Difference between revisions of "Keck-phase-1-summary"

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=1.  Abstract [150 words]:=
 
=1.  Abstract [150 words]:=
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Provide an executive summary of the project, including overall  goal, methodology and significance, for a lay audience.
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Earlham College requests $358,877 to develop multidisciplinary science curriculum modules and student/faculty research projects focusing on a common core problem: metals in the environment. This project will emphasize collaboration among our natural science departments, including biology, chemistry, computer science, geosciences, mathematics, and environmental science. Scientific research is becoming increasingly multidisciplinary, collaborative, and computational.  Therefore, it is essential to train our students to develop multi-faceted approaches to problem solving that use both traditional laboratory techniques and computational methods. This project will introduce an important scientific problem (metals in the environment), ask students to collect and analyze data, and to make interpretations using different disciplinary perspectives.  This idea of collaborative multidisciplinary learning will transform our undergraduate curriculum in the sciences and provide a model for programs among the sciences at other liberal arts colleges.
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Earlham College requests $360,713 to develop multidisciplinary science curriculum modules and student/faculty research projects focusing on a common core problem: metals in the environment. This project will emphasize collaboration among our natural science departments, including biology, chemistry, