Insti-tute awarded the University$1,200,000 to support (1) a pro-gram to attract and retain non-traditional students in the sci-ences, particularly women andunderrepresented minorities, toconsist of tutorials, academiccounseling, stipend support, andresearch experiences in facultylaboratories; (2) training in mol-ecular biology and genetics forteachers at local and regionalsecondary schools and commu-nity colleges, to include labora-tory equipment and supplies todevelop new experiments andcurricula for their classrooms;and (3) equipment acquisitionsand faculty and course develop-ment in areas including molecu-lar genetics, virology, microbiol-ogy, and immunology, andenhancements in mathematicscourses.

Student Research andBroadening AccessThe Institute-funded program atKansas State University isdesigned to attract and retain stu-dents, particularly nontraditionalstudents (25 years and older)and underrepresented minoritystudents, to biological science.Such students make up 15 per-cent and 7 percent of the studentbody, respectively, and manyhave difficulty pursuing their


education on a campus geared totraditional 18-to-22-year-olds. Theundergraduate science programprovides financial help, facultyand peer support, and monthlyseminars on topics of interest tothe students.

"These students are well moti-vated," said Dr. Terry Johnson,University Distinguished Profes-sor and Director, Center forBasic Canctr Research, and pro-gram director. "They are highachievers, but many are havingdifficulties financially, socially,and psychologically."

The program provides for tu-ition, books, and child care, ifneeded. It also includes tutoring,faculty and peer mentoring, anda monthly seminar on issuessuch as campus resources, ca-reer preparation, and stressmanagement. Forty students ap-plied, and 16 were selected forspring 1993: 9 women and 7members of minority groups un-derrepresented in the sciences.In addition, 12 of the 16 werenontraditional students. Accord-ing to Dr. Johnson, the programappears to have boosted self-con-fidence among the participants,provided them a valuable net-work of faculty and peers, andreduced their financial barriers.

Carmen Chase, a 32-year-oldbiology major aiming for medicalschool, said the program allowedher to continue her studies full-time, care for her two children,and complete her undergraduatestudies more quickly. "I can fin-ish school on schedule," she

17

said, adding, "The honor ofbeing an Institute-funded studentshowed me I could accomplishanything" (Figure 62).

Dr. Johnson said that themonthly special-interest semi-nars conducted by the programwere immediately popular, eventhough held at 7:30 on Fridaymornings. They provided a vari-ety of career information and thechance to interact with facultyand peers. Many of the HHMI-funded students asked to includetheir friends, so the seminarswere opened to other students,increasing participation to 49.

The participants again wentbeyond program plans and orga-nized two support groups. Oneconcentrated on the concerns ofnontraditional students; theother addressed issues facingpre-med students. The lattergroup brought in seniors alreadyaccepted at medical school toexplain the application processand allay concerns.

"The thing that is important ...

is the personal interactions thatthe students feel with this pro-gram," Dr. Johnson said.Because the program focuses onmany nonacademic needs of thestudents, it is less like an acade-mic advising office and more likea home away from home.

Second, student .developmentprogram grants for summer 1993were awarded to five undergrad-atesfour women and oneminorityto conduct research infaculty laboratories in biochem-istry, physics, biology, and math-

ematics. Nina Ikeda investigatedthe role of protein kinase C indiabetes-induced noninflammato-ry disease of the retina with Dr.Dee Takemoto.

"I'm doing primary cultures[of the retinal cells] and thenrunning Western blots,"explained Ms. Ikeda, who willenter her sophomore year in thefall and is considering graduateor pharmacology school. "Weadd antisera for different isoen-zymes of protein kinase C to seewhat protein bands in the cellsreact." Her results and those ofother participants were present-ed at a research symposium atthe end of summer.

Figure 62. CarmenChase prepares apipette as part of aprogram for studentsreturning to college.

474Kansas State University 155

Angela Lamb ley studiedantibiotic-resistant bacteria,which can develop as a result ofthe antibiotic feed used on hogfarms and cattle feed lots. Sheperformed studies on some ofthese bacteria to determinewhether they carry plasmidDNA that could be transmissibleto other organisms. Plasmidsgenerally carry the antibiotic-resistance genes.

Curriculum andLaboratoriesThe high cost of laboratoryequipment can hobble efforts toteach modern biology and state-of-the-art scientific techniques toundergraduates. The Institutegrant has therefore providedfunds to develop and equip twonew biological science laborato-ry courses and to enhanceequipment in three existingones. Some 400 students havealready used the new equipmentin the existing courses: Im-munology, Microbiology, andStructure and Function of theHuman Body.

The biology faculty teachrecent advances in moleculargenetics and molecular biologybut have not offered a laboratorycourse involving recombinantDNA technology and other tech-niques used in these areas. Thetwo new laboratory courses willserve as "capstone" courses forbiological science students.Molecular Genetics will be

offered in fall 1993, andMolecular Virology in spring1994. Under the HHMI grantthree undergraduates are learn-ing to set up experiments andhelping to ensure that they canbe conducted by undergraduatestudents.

The two new courses willoccupy a laboratory with theenhanced immunology courseand share much of the equip-ment. Some of the new equip-ment includes a CO2 incubatorand a magnetic-activated cellsorter for the immunology labo-ratory, as well as laminar-flowhoods, an ultra-low-temperaturefreezer, shaking platforms, aspectrophotometer, gel elec-trophoresis equipment, a vacu-um pump, microscopes, andcoirouters.

The HHMI grant has fundedpurchases of six computer labo-ratory stations, each with a com-puter, monitor, printer, and theIntellitool hardware and Soft-ware to run physiology laborato-ry exercises for the course onstructure and function of thehuman body. The stationsreplaced antiquated 25-year-oldequipment for which parts wereno longer available. Threerefrigerated incubators havebeen purchased for the microbi-ology course, and an automatedsystem of microorganism identi-fication will be procured.

The HHMI grant is also fund-ing the development of mathe-matics workshops to help stu-dents, particularly women and

156 Program Profiles 7 5

underrepresented minorities. Aworkshop on algebra wasoffered this year, and trigonom-etry and calculus will be offeredin 1993-1994 and 1994-1995,respectively. These workshopsemphasize academic excellenceand collaborative, small-groupproblem solving. Studentsattend the regular class and thetwice-weekly, two-hour work-shops, where they work ingroups of three on specially pre-pared worksheets of advancedmathematical concepts underthe tutelage of a facilitator.Eight of nine workshop studentsin the fall and five of six in thespring earned an A or B in thealgebra class.

Precollege and OutreachInterest in the HHMI-fundedoutreach program in geneticseducation has been more wide-spread than anticipated. Theprogram is offered to teachers inthe central Great Plains. Butwhen it was announced in 1993in a wide-circulation newsletter,queries came in from Minneso-ta, California, Florida, NewHampshire, and even theNetherlands.

"There is all of this interestaround the country in doingthese kinds of activities in theclassrooms," said outreach coor-dinator Dr. Thomas Manney,Professor of Physics, "and thereare also a lot of geneticists outthere who are willing to help."

The outreach programevolved from the University'sefforts since 1985, includingGenetics Education Networkingand Enhancement, a four-yearprogram to enhance geneticseducation through laboratoryexperiments with, for example,yeast and ultraviolet radiation.It develops classroom instruc-tional materials for genetics andradiation biology and instructs acadre of lead teachers from mid-dle schools, high schools, andtwo- and four-year collegesoften pairing college facultywith precollege teachersinhow to train colleagues to pre-sent the laboratory exercises(Figure 63).

Lead teachers attend summerseminars at the University and,in turn, train fellow teachers inone-day seminars. Newly devel-oped classroom and in-servicematerials (kits with laboratorymaterials; video tapes demon-strating laboratory techniques)are provided for the teachers aswell as a scientist to assist in theseminars. The program alsoprovides a network for the scien-tists, teachers, and studentsinvolved in the program.According to Dr. Manney, theprogram has the potential totrain 560 teachers and to reach alarge number of students duringits four years.

In 1992-1993 the programdeveloped materials with a pri-mary focus on using living cells(baker's yeast) to explore thelethal effects of solar ultraviolet

1 k)Kansas State University 157

Figure 9:3. In a 1993genetics workshop atKansas State University,Lois Glasscock, a highschool teacher fromTexas, mixes yeast formating in a yeast life-cycle experiment.(Kansas State Uni-versity)

1111-111

radiation. An ultraviolet irradia-tion box using artificial sourceshas been developed that pro-vides a safe source of ultravioletB or C radiation. The first of fourannual seminars was conductedin June 1993.







(main campus)

18,059

15,694

1.380

$74

$245

Oklahoma State University Main Campus

Program Director

Alan R. Harker, Ph.D.Associate ProfessorDepartment of

Microbiology

:307 LSE

Oklahoma StateUniversity MainCampus

Stillwater, OK 74078(405) 744-5929

(405) 744-6790 (fax)

Oklahoma State UniversityMain Campus is a public re-search institution in Stillwater,Oklahoma. In 1992 the HowardHughes Medical Institute award-ed the University $2,000,000 tosupport (1) development of a re-search track within the biologycurriculum that will provide stu-dents at the introductory levelswith opportunities for laborato-ry research and with seminarsand symposia to present re-search results; (2) expansion ofprograms to enrich science edu-cation at rural Oklahoma ele-mentary, middle, and highschools, particularly those serv-ing Native American students,providing laboratory, classroom,and field training during thesummer; and (3) ongoing link-ages with teachers and studentsduring the school year througha "footlocker" program to pro-vide laboratory equipment andcurricular materials and througha program to develop advancedplacement biology at schools inoutlying districts.

Student Research andBroadening AccessAn undergraduate research pro-gram had been projected for fall1993 at Oklahoma State Univer-sity. Each year for the next fiveyears, five freshman NativeAmericans would receive four-year stipends and, beginning intheir sophomore year, would

join a laboratory for research inthe biological sciences. Studentdemand, however, moved theprogram up a year.

"The publicity that went outelicited a tremendous responsefrom students," Dr. Alan Harker,Associate Professor in the De-partment of Microbiology andprogram director, explained, sofour students were selected tobegin the program in 1992-1993."Two of the students ... were justso outstanding that one endedup going into a research labora-tory during her spring term andthe other one has started workin a research laboratory in thevet school this summer."

Donna Reynolds, of the Creektribe, worked on the construc-tion of a cloning vector for usein the characterization of atransposable element in Strepto-coccus in the laboratory of Dr.Moses Vijayakumar. Billy Starr,of the Cherokee tribe, wasinvolved through the School ofVeterinary Medicine with fieldtrials of vaccines developedagainst tick-mediated infectionsin cattle.

In fall 1993 several programswill be initiated to support stu-dent researchers. Participantsat the sophomore level willbegin the year with an intensivecourse to introduce them to re-search fundamentals and labo-ratory techniques. The courseis scheduled for nine eveningsessions during the first threeweeks of class, rather than dur-

Oklahoma State University Main Campus 159

1'75

ing the summer, in order toavoid conflict with powwowsand other tribal activities thatkeep students connected withtheir communities. A seminarseries will feature Native Ameri-can scientists and other ex-perts. Plans for a study loungeare being discussed, and an an-nual research symposium isbeing considered.

As participants progressthrough the program, they willbecome role models for youngerrural Native Americans, Dr.Harker said. Donna Reynolds,for example, served as a coun-selor in the summer sciencecamp for 8th and 9th graders in1993. Older students in the Uni-versity chapter of the AmericanIndian Science and EngineeringSociety have already providedunanticipated mentoring androle modeling.

Curriculum andLaboratoriesAccording to Dr. Harker, thecurriculum component of theHHMI-supported program ex-panded unexpectedly in 1992-1993 to focus on establishingproblem-centered laboratories.Two course laboratories, in mi-crobial physiology and biotech-nology, are being restructuredand will be tested in spring1994.

The idea for restructuring thelaboratories evolved from a fac-

ulty workshop to prepare for the8th- and 9th-grade summer sci-ence camp. Professors attend-ing the workshop thought thenew teaching method should beimplemented in college-level bi-ology courses, too.

"What we are attempting todo," Dr. Harker said, "is create amore problem- or experience-oriented environment to engagethe students in a real-life prob-lem so they will seek to learnthose principles that will allowthem to solve the problem."

With the help of HHMI funds,the laboratories will be equippedas a research facility. At thebeginning of the term, studentswill be given a research problemand must establish a protocol forcompleting it. Students cancome and go as needed, and aninstructor will be available dur-ing lab hours to advise and mon-itor students. In microbial phys-iology, students will purify andcharacterize a bacterium selec-tively isolated under conditionsof their own choosing. Inbiotechnology, students willclone a gene, express the geneproduct, an:i perform scale-upproduction and purification ofthe product.

The program is also puttingan unexpectedly strong empha-sis on computer-aided instruc-tion and multimedia presenta-tion. The effort grew out of aworkshop involving Dr. ClarkGedney, supported by HHMIfunding at Purdue University,

16 Program Profiles

.17U

and I)r. John Gelder of theOklahoma State UniversityDepartment of Chemistry. As aresult, the project has assem-bled a Macintosh multimediaworkstation and two networkedworkstations. The technicalcoordinator now trains facultyand students in the biologicalsciences to use the equipmentfor curriculum and presentationdevelopment.

simmummimmummisPrecollege and OutreachAmong the 50 states, Oklahomahas the largest population of Na-tive Americans, numberingmore than a quarter million.They make up 8 percent of thestate's population overall and 10percent in rural areas, wherelimited personal and school re-sources leave them at an educa-tional disadvantage. At Okla-homa State University, theHHMI grant funds a programNative Americans in BiologicalSciences, which seeks to attractmore rural Native Americansinto the biological sciences andkeep them there.

The key to this effort, saysDr. Harker, who directs the pro-gram, is the involvement of com-munity leaders. In its first year,advisory hoards were organizedrepresenting community, tribes,and schools in three ruralschool districtsPawnee, PoncaCity, and Frontier (in RedRock). Their input, I)r. Harker

said, has been "very dramatic,much more dramatic than Ithought it would be."

The projected outreach pro-gram calls for three levels ofsummer science camps, enrich-ment programs broadcast fromthe University, high school sci-ence study groups, and footlock-ers of scientific equipment andsupplies for use by the schools.

The three advisory boardshave already begun to reshapethe outreachprograms. When.the University suggested broad-casting educational programs tothe districts, the hoards askedfor programming that teacherscould use to stimulate activitiesaround biological issues. Theseprograms are now being devel-oped. At the suggestion of aprogram adviser in Ponca City,the first footlocker was devel-oped to focus on computerlearning.

The advisory boards also playa crucial role in bringing NativeAmerican students into the pro-gram. Two of the four partici-pants at the University in1992-1993 were named by anadvisory hoard, and the boardshave submitted names of othercandidates for the next academ-ic year. The hoards recruitedstudents for the 1993 summerscience camp for 8th and 9thgraders; one board exceeded itsrecruitment goal by 50 percent.

Most University departmentshave recruited Native Ameri-cans from the state's major

Oklahoma State University Main Campus 161

cities. This program, however,targets rural Native Americans,who are usually much moreinvolved in tribal culture. Thecommunity advisory boards, Dr.Harker said, "will make or breakthe program from the point ofview of putting and keeping stu-dents in the pipeline."

In summer 1993, 18 8th and9th graders were brought to theUniversity campus for a four-week science camp. ThePawnee advisory board sent fourextra students to fill vacant slots."We'd like to put as many as wecan in there," said RobertChapman, an adviser to the pro-gram and a tribal councilman."Indian children ... really don'thave the opportunities that we'dlike to see them have. [The sum-mer camp] opens up anotherdimension of the world to them."

This camp generated muchenthusiasm among the stu-dents, Dr. Harker said, becauseit used a problem-orientedinstructional approach to a real-life environmental problem inthe nearby city of Cushing. Inthe 1980s, the city built a waste-water treatment plant meetingcurrent regulations. But recent-ly the state upgraded the classi-fication of the stream where thewastewater is dumped, so thefacility now needs $2 million ofimprovements to meet the newstandards.

"This is a real-life problemwith a lot of biological and engi-neering aspects to it," Dr.

Harker said. At the summercamp, students were intro-duced to different types ofresearch and then formulatedtheir own research programsfor the Cushing problem.Graduate students acted asresource persons for researchgroups, which collected streamsamples for microbiologicaltesting, seined for fish to studytheir populations, investigatedmacro- and micro-inverte-brates, interviewed state andcity officials, sampled publicopinion, and explored legalaspects of the issue.

Each school district con-ducts a local two-week summerscience camp for 18 to 20 ele-mentary school students, andthe Institute grant providessupplies. These camps, begunin 1993, include general activi-ties in biology, chemistry,physics, and geology. Theyalso focus on problem-orientedinstruction. In one, for exam-ple, the teacher set up anaquarium in the first week. Atthe beginning of the secondweek, the teacher poured oil onthe water, announced an "envi-ronmental disaster," and asked4he children what they could doabout it. "The kids had a lot tosay [about] how devastatingthat was and what work it tookto save the fish," Dr. Harkersaid. "It was an interestingapproach" (Figure 64).

A third summer camp, tobegin in 1994, will include


s 1

7

senior high students. It willfocus more on individualizedresearch under faculty tutelage.

At the high school level,plans include the organizationof science study groups thatwill participate in field trips,science fairs, and other science-related out-of-class activities.The senior high students in thegroups will also be asked tovisit elementary and juniorhigh schools to share theirexperiences, put on sciencedemonstrations, and act asmentors. Lead teachers havebeen selected to organize thefirst study groups in 1993-1994.

A footlocker program isbeing developed, modeledafter an HHMI-funded programat the University of Illinois atUrbanaChampaign. Many

1'

small school districts do nothave money for the equipmentand supplies needed to domodern biology experiments.The footlockers involve puttingtogether materials for a two- orthree-week course plus therequired equipment and sup-plies. Footlockers will beshipped to a school districtwhen needed and broughtback to the University forrefurbishing.

Footlockers for computer-aided learning and for videomicroscopy were completed in1992-1993 and two others areunder development for biotech-nology and water quality analysis.The computer footlocker containsa Macintosh Ilex, a color printer,video capture equipment, andsoftware, including word process-

) Oklahoma State University Main Campus

Figure 64. ShelbyPalmer (10), fromPawnee High Schooland a memberof the Pawnee andKiowa tribes, andLyndsey Warrior, fromPonca City Mid Highand a member of thePonca tribe, carry out amicrobioloexperiment as part of asummer laboratorytraining program forNative American stu-dents at OklahomaState University.

16.3

ing, database. Labview, Sim Life,and other programs. The videomicroscopy footlocker contains amicroscope, a high-resolutionvideo camera, and a 20-inch mon-itor with integral VCR. There isalso a resource library to lendbooks, videotaped programs,software, and other materials.







15.857

13.411

1.-164

$40

8279

Spelman College

Program Director

Pamela .1. Gunter-Smith,

Ph.D.

Professor of Biology

and Chair. BiologyDepartment

Spelman CollegeBox 271

:35OSpeltnan Lane

Atlanta. GA :30:314

(404) 22:3-764:3

(404) 22:3-1440 (fix)

Spelman College is a private,historically black, liberal artsinstitution in Atlanta, Georgia.In 1991 the Howard HughesMedical Institute awarded theCollege $900,000 to support (1)appointment of a new facultyneurobiologist and opportunitiesfor biology faculty to conductresearch at major research uni-versities during the summer; (2)year-long research experiencesfor high school teachers in col-lege laboratories and a nonresi-dential summer program in thesciences for high school stu-dents; (3) equipment upgradesand laboratory enhancementsfor the development of newcourses in such areas as neuro-biology and molecular biology,and modifications in the existingcurriculum with the assistanceof visiting scientists; and (4)undergraduate research experi-ence at major universities.

Student Research andBroadening AccessSpelman College faculty placed29 undergraduates in researchsettings on the College campusand at other universities, indus-trial settings, government labo-ratories, and hospitals during thesummer of 1992. HHMI fundssupplemented the stipends pro-vided by most of the host institu-tions. Five of the summer re-searchers will be listed asco-authors on published papers,and four were accepted into

Ph.D. programs, beginning inthe fall of 1993.

"Some of our students didn'tproduce a lot of data, but theresearch experiences weregood," noted Dr. Rena T Jones,Professor of Biology and pro-gram director until July 1993.Equally important, they wereexposed to research situationsand had opportunities to useanalytic equipment that is notavailable at the College. "Oftenour students come here withtheir career goals somewhat set,and many of them want to gointo the health field," she said.But the summer research experi-ences helped some of them tochange their minds. "Four of ourHHMI students are enteringPh.D. programs in 1993, eventhough only one of them wantedto go to graduate school whenshe came here."

The 1992 summer researchprogram participants describedtheir broad array of undertak-ings with considerable enthusi-asm. For instance, ShawndaCanter spent her summer atMerck, where she worked withDr. Denise Pretzer and helped todetermine the precise composi-tion, equilibrium solubility, andother pharmacokinetic proper-ties of a new pharmaceuticalproduct. This exposure to aworking laboratory gave her agood practical sense of what aresearch environment is like.Perhaps more important, ithelped h( r overcome certainanxieties about working in such

Spelman College 165

an environment, she said.Instruments that at first wereintimidating to her "were like mybest friends" by the end of thesummer.

Erika Brown, who spent hersummer at Upjohn, was sur-prised but also pleased with theopen and relaxed atmospherethat she found while working inthe laboratory of Dr. AkeElhammer, whose research focusis very basic. Her work on gly-cosyl transferase enzymes wasincorporated into a paper thaiwas submitted to Biochemistry,and she is now planning to pur-sue a Ph.D. in medical genetics.

Several students studied retro-viruses during summer 1992.Tiffany Pinkney worked in theresearch group of Dr. PeterShank at Brown University, de-veloping a polymerase chain re-action-based assay to detect theAIDS virus in newborn infants.Because antibodies to the virustransferred to such childrenfrom their mothers obscure in-fection in the children, alterna-tive analytic methods are sorelyneeded. Although the new testproved "not as sensitive as we'dlike," the opportunity to learnhow to use the powerful DNA-amplification technique was "re-ally neat," said Ms. Pinkney.Meanwhile, her classmate LiaHaynes spent the summer of1992 in the laboratory of Dr. Car-los Mora at the National Insti-tutes of Health, learning how toapply immunochemical-based as-says to detect the retrovirus

is6 Program Profiles

known as HTLV-1 in the centralnervous system and in muscletissues. "I want to continue workin neuroimmunology and retro-viruses and to go into neuro-science in graduate school," shesaid.

Some students, such as NikitaFerguson, continued their re-search projects beyond the sum-mer of 1992. Working in Dr. Ed-ward Morgan's laboratory atnearby Emory University, Ms.Ferguson is studying the effectsof several agents, including vana-date and endotoxins, on the P-450 cytochrome system in rats.During the 1992-1993 academicyear, Ms. Ferguson continued tospend time on this research proj-ect, traveling to the Emory cam-pus three times a week to con-duct experiments there.

Curriculum andLaboratoriesFour faculty members at Spel-man College received HHMIsupport that has had a directimpact on the development oftheir students. HHMI fundsenabled Dr. Jones to spend thesummer of 1992 conductingresearch on regulation of thecarAB operon in Salmonellatyphimurium with Dr. Ahmed TAbdelal at Georgia State Univer-sity. This research will be contin-ued at the College by HHMI-supported undergraduates dur-ing the 1993-1994 academicyear, according to Dr. Jones.

HHMI funds enabled the Biol-ogy Department to recruit Dr.Michael McGinnis, Professor ofNeurobiology, in 1992. Hereceived his Ph.D. in develop-mental biology from Purdue Uni-versity in 1985, where hesubsequently worked as Assis-tant Professor, Department ofAnatomy, School of VeterinaryMedicine. Since coming to theCollege, he has revamped theneurobiology course, which in1993-1994 will include wet labsand computer simulations for thefirst time. He also has directedresearch projects for five stu-dents, one of whom was a sum-mer scholar in 1992. Dr.McGinnis arranged for severalundergraduates to attend theSociety for Neuroscience annualmeeting in California during thefall of 1992.

One of these students wasMarsha Maxwell, a chemistrymajor, who graduated in May1993 and enrolled in the Ph.D.program in the neurosciences atthe California Institute of Tech-nology. Her work in neuro-science and computer sciencewith Dr. McGinnis was conduct-ed in part at the Georgia Insti-tute of Technology and con-cerned the human-machineinterface. Another student,Karimu Smith, a biochemistrymajor, who graduated in May1993 and enrolled in the Univer-sity of Medicine and Dentistry,Robert Wood Johnson MedicalSchool, conducted research onthe effects of electrical fields on

the development of the nervoussystem of chickens. This projectis being continued by AngelaPowell, a junior biology major,wh also attended the Society forNeuroscience annual meeting.

Dr. Godwin Ananaba alsojoined the Biology Departmentin 1992, and the HHMI grant pro-vided him with research start-upfunds for the 1992-1993 academ-ic year. During the spring semes-ter of 1993, he was grantedreleased time to revise his genet-ics course and set up hisresearch laboratory. Dr. Ananabacompleted his Ph.D. in cell andmolecular biochemistry atAtlanta University in 1988.Before coming to the College, hewas Visiting Research Scientist,Division of Viral and RickettsialDiseases, at the Centers for Dis-ease Control and Prevention.

Dr. Victor Ibeanusi, an envi-ronmental biologist, establisheda research collaboration with Dr.Joseph Gould at the GeorgiaInstitute of Technology. Dr.Ibeanusi has mentored severalundergraduate research studentsat the College, including twowho received HHMI stipendsduring toe summer of 1992.

Five of the College's core biol-ogy courses were evaluated dur-ing the 1992-1993 academicyear. Dr. Lafayette Frederick, abotanist from Howard University,suggested that students use adichotomous key to identifyplants on the campus as part of apractical exercise. Other recom-mendations are being imple-

% Spelman College 167

mended with the help of theInstitute grant.

In evaluating the microbiolo-gy course, Dr. Linda Fisher ofthe University of Michigan,Dearborn, recommended thatstudents be asked to identifyunknowns as part of the labora-tory component of the courseand that serious considerationbe given to independent labora-tory group projects.

Visiting professor Dr. DavidNelson, a biochemist from theUniversity of Wisconsin, recom-mended that the Departments ofChemistry and Biology workmore closely to eliminate unnec-essary duplication between sub-jects taught in three biologycoursesGenetics, Cell andMolecular Biology, and Biomole-culesand in the year-long or-ganic chemistry course. He alsosuggested that certain topicscommon to these courses betaught in separate "mini" cours-es, particularly in the area ofmolecular physiology. This eval-uation by Dr. Nelson will have "areal bearing on the curriculumhere," said Dr. Jones.

Institute funds helped theBiology Department to purchaseseveral important pieces of labo-ratory equipment during the1992-1993 academic year,according to Dr. Jones. A newautoclave is a "wonderful and anessential addition to the depart-ment, and it is having a majorimpact on our work in microbiol-ogy and cellular and molecularbiology," she said. The equip-

ment that it replaced brokedown so often that faculty mem-bers often traveled to neighbor-ing campuses when they wantedto prepare media for their exper-iments or laboratory courses."We've now eliminated that cum-bersome practice," she noted.

Precollege and OutreachDuring 1992-1993, the Collegebrought in teachers from sever-al local schools for a workshopthat focused on recent advancesin molecular genetics and mole-cular biology and a demonstra-tion of the use of micropipettesand agarose gel electrophoresis.In addition, with support fromthe HHMI grant, Dr. JannPrimus from the BiologyDepartment acted as a mentorfor a science fair program atthe Sammye E. Coan MiddleSchool, and the College also lentequipment and other supplies tohelp the 35 students who partici-pated (Figure 65).

During the summer of 1992,Spelman offered its first HowardHughes Summer ScienceProgram for 20 high school stu-dents. The program covered not3,aly science, but also mathemat-ics, reading, and problem-solv-ing skills. Other components ofthe summer program includedlibrary visits, a mini-seminarseries, and a field trip. ArleneHankinson's talk focused onresearch she has done for threeyears on beta-galactoside lectin


levels in fibroid tumor cells, inthe lab of Associate Professor ofBiology, Dr. Shelia McClure.Dr. Theresa Edwards, chair ofthe College's mathematicsdepartment, spoke on parallelcomputing.

Dr. Jones is beginning tokeep track of the students whoparticipated in the summer pro-gram and subsequently enrolledat Spelman and other collegesand universities. Of those firstsummer students, seven whograduated are now in full-timecollege courses, with four in thesciences. One of the students,Michelle Thompson, enteredSpelman in the fall of 1993 as a

biology major. According to Dr.Jones, Michelle Thompson's de-cision to enroll at Spelman wasbased primarily on her experi-ences as a participant in one ofDr. Victor Ibeanusi's DNA work-shops for high school teachersand students, and also as a par-ticipant in the HHMI-supported1992 summer science program.


Undergraduate Enrollment 2.025



Amnia' Budget (in millions) $35

f, 1Spelman College

Figure 65. Dr. JannPrimus (third from to)of Spelman Collegediscusses techniques forphotographing a gelwith (from /0?) VictorTate, Archer HighSchool student; LarveBailey. Crim HighSchool teacher; RuthOdum, Crim High Schoolteacher; Sharon Gay,Archer High SchoolScience Chair; BenziaSapp, Coan MiddleSchool student; andJessie Jackson, CrimHigh School teacher(right .foreg roll nd).

IGO

University of CaliforniaBerkeley

Program Director

Corey S. Goodman, Ph.D.

Professor, Division ofNeurobiolog

Department of Molecularand Cellular Biology

InvestigatorHoward Hughes Medical

InstituteUniversity of California

BerkeleyBerkeley, CA 94270(510) 643-9949 or

(510) 642-9084

(510) 643-5548 (fax)

The University of CaliforniaBerkeley is a public research in-stitution. In 1992 the HowardHughes Medical Institute award-ed the University $2,000,000 tosupport activities to attract andretain students in the sciences.The activities are (1) a programof seminars, tutoring, and men-toring for students at the intro-ductory levels, including thosefrom underrepresented minoritygroups; (2) enhancements inupper-division laboratory cours-es in cell biology, immunology,molec r genetics, neurobiolo-gy, and structural biology, withthe involvement of senior facultyscientists; and (3) new opportu-nities for undergraduates to con-duct independent research infaculty laboratories during thesummer and into the academicyear, supplemented by seminars,symposia, and other opportuni-ties to present their research.

Student Research andBroadening AccessBy investing in its diverse stu-dent body, the goal of the Uni-versity of ,CaliforniaBerkeley isto attract and retain more under-represented minority students asbiology majors. This commit-ment stems from the recognitionthat while almost 30 :grcent ofentering freshmen are black orHispanic, they constitute only 7percent of graduates with a

major in biology. With HHMIsupport, UCBerkeley has creat-ed a new program, the BiologyScholars Program, to ensure thatmore underrepresented minori-ties are among the approximate-ly 400 biology majors whograduate each year.

The program, with supportfrom the HHMI grant, providesacademic and social assistancefor talented freshmen and sopho-mores, especially underrepre-sented minority students, whoare interested in majoring inbiology. The program offerstutoring, instruction, mento ing,counseling, and research andcareer opportunities. Through arequired introductory course,organized workshops, studygroups, and one-on-one contact,students interact with faculty,upper-division under.graduates,and graduate students in theDepartment of Molecular andCell Biology.

There were 54 students inthe first class of the BiologyScholars Program beginning inthe 1992-1993 academic year.Of this group, 38 were women,18 were black, and 13 wereHi ;panic. A major emphasis ofth program is to prepare stu-dents for careers in the life sci-ences. One career-orientedworkshop consisted of a panelof former UCBerkeley biologymajors, who spoke candidlyabout navigating through theUniversity to attain their careergoals. Duane Dyson, a minority


sophomore in the program,whose aspirations include med-ical school, said that this panelwas one of the highlights of theprogram because it "opened upmy eyes about what medicineand rczearch were like. Thepanelists spoke about how theycope, their trials and tribula-tions, and even how they failedcourses and still succeeded."

Another activity for the stu-dents was a workshop entitled"Finding an UndergraduateResearch Position." Accordingto workshop organizer Dr. Car-oline Kane, Adjunct AssistantProfessor of Biochemistry andMolecular Biology, "Most stu-dents considering laboratorywork had not put together arésumé in order to contact afaculty member for a position.After the workshop, two orthree students found work inlaboratories, and one feels shesucceeded because she knewhow to present her positivequalities."

Based on his personal inter-views with students after thefirst academic year of the yo-gram, Dr. John Matsui, Directorof the Biology Scholars Pro-gram, felt that it was "an over-whelming success because itkeeps students in the life sciencepipeline by providing a forum forthem to ask their questions,access resources, and develop asense of their place in the scien-tific community."

UCBerkeley has also estab-lished a program that relies onInstitute support to provideresearch opportunities for under-graduates. The program enablesstudents to work in a campus lab-oratory, in the Lawrence BerkeleyLaboratories, or at Children'sHospital Oakland Research Insti-tute. Students participate duringthe academic year or summer andreceive a stipend and a researchsupply allowance. Awards duringthe academic semester are target-ed to students who would other-wise need to work part time.Students also can receive academ-ic credit for their research.Eleven academic year stipendsand 25 summer stipends havebeen awarded since the programbegan in September 1992.

One participant in the programis Matthew Falk, a senior whoplans to pursue an M.D. and aPh.D. in biochemistry. Workingin the laboratory of Dr. StuartLinn, a professor in the Depart-ment of Molecular and Cell Biolo-gy, Mr. Falk is investigating theimpact of exposing DNA se-quences to oxidized iron to deter-mine what type of damage occursand whether the damage is re-stricted to purine-rich regions.Prior to his research experience,Mr. Falk said, he "had no clue asto what a biochemist does. Now Ihave been exposed to a biochem-istry lab, and this experience hasdefinitely made my choice of a ca-reer more exciting."

Iii 0University of CaliforniaBerkeley 171

Curriculum andLaboratoriesInstitute support is also beingused to enhance and expand thebiology curriculum through thedevelopment of a new introducto-ry biology course and throughthe purchase of laboratory equip-ment needed for other courses.The new course, Current Topicsin the Biological Sciences, is de-signed primarily for the studentsinterested in majoring in a bio-logical science, and its enroll-ment includes the members ofthe Biology Scholars Program.As the first exposure to biologyat the undergraduate level, itspurpose is to encourage studentsto major in biology.

Unlike some introductorycourses that may unintentioneydiscourage students with exces-sive scientific detail, this coursepresents biology in a social andcareer context. Discussion sec-tions are guided by the courseinstructor and teaching assis-tants. One of the beginning lec-tures is On Being a Scientist:What I)o Scientists I)o? Thecourse covers such topics as can-cer, human reproduction, andbiotechnology. As this year'scourse drew to a close, students


learned about becoming entre-preneurs during the lecture onForming a Biotech Company.

New equipment purchasedwith HHMI funds has beenadded to four undergraduate lab-oratory courses. For example,15 Macintosh computers withgraphics software were boughtfor the laboratory courseGeneral Biochemistry andMolecular Biology. After purify-ing the enzyme lactate dehydro-genase, which catalyzes reac-tions in the glycolysis pathway,students in this class are able tovisualize the enzyme's three-dimensional structure, using theMacintosh software. The soft-ware also allows them to manipu-late the enzyme structure and tocompare it with other proteins.Dr. Kane commented that theadditional resources "improveour undergraduate laboratoriesand sustain the optimism andmorale of malty persons in ourdepartment."

Institutional ProfileTot al Enrollment :30,f):38

lndergraduate Enrollment 21.5N

Number of Faculty Members 1.650



University of Georgia

Program Director

Alan .1..faworski, Ph.D.

Professor and Director ofUndergraduate Biala*.Degree Programs

Ditlsion of BiologicalScience

Room 400, Biological

Sciences BuildingUni'.ersity of GeorgiaAi:.ens, GA 30602

(706) 542-1868 or(706) 542-1688

(706) 542-1805 (fax)

[email protected] (Bitnet)

The University of Georgia is apublic research institution inAthens, Georgia. In 1992 theHoward Hughes Medical Insti-tute awarded the University$1,400,000 in support of the fol-lowing: (1) outreach initiativesfor teachers and students fromjunior and senior high schools inrural and urban schools in Geor-gia, particularly those servingunderrepresented minority stu-dents, to include summer work-shops in mathematics and sci-ence for students, activities toencourage participation by stu-dents and teachers in sciencefairs, and a "footlocker" programto lend equipment and suppliesto teachers to carry out experi-ments in the classroom; (2) de-velopment of new introductoryand upper-division laboratorycourses in biochemistry, cell bi-ology, general biology, genetics,and other areas, with equipmentfor the new laboratories; and (3)undergraduate research experi-ences, faculty mentoring, andstudy workshops to encouragestudents in the sciences.

Student Research andBroadening AccessInitial efforts have focused onrecruitment of students and oncreating awareness and interestin the program. HHMI fundssupplemented the budget provid-ed by the University and otherfunding sources to create an

office where students who areinterested in biology can congre-gate and find out about researchopportunities in biology at theUniversity. "This center has a lotof fringe benefits to it, and itseffect is better than we anticipat-ed," said Dr. Alan J. Jaworski,Professor and Director of Under-graduate Biology Degree Pro-grams and program director.

For example, Chris Pung, anundergraduate student who fre-quented the center, came up withthe idea of publishing a biologynewsletter as a way of buildingstudent awareness of researchopportunities and encouragingbetter interactions between stu-dents and faculty on the campus,according to Dr. Jaworski. "We'dplanned on mentoring programs,and decided the newsletter fitsin," he said about the project.Soon after the first newsletterwas distributed in the spring of1993 with HHMI support, otherdepartments indicated that theywanted to become active partici-pants in the undergraduateresearch program.

The center also helped to cre-ate additional opportunities forstudents to conduct research invarious laboratories on the cam-pus, particularly students from un-derrepresented minority groups.In addition to the HHMI supportof highly qualified minority stu-dents, special funds allotted to t!eDean of the Graduate School sup-ported three black students in the1993 summer research program.

University of Georgia 173

Curriculum andLaboratoriesHHMI funds were combinedwith other support iron- the Uni-versity of Georgia to purchasenew equipment for several biolo-gy courses, including a new mol-ecular genetics course, a coursein laboratory techniques in bio-chemistry, and a course in basiclaboratory skills.

The new equipment includedcentrifuges, gel electrophoresisequipment, incubators, and com-puters for data analysis. "Thiscourse was offered for the firsttime last winter [1993], and itoffered state-of-the-art equip-mentwhat you see in researchlabsso that students could goright into research and not skip abeat," pointed out Dr. Jaworski.

The new Institute-supportedcourse in basic laboratory skillsrepresents another "kind of suc-cess, reflecting more the timethan the money spent on it," Dr.Jaworski commented. Firstoffered during the winter quar-ter of 1993 on a trial basis to twoundergraduate students and inthe spring quarter to an addi-tional five students, the courseis designed to teach basic labo-ratory skills and to instill confi-dence in the students. Thus theexercises incorporated in thiscourse build sequentially on oneanother but are not tied into anyparticular discipline within biol-ogy. "We want to use thiscourse as a springboard forundergraduate research, giving

these students an edge," Dr.Jaworski said. The courseshould also be helpful for train-ing transfer students who comeinto the Biology Departmentand other undergraduates whoneed to become adept at basiclaboratory procedures.

Institute funds are also ueingused to conduct study workshopsto help students improve theirperformance in science courses.In addition, Dr. Jaworski noted,the workshops are monitoringstudents, particularly those fromminority backgrounds, who tendto drop out early as sciencemajorstypically, soon after tak-ing first-year introductory cours-es. The workshops weredesigned with a grade-point"bonus" to entice students intoattending on a regular weeklybasis. In the process, participantslearned time management andother study skills, he said. "Wenow know who the students areand will track their performancein science courses." The initialevaluation indicates that theworkshops were "sufficiently suc-cessful to have caught my eye,"he said.

Precollege and OutreachThe results of a pilot program tosponsor high school sciencefairs, particularly in disadvan-taged school districts or whereminority populations are high,are "very encouraging," Dr.Jaworski noted. The initial pro-


gram involved 43 participants inregional science fairs. it generat-ed increased activity amonghigh school students and alsoaided their teachers in buildinginterest in science for theirentire classes. "This is a pro-gram to enrich schools thataren't being reached in mathe-matics and the sciences," hesaid, "but it is at a very earlystage of development."

Thirty 9th- and 10th-gradersattended a special science insti-tute on the campus in the sum-mer of 1993. The program, fortalented underachievers, is man-aged by Dr. Mary Atwater, Asso-ciate Professor of ScienceEducation at the University. Theunderlying idea is to raise theself-esteem of these studentsand to encourage them to dowell in the intensive three-weekscience course and to absorb allthat they can from the laborato-ries they visit during their briefstay on the campus. Recruit-ment of partic:pants wasenhanced by setting up a toll-free telephone system, making iteasier for teachers and studentsfrom a wider area to obtaininformation about the program(Figure 66).

I

1.4




Endoment (in millions)

Animal Budget (in millions)

27,118

21.51t)

'),007

sill5505

k.

r

Figure 66. CoreyBenton, a high schoolstudent, starts a DNAgel as part of the Science and MathematicsSummer Institute.(Photo by Rick O'Quinn)

University of Georgia 175

University of Maryland College Park

Program Direct orWilliam .1. Higgins, MIAssociate Professor of

Zoology and Associate

Dean

College of Life Sciences1222 Symons Hall

University of Matyland

College ParkCollege Park, Ml) 20742

(301) 405-2078(301) 314-0560 (fa.x)

whiggins(walfs.umd.edu(Bitnet)

The University of Maryland:ollege Park is a public researchastitution. In 1992 the Howardfughes Medical Institute award-

ed the University $1,300,000 tosupport (1) development and im-plementation of upper-divisionlaboratory cr urses in biochem-istry, cell biology, genetics, andneurophysiology, to emphasizehands-on experimentation andencourage student research; (2)acquisition of teaching equip-ment for the new laboratories;and (3) summer and academic-year research experiences forstudents, including those fromgroups underrepresented in thesciences, to follow students' par-ticipation in the research-orient-ed laboratory courses.

Student Research andBroadening AccessA program to provide researchopportunities for undergradu-ates is sponsored by the Hughesgrant and the College of Life Sci-ences. The departmental honorsprograms have always requiredstudents to do research. Butmany faculty members wereunable to take more than a fewstudents into their laboratoriesbecause of the cost.

In the first year of the HHMI-supported program, five toseven times more juniors andseniors are getting appoint-ments in faculty laboratories.said Dr. William J. Higgins, who

is Associate Professor of Zoolo-gy, Associate Dean in the Col-lege of Life Sciences, and pro-gram director. There are 30slots for independent biomedicalresearch by juniors and seniorsunder direct faculty supervisionduring the academic year and 20slots during the summer.

Dr. William E. Walton, Re-search Scientist and Lecturer inZoology, and program coordina-tor, says that a new directionhas been set at the Universityof Maryland. "Emphasis haschanged from doing proceduresout of a cookbook to doing re-search aimed at answeringquestions," he said.

"We fully intend to continuethis beyond the five years of theInstitute's grant," said Dr. Hig-gins. "This is essentially a paidinternship that keeps studentsfrom having to work part-time atjobs that have nothing to do withscience. You're not going to getthe students to stay in the bio-medical field if you don't havethese kinds of programs," Dr.Higgins said. "From the stu-dents' perspective, doing re-search is what turns them on,gives them an idea of what thebiomedical field is like." And,Dr. Higgins points out, a re-search experience can give un-dergraduates a head start ingraduate or medical school.

Two-thirds of the studentsare using HHMI funds to sup-port their research for an Hon-ors degree in chemistry and bio-


chemistry, zoology, or psycholo-gy. In addition to the three ma-jors mentionc,1 above, these stu-dents are majoring in botany,biological sciences, and microbi-ology. Nineteen faculty from thedepartments of botany, zoology,chemistry and biochemistry, mi-crobiology, psychology, and en-tomology are mentors in the fel-lowship program. Nine studentsbegan their fellowships in Janu-ary 1993 and 13 more started inJune.

Jennifer Harris, a senior, is anhonors student in zoology who isworking with Dr. Avis Cohen,Associate Professor, Departmentof Zoology. Since January shehas been studying the interac-tions between the brain and thespinal cord that produce swim-ming movement in the lamprey, aprimitive vertebrate (Figure 67).

Ms. Harris is examining thecentral pattern generator (CPG)in the spinal cord of the lamprey.She is attempting to clarify theinteraction between the spinalcord and the brain. She mea-sures the spinal cord and breath-ing activity when the spinal cordand brain stem are allowed tointeract freely. The spinal cordand brain stem are bathed withD-glutamate, an amino acid thatacts as an excitatory neurotrans-mitter. The D-glutamate turnson the CPG, which is distributedthroughout the spinal cord.When excited, the CPG pro-duces a stereotypical pattern ofelectrical activity that stimulates

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muscles to produce swimming inthe lamprey and walking in catsand other mammals.

Ms. Harris and Dr. Cohen pre-sented the data from some ofthis work at the Society forNeuroscience conference inNovember 1993. "I think it'svery important that we havethese programs to supportundergraduate research," Ms.Harris said, because "there'susually a shortage of support"for undergraduate experimentalresearch. Through the program,students can find out whetherthey really want a career inresearch, she said, and for thosewho do, it often opens up gradu-ate research opportunities.

Nwamara Dike, a senior hon-ors student in chemistry and bio-chemistry, is working with Dr.

Figure 67. Jennifer Har-ris studies how theinteraction betweenbrain and spinal cord iscoordinated in the lam-prey in a Department ofZoology laboratory,

Ugrersity of Maryland College Park 177

Vt` 41111:

Figure 68. NamaraDike works in alaboratory in theDepartment ofChemistry andBiochemistry On aresearch project thatinvolves the organicsynthesis ofprostaglandins.

4

.4.

James Herndon, Associate Pro-fessor in the Department ofChemistry and Biochemistry, ona project that seeks to synthesizeprostaglandins of high optical pu-rity. Her initial objective is tostudy the stereochemistry of areaction that produces a substi-tuted cyclopentenone ring whenan alkyne reacts with a chrmoi-um carbene complex. This ringsystem is structurally similar tothat found in prostaglandins. Dr.Herndon and Ms. Dike hope todevelop a general synthetic routeto prostaglandins and prosta-glandin derivatives used in treat-ing cardiovascular malfunctions.Without the support, "I wouldn'tbe able to work in a laboratorybecause I'd have to be lookingfor other work," said Ms. Dike,who has been doing research in

Dr. Herndon's lab since January(Figure 68).

Curriculum andLaboratoriesThe HHMI grant enabled theUniversity of Maryland atCollege Park to revise threeadvanced undergraduate coursesin biochemistry, microbiology,and cell biology in 1992-1993and equipped the laboratot ieswith new technology that allowsundergraduate students to con-duct experimental research.

Before the reorganization,students were taught one set ofexercises one week and anotherunrelated set the next week."Students may have learnedtechniques, but they didn't learnmuch about doing biology as anexperimental science," said Dr.Higgins. He wanted the coursesto provide students with exercis-es that all addressed one prob-lem or a set of related problems."So from an initial set of obser-vations, students in these labs,just as a scientist would do,would ask questions, formulatehypotheses, design experiments,gather data, analyze the data,draw conclusions, and see wherethose questions lead them," Dr.Higgins said.

HHMI support allowed theUniversity to bring in new tech-nology to student laboratoriesand allowed faculty the time toredesign courses that created


1 9 7

research opportunities for under-graduates. "You can't involvestudents in biology research in acourse laboratory if you don'thave the technology," said Dr.Higgins. The HHMI grant "hasallowed the students to workwith equipment and technologythat you would find in leadingresearch laboratories."

The laboratory course in bio-chemistry was completely rede-veloped with the intent of design-ing the experimental protocolsas simply as possible so that stu-dents could carry out most of theprocedures themselves. Dr.Sarah Woodson, of the Depart-ment of Chemistry and Biochem-istry and a Pew Scholar in thebiomedical sciences, wrote anew laboratory manual and in-structor's manual and replacedoutmoded equipment, in addi-tion to designing new protocolsand testing them with two stu-dent assistants.

The course, which consistsof an hour lecture and a five-hour laboratory weekly, is cen-tered around a semester-longinvestigation of the bacterialenzyme alkaline phosphatase.Dr. Woodson developed a seriesof laboratory exercises that leadstudents through the purificationof the wild-type enzyme, site-spe-cific mutagenesis, and finally theisolation and characterization ofthe mutated protein.

Students learn a variety oftechniques commonly used inbiochemistry and molecular biol-

ogy, including centrifugation,nucleic acid and protein gel elec-trophoresis, Western blotting,DNA isolation and sequencing,and kinetic analysis of enzymeactivity. Each pair of studentsworks on a different active sitemutation, fostering a sense ofauthorship in the results.

The new course was taughtfor the first time to 25 students inthe spring semester. Emphasiswas placed on keeping an up-to-date notebook, developing skillsin designing and executingexperiments, and practicinglaboratory procedures. Studentswere required to write a finalreport of their research resultsin the format of a scientific jour-nal article.

The updated microbiologycourse was also offered for thefirst time in spring 1993. Dr.Daniel Stein of the Departmentof Microbiology could nowbring students into a fullyequipped recombinant DNA lab-oratory that is the focus of therevised microbiology course.Dr. Stein acquired a variety ofrestriction enzymes and dou-bled the number of samples ofDNA that students can treatwith the enzymes. Before, stu-dents worked in groups of four.Now there are encugh samplesto allow students to work in pairsor individually. Forty-four stu-dents work in 20 labs mappingplasmids with restriction diges-tions and doing site-directed mu-tagenesis using exonuclease III,

University of Maryland College Park 179

Southern blots, and DNAcloning experiments.

Other basic equipment in-cludes micropipettes and elec-trophoresis apparatus so thatstudents no longer have to waitin line to use equipment. A newstudent laboratory manual waswritten for the spring and will berevised again for the fall. Before,it contained only brief descrip-tions of experiments studentswould do. Now it has doubled inlength, with the addition of sever-al pages preceding each experi-ment that explain the theory be-hind the experiment and why itis important. For example, Dr.Stein explains how enzymeswork and how to analyze data.

A revised cell biology courseis now offered every semester.Before the course modifications,


cell biology was available onlyevery two to three semesters. Inthe new course, open to juniorsand seniors, students rotatethrough four stations in the labo-ratory, learning a different tech-nology at each station.

As the last segment of thecourse, students are allowed tochoose from a variety of prob-lems they can address, usingtechnologies from two or morestations. The students work in-dependently on these projects.






:34,623

25,361

2,504

$50

$574

1 9 0

University of MichiganAnn Arbor

P!:ograni Director

Robert. A. Bender, Ph.D.Professor of Biology

3033 Natural ScienceBuilding

University of

NlichiganA on ArborAnn Arbor, MI

48109-1048

(31:3) 763-4681

(31:3) 747-0884 (fax)

Robert_Bender:Poncc.urnich.edu (Bitnet)

The University of MichiganAnn Arbor is a public researchinstitution. In 1992 the HowardHughes Medical Institute award-ed the University $1,400,000 forsupport of a program to (1) at-tract and retain students early intheir academic careers by pro-viding summer and academic-year laboratory research experi-ences in the biomedical sciencesto first- and second-year under-graduates as well as enhancedadvising and tutoring; (2) pro-vide upper-division biology stu-dents with in-depth research ex-perience through a new "projectlaboratory" course offeringopen-ended investigations in ge-netics and molecular biology;(3) enhance the use of computertechnology in science educationfor use in student tutorials andother purposes; and (4) upgradeequipment for instructional labo-ratories in such fields as micro-biology, developmental biology,and physiology, and establish anew course in neuroscience fornonscientists.

Student Research andBroadening AccessCraig Johnson was one of 59 stu-dents whose research was sup-ported by the HHMI grant in1992-1993 at the University ofMichiganAnn Arbor. The pro-gram places freshmen andsophomores in paid student re-search partnerships with faculty.

As a freshman, Mr. Johnsonworked in the laboratory of Dr.Benedict Lucchesi in the medicalschool's Department of Pharma-cology on a new drug to reintro-duce oxygen to the heart after aheart attack. "It gave me a lot ofexperience with research," Mr.Johnson said. And the experi-ence matched his career goal, toget a degree in pharmacy and dodrug research (Figure 69).

"The object is to get studentsinvolved in a research universityfrom their first semester until theday they leave," said Dr. MichaelM. Martin, Associate Dean andHHMI program director. "Stu-dents come in overwhelmed bylectures and by the transitionfrom high school to university.[Through the research program]they get placed in laboratoriesand become involved in theenterprise of a research universi-ty. They turn into college stu-dents very, very quickly."

Under the program, studentsreceive a stipend for a lab in-ternship during the academicyear, and the host lab receivesan allowance for supplies for thestudent. In the summer of 1993,24 students were working inlabs, with support from theHHMI grant.

"The goal of our program is toimprove the retention and acade-mic performance, particularly ofminority students and women,"said Sandra Gregerman, programdirector of the UndergraduateResearch Opportunities Program.


Figure 69. CraigJohnson, anundergraduate at theUniversity of Michigan,presents the results ofhis research project ina poster session inspring 199:3.

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"Our goal is to keep them on atrack in science and hopefully pur-sue advanced science degrees."

Initially, she said, some facultyhesitated to take freshmen andsophomores into their researchlaboratories. But after having theyoung students in their labs,there is "tremendous faculty sup-port for the program," she said.

Several student participantsexplained why the program wasimportant to them.

Jennifer Phan, a junior premedstudent, is working in the labora-tory of Dr. Matt Kluger in theDepartment of Physiology, in-vestigating interleukin-6 produc-tion in the central nervous sys-tem in response to injection oflipopolysaccharides in rats."Through research, I have notonly learned new techniques spe-cific to my project, I've been ableto apply my own knowledge and,most importantly, critical think-ing to solve problems and hy-

A

G.. sr-s,,

pothesize outcomes of experi-ments," Ms. Phan said, "I'vegained a way of thinking thatcan't be taught in textbooks andhave learned to deal with compli-cations that randomly arise."

As a sophomore Kara Bucci,majoring in biomedical sciences,began working in the lab of Dr.Oveta Fuller in the Microbiolo-gy and Immunology Depart-ment last September andworked through summer 1993.She was trying to determinehow HSV-1, a herpes simplexvirus, gets into a cell. reallywanted to do research, but Ididn't know how to get into it"before entering the undergradu-ate research program, she said."I couldn't have afforded to dovolunteer research."

Students select a project thatinterests them from a bookdescribing ongoing facultyresearch projects and are inter-viewed by the faculty member


in whose laboratory they areinterested.

The students are also assigneda peer adviser and placed in peergroups of 20 student researchers.The peer advisers are juniors andseniors who have themselves ex-perienced the undergraduate re-search program a-ld who serveas leaders of the research peergroups. Last year the HHM1grant supported five biomedicalgroups, three women-in-sciencegroups, and two physical sci-ence/engineering groups.

In addition to the 59 sciencestudents who received HHMIstipends, about 123 other fresh-man and sophomore sciencestudents benefited indirectlyfrom the Institute grant, Ms.Gregerman said. They alsoworked in labs doing researchin biology, biomedical research,physics, and chemistry. Somereceived a stipend from othersources, and some receivedthree hours of academic creditper semester. All participated inthe Institute-supported peer ad-viser and peer research groupportions of the program.

The students worked on a re-search project, kept a weeklyjournal on their research expe-rience, met monthly with theirpeer adviser, and attended amonthly peer research groupmeeting.

At the group meetings, stu-dents listened to a reading orwatched a video on issues such asuse and misuse of scientific dataand use of animals in research,

then held discussions on the top-ics. Students also heard presenta-tions by graduate students andresearchers. Sonic studentsmade small presentations to thegroup on their research. In1993-1994 the student groups willmeet twice a month.

The program is advertisedthrough a mailing to all incomingfreshmen and sophomores.Underrepresented minority stu-dents are recruited through pro-grams on campus and throughcounselors. There were 33African Americans, 10 Hispanics,and 1 Native American amongthe 59 HHMI-supported studentsin the program in 1992.

The University also recruitedeight students from nearbyWashtenaw Community Collegewho will participate in researchprojects 6 to 10 hours a week atthe University campus still

taking classes at the CommunityCollege. Objectives of this initia-tive are to provide communitycollege students with exposure touniversity researchers, students,and faculty, and to ease their tran-sition to a four-year institution.

In April 1993 three studentssupported under the HHMIgrant made formal presenta-tions on their work at a springresearch symposium receptionfor all undergraduate researchprogram participants and invitedguests, and six others madeposter presentations. Two stu-dents, Terry Lie and LyndaMankowiec, investigated whethermast cells, a connective tissue


cell whose functions are unclear,are involved in the developmentof fibroid tissue in the lungswhen the anti-cancer agentbleomycin is administered.They found that mast cells ap-pear not to play an importantrole in producing fibrosis, aspreviously thought. Cary Hsustudied the effects of halothane,an anesthetic that is inhaled, onthe recovery of pulmonaryartery rings from oxidant injury.His project was partof a largerinvestigation exploring howanesthetics affect the process ofinflammation during surgeryand patient recovery. A re-search project conducted byAlysia Green focused on the ef-fectiveness of clofilium on in-hibiting heart fibrillations. Fewdrugs are effective in preventingheart attacks in humans, but

clofilium has been found to pro-tect rabbit hearts.

Of 1,148 applicants, 327 wereassigned to participate in theundergraduate research pro-gram in 1992-1993. Another 330applicants who did not make therandom selection into the pro-gram are being used as a controlgroup in a study that will followboth sets of students for fiveyears to see if the program reallydoes improe student retentionand academic performance inthe sciences.





Annual Budget (in millions) $1,800


9 r.Jfne t)

University of Nevada, Reno

Program DirectorRobert w, head,

Associate Dean

College of Arts and

Sciences

University of Nevada,

Reno

Reno, N\ 89557-0008

(702) 784-6155

(702) 784-1468 (fax)

The University of Nevada,Reno is a public doctorate-grant-ing institution. In 1992 theHoward Hughes MedicalInstitute awarded the University$1,100,000 in support of a pro-gram to (1) provide undergradu-ates and high school studentswith collaborative researchexperiences during the summerin faculty laboratories, supple-mented by seminars and acade-mic and career counseling; (2)offer summer short courses forelementary and secondaryteachers to update their knowl-edge of biology and related dis-ciplines, and enhance the scien-tific content and laboratoryactivities in courses for prospec-tive science teachers in theCollege of Education; (3) involvescience and mathematics facultymembers in undergraduate edu-cation and enrich their teachingskills; and (4) strengthen labora-tory and classroom teaching inintroductory, intermediate, andupper-division courses in biolo-gy and biochemistry.

Student Research andBroadening AccessThrough the HHMI grant, theUniversity of Nevada, Reno pro-vides summer laboratory oppor-tunities for undergraduates.This 10-week program, startingin the summer of 1993, enabledfour students, all female or

minorities, to undertake theirown research project. In addi-tion to research, the programoffers orientation, weekly break-fast meetings, and scientificseminars.

Rhonda Monroe is an under-graduate at the Universitywhose summer research projectwas *undertaken in the laborato-ry of Dr. Gary Blomquist, Pro-fessor of Biochemistry. Ms.Monroe is studying insect nutri-tion and the role of linoleic acidin the diet. Studies have foundthat somebut not allinsects,unlike humans, synthesize thisfatty acid. Because plants are anexcellent dietary source oflinoleic acid, her project exam-ines whether insects whose dietis not rich in plant matter aremore likely- to synthesize linole-ic acid. She is studying such in-sects as the Mormon cricket,the praying mantis, and the barkbeetle, which have variable dietsthat are not exclusively relianton plant material. To determinewhether these insects synthe-size linoleic acid, she is using in-jections of 14C-acetic acid, a pre-cursor in linoleic acid synthesis,along with high-performance liq-uid chromatography. Ms. Mon-roe said, "I have to figure outways to perfect tl-p. procedure,which involves a lot of problemsolving. It took me some time toperfect my extraction of lipids tosee if they contained the iso-tope." She plans to incorporate

2 04University of Nevada, Reno

Figure 70. ClaireHettinger, aCniversity of Nevada,Reno undergraduate,and Erica West cot t(foreground) aparticipant in t heUniversity's high schooloutreach program.examinesamples for theirresearch project.

4A;

he research into her senior the-sis and embark on graduatetraining.

Another student, Claire Het-tinger, was thinking about drop-ping biology as a major until shebecame an undergraduatetrainee in the summer of 1993."Tutoring mathematics hasgiven me a tremendous amountof self confidence and I reallylike my summer lab experi-ence," she said. "I know now

that I am going to stay active inthe lab for the next 3 years andthat biology is what I want todo" (Figure 70).

The Undergraduate TraineesProgram transforms undergrad-uates into mathematics tutorsfor nearby middle school chil-dren. Starting in the summer of1993, seven freshmen andsophomores (all underrepre-sented minorities or females)who are interested in science,but who lack confidence in theirmathematics abilities, receiveseven weeks of training, withstipend and room and boardprovided by the HHMI grant.One half of each day's trainingtakes place in a faculty laborato-ry where students engage in sci-entific research, and the otherhalf of the day is devoted toeither math instruction, tutortraining, or other skills toimprove their understanding ofmathematical applications in sci-ence. After demonstrating profi-ciency in math and tutoring,these undergraduates areplaced as tutors in a minoritymiddle school in Reno.

This program is based on thepremise that weakness in math-ematics can be overcome andself-esteem can be nurtured byhelping others who are at risk.Karen Alum, who coordinatesthe tutor training component ofthe program, views the experi-ence for students as one of"understanding that they can beempowered to learn and that


2 5

they can empower other stu-dents." For the middle schoolstudent, the expectation is "forthem to see that anyone can domath, especially people just afew years older," according toDr. Robert Mead, AssociateDean of the College of Arts andSciences and program director.

Curriculum andLaboratoriesCurricular and laboratorychanges have been a high prior-ity at the University of Nevada,Reno since the inception of theInstitute grant in 1992. Threeadvanced laboratory courses inmolecular biology and biochem-istry have been fundamentallyrevised or created as a result oflaboratory equipment purchas-es. One of the transformationshas occurred in an advancedlaboratory course, MolecularBiology Techniques, given byI)r. Alice I)eLisle, Assistant Pro-fessor of Biochemistry. Thecourse has more workstationscontaining new electrophoresisequipment, micropipettes, andmicrocentrifuges, as well asmore equipment serving the en-tire laboratory, such as spec-trophotometers, gel dryers, andfluorometers.

The laboratory concentrateson hands-on molecular biologyby training students in thegrowth and maintenance of bac-teria and phage, preparation of

DNA, subcloning of DNA frag-ments into plasmids, enzymaticanalysis and manipulation ofDNA, and sequencing of DNAusing a computer program. I)r.I)eLisle commented that "with-out the equipment, we simplycould not have taught thiscourse. The students becameproficient at basic molecular bi-ology techniques that they needto continue in a scientific ca-reer" (Figure 71).

Another new course, an intro-ductory biology laboratory, wascreated after faculty membersattended a conference on teach-ing introductory biology. WithHHMI support, two biology fac-ulty traveled to the Marine Bio-logical Laboratory in Februaryof 1993 to participate in theCoalition in Education for theLife Sciences conference. As aresult of the conference, con-cepts such as hypothesis test-ing, experimental design, dataanalysis, and the use of scientif-ic equipment have become anintrinsic part of the design ofthe new introductory biologycourse available to students inthe 1993-1994 academic year.

Faculty DevelopmentIntegrating mathematics morethoroughly into the core cur-riculum, including the life sci-ence:, curriculum, was the dri-ving force behind the hiring of anew Director of the University's

University of Nevada, Reno 187

Figure 71. Students inthe molecular Nolo*.laboratory (from hy7):William Thompson,John Bottorff, andReiko Tomosugi.

Mathematics Center. Withsalary support from the HHMIgrant, Dr. Jerry Johnson has theresponsibility for implementinga new initiative, MathematicsAcross the Curriculum. Theprogram is patterned after theUniversity's previous initiative,Writing Across the Curriculum,and is expected to lead tochanges in at least 10 courses.With the goal of improvingmathematics and problem-solv-ing skills, Dr. Johnson plans toassist faculty in formal work-shops and in informal settings todevelop fresh approaches to,and new emphasis on, mathe-matics training. The first waveof changes is expected to comein the fall of 1993 when aphysics and a calculus instructorare scheduled to take eachother's classes and share theirexperiences in a faculty work-

shop organized by Dr. Johnson.Two biology coursesBiologyfor Non-Majors and OrganismalBiologyare slated for curricu-lar enhancements as well.

Precollege and Outreach

The HHMI grant has enabledthe University of Nevada, Renoto create a summer researchprogram designed to ease thetransition from high school tocollege. High school studentsfrom far-off urban and ruralareas within the state, especial-ly underrepresented minoritygroups from the Las Vegasarea aild from remote Nevadacounties, can join local Renosecondary students during this10-week program in whichthey are placed in faculty lab-oratories.


20?

One participant is Paul Park,who is working on the mecha-nism of action of captan, a fungi-cide. He is measuring the ef-fects of captan on the activity ofcarboxylesterases, a group of in-tracellular enzymes involved inseveral cellular functions, usingboth in vitro and in vivo tech-niques. After working duringthe summer of 1993 in the labo-ratory of Dr. William Welsh, Mr.Park said, "I have been acceptedto the University of Pennsylva-nia, where I plan to study bio-chemistry and eventu'lly be-come a general practitioner."

Another participant in the pro-gram was Madeleine Cabrera,who said that her initial plansafter graduating from highschool were "to start out just tak-ing a couple of courses in a com-munity college and then seewhat happens." Ms. Cabrerd.noted, "The Howard Hughestrainee experience made medecide instead to enter theUniversity as a biology major."Her research project concernedpattern formation during planari-an regeneration (Figure 72).

High school minority studentscan also benefit from the HighSchool Minority ScholarsProgram, a summer programproviding prospective premed-ical students with backgroundinformation on medical school.Lectures, tours, and interactionwith medical students and facul-ty are designed to familiarizehigh school students with the

1.

Ek

medical school experience. Thesummer of 1993 marked thebeginning of this program, inwhich student stipends, room,and board are funded by theInstitute grant.

Other outreach efforts aredirected to area high o.choolteachers. Spring and summerworkshops aid science teachersin designing new experimentsfor their classrooms and in usingcomputers. The summer pro-gram is a formal three-week pro-gram for 15 teachers, whosestipends are supported by theHHMI grant. During the sum-mer of 1993, the teachers gained

University of Nevada, Reno

Figure 72. MadeleineCabrera (right), a highschool student, withJenifer Reaves, anundergraduate, conduct-ing research on patternformation during pla-narian regeneration.

189

experience with a variety ofapproaches, including a softwareprogram that illustrates environ-mental transport and toxicology.With this program, their studentscan study the roles of such indus-trial metals as mercury and cop-per and their impact on environ-mental systems.







8,665

6,995

799

821

31:38

University of Notre Dame

Program Director

John G. Duman, Ph.D.Associate Dean

College of ScienceProfessor of

Biological SciencesUniversity of Notre DameNotre Dame, IN 46556

(219) 631-5495(219) 631-741:3 (fax)

The University of Notre Dameis a private doctorate-grantinginstitution in Notre Dame,Indiana. In 1992 the HowardHughes Medical Institute award-ed the University $1,500,000 tosupport (1) integration of thefields of cell, molecular, anddevelopmental biology, genetics,physiology, and other areas ofbiology with organic and physicalchemistry and biochemistry, in anew interdisciplinary curricu-lum, with development of a labo-ratory for the new program; (2)expansion of undergraduateresearch opportunities, toemphasize interdisciplinaryapproaches; (3) new facultyappointments to implement theinterdisciplinary curriculum; and(4) opportunities for biologyteachers from urban highschools to earn academic creditand stipends by participating inlaboratory research and develop-ing experiments and demonstra-tions rJr classroom use.

Student Research andBroadening AccessThe Hughes grant supportssummer research opportunitiesfor about 20 undergraduates,especially women and minori-ties, from the University andfrom four universities with pre-dominantly minority popula-tions: Xavier University ofLouisiana in New Orleans and.Clark Atlanta (Georgia), which

are historically black, and St.Mary's of San Antonio and St.Edward's in Austin, which havelarge Hispanic populations. In1993, its first year, 16 of the 22participants were women.

The 10-week program providesa stipend and matches studentsand faculty with similar researchinterests. After two weeks ofintroductory training, studentsbegin their own research projects,which in 1993 included such top-ics as the role of a novel gene inpattern formation in Drosophila,cloning of ovulation-specificcDNAs, and molecular characteri-zation of the retinal degeneration-B gene of Drosophila.

Wendy Chan, a biology majorentering her junior year at St.Mary's, worked on the projectwith the rdgB gene, which isinvolved with the degeneration ofphotoreceptors in Drosophila,during the summer at NotreDame. The program gave her achance to take "a step into theresearch field to see what it waslike," an opportunity she wouldnot otherwise have had.

Curriculum andLaboratoriesFour new courses in the biologi-cal sciences comprise the heartof the HHMI-supported pro-gram at the University of NotreDame to stimulate more studentinterest in biomedical researchand careers in related fields.

University of Notre Dame 191

The new courses are designedspecifically for biology and bio-chemistry majors. Previously,these students had to takecourses more oriented towardpremed students.

"The [new] courses aregeared toward the needs ofsomebody who is looking to goon to graduate school," said Dr.John Duman, Associate Dean ofBiological Sciences and HHMIprogram director. "That's reallythe gist of the whole thing."

In 1992-1993 the Universityoffered two of the new courses,Cell. Biology and Genetics, forthe first time. Although initiallyplanned as pilot projects of 30students, the courses wereexpanded to 45 students thefirst year when the BiologicalSciences Department recom-mended that biology majorstake these courses rather thanthe premed-oriented courses.In 1993-1994, enrollment in thenew courses will he expanded to60 students.

The third course, Bio-organicChemistry, replaces organicchemistry for biology and bio-chemistry majors. The new two-semester course was alsoplanned as a 30-student pilotproject but will enroll about 100students when it debuts in fall1993. The fourth new course,Physiology, will be offered forthe first time in 1994-1995.

The new cell biology andgenetics courses contain much

more molecular biology than didprevious offerings. In addition,subject material has been coor-dinated between the two, andoverlapping instruction hasbeen minimized. Both areintended for sophomores. CellBiology covers membrane struc-ture and transport, cell adhe-sion, ATP formation, organellebiogenesis, cell signaling, andother topics. Genetics includesfoundations of classical genet-ics, the molecular basis of classi-cal genetics, recombination,chromosome theory, and othersubjects.

The new course in bio-organ-ic chemistry provides an alter-native to traditional organicchemistry, which emphasizesbenzene chemistry and similarmaterial but "doesn't quite piquethe fantasy of the average biolo-gy student," Dr. Duman said.The new sophomore-levelcourse will teach the organicprinciples that biology majorsneed to know but will, wherepossible, include biologicallyimportant molecules. Most biol-ogy majors now take the newbio-organic course.

The new physiology course isaimed at juniors who have takenthe other three new courses. It isbeing developed over 1993-1994and will incorporate more molec-ular biology and biochemistry.

The HHMI grant is fundingnew equipment for laboratoriesto complement three of the new

192 Program Profiles211

courses. Laboratories were setup in summer 1993 for CellBiology and Genetics, andanother laboratory will be estab-lished later for Physiology.Instruction will be coordinatedamong the laboratories, andmore useful laboratory tech-niques will be taught.

"Most undergraduate labora-tories use antiquated kinds oftechniques and procedures thatillustrate interesting kinds ofphenomena," Dr. Duman ex-plained. The new laboratorieswill teach "the sort of thing astudent who is going on to grad-uate school or somebody whowould be looking for a job wouldhe likely to use. Spurred by thepower of molecular and bio-chemical techniques, biology isnow more interdisciplinary thanever. Thus, traditional disci-plines within biology (i.e., cellbiology, genetics, physiology,developmental biology, etc.)have broken down to some ex-tent as population biologists se-quence genes and physiologistsuse molecular and biochemicaltechniques to investigate cellsurface hormone receptors orion channels in membranes. Inaddition, a solid background inchemistry is now more impor-tant than ever. These newcourses attempt to impress uponthe students the relevance ofchemistry to biology and theintegrative nature of modernbiology."

Faculty DevelopmentThe new courses and laborato-ries developed under theT.-111M' grant are being aug-mented by two full professors(funded partially by the grant)and a laboratory coordinator(funded totally). During 1992-1993 the University hired Dr.Alan Johnson, a specialist inavian reproductive biology andendocrinology, to fill the physi-ologist position. He will beginin fall 1993 and help design thenew physiology course.

Laboratory coordinator Dr.Michelle Murphy, a Drosophilamolecular biologist, was hired inMay 1993 to set up the laborato-ries for the new cell biology andgenetics courses. She will oper-ate those laboratories during1993-4994 and assist in develop-ing a laboratory for the newphysiology course.

Precollege and OutreachThe outreach component of theHHMI-funded program is builton the idea that precollegeteachers need to know how todo research if they are going toinstill a love of research in theirstudents.

"Here are people who are in aposition to turn kids on or off atan age when they may be think-ing about science as a career," Dr.

University of Notre Dame 19:3

Duman said. "The typical highschool teacher has ... never doneresearch, and yet they're tryingto give their students some senseof what a biologist does."

The project's summer re-search program brings highschool teachers to the campusfor 10 weeks of research with fac-ulty in the chemistry or biologydepartment. Dr. Duman said hewas particularly pleased with the

high quality of the eight teacherswho came to Notre Dame for the1993 summer session.

Institutional ProfileTotal Enrollment 9.828

Undergraduate Enrollment 7.607



Annual Budget (in millions) 3259

194 Program Profiles.2

University of Pittsburgh Main Campus

Program DirectorDavid R. Burgess, Ph.D.

Professor and ChairDepartment of

Biological SciencesRoom A234, Langley

Hall

l'nivnsity of PittsburghMain Campus

Pittsburgh, PA 15260(412) 624-4:350

(412) 624-4759 (fax)

The University of PittsburghMain Campus is a public researchinstitution in Pittsburgh, Penn-sylvania. In 1992 the HowardHughes Medical Institute award-ed the University 51,700,000 tosupport a program with the fol-lowing components: (1) under-graduate research training andexperience, to provide studentswith workshops on research con-cepts and techniques in biology,summer research in faculty labo-ratories, activities to broaden ac-cess to biology and related disci-plines through expanded summerresearch opportunities for under-represented minority students,and development of small groupsections and honors laboratoriesin introductory biology courses;(2) development of the laboratorycurriculum through equipmentacquisitions, computer enhance-ments, and new courses in suchareas as cell biology, organicchemistry, developmental biolo-gy, and neurophysiology; and (3)summer research training forPittsburgh-area high school stu-dents, including those from un-derrepresented minority groups,and ongoing summer workshopsfor teachers.

Student Research andBroadening AccessTwelve students were selectedfrom 151 applicants throughoutthe United States to participate inthe first paid summer researchprogram for undergraduates at

the University of Pittsburgh inthe summer of 1993.

At the end of his first week inthe program, junior KevinMessner said he had spentabout 70 hours in the laboratory."But by the end of the summer,I'll have learned more molecularbiology than I ever would in aclassroom," he said.

"The summer undergraduateresearch program was designedto provide outstanding studentsthe opportunity to experiencefirsthand the real culture of sci-ence," said program director,Dr. David R. Burgess, Professorand Chair of the Department ofBiological Sciences. "We wantstudents to learn about the ex-citement, frustrations, rigor, andcollegiality of a research career."

Each student carries outresearch under the direction ofa faculty member who is run-ning a laboratory. The studentreceives a stipend plus freeroom and board under theHHMI-supported program, andthe host laboratory receives anallowance for supplies.

The student researchers pre-pare a research prospectus with-in the first week of arrival, keepa laboratory notebook, attendlectures, participate in journalclubs and group research meet-ings, and gather for planned so-cial activities. They are housedtogether in dormitories.

Participants attend work-shops that explain major tech-niques used in modern biologi-cal research such as confocal

9 1 A University of Pittsburgh Main Campus 195

microscopy, polymerase chainreaction, electron microscopy tovisualize proteins and proteincomplexes, and high -p 3weredcomputers.

Near the end of the program,the students will give formalresearch talks about their work totheir peers and faculty sponsors.

University of Pittsburgh offi-cials sent over 300 packets ofmaterials announcing the corn-petition for the summer pro-gram to universities and col-leges nationally. "We wereextremely impressed by thequality" of the applicants, saidDr. Burgess. Pittsburgh hasalready decided to increase thesize of next summer's programto 20 undergraduates.

The students selected as the1993 summer research under-graduates had grade point aver-ages ranging from 3.22 to 4.01.Four were underrepresentedminority participants.

Mr. Messner, a zoology andchemistry major at Miami Uni-versity of Ohio, worked with Dr.James Pipas of the Departmentof Biological Sciences, whostudies the neoplastic transfor-mation functions of the simianvirus 40 (SV40) large T-antigen,a viral oncogene product. Mr.Messner planned to study arelated large 'I' antigen fromhamst.'t uolyoma virus, usinghigh . ' -xpression from arecombinant plasmid construct,in order to determine what con-tribution each of the several bio-chemical activities of the

Program Profiles

hamster polyoma 1' antigenmakes to the unique transform-ing abilities of hamster polyomavirus. The students are allexcited about their work, Mr.Messner said. "Back at the dor-mitory, everybody gives athree-minute synopsis of whatthey did in the lab that day"(Figure 73).

In addition to the Universityof Pittsburgh, students camefrom such institutions as Yale,Texas A&M University, Univer-sity of Rochester, Barnard,Miami University of Ohio,Grambling State University,Georgetown University, Wash-ington University, and OberlinCollege. Their majors includedbiology, microbiology, biochem-istry and genetics, neuroscienceand chemical engineering, andbiochemistry and biophysics.

Curriculum andLaboratoriesDuring the past year, the Univer-sity of Pittsburgh's Departmentof Biological Sciences has under-gone a major curriculum revi-sion. Several changes weresupported by the HHMI grant:

New lecture and laboratorycourses in developmental biolo-gy allow students to work withmodel organisms that biologistsare using extensively in re-search, including C. elegans,Drosophila, and Xenopus em-bryos. The laboratory wasequipped with new dissecting

2 1 5

and phase contrast microscopes,a fluorescence microscope, a mi-croscope with differential inter-ference optics, a demonstrationmicroscope with video cameraand monitor, centrifuges and ro-tors, power supplies and gel ap-paratus for both protein and nu-cleic acid analysis, and manysmaller items. The laboratorywill be used in the spring termfor developmental biology and inthe fall term for cell biology.The latter course will focus onprinciples of cell biology, withstudents performing a series ofexperiments in one area to gainan appreciation of how cell biolo-gy is done.

A computer-learning laborato-ry was designed to teach smallgroups of up to 12 students andto be used as a resource roomfor individual faculty and stu-dents. The laboratory wasequipped with five Macintosh

computers and a graphics workstation with 24-bit color graphics,including a three-dimensional vi-sualization system. Videodiscequipment, computer software,CI) -ROM database access, andan instructional videotape librarywill allow users of the lab to viewsuch things as nucleic acid se-quences and molecular graphicsof protein and DNA structure.Students will be able to look atthree-dimensional models of howpeptide bonds are formed.

A freshman honors laboratoryin introductory biology isdesigned to be a more problem-based laboratory course for 18students chosen from the 1,000who take the regular introducto-ry biology course. A time-lapsevideo showing sequences ofmitosis and development wasespecially valued by the stu-dents, who wrote critiques of thecourse. "I had never seen mito-

Figure 73. Kevin Mess-ner working wit h rolllines at a tissue ellitUrehood,

University of Pittsburgh Main Campus 197

1,6 6

sis before, and when I saw thevideo, I realized that 1 was wrongabout some of its finer points,"said Katherine Lestock. "Forexample, I had always picturedanaphase as a relatively cleansplit down the metaphase plate.I realize now that metaphase isnot necessarily as ordered astextbooks would have youbelieve, and in anaphase, chro-matids slide past each other."

A new sophomore-level, two-semester course in organicchemistry is designed to be asrigorous as traditional organicchemistry, but it will use biologi-cal examples rather than chemi-cal examples. It will be aboutchemistry occurring in livingsystems and will explain suchtopics as biological molecules,design of drugs, pesticides andherbicides, and the chemicalapproach to synthetic enzymes.

In summer 1992 the Universi-ty selected three of its own un-dergraduates from the Depart-ment of Biological Sciences topave the way for the full summerprogram. The students partici-pated in a limited, exploratory In-stitute-supported summer pro-gram that paid each student astipend and provided each spon-soring laboratory with an al-lowance for supplies.

Christine Mueller was in-volved in a project to isolate andcharacterize genomic clones fora novel transcription factor calledGATA-4 from Xenopus. But herwork did not end when summerdid. She stayed on in the labora-

tory of Dr. Todd Evans to com-plete her research project.I Joseph Molitierno spent sum-mer 1992 in the laboratory of Dr,R. Jude Samulski, participatingin several projects involving thedevelopment of the defectiveadeno-associated virus as a vec-tor for human gene therapy. Hisprincipal project involves con-struction of a herpes simplexvirus derivative that can "help"the defective virus once it entersthe cell. Mr. Mo litierno contin-ued working in the laboratory in1992-1993 for academic creditand remained through summer1993 as a paid undergraduate re-searcher.

Matthew Fetters worked inthe laboratory of Dr. Pipas,where he had been workingsince September 1991. Mr. Fet-ters helped isolate and charac-terize clones from a cDNA li-brary generated from intestinalcrypt mRNAs. The goal was toisolate and identify mRNAs thatare more abundant in crypt cellsthan in the terminally differenti-ated zone of the villus. He hascharacterized 10 clones that de-tect unique, differentially ex-pressed mRNAs. He graduatedin December 1992 with a B.S. inbiochemistry and biophysics anddecided to remain in Dr. Pipas'slaboratory for an additional yearto see his project through topublication. He then plans topursue a Ph.D. in molecular andcellular biology.

Dr. Burgess says the Insti-tute's support "raised the expec-


500

450

400

350

300

2501

1990-1991

Figure 74. The numberof biological sciencemajors at the Universityof Pittsburgh hasincreased since 1993).

1991.1992 1992.1993

tation of our students at a timewhen the curriculum in biologi-cal sciences underwent majorrevision. This change in expec-tation is reflected by the enthusi-asm of our students for thesciences." In the past two years,the number of undergraduatemajors in the Department of Bio-logical Sciences has increasedfrom 321 to 457, and introducto-ry laboratory enrollment hasincreased from 1,450 to 2.050(Figures 74 and 75).

immimimmiamimmeiPrecollege and OutreachINVESTING NOW, created in1988, is a partnership betweenthe University of Pittsburgh andthe Pittsburgh Public Schools.Its objective is to stimulate, sup-port, and reward high academicperformance, particularly inmathematics and science, of mid-dle school and high school stu-dents, especially those fromminority groups underrepresent-

9 900

2,000ti

Ili ',sun

is

1.600

1,40(1

19901991 1991-1992

ed in the sciences. Four of itsprograms are supported by theInstitute:

Tutoring program: Up to 60students who meet eligibilityrequirements and are interestedin going on to college aretutored two to three times aweek in mathematics, biology,chemistry, and physics. TheInstitute supports three of fourtutors, including the coordinator,who work with 85 to 90 percentof the students in the program.Ni Eighth grade program: FromJuly 6 through July 31, 1992, 8th-grade students who were accept-ed into the INVESTING NOWprogram attended a special sum-mer school at the Pittsburghcampus, designed to acquaintthem with the laboratory, sci-ence, and math skills they wouldneed in the academic/gifted pro-grams in the Pittsburgh cityschools. In 1992 Institute sup-port provided the laboratoryfacility, equipment, and suppliesfor the program, and in 1993 it

1992.1993

Figure 75. Enrollmentin introductorybiological scienceslaboratories has grownby more than one-third.

University of Pittsburgh Main Campus 199

also provided support for one oftwo instructors.

Summer fellowships for twohigh school students: Two in-coming seniors, Erin Ford andRasheed Clark, were selectedfrom 14 applicants to work inlaboratories in the Departmentof Biological Sciences for sixweeks in summer 1993. Thestudents received a stipend, andthe sponsoring laboratory re-ceived an allowance for sup-plies. These students participat-ed in the program activities ofthe undergraduate summer re-search fellows.

Workshop for teachers: In

summer 1993, 30 high schoolscience teachers attended work-shops at the University. Fifteen


participated in the workshop onDNA Techniques and the other15 participated in an Environ-mental Science workshop held atthe university's ecology field sta-tion. The workshops empha-sized hands-on research andfield experiences, and offeredlectures by University faculty.Participating teachers receivedeither a stipend or graduatecredit in the biological sciencesfrom the University.






26,593

15,475

2,310

$296

$690

University of Texas at San Antonio

Program Director

Andrew 0. Martinez,Ph.D.

Associate Professor ofLife Sciences

University of Texas atSan Antonio

6900 Loop 1604 N.W.

San Antonio, TX 78241)

(210) 691-4184(210) 691-5765 (tax)

The University of Texas at SanAntonio is a public comprehen-sive institution. In 1991 theHoward Hughes Medical Insti-tute awarded the University$650,000 for a program to (1)broaden access to the sciencesfor students, particularly Hispan-ics and other students underrep-resented in the sciences, byproviding laboratory training andresearch experiences, especiallyfor freshmen and sophomores;(2) expand the biology curricu-lum to include laboratory cours-es in molecular biology andgenetics and equip teaching labo-ratories for the new courses; (3)support the addition of new facul-ty members to assist in theimplementation of the new cur-ricula; and (4) establish linkagesin the sciences with regionalcommunity colleges and increasestudent access to college-levelscience programs.

Student Research andBroadening AccessAt the University of Texas at SanAntonio, Hispanics make up 30percent of the student popula-tion. In its student .esearch andbroadening access component,the HHMI-funded programfocuses primarily on Hispanics aswell as other underrepresentedminorities and women throughits undergraduate research train-ing program in biology.

"The most significant aspect ofthe program so far has bec,n...the success that we have had inrecruiting the targeted students,"said Dr. Andrew Martinez, Asso-ciate Professor of Life Sciencesand HHMI program director. In

1991-1992 all five HHMI-fundedparticipants were women, includ-ing one Hispanic and one black.In 1992-1993, six of seven stu-dents were women: five Hispan-ics and one black.

According to I)r. Martinez, theprogram's success among His-panic women is particularly sig-nificant. "For Hispanics, thewomen are the most difficultgroup to attract to the sciences,"I)r. Martinez explained. Tradi-tional Hispanic culture encour-ages women to stay at home tocare for the family, he said. As aresult, many Hispanic parentsmay he reluctant to let theirdaughters attend college.

The research training programfocuses on freshmen and sopho-mores in the life sciences. "It'sduring the first two years of themajor that we lose many of thetalented, promising minority stu-dents," I)r. Martinez said. "Weare trying to make the first twoyears more exciting, more inter-esting to them by having themparticipate in research activitieswith the faculty."

Participants receive a stipendfor two years and the opportuni-ty to work part-time in a facultylaboratory during the academic

University of Texas at San Antonio 201

Figure 76. CynthiaDeLeon adjusts a digitaloscilloscope in prepara-tion for the intracellularlabeling of hippocampaldentate granule cells%kith horseradish peroxi-dase. From theselabeled cells, three-dimensional models ofthe labeled neurons aremade and incorporatedinto computer models ofthe hippocampus.

year and full-time in the summer.The students are encouraged toenter one of the advanced re-search programs on campus, inparticular the Minority Biomed-ical Research Support (MBRS)or the Minority Access to Re-search Careers (MARC) pro-gram funded by the National In-stitutes of Health.

Cynthia DeLeon, a Hispanic,entered the HHMI program as asophomore in fall 1992 and theMARC program in summer 1993.In the HHMI program, she inves-tigated changes in the homeosta-sis of calcium in brain cells inconnection with research onaging and Alzheimer's diseasebeing conducted in the laborato-ry of Dr. James Chambers, Pro-fessor of Life Sciences. Ms.DeLeon was involved in the par-tial characterization of a Ca2+-in-dependent, Mg2+-dependentATPase from PC12 cells grown inthe presence of nerve growth fac-

.1

tor. The specific activity of theenzyme was found to increasesignificantly following administra-tion of the growth factor. Ms.DeLeon is a co-author on a forth-coming paper on the topic.

"We were guided by Dr. Cham-bers," she explained. "But we didthe actual experiments and gotthe data." The work in Dr. Cham-bers's laboratory was interestingand exciting and pointed her to-ward biomedical research, Ms.DeLeon said. "It was probably thebest thing that's happened to me.It's what really steered me intowhat I wanted to do" (Figure 76).

Chajuann Chambers, anAfrican American participant in1991-1992, perhaps best repre-sents the type of student the pro-gram is trying to reach, Dr.Martinez said. Ms. Chamberswas initially in danger of drop-ping out of the University. Butshe raised her grade point aver-age during the academic year


and during the summer partici-pated in research training withDr. Brenda Claiborne, AssociateProfessor of Life Sciences, on aproject involving the study offunctional changes during thestructural development of gran-ule neurons in the hippocampalregion of the brain.

Four 1992-1993 participantswill continue for a second year,and three are expected toadvance to other research pro-grams. It is expected that sixmore students will be broughtinto the program in fall 1993.

Curriculum andLaboratoriesThe HHMI-funded program alsoseeks to attract and retainpromising students in the biologi-cal sciences by supporting thedevelopment of more challengingand stimulating laboratory cours-es. The program calls for re-designing and reequipping twoexisting laboratory courses, In-troductory Biology and GeneralGenetics, to provide an exciting,hands-on laboratory experience.

Introductory Biology Labora-tory is for freshmen interested inthe life sciences, biotechnology,or allied health professions andenrolls about 400 students peryear. During 1992-1993, the cur-riculum was totally rewritten.The new laboratory emphasizespractical biological experimenta-tionwhat biologists doandprovides students with a labora-

tory experience of biologicalprinciples. For example, studentswill run gels to solve forensicproblems involving blood sam-ples and develop an analogue ofhuman digestion by investigatinghow factors such as pH affect thedigestion of pork rind by pepsin.The new laboratory was offeredin fall 1993.

The general genetics laborato-ry course for sophomores hasalso been restructured to incor-porate more hands-on teaching,particularly in recombinant DNAtechnology. The course servesabout 240 students each year. It

is the entry to the advanced corecurriculum and is required of allbiology majors. In summer 1992Dr. Martinez attended the week-long, HHMI-funded Workshop inRecombinant DNA Technology,operated since 1990 by the Uni-versity of Chicago, to gather up-dated information for the newlaboratory course. Laboratorysessions will involve, for exam-ple, experiments with plasmidDNA transformation, restrictiondigestion and gel electrophore-sis, Southern blotting, and nicktranslation. The course will be of-fered in fall 1993.

The HHMI-funded program,though aimed at undergradu-ates, also contributed indirectlyto the implementation of a biolo-gy Ph.D. program, the first atthe San Antonio campus, in1992-1993, Dr. Martinez said.The new program providestraining in neurobiology, partic-ularly for students from tninori-

University of Texas at San Antonio 203

ty groups underrepresented inthe sciences.

Faculty DevelopmentThe HHMI grant is helping to ex-pand training in molecular biolo-gy and biotechnology at the Uni-versity by partially supportingthree new faculty in the Divisionof Life Sciences. Their addition tothe faculty will give students acurrent, broader education inthese areas and will provide moreresearch training opportunitiesfor undergraduates.

The new faculty were recruitedduring 1992-1993, and Institutefunding will be used to help set upand equip their research laborato-ries. Dr. Aaron Cassill, a molecu-lar geneticist, and Dr. Luis Haro, aHispanic molecular endocrinolo-gist, began in fall 1993. The thirdappointment is pending.

The new faculty will enhanceand expand undergraduate edu-cation in emerging areas of biol-ogy and biotechnology. Dr. Cas-sill, who earned a bachelor'sdegree in biology at HarvardUniversity and a Ph.D. in biolo-gy at the University of Califor-nia-San Diego, was most recent-ly a postdoctoral fellow in thelaboratory of Dr. Charles Zukerat the latter institution. Dr. Haroearned a bachelor's degree in bi-ology at the University of Cali-fornia-San Diego and a Ph.D. inbiochemical endocrinology atthe University of California-

Santa Cruz; he was most recent-ly an assistant member of theLutcher Brown Department ofBiochemistry at the Whittier In-stitute for Diabetes and En-docrinology in La Jolla.

Precollege and OutreachThe outreach component of theHHMI-funded program encour-ages students, particularly fromunderrepresented minorities, atSan Antonio's three communitycolleges to transfer to the Univer-sity for the last two years of theirbachelor's degree. The programoffers them 10 weeks of summerresearch and a stipend, as well asthe opportunity to continue at theUniversity on the HHMI under-graduate research program or an-other research training program.

In 1993 the outreach programrecruited three Hispanic studentsfrom Palo Alto Community Col-lege in San Antonio. All three con-ducted research in neurobiologylaboratories and plan to transfer tothe University in fall 1993. JoelDeLeon and Rebecca Rizo workedwith Dr. Clyde Phelix, AssistantProfessor of Life Sciences, andMichael Gutierrez with Dr. David

-nseman, Associate Professor ofe Sciences (Figure 77).Joel DeLeon investigated a

role of the transcription factor c-Fos associated with memory for-mation in the rat brain. "Thistranscription factor is believed tobe associated with long-term


a err

44rea

potentiation, which is equivalentto memory," he explained. "I'mtrying to figure out what c-Fosdoes in the brain and whether it'sfound in certain portions of thebrain with certain stimulations."During surgery, the rat brain isstimulated in various places bychemicals, electricity, or othermeans. The brain sections aremicroscopically examined forc-Fos revealed by the use of anantic-Fos antibody.

"It's interesting to study vari-ous kinds of chemicals andtranscription factors and seewhat they do in different por-tions of the brain ... what theymight cause," said Mr. DeLeon,who is contemplating medicineand research as possible careerchoices.

Information about the HHMI-funded program is passed alongby Institute-funded students.Cynthia DeLeon, for example,explained the program to stu-dents at a predominantly Hispan-ic high school while presentingher research there. "Some peo-ple wanted to come into a laband observe," she said. "Theywere really interested in it. Sowe made sure to stress that [theprogram] was an option whenthey go to college."


I'mlergraduate Enrollment

Number of Faculty llembers



University of Texas at San Antonio

Figure 77. MichaelGutierrez analyzes high-speed neural activityrecorded front 464regions of the rat olfac-tory bulb, using anadvanced 64-bit UNIXcolor graphics worksta-tion. He is developingnew programs to visual-ize how the vertebratebrain processes sensoryinformation.

205


Program Director

John L. Paznokas, Ph.D.Associate Professor and

Chair, Program inBiolo

Assistant Dean, Divisionof Sciences

Washington StateUniversity

Pullman, WA 991643140(509) :3M-8649

(509) 335-3517 (fax)

Washington State Universityis a public research institution inPullman, Washington. In 1992the Howard Hughes Medical In-stitute awarded the University$1,500,000 to support (1) sum-mer and academic-year researchexperiences for undergraduatesin faculty laboratories, with op-portunities for students to pre-sent their research at Universitycolloquia; (2) a program to pro-vide middle and high schoolteachers with equipment andsupplies to enable them to carryout experiments, demonstra-tions, and exercises in modernbiology in their classrooms, sup-plementing training they receiveat the University, and to providean electronic "bulletin board" tocommunicate new teaching andscientific techniques and otherinformation to the teachers; and(3) laboratory experiences,classroom training, demonstra-tions, and other activities to at-tract students in Washingtonmiddle and high schools to biol-ogy and related fields.

Student Research andBroadening AccessAt the University level, theHHMI-supported program atWashington State Universityencourages students to remain inthe biological sciences throughan undergraduate research pro-gram. Students conduct researchin faculty laboratories through-


out the academic year and in thesummer, presenting their work ata spring research colloquium.The program, which began in1992-1993, provides stipends to24 research students during theacademic year and 10 over thesummer. All students are provid-ed an allowance for laboratorymaterials.

According to Dr. John Paznokas,Biology Department Chair andHHMI program director, thelaboratory allotment has provedimportant because facultysometimes cannot provide sup-port for research materials forundergraduates. "The allot-ments allowed the students tostep up a level in experimenta-tion and this approach hasstarted to pay off," he added.

Of 24 students supported in1992-1993, 17 graduated, 6 willreturn to the University in thefall, and 1 transferred to anoth-er major. Of the 17 graduates,10 will enroll in graduate pro-grams, 2 will attend medicalschool, and 5 will work in sci-ence-related jobs, intending togo on to medicine or graduatework later. At least one publica-tion is coming out of the1992-1993 effort, "and that'sonly the tip of the iceberg," Dr.Paznokas said. "Things arestarting to happen as these stu-dents work through the labsand build up some results."

Allen Campbell, a seniorbiology major, worked in thelaboratory of Dr. Pam Soltis,

Associate Professor of Botany,attempting to sequence DNAfrom 20-million-year-old plantcompression fossils, which con-tain material from ancientplants or animals. "Not only isthis exciting from the stand-point of being involved in actualresearch," Mr. Campbell said,"hut also it is an active area ofresearch that has implicationsin the areas of molecular sys-tematics and evolution."

Anja Stauber, a senior mi-crobiology major, did her firstindependent research, on thetoxicity of carbon tetrachloridein the drinking water of mice,under the mentorship of Dr.Richard Bull. "Results ob-tained so far are encouraging,"Ms. Stauber said. "The datashow a relationship betweenan increased dose of carbontetrachloride and a higher rateof cell proliferation in theliver." In future studies theyhope to relate the cell prolifer-ation induced by carbon tetra-chloride with the developmentof cancer.

The program sponsors aspring colloquium where theparticipants present theirresearch in poster form andexplain their work to visitors.The colloquium forces studentsto bring their work to closureand gives them an opportunityto present it formally. The firstcolloquium was held in April1993 for HHMI-supported stu-

? 6

dents. In 1994 the colloquiumwill be opened to other under-graduate researchers at theUniversity and other institu-tions in the region (Figure 78).

"These students will nowhave the incentive of present-ing their work in a publicforum," Dr. Paznokas said. "It'san opportunity for faculty toevaluate them as potential grad-uate students."

Besides its major studentdevelopment programs, theHHMI-supported program isplanning sponsorship in fall1994 of a prefreshman summercamp for students from minori-ties underrepresented in thesciences. Students would arriveat the University before classesbegin and attend a series ofactivities and workshops tointroduce them to the campus,provide training on note-takingand studying, and help them


Figure 78. During thespring colloquium,Doug Davies (right), a)iochemist iy major.explains his researchproject to Dr. RonBrosemer, AssociateDean, College ofSciences.

207

establish networks and supportgroups on campus.

Precollege and OutreachOutreach to middle and highschools is the starting point foran array of HHMI-funded pro-grams designed to attract stu-dents and nurture them throughan undergraduate career in bio-logical sciences at WashingtonState University. These pro-grams aim to build enough sci-entific interest and excitementin students to propel them intothe biological sciences at theUniversity, where other HHMI-funded programs help them to-ward graduate studies or ca-reers in the field.

"I'm attempting to reach thecontinuum, to keep the stu-dents interested in thinkingabout science, beginning cer-tainly in middle school,through high school, throughcollege," said Dr. Paznokas."These programs tend to dothat."

The major outreach effortsinclude an equipment loan pro-gram and an electronic bulletinboard for teachers as well asthree summer camps for highschool students: one with amedical focus, and two with ascience focus, one of these espe-cially for Native Americans.


Equipment Loan Program.This program lends electrophore-sis setups, spectrophotometers,vide(' cameras, and otherexpensive equipment to schoolsthat cannot afford to buy ormaintain their own. The pro-gram began in late 1992.During 1992-1993 about adozen schools borrowed equip-ment, which was used by anestimated 1,500 middle school,high school, and college stu-dents. The number of loans isexpected to double in 1993-1994.Equipment is shipped to aschool for about a month andreturned to the University formaintenance and relending. Apiece of equipment can beloaned to six or seven schoolsover an academic year.

Keith Olive, a middle schoolscience teacher in Yakima. bor-rowed a digital stage microme-ter so his students could mea-sure growth bands in thesubmillimeter range on freshwa-ter mussels. The measurementswere part of a project to monitorwater quality in the YakimaRiver, using growth patterns ofthe mussels. Howard Water-man, a high school biologyteacher in Spokane, borrowed acomplete DNA electrophoresiskitgel boxes, power supplies,micropipettes, microfuge, lightbox, and consumables such aspipette tips and centrifuge

tubesso that his 10th graderscould do DNA fingerprints, di-gests, and examinations.

"When I brought that equip-ment in to my students, theirlevel of excitement was [so highthat] my problem then becameto calm them down so theywould listen more carefully,"Mr. Waterman recalled. "But Iwould rather have that problemthan trying to wake them up."

The sophistication of thetechnique plus the fact that theequipment came from Washing-ton State University created asense of importance among thestudents. "They really felt likeuniversity people," Mr. Water-man said. "The whole exercisetook on an aura of considerablygreater expertise than just thekinds of things they'd beendoing all year in the regularsophomore biology class."

Probably fewer than 1 out of10,000 high school studentsacross the country have theopportunity to do electrophore-sis experiments, said Mr.Waterman, a board member ofthe Washington State ScienceTeachers Association. Most stu-dents do not understand theworkings of a modern technolo-gy that they read and hear aboutalmost daily.

"Every state, every schoolknows that it needs to upgradescience education," he said.

"What we're doing is not keep-ing up with what's happeningworldwide." For many schooldistricts, especially the smallerones in predominantly ruralstates' like Washington, buyingequipment for a three-weekDNA electrophoresis experi-ment is not cost-effective. Thus,an equipment loan program pro-vides "a whole different techno-logical buy-in to schools thatotherwise just wouldn't be ableto do that," he said.

The upgrading of science ed-ucation faces another obstacle:Teachers are often reluctant tolearn new laboratory techniquesif their schools do not have theequipment. An incentive to getthat training can be provided,however, by having the equip-ment available through a loanprogram. "That's a critical partof upgrading science instructionin this whole country, to havethe equipment," Mr. Watermansaid.

Electronic Bulletin Board.In another outreach effort, theHHMI-supported program hasdeveloped an electronic bulletinboard for middle school andhigh school biology teachersthroughout the Northwest toreduce the professional isolationthey often experience, particular-ly in rural areas. Dr. Paznokashopes eventually to enroll all

Washington State University 209

Washington state biology teach-ers, who number nearly 1,000.

Setting up the bulletin boardand developing a user-friendlymanual proved challenging. "Iwas a bit naive in terms of under-standing just what it took to put abulletin board together andmake it effective and usable," Dr.Paznokas said. Nevertheless,the bulletin board opened to gen-eral use in June 1993.

The biology teachers bulletinboard was modeled on anotherone set up earlier by theUniversity for chemistry teach-ers. So Dr. Paznokas arranged tohave chemistry teachers aroundthe state instruct local biologyteachers on how to get onto theirnew bulletin board. In addition,he demonstrates how to use thebulletin board at conferencesattended by biology teachers.

Summer Camps. The out-reach component of the pro-gram also targets high schoolstudents from rural areas andunderrepresented miwritygroups through three science-related summer camps. Onecamp introduces students to sci-ence and engineering careerpossibilities with an emphasison life sciences. More than halfof the program involves biomed-ical science. Students are intro-duced to concepts of experimen-tation, observation, and data col-lection and analysis throughexercises involving pH titration,

enzyme kinetics, and other tech-niques. Engineering aspectsinclude activities in bioprocessand environmental engineering.Electrical engineering experi-ments include, for example,recording electrical activity ofthe heart (electrocardiography).Thirty students attended thefirst week-long camp in 1993,and as many will be recruited inthe future.

Another camp introduces stu-dents to opportunities in thehealth professions, including re-search, medicine, and nursing.Twenty-four students attendedweek-long sessions in 1992, and24 again in 1993. The studentsspend time with working physi-cians and visit clinics and med-ical centers in Washington andIdaho. The program was start-ed in 1990 and, since 1992, hasbeen mostly funded by theHHMI grant.

A third summer camp, alsofocusing on science and engi-neering, is being designed espe-cially for Native Americans.The program hopes to recruit20 to 30 students for this campin summer 1994.

In addition to its major out-reach programs, the HHMI-funded program is planningsponsorship of the state-levelcompetition in the 1995 ScienceOlympiad, which involvesregional, state, and nationalcompetitions in science andengineering among teams of

210 Program Profiles 2 9

middle and high school sciencestudents. Washington State Uni-versity hosted the 1993 statecompetition, which involvedsome 600 students and about200 parents and coaches.


Undergraduate Enrollment 14,80:3

Number of Faculty Members 1,107

Endowment (in millions) $:35


Washington State University 211

Washington Universi

Program Director

Sarah C. R. Elgin, Ph.D.

Professor of Biology and

of Biochemistry and

Nlolecular Biophysics

Washington l'iliversitySt. Louis, MI) 93 1 lo

(314) 9:35.5348

(314) 935-5125 (fax)

Washington University is aprivate research institution in St.Louis, Missouri. In 1992 theHoward Hughes Medical Insti-tute awarded the University$1,700,000 to support (1) activi-ties to increase student accessand involvement in the sciencesearly in their college careers, in-cluding a mentoring programand tutoring for introductory-level students, coupled with sum-mer research opportunities; (2) asummer institute in modern biol-ogy for teachers from St. Louisarea high schools, particularlythose with significant enroll-ments of underrepresented mi-nority students, and a prefresh-man program in biomedicineproviding laboratory training inmolecular biology for studentsfrom these and other schools; (3)creation of interdisciplinary labo-ratory courses, including a newgeneral chemistry laboratorydrawing on all of the natural sci-ences, an intermediate geneticscourse, and upper-division semi-nars in areas such as human ge-netics and structural biology; and(4) support for faculty involved indevelopment and implementationof these programs.

Student Research andBroadening AccessThe HHMI-funded program atWashington University seeks toattract and retain students in thelife sciences by offering more

undergraduate research oppor-tunities, facilitating access tothose opportunities, and provid-ing support to students who showan interest in the life sciences.

The project offers a tutorialprogram to help underpreparedstudents through second semes-ter basic biology (Rio 297) andon to the next course for biologymajors, Genetics (Rio 305).

"It's that transition from Rio 297to Rio 305 that we thought wasthe...crucial point as to whether astudent goes on or not," said Dr.Sarah Elgin, Professor of Biologyand HHMI program director."That's why we decided to focusour resources there."

Students earning a low gradein first semester biology (Rio296) are brought into the tutorialprogram when they go on to thesecond semester. Of 51 studentstutored in fall 1992, when theprogram was initiated, 20 im-proved their scores by a halfgrade or more and 45 went on totake Genetics. Some students, itturned out, had simply never de-veloped systematic study habits,Dr. Elgin said. "The fact that thetutor was there telling them [tostudy] made a big difference inhow well they did in the course."

Kevin Otipoby, a junior biolo-gy major, tutored three of thestudents and usually a couple oftheir friends. Although histutees were intelligent and stud-ied diligently, most had troublewith molecular biology and thespeed with which professors cov-ered material.


231

"They just needed to hear it ina different way and from some-one who was definitely closer totheir level," Mr. Otipobyexplained. "When you are able toask questions 6f someone one-on-one, who is closer to your level ofunderstanding, closer to yourage, in a small group, it's a loteasier to understand."

Besides helping students aca-demically, the tutorial programlets them know that the BiologyDepartment is concerned aboutthem. "The fact that there is atutorial program sends a mes-sage to students that the BiologyDepartment is interested in help-ing them ... even if they're havingdifficulty," Dr. Elgin said.

In another support effort,Institute funding was used toorganize a biology club late inthe 1992-1993 academic year.The club will be further devel-oped to expand interaction andinformation exchange amongbiology majors. A mentoringsystem, pairing older biologystudents with younger ones, isalso being planned.

To attract more students intothe life sciences, the HHMI-fund-ed program offers a summer un-dergraduate research opportuni-ty, which provides a stipend for 10to 12 weeks of research with fac-ulty mentors (Figure 79). Theparticipants report their findingsat a meeting in September. For1993, 32 students were selected.In Dr. Elgin's laboratory, AndreaHolmes, an African American en-tering her senior year, investigat-

ed the effect of a factor binding tothe sequence GAGA on DNAbending in the hsp26 gene ofDrosophila. "We're looking at nu-cleosome positioning in the hsp26

promoter region," Ms. Holmesexplained. "We want to find out, ifbinding the GAGA factor causesbending of the DNA, does that re-late to the way the nucleosomesare positioned?" Her work con-tributes to a larger study of regu-lation at this locus.

Kevin Beuttell, a biology majorentering his senior year and

r? 2Washington University

Figure 79. Dr. DavidKirk (hJt) and KevinOtipoby examine a gelfor their project onsequencing a gene thatis expressed late in thelife cycle of somaticcells and may be relatedto genes that controlaging.

21:3

'

working in the laboratory of Dr.Jonathan Losos, AssistantProfessor of Biology, studiedmorphology in the lizard genusAeolis to learn more about evolu-tionary diversification. About300 species of the lizard are scat-tered among the Caribbeanislands, where they have evolvedindependently on each. Mr.Beuttell used calipers and rulers,computers, and x-rays to performextensive measurements of tails,toe-pad areas, bones, and otherfeatures of lizards from variousislands. He looked for patternsamong different ecomorphs,morphologically similar speciesthat interact with the environ-ment in similar ways.

"Right now I'm just looking atthe similarities between differ-ent species of lizards," said Mr.Beuttell, who is planning toattend graduate school, possiblyin conservation biology."Hopefully, these different eco-morphs on the different islandswill correlate well. Dependingon what I get from that, we cango from there looking at theevolution patterns."

The Institute's grant bringscoherence to undergraduateresearch opportunities at theUniversity. "It [undergraduateresearch] has always been verypiecemeal and very frustrating interms of what we could do in aparticular year, such as who canwe place where, and how can wemake this a coherent experi-ence," Dr. Elgin said.

With five years of supportfrom the Institute, a broadundergraduate research pro-gram is being developed. TheDivision of Biology and Bio-medical Sciences is preparing acatalogue of undergraduateresearch opportunities avail-able through Institute-fundedand other programs with morethan 250 faculty. The Division isalso developing a faculty advis-ing system to help students findthe right research mentor.

"The really great thing is tobe able to say with assurance toa prospective student, this ishere, these are the opportuni-ties, we know this is going tohappen," Dr. Elgin said. "TheDivision now provides a realrange of research opportunitiesboth during the summer periodand the academic year."

Curriculum andLaboratoriesTo stimulate more interest in re-search, the Biology Departmentadded a laboratory to Genetics(Bio 305) in spring 1992 and up-graded the laboratory's opticalequipment the following yearwith money from the Institutegrant. The upgrade includedhigh-quality compound micro-scopes, stereo microscopes, anda video system to use with them.The laboratory exposes biologymajors to modern research tech-niques used in genetics, includ-


ing enzyme assays, spectropho-tometry, and polyacrylamide andagarose gel electrophoresis.

In spring 1993, enrollment inBio 305 jumped nearly 30 percent,the largest increase in recentyears, Dr. Elgin said. The tutorialprogram apparently pushed morestudents out of Bio 297 and on toGenetics, and the new, upgradedlaboratory undoubtedly pulledmore into the course.

The increased genetics en-rollment also appears to be partof a rising interest in biologygenerally, and in biological re-search particularly, over thepast year, she said. Enrollmentin Bio 296, the first basic biolo-gy course, reached 393 inspring 1993, over half of theUniversity's approximately 700Arts and Sciences freshmen.Enrollment in the biology re-search course jumped 50 per-cent, from 70 students in fall1992 to 106 in fall 1993. And theincreased enrollment in Genet-ics means that new laboratoryspace will probably be neededfor spring 1994.

"I think we're seeing a conflu-ence," Dr. Elgin said. "There's arise in interest in biology.

And there's an increase in thequality of what the BiologyDepartment's doing. It's moreinteresting to be a biology majornow that the Institute grant isoperating than it was before;[there are] more opportunities todo more things. You put all those

together and you have steadilyincreasing enrollments."

In 1993-1994 the HHMI grantwill support the introduction ofbiology-oriented experimentsinto general, organic, and physi-cal chemistry laboratories. Thenew series of experiments willillustrate how concepts inphysics, chemistry, and biologyinfluence each other, giving stu-dents an ability to conduct inter-disciplinary experiments.

Precollege and OutreachTo improve precollege scienceeducation, the HHMI-funded pro-gram offers a summer scienceinstitute for high school teachersand is developing a continuingeducation course in life sciencesfor kindergarten-through-5th-grade teachers.

The summer science instituteprovides a three-week intensivelecture/laboratory course toupdate the science backgroundsof high school teachers andenable them to incorporatehands-on learning activities intotheir classes. The 1993 sessionpresented a course on moleculargenetics to 18 teachers fromurban and rural high schools inand around St. Louis. In 1994 asecond course will be added, cov-ering ecology and evolution. Thelatter course will subsequently beoffered alternating with a coursein environmental chemistry,

2. 43 Washington University 215

while the molecular geneticscourse will be offered every year.

The molecular geneticscourse includes work with tech-niques of gene cloning andanalysis as well as lectures ongenome organization, control ofgene expression, oncogenes,and AIDS. Topical discussionsexplore the impact of biotech-nology on treatment of infec-tious diseases, genetic engineer-ing of plants, developmentalbiology, and the HumanGenome Project.

During 1993-1994 the HHMIgrant will support developmentof a course in the life sciences forkindergarten-through-5th-gradeteachers. It will be an in-service


course with 14 three-hour weeklysessions. 'The course will essen-tially cover genetics for teacherswho have had little or no chem-istry," Dr. Elgin said. The coursewill involve some lecture butmostly hands-on laboratorywork. It will revolve around acore of genetics, emphasizingbasic rules of inheritance and thelife cycles of plants and animals.






11,572

6,074

3,284

$1,565

$709

235

Appendix A

Attendees, Program Directors Meeting, October 4-6, 1993

Joseph J. H. AckermanWashington University

Merrill AdamsUniversity of Scranton

Jameel AhmadCooper Union

Myra AlexanderOklahoma State UniversityMain Campus

Richard H. AprilColgate University

William R. BartlettFort Lewis College

Pamela J. BjorkmanCalifornia Institute of TechnologLarry BlantonTexas Tech University

David R. BurgessUniversity of Pittsburgh Main Campus

George D. CainUniversity of Iowa

Robert S. ChaseLafayette College

James P. CollinsArizona State UniversityEric DaviesUniversity of NebraskaLincolnJohn G. DumanUniversity of Notre Dame

Garry A. DuncanNebraska Wesleyan University

Frederick A. EiserlingUniversity of CaliforniaLos Angeles

Sharon R. EisnerCity University of New YorkBrooklyn College

Sarah C. R. ElginWashington University

Morton S. FuchsUniversity of Notre Dame

David A. GappHamilton College

Esther J. GibbsGoucher College

Norman L. GoldmanCity University of New YorkQueens College

Gerald GoldsteinOhio Wesleyan University

Corey S. GoodmanUniversity of CaliforniaBerkeleyPhilip A. GottliebUniversity of Delaware

William C. GrantNorth Carolina State University

Sandra GregermanUniversity of MichiganAnn Arbor

Pamela J. Gunter-SmithSpelman College

Prudence J. HallHiram College

Alan R. HarkerOklahoma State University

Steven R. HeidemannMichigan State University

William J. HigginsUniversity of Maryland College Park

Alan J. JaworskiUniversity of Georgia

Daniel JayHarvard University

Margaret JeffersonCalifornia State Univer tyLos AngelesJames JensenCalifornia State UniversityLong Beach

Terry C. JohnsonKansas State University

Arthur Jones.Jackson State University

Larry Hudson JonesUniversity of the South

John R. JungekBeloit College

Caroline M. KaneUniversity of CaliforniaBerkeleyLoren W. KnappUniversity of South CarolinaColumbiaRobert G. KooserKnox College

A. Krishna KumaranMarquette University

Jay B. LabovColby College

Philip C. LarisUniversity of CaliforniaSanta BarbaraJohn E. LismanBrandeis University

R. William MarksVillanova University

Karen MartinFisk University

Andrew 0. MartinezUniversity of TexasSan AntonioMaryanne McClellanReed College

Meeting Attendees 217

Mary E. McKelveyFisk University

Robert W. MeadUniversity of Nevada, Reno

John C. MickusIllinois Benedictine College

Preston MilesCentre College

Donald J. MitchellJuniata CollegeMary E. MortonCollege of the Holy Cross

Alan MuchlinskiCalifornia State UniversityLos AngelesAntony J. MukkadaUniversity of Cincinnati Main Campus

Rodney K. MurpheyUniversity of MassachusettsAmherst.Joseph H. NealeGeorgetown University

David NetzlyHope College

Jerome L. NeunerCanisius College

Kathy NordeenUniversity of RochesterCharles Allen OwensKing College

Paul J. PaoliniSan Diego State University

Stephen M. PasqualeAntioch University

John L. PaznokasWashington State University

William J. PerreaultLawrence University

Jerry PineCalifornia Institute of TechnologyJeanne S. PoindexterBarnard College

John K. PribramBates College

Jann P. PrimusSpelman College

William K. PureesHarvey Mudd College

Dennis C. QuinlanWest Virginia University

Doris RamirezUniversity of Puerto RicoMayaguez Campus

John M. RawlsUniversity of Kentucky

Ruth E. ReedJuniata College

John E. Reynolds IIIEckerd College

Kenneth SehugIllinois Institute of Technology

Peter F. SmallUrsinus College

Preston SomersFort Lewis College

Ralph A. SorensenGettysburg College

James V. StarosVanderbilt University

Steven SteginkCalvin College

Jennifer SwannRutgers The State University ofNew Jersey Newark Campus

Robert H. TamarinBoston University

Anna Tan-WilsonState University of New YorkBinghamton

William A. TramontanoManhattan College

Daniel UdovicUniversity of Oregon

Frank VellaccioCollege of the Holy Cross

Kathryn G. VogelUniversity of New Mexico Main Campus

Bernard J. WhiteIowa State University

Lawrence C. WitAuburn University

Christopher Z. WomersleyUniversity of HawaiiManoa

Daniel WulffState University of New YorkAlbany

Steven Jaynes ZottoliWilliams College

218 Appendix A

2 ,`?

Appendix B

Undergraduate Biological Sciences Education ProgramAwardee Institutions by Carnegie Classification, 1988-1993'

The Carnegie Foundation for theAdvancement of Teaching classifies col-leges and universities on the basis ofsuch factors as the range of the bac-calaureate program, number of Ph.D.degrees awarded annually, and amountof annual federal support for researchand development, as appropriate. TheInstitute's assessments of institutions forthe 1988-1993 competitions were basedon the 1987 Carnegie Foundation classi-fications and included the following clas-sifications and categorical definitions forpublic and private institutions:

Research Universities These insti-tutions offer a full range of baccalaure-ate programs, are committed to graduateeducation through the doctorate degree,and give high priority to research. Theyreceive annually at least $33.5 million infederal support and award at least 50Ph.D. degrees each year.

Research Universities II: Theseinstitutions offer a full range of bac-calaureate programs, are committed tograduate education through the doctor-ate degree, and give high priority toresearch. They receive annuallybetween $12.5 million and $33.5 mil-lion in federal support for research anddevelopment and award at least 50Ph.D. degrees each year.

Doctorate-Granting Universities I:In addition to offering a full range ofbaccalaureate programs, the mission ofthese institutions includes a commit-ment to graduate education throughthe doctorate degree. They award atleast 40 Ph.D. degrees annually in fiveor more academic disciplines.

Doctorate-Granting Universities II:In addition to offering a full range ofbaccalaureate programs, the mission ofthese institutions includes a commit-ment to graduate education throughthe doctorate degree. They awardannually 20 or more Ph.D, degrees in atleast one discipline or 10 or more Ph.D.degrees in three or more disciplines.

Comprehensive Universities andColleges These institutions offer bac-calaureate programs and, with fewexceptions, graduate educationthrough the master's degree. More thanhalf of their baccalaureate degrees areawarded in two or more occupationalor professional disciplines such as engi-neering or business administration. Allof the institutions in the group enroll atleast 2,500 students.

Comprehensive Universities andColleges II: These institutions awardmore than half of their baccalaureatedegrees in two or more occupational orprofessional disciplines, such as engineer-ing or business administration, and manyalso offer graduate education through themaster's degree. All of the colleges anduniversities in this group enroll between1,500 and 2,500 students.

Liberal Arts Colleges I: These high-ly selective institutions are primarilyundergraduate colleges that awardmore than half of their baccalaureatedegrees in arts and science fields.

Liberal Arts Colleges H: Theseinstitutions are primarily undergradu-ate colleges that are less selective andaward more than half of their degreesin liberal arts fields. This category alsoincludes a group of colleges that awardless than half of their degrees in liberalarts fields but, with fewer than 1,500students, are too small to he consid-ered comprehensive.

Schools of Engineering andTechnology: The institutions in thiscategory award at least a bachelor'sdegree in programs limited almostexclusively to technical fields of study.

'Further information may be found inCarnegie Foundation for theAdvancement of Teaching, Classfficationof institutions of Higher Education.Princeton. NA., '987.

Awardee Institutions by Carnegie Classification 219

Research Universities IBoston UniversityCalifornia Institute of Technolv.Carnegie Mellon UniversityCase Western Reserve UniversityColorado State UniversityColumbia UniversityCornell UniversityDuke UniversityHarvard UniversityHoward UniversityIndiana University at BloomingtonJohns Hopkins UniversityLouisiana State University

and A&M CollegeMassachusetts Institute of TechnoloMichigan State UniversityNew York UniversityNorth Carolina State UniversityOhio State University Main CampusPennsylvania State University Main CampusPrinceton UniversityPurdue University Main CampusStanford UniversityUniversity of ArizonaUniversity of CaliforniaBerkeleyUniversity of CaliforniaDavisUniversity of CaliforniaIrvineUniversity of CaliforniaLos AngelesUniversity of CaliforniaSan DiegoUniversity of ChicagoUniversity of Cincinnati Main CampusUniversity of Colorado at BoulderUniversity of GeorgiaUniversity of Hawaii at ManoaUniversity of Illinois at ChicagoUniversity of Illinois at Urbana-ChampaignUniversity of IowaUniversity of KentuckyUniversity of Maryland College ParkUniversity of MichiganAnn ArborUniversity of MinnesotaTwin CitiesUniversity of MissouriColumbiaUniversity of New Mexico Main CampusUniversity of North Carolina at Chapel HillUniversity of PennsylvaniaUniversity of Pittsburgh Main CampusUniversity of RochesterUniversity of Southern CaliforniaUniversity of Texas at AustinUniversity of UtahUniversity of Virginial'inversity of WashingtonUniversity of WisconsinMadisonVanderbilt UniversityWashington I 'ffiversityYale University

220 Appendix B

Research Universities IIArizona State UniversityAuburn UniversityBrandeis UniversityBrown UniversityEmory UniversityGeorgetown UniversityIowa State UniversityKansas State UniversityOklahoma State University Main CampusRensselaer Polytechnic InstituteState University of New York at AlbanyUniversity of CaliforniaSanta BarbaraUniversity of DelawareUniversity of Kansas Main CampusUniversity of Massachusetts at AmherstUniversity of NebraskaLincolnUniversity of OregonUniversity of South CarolinaColumbiaWashington State UniversityWayne State UniversityWest Virginia liniversity

Doctorate-Granting Universities ICollege of William and MaryIllinois Institute of TechnologN:Lehigh UniversityMarquette UniversityMiami UniversityRice UniversityState University of New York at BinghamtonTexas Tech UniversityTufts UniversityUniversity of CaliforniaSanta CruzUniversity of Notre Dame

Doctorate-Granting Universities IIDartmouth CollegeRutgers the State University of New .Jersey

Newark CampusStevens Institute of TechnologyUniversity of NevadaUniversity of Vermont

Comprehensive Universities and Colleges ICalifornia State UniversityLong BeachCalifornia State UniversityLos AngelesCalifornia State UniversityNorthridgeCalvin CollegeCanisius CollegeCity College of the City University of New YorkCity University of New York Brooklyn CollegeCity University of New York

Herbert H. Lehman CollegeCity University of New York Hunter CollegeCity University of New York Queens College

23j

Concordia CollegeMoorheadFort Lewis CollegeHampton UniversityHumboldt State UniversityJackson State UniversityManhattan CollegeMorgan State UniversitySan Diego State UniversitySaint Joseph's UniversitySt. Mary's UniversitySouthern University and A&M College at

Baton RougeTuskegee UniversityUniversity of Puerto Rico ('ayey University

CollegeUniversity of Puerto Rico Mayaguez CampusUniversity of Puerto Rico Rio Piedras

CampusUniversity of ScrantonUniversity of Texas at El PasoUniversity of Texas at San AntonioVillanova UniversityWake Forest Unive

Comprehensive Universities and Colleges IIClark Atlanta UniversityIllinois Benedictine CollegeXavier University of Louisiana

Liberal Arts Colleges IAllegheny CollegeAmherst CollegeAntioch UniversityBarnard CollegeBates CollegeBeloit CollegeBowdoin CollegeBryn Mimi. CollegeBucknell UniversityCarleton CollegeCentre CollegeColby CollegeColgate UniversityCollege of the Holy CrossCollege of WoosterColorado CollegeDavidson CollegeDePainv UniversityEarlham CollegeEckerd CollegeFranklin and Marshall CollegeGettysburg CollegeGoucher CollegeGrinnell College

Hamilton CollegeHampshire CollegeHaverford CollegeHobart and William Smith CollegesHope CollegeJuniata CollegeKenyon CollegeKing CollegeKnox CollegeLafayette CollegeLavrence UniversityMacalester CollegeMarlboro CollegeMiddlebury CollegeMillsaps CollegeMount Holyoke CollegeNebraska Wesleyan UniversityOberlin CollegeOccidental CollegePomona CollegeReed CollegeRhodes CollegeSaint Olaf CollegeSmith CollegeSwarthmore CollegeUnion CollegeUniversity of the SouthUrsinus CollegeVassar CollegeWabash CollegeWellesley CollegeWesleyan UniversityWestern Maryland CollegeWheaton CollegeWilliams CollegeWhitman College

Liberal Arts Colleges IIDillard UniversityFisk UniversityHiram CollegeLincoln UniversityMorehouse CollegeOakwood College .

Ohio Wesleyan UniversitySpelman CollegeTougaloo CollegeWofford College

Schools of Engineering and TechnologyCooper UnionHarvey Mudd College

2 Awardee Institutions by Carnegie Classification 221

Appendix C

Undergraduate Biological Sciences Education ProgramAwardee Minority Institutions, 1988-1993

222

In the assessment of institutions forthe 1988 and 1091 undergraduategrants competitions, the Institute hastaken into account the institutions'records of graduating in the sciencesstudents from minority groups under-represented in scientific fields.Information for these assessments hasbeen provided by the following sources:

The Minority Access to ResearchCareers Program of the NationalInstitutes of Health. (This program wascreated in 1977 by the NationalInstitute of General Medical Sciencesto increase the number of biomedicalscientists from minority groups.)

The Minority Biomedical ResearchSupport Program of the NationalInstitutes of Health. (This program wasestablished in 1972 by the NIH Division

Historically Black InstitutionsClark Atlanta UniversityDillard UniversityFisk UniversityHampton UniversityHoward UniversityJackson State UniversityLincoln UniversityMorehouse CollegeMorgan State UniversityOakwood CollegeSouthern University

and A&M College at Baton RougeSpelman CollegeTougaloo College'J'uskegee UniversityXavier University of Louisiana

Appendix C

of Research Resources to developminority student, faculty, and institu-tional involvement in biomedicalresearch.)

The National Association for EqualOpportunity in Higher Education. (Thisorganization, founded in 1999, repre-sents and serves some 117 historicallyand predominantly black colleges anduniversities.)

The Office of Civil Rights of the U.S.Depurtment of Education. (This federalagency is responsible for analyzing anddisseminating data on minority stu-dents at the nation's colleges and uni-versities, including the number ofdegrees conferred, as submittedthrough the Integrated Post-SecondaryEducation System and required of allinstitutions.)

Institutions with SignificantUnderrepresented Minority StudentPresence in the SciencesCalifornia State UniversityLong BeachCalifornia State University Los AngelesCity University of New York

Brooklyn CollegeCity University of New York City CollegeCity University of New York

Herbert H. Lehman CollegeCity University of New York Hunter CollegeFort Lewis CollegeSt. Mary's UniversityUniversity of Puerto Rico

Cayey University CollegeUniversity of Puerto Rico Mayaguez CampusUniversity of Puerto Rico

Rio Piedras CampusUniversity of Texas at El PasoUniversity of 'texas at San Antonio

241

Appendix D

Undergraduate Biological Sciences Education ProgramAwardee Institutions by State, 1988-1993

Alabama HawaiiAuburn I 'niversity, Auburn University University of Hawaii at 11, lanoa, HonoluluOakwood College, HuntsvilleTuskegee University, Tuskegee

ArizonaArizona State University, TempeUniversity of Arizona, Tucson

CaliforniaCalifornia Institute of Technoloa, PasadenaCalifornia State UniversityLong BeachCalifornia State UniversityLos AngelesCalifornia State UniversityNorthridgeHaney Mudd College, ClaremontHumboldt State University. ArcataOccidental College, Los AngelesPomona College. ClaremontSan Diego State University, San DiegoStanford University. StanfordUniversity of CaliforniaBerkeleyl'niversity of CaliforniaDadsUniversity of CaliforniaIrvineUniversity of CaliforniaLos AngelesUniversity of CaliforniaSan Diego, La JollaUniversity of CaliforniaSanta BarbaraUniversity of CaliforniaSanta CruzUniversity of Southern California.

Los Angeles

ColoradoColorado College, Colorado SpringsColorado State University. Fort CollinsFoil Lewis College, DurangoUniversity of Colorado at Boulder

ConnecticutWesleyan University. MiddletownYale University. New Haven

DelawareUniversity of Delaware, Newark

District of ColumbiaGeorgetown UniversityHoward University

FloridaEckert' College, St. Petersburg

GeorgiaEmory University. Atlanta('lark Atlanta University, AtlantaMorehouse College, AtlantaSpelman College. AtlantaUniversity of Georgia, Athens

IllinoisIllinois Benedictine College, LisleIllinois Institute of Technolo, ChicagoKnox College, GalesburgUniversity of Chicago, ChicagoUniversity of Illinois at ChicagoUniversity of Illinois at UrbanaChampaignWheaton College, Wheaton

IndianaDePauw University, GreencastleEarlham College, RichmondIndiana University at BloomingtonPurdue University Main Campus,

\Vest LafayetteUniversity of Notre Dame, Notre DameWabash College, Crawfordsville

IowaGrinnell College, GrinnellIowa State I niversity, AmesUniversity of Iowa, Iowa City

KansasKansas State University. ManhattanUniversity of Kansas Main Campus.

Lawrence

KentuckyCentre College, DanvilleUniversity of Kentucky, Lexington

LouisianaDillard University, New OrleansLouisiana State University and ARM

College, Baton RougeSouthern University and ARM College at

Baton RougeXavier University of Louisiana, New Orleans

MaineBates College, LewistonBowdoin College, BrunswickColby College, Waterville

MarylandGoucher College, BaltimoreJohns Hopkins University, BaltimoreMorgan State University, BaltimoreUniversity of Maryland, College ParkWestern Maryland College, Westminster

Awardee Institutions by State 223

212

MassachusettsAmherst College, AmherstBoston University, BostonBrandeis University, WalthamCollege of the Holy Cross, WorcesterHampshire College, AmherstHarvard University, CambridgeMassachusetts Institute of Technology,

CambridgeMount Holyoke College, South HadleySmith College, NorthamptonTufts University, MedfordUniversity of Massachusetts at AmherstWellesley College, WellesleyWilliams College, Williamstown

MichiganCalvin College, Grand RapidsHope College. HollandMichigan State University. East LansingUniversity of MichiganAnn ArborWayne State University, Detroit

MinnesotaCarleton College, NorthfieldConcordia CollegeMoorheadMacalester College, St .PaulSaint Olaf College, NorthfieldUniversity of Minnesota Twin Cities,

St. Paul

MississippiJackson State University, JacksonMillsaps College. JacksonTougaloo College, Tougaloo

MissouriUniversity of MissouriColumbiaWashington University, St. Louis

NebraskaNebraska Wesleyan University, LincolnUniversity of NebraskaLincoln

NevadaUniversity of Nevada, Reno

New HampshireDartmouth College, Hanover

New JerseyPrinceton University, PrincetonRutgers the State University of New Jersey

Newark CampusStevens Institute of Technology, Hoboken

224 Appendix D

---.----New MexicoUniversity of New Mexico Main Campus.Albuquerque

New YorkBarnard College, New York CityCanisius College, BuffaloCity University of New York

Brooklyn CollegeCity University of New York City CollegeCity University of New York

Herbert H. Lehman CollegeCity University of New York Hunter CollegeCity University of New York Queens CollegeColgate University, HamiltonColumbia University, New York CityCooper Union, New York CityCornell University, IthacaHamilton College, ClintonHobart and William Smith Colleges, GenevaManhattan College, RiverdaleNew York University, New York CityRensselaer Polytechnic Institute,

RensselaerState I lniversity of New York at AlbanyState University of New York at BinghamtonUnion College, SchenectadyUniversity of Rochester, RochesterVassar College, Poughkeepsie

North CarolinaDavidson College, DavidsonDuke University, DurhamNorth Carolina State University, RaleighUniversity of North Carolina at Chapel HillWake Forest Tniversity, Wins. wi-Salem

OhioAntioch University, Yellow SpringsCase Western Reserve University, ClevelandCollege of Wooster, WoosterHiram College, HiramKenyon College, GambierMiami University, OxfordOberlin College, OberlinThe Ohio State University Main Campus.

ColumbusOhio Wesleyan University, DelawareUniversity of Cincinnati Main Campus,

Cincinnati

OklahomaOklahoma State University Main Campus,

Stillwater

OregonReed College, PortlandUniversity of Oregon, Eugene

213,

PennsylvaniaAllegheny College, MeadvilleBryn Mawr College, Bryn MawrBucknell University, LewisburgCarnegie Mellon University, PittsburghFranklin and Marshall College, LancasterGettysburg College, GettysburgHaverford College, HaverfordJuniata College, HuntingtonLafayette College, EastonLehigh University, BethlehemLincoln University, Lincoln UniversityPennsylvania State University Main Campus,

University ParkSaint Joseph's University, PhiladelphiaSwarthmore College, SwarthmoreUniversity of Pennsylvania, PhiladelphiaUniversity of Pittsburgh Main CampusUniversity of Scranton, ScrantonUrsinus College, CollegevilleVillanova University, Villanova

Rhode IslandBrown University, Providence

South CarolinaUniversity of South CarolinaColumbia\Vofford College, Spartanburg

TennesseeFisk University, NashvilleKing College, BristolRhodes College, Memp'iisUniversity of the South, SewaneeVanderbilt University, Nashville

TexasRice University, HoustonSt. Marys University, San AntonioTexas Tech University, LubbockUniversity of Texas at AustinUniversity of Texas at El PasoUniversity of Texas at San Antonio

UtahUniversity of Utah, Salt Lake City

VermontMarlboro College, MarlboroMiddlebury College, MiddleburyUniversity of Vermont, Burlington

VirginiaCollege of William and Mary, WilliamsburgHampton University, HamptonUniversity of Virginia, Charlottesville

WashingtonUniversity of Washington, SeattleWashington State University, PullmanWhitman College, Walla Walla

%Vest VirginiaWest Virginia University, Morgantown

WisconsinBeloit College, BeloitLawrence University, AppletonMarquette University, MilwaukeeUniversity of WisconsinMadison

Puerto RicoUniversity of Puerto Rico Cayey University

College, CayeyUniversity of Puerto Rico Mayaguez CampusUniversity of Puerto Rico

Rio Piedras Campus

Awardee Institutions by State 225

Grants Publications

ComprehensiveGrants for Science Education (annual)

Meetings of GranteesGraduate Science Education ProgramAlerting of Medical Student Fellows (annual)Meeting q fPredoctoral and Physician Postdoctoral Fellows (annual)

Undergraduate Biological Sciences Education ProgramAttracting Students to Science: Undergraduate and Precollege Programs, 1992Enriching the Undergraduate Laboratory Experience, 19921993 Undergraduate Program Directory

Precollege and Public Science Education ProgramScience Museums: Creating Partnerships in Science Education, 1993

Local ActivitiesCommunity Partnerships in Science Education: Washington, D.CMetropolitan Area

Precollege Science Education Initiatires, 1994

Program AnnouncementsGraduate Science Education ProgramPredoctoral Fellowships in Biological Sciences (annual)Research Training Fellowships for Medical Students (annual)Postdoctoral Research Fellowsh ips for Physicians (annual)

Undergraduate Biological Sciences Education Programl'ndergraduate Biological Sciences Education Program (annual)

Precollege and Public Science Education ProgramPrecollege Science Education Initiative for Biomedical Research Institutions (annual)

international ProgramInternational Program (annual)

Information BookletsGraduate Science Education ProgramAffirmation for Medical Student Fellows and Fellowship Institutions (annual)Information for Predoctoral Fellows and Fellowship Institutions (annual)Information for Physician Postdoctoral Fellows and Fellowship Institutions (annual)

Undergraduate Biological Sciences Education ProgramInformation for Colleges and Univemilies Awarded Undergraduate Grants (annual)

Precollege and Public Science Education ProgramInformation for Science Museums, Aquaria, Botanical Gardens, and Zoos (annual)

International ProgramInformation for International Research Scholars and Grantee Institutions (biennial)

Howard Hughes Medical Institute 227


TrusteesAlexander G. Bearn, M.D.Adjunci ProfessorThe Rockefeller UniversityProfessor Emeritus of MedicineCornell University Medical CollegeFormer Senior Vice PresidentMerck Sharp &Dohme, International

Helen K. CopleyChairman of the Corporation andChief Executive OfficerThe Copley Press, Inc.

Frank William GayFormer President andChief Executive OfficerSUMMA Corporation

James H. Gilliam, Jr., Esq.Executive Vice PresidentBeneficial Corporation

Hanna H. Gray, Ph.D.President Emeritusand Professor of the Department ofHistory and the CollegeThe University of Chicago

William R. Lummis, Esq.Chairman of the Board of DirectorsSUMMA Corporation

Irving S. Shapiro, Esq., ChairmanOf CounselSkadden, Arps, Slate, Meagher & FlomFormer Chairman andChief Executive OfficerE.I. du Pont de Nemours and Company

George W. Thorn, M.D., ChairmanEmeritusProfessor EmeritusHarvard Medical School

James D. WolfensohnPresidentJames D. \Volfensohn Incorporated


,24

Officers

Purnell W. Choppin, M.D.President

W. Maxwell Cowan, M.D., Ph.D.Vice President andChief Scientific Officer

Graham 0. HarrisonVice President andChief Investment Officer

2:30 Howard Hughes Medical Institute

Joseph G. Perpich, M.D., J.D.Vice President for Grants andSpecial Programs

Jose E. Trias, Esq.Vice President and General Counsel

Robert C. WhiteVice President andChief Financial Officer

247

Principal StaffMembers

Craig A. Alexander, Esq.Associate General Counsel

Stephen A. BarkanicGrants Program Officer

W. Emmett Barkley, Ph.D.Director of Laboratory Safety

Lillian H. BlucherManaging DirectorInvestments

Winfred J. ClingenpeelDirector of Purchasing

David L. Davis-Van AttaGrants Program Officer

Heidi M. Ebel, Esq.Associate General Counsel

Barbara Filner, Ph.D.Grants Program Officer

James R. Gavin III, M.D., Ph.D.Senior Scientific Officer

Donald H. Harter, M.D.Senior Scientific Officer and Director,HHMI-NIH Research Scholars Program

John A. JonesDirector of Computer Services

David W. Kingsbury, M.D.Senior Scientific Officer

24 t

Joan S. Leonard, Esq.Associate General Counsel

Sandra Lord, Esq.Associate General Counsel

Robert H. McGheeDirector of Research FacilitiesPlanning

Alan E. MowbrayDirector of Management Services

Robert C. MullinsDirector of Internal Audit

Edward J. PalmerinoAssistant Controller

Robert A. PotterDirector of Communications

Donald C. PowellDirector of Human Resources

Ellen B. SafirManaging DirectorInvestments

Mark W. SmithController

Claire H. Winestock, Ph.D.Senior Scientific Officer


Office ofGrants andSpecialPrograms

Joseph G. Perpich, M.D., J.D.Vice President for Grants and SpecialPrograms

Stephen A. BarkanicProgram OfficerUndergraduate Science EducationProgram

David L. Davis-Van AttaProgram OfficerProgram Assessment

Barbara Filner, Ph.D.Program OfficerGraduate Science Education ProgramInternational Program

David L. Davis-Van AttaProgram Officer (acting)Precollege and Public ScienceEducation Program

Gertrude B. KellyEditorGrants Publications

232 Howard Hughes Medical Institute

Maria KoszalkaProgram AnalystUndergraduate Science EducationProgram

Lori A. Ku likProgram AnalystGraduate Science Education Program

Tony TseProgram AnalystGraduate Science Education ProgramInternational Program

Rose A. NapperExecutive Secretary

Patricia A. AndersonSenior Secretary

Jennifer BreiunSenior Secretary

Jamie L. HoltzclawSenior Secretary

2' t-1

Index

Advising, 36, 7:3

Assessment and evaluationcourses, 39, 167-168programs. 67, 73student, 31student research, 140

Biology club, 213

Centers, 66-67, 69, 71, 112, 128-129, 173Chemistry, background in, 48, 193Colloquia, 207Communications, 80

electronic bulletin board. 209regional meetings, 80

Computers, 52, 60, 66, 79, 91, 93, 95-98,128, 143, 151, 156, 160, 162, 172, 197

Coursesbiochemistry, 136, 139, 151, 152, 174,

178, 179biology

cell. 46, 73, 107, 147, 125, 151, 168,178, 180, 192, 193, 197

developmental, 125, 196general, 151introductory, 41, 135, 172, 187, 197, 203junior year, 146molecular, 46, 107, 147 187non-majors. 188organismal, 188

biomolecules, 41, 116, 1(18biophysical measurement, 57biotechnology, 160cell structure and function, 92chemistry, 37, 49, 60, 121, 151, 168

organic, 142, 168, 198, 215physical, 215

current topics in the biological sciences,73, 172

embryology. 142genetics, 41, 46. 48, 7:3, 75, 105, 168, 141,

192, 193, 203, 214molecular, 116, 141, 156, 174

immunology, 73, 156interdisciplinary

biochemistry and molecular biology,73, 172

bio-organic chemistry, 46, 192calculus and physics, 91cellular and molecular neurobiology,

124

laboratory skills, 159, 174mathematics, 67,156, 187metabolism and bioenergetics, 116microbiology, 121, 151, 156, 168, 178, 179molecular virology, 156neuroanatomy, 105

Courses (continued)neurobiology, 73, 167neuroscience, 91, 125pharmacology, 135physics, 151physiology', 46, 60, 151, 156, 192, 193

microbial, 160plant, 151

scanning electron microscopy, 125science for elementary school teachers,

54

Curriculum, 39, 46-47, 109, 151Discovery Curriculum, 61

Degree requirementssenior thesis, 123

Demonstrations, 50, 51

Departmental cooperation, 37, 39, 40, 57,62, 116, 125, 168

Departmental reorganization, 70

Enrollment trends, 22, 53, 57, 107, 111, 215

Faculty appointmentsBrown, Betsy, 11assill, Aaron, 204

Cook, Mark, 105Gedney, Clark, 160Haro, Luis, 204Holland, Koren, 38, 140Hoopes, Barbara, 121James, Steven, 38, 139Johnson, Alan, 19:3,Johnson, Jerry, 188Manser, James R., 147McGinnis, Michael, 167Murphy, Michelle, 193Roberts, Linda, 108Sommerville, Les, 136Spurlock, Bernice, 151

Faculty development, 88, 105. 108, 117, 125,1:30, 188

Faculty involvementcounseling, 35institutional collaboration, 82interaction, 37outreach programs, 24, 33, 44, 55, 79

Faculty presentationsGordon Conference on Myogenesis, 105

Field trips, 59, 77, 137, 168Funding sources

Minority Access to Research Careers, 202Minority Biomedical Research Support,

33, 202Research Improvement for Minority

Institutions, :33

This index is intended to be a guide to educational and scientific topics mentioned in this report. Thepage numbers indicate the first reference to a topic in a particu-lar write-up. There may be further discussion of that topic in that write-up.

Index 233

Hands-on approach, :35, 54, 59, 61, 6:3, 77,118, 187, 215

Historically black colleges and universities,45, 68, 128, 150

Howard Hughes Medical Instituteinvestigators, 52, 79, 94, 1:35, 142Precollege Science Education Initiative,

82

Undergraduate Biological SciencesEducation Programelements

curriculum and laboratorydevelopment, 6

faculty development, 4-5precollege and outreach programs, 7undergraduate student research, 3, 6

institutional assessment, 1,2Phase I, 1-8Phase II, 8-10

Institutional cooperation, 82, 90, 131Interdisciplinary curricula, 26, :37.39, 46.

48, 8:3, 116, 140, 192-193, 215

Laboratory equipment, 62, 88, 108, 113, 116,

125, 140, 143, 146. 150, 156, 168, 172, 174,

178, 187, 196, 214Laboratory renovation, 88, 141Lecture series, 57, 1:35

Majors and concentrations, :36biochemistry, 46biochemistry and molecular biolog. :37,

140neuroscience concentration, 62psychobiolog concentration, 125selection of, :39

Mathematics proficiency, :32, 35, 67, 101,156, 188

Mentoringfaculty, 45, 111, 191, 154, 168, 177peer, 32, 54, 74, 95, 96, 102, 154, 160, 18:3,

21:3

Minority studentsAfrican American, 32, 63, 66, 70, 73. 98,

170, 183, 191Hispanic, 32, 57, 70, 7:3, 98, 100, 170. 191.

201Native American. 27, 57, 89, 100, 1:36,

159, 170, 210nontraditional :32, 154Pacific Islander, 100

Multimedia presentations, 160

National Research CouncilCommittee on Biolo Teacher Inservice

Programs, 18

National Research Council (continued)Fulfilling the Promise, Report on

Biology Education in Ike Nation'sSchools, 15

Project on Science Literacy fr AllUndergraduates, 21, 80

Networkingfaculty, 114, 157student, 36, 74, 208

Newsletter, departmental, 17:3

Off-campus research sitesBaylor College of Medicine, 42Brigham and Women's Hospital, 142Brown University, 166Case Western Reserve University, 42Chicago Board of Health, 42Children's Hospital Oakland Research

Institute, 71, 171Emory University, 166Eppley Institute for Research in Cancer,

133Georgia Institute of Technology, 167Georgia State University, 166Lawrence Berkeley Laboratories, 71, 171Los Alamos National Laboratory, 134, 1:36Massachusetts Institute of Technology, 42Meharry Medical College, 42Merck and Company, 165Morehouse School of Medicine, 42National Institutes of Health, 119, 166Navajo Agricultural Project, 1:3:3Naval Research Laboratory, 42Princeton University, 42Roswell Park Cancer Institute, 42United States Surgical Corporation, 42University of Maryland School of

Medicine, 42University of Michigan School of

Medicine, 42University of Pennsylvania, 42University of Rochester, 42Upjohn Laboratories, 166Vanderbilt University, 42Walter Reed Army Medical Center, 139

Orientation courses, 32, 73Outreach programs

colleges and universitiesClark Atlanta University, 47Palo Alto Community College, 204St. Edward's University, 47St. Mary's University, 47Xavier University of Louisiana, 47

communicationsbroadcast, 161electronic bulletin hoard, 209toll-free telephone, 175

course development, 54, 216equipment lending, 44, 76,118, 152, 168,

208instructional kits, 55, 157

234 Index251

Outreach programs (continued)footlockers. 161, 163science van, 50

faculty participation, 43, 44, 79academic credit, 44, 200released time, 55sabbaticals, 80stipend, 14, 58, 108, 137, 152, 189, 200supply reimbursement, 108tenure consideration, 24, 33travel funds, 137

genetics, 77, 155, 215mentoring, 59, 81, 114minority students, 32, 47, 53, 58, 130,

143, 152, 188, 207African American, 61, 63Hispanic, 204Native American, 27, 55, 58-49, 89,

115, 161-165, 210non-traditional, :32

networking, 109schools

community colleges, 33, 81, 89, 157, 204elementary, :35, 54, 55, 62, 76, 99, 108,

110, 125, 152, 162, 215high school students, :33, :35, 54, 58, 89,

98, 114, 1:30, 1:37, 143, 152, 162, 168,175, 188, 208

high school teachers, 41, 47, 58, 62, 76,100, 109, 118, 126, 144, 152, 157,168, 189, 194, 200, 208-210, 215

middle school students, 27, 108, 125,152, 162, 186, 208

middle school teachers, 44, 157science fairs. 114, 174substitute teachers, 118summer research, 47, 53, 188, 195-196summer science camps, 27, :30, 108, 162,

208, 210summer science institute, 215tutoring, 114, 186, 199workshops, 4:3, 108, 118, 152, 200

Partnerships, 62

Peer pressure, 39

Preparation for science study, 46, 120, 123Problem-solving approach, 27, 41, 46, 59,

121, 135, 160, 162, 178, 197

Programsbiochemistry, 37Biology Fellows Program, 71Biology- Research Experience for

Undergraduates, 87Biolog; Scholars Program, 71, 170Biology Undergraduate Mentor Program,

95

Biomedical Professional DevelopmentProgram, 3:3

Chemistry Scholars Program, 72Fisk-Meharry Joint Program in

Biomedical Sciences, 130, 131

Programs (continued)Genetics Education Networking and

Enhancement, 157High School Minority Scholars Program,

189

Learning Is Fun Together, 110Mathematics Across the Curriculum, 188Mentor Program, 59Minority Engineeering Program, 72Minority Science Program, 32Native Americans in Biological Sciences,

161

Partnership for Science Education, 118precollege, 45, 67, 82Pre-College Science Program, 131Professional Development Program, 72Summer Science Bridge Program, 33, 100Summer Science Enrichment Program,

58, 137Summer Science Program, 168Summer Undergraduate Research

Fellowship Program, 94Undergraduate Biology Research

Program, 22Undergraduate Research Opportunities

Program, 181Undergraduate Trainees Program, 186Youth Exploring Science, 62, 125

Recruitment and retention. 28-30, 70, 73,75, 79, 80, 170, 183

Recruitment and retention strategies, :32,43, 61, 64, 81

community support, 29-30sports. 30

Researchincentives

academic credit, 58, 119, 183. 198, 171career planning. 79degree requirement, 39room and board, 106, 195sabbatical leave, 117stipends, 28, 62, 71, 106, 123, 159, 167,

171, 181, 191, 195, 201, 206, 21:3

supply allowances, 106. 123, 171, 181,195, 198, 206

independent, 37, 87off-campus, 42-43, 165, 171period

academic year, 103, 115, 117.206summer, 4:3, 47, 55, 90, 94, 95, 106,

115, 123, 133, 145, 155, 165, 171,185, 191, 195, 206, 213

presentationsfaculty, 105student, 94, 97, 103, 107, 123, 135. 177,

187

student categoryfreshmen and sophomores, :3:3, 44, 159,

181, 201

minority, 53, 71, 80, 90, 95, 17:3, 191

Index 235

Research (continued)non-science majors, 123undergraduates, 42, 57, 87, 90, 95, 103,

106, 108, 111, 115,150, 155, 165, 176,198, 206, 212

women, 5:3, 71, 191supervision

faculty, 43, 108, 142,

139,

185,

155,

142,

191,

176,

145,

195,

181, 195,

201, 206independent, 37, 87

Research areasantibodies

transgenic production, 103bacteria

antibiotic resistance, 156Streptococcus transposable element,

159

biological agentscarbon tetrachloride, 207fungi phytoalexin, 106halothane effects, 184interleukin-6 production, 182tick vaccine, 159

biologychicken pigmentation, 103dioecious pollination, 124evolutionary diversity, 214fish predation, 107intermediate filament formation, 119linoleic acid biosynthesis, 185lizard fever, 103P-450 cytochrome system, 166Tetrahymena feeding system, 112

brainc-Fos transcription, 204granule neuron development, 203nerve growth factor effects, 202

cancercardenolide isolation, 134

cell migration, 147computers

human-machine interface, 167development

anti-androgen effects, 124Drosophila pattern, 191granule neurons, 203mesoderm, 144

diabetesnoninflammatory retinal disease, 155

DNAcompression fossil sequences, 207iron oxidation, 171mitochondrial, 94, 140ovulation-specific, 191plasmid, 156plasmid integration, 90

endotoxin shock, 150environmental biolo*', 43enzymes

ATPase, 202

236 Index

Research areas (continued)carboxylesterase, 189central nervous system, 120glycosyl transferase, 166protein kinase C, 155reverse transcriptase, 144

genes, analysisE3L, 88M, 103mig-/O, 147mig-11,147neurotrophic factor, 95Wm°, 139rdgB, 47, 191soft coral, 145

genes, expressionengrailed, 133intestinal crypt mRNA, 198major histocompctibility complex, 94nimO, 139

genes, regulationactin, 103Arabidopsis Hu:liana, 145herculine, 104marine organism development, 112MyoD-1, 104

heartclofilium inhibition, 184drug-induced oxygenation, 181

lungmast cell and bleomycin activity, 184

immune systemcyclosporin A analogs, 124

membranesmercury transport, 148plant chloroplasts, 145

muscular dystrophycalcium channels, 123

nervous systemcentral pattern generator, 177electrical field effect, 167

pharmaceutical productpharmacokinetic properties, 165

prostaglandinssynthesis, 178

proteinsapolipoprotein A -1,108calcium-binding, 115c-Fos transcription factor, 204GAGA-binding factor, 213GATA-4 transcription factor, 198insulin-regulation, 123macromolecule analysis, 134myosin, 135sequence analysis, 147

regeneration, 189specialized

matrix-assisted laser desorption, 134nuclear magnetic resonance spec-

troscopy, 135sugars

honeydew polysaccharide, 87

2.5'3

Research areas(continued)viruses

acquired immune deficiency syndrome(AIDS) virus detection, 166

hamster polyoma virus transformation,196

herpes simplex virus derivative, 198herpes simplex virus infection, 182human T cell leukemia-1 (HTLV-1)

assay, 166Sendai virus maturation, 103vacciniaE3L gene, 88

vitamin C deficiency, 150waste treatment, 27, 162

Role models, 45, 64, 74, 81, 152, 160

Science educationand liberal arts, 39, 63community support, 29goals, 20, 63parental support, 30personalization, 64problem-solving approach, 27role of scientific come. .nity, 18systemic reform, 15-16, 19teaching methods, 21

Science fairs, 168, 175Science Olympiad, 210Science teaching, 62, 89, 121, 151, 160, 172,

174, 178, 181

Seminars, 49, 54, 57, 72, 75, 140, 154, 155,158, 160, 168, 185

Software programs, 50-51, 67, 80, 91,113,143, 172, 190

biochemistry and cell biology, 50computer graphics, 51, 52genetics, 50GRE, 66MCAT, 66molecular biology and genetics, 51neurophysiologv, 91peer tutoring, 56physical chemistry, 51population and biology, 51problem-solving approaches, 51structural biology, 51

Student presentationsCoalition in Education for the Life

Sciences, 187Eastern New England Biology

Conference, 123Experimental Biolog '93, 10:3Kentucky Academy of Sciences, 107National Conference on Undergraduate

Research, 94, 97, 135Society for Neuroscience, 177

Student recognitionRhodes Scholarship, 123Westinghouse Science Talent Search.

Study groups, 71, 100Study skills, 68, 120Summer camps, 51, 207Support groups, 76, 155Symposia, 28, 72, 90, 155, 160, 183

Teacher developmentreleased time, 53sabbaticals, 62

Teaching aidsinstructional kits, 55, 157footlockers, 161, 163science van, 50

Teaching assistants, undergraduate, 41, 45Team teaching, 57Tutorials, 75Tutoring, peer, 41, 66, 71, 113, 128, 137, 212

Video technology, 27, 50-51, 52, 60. 79.95-98, 104, 117, 163, 197, 214

Workshopscommunity college, 81computer, 160faculty, 88, 130, 160, 188, 20:3mathematics, 157, 188students, college, 71. 129. 170, 174, 195students, precollege, 100, 126teachers, 44, 109, 112, 122, 152, 168, 189,

195

Writing, 68, 146

Index 237

Howard Hughes Medical InstituteOffice of Grants and Special Programs

4000 Jones Bridge Road

Chevy Chase, MD 20815-6789

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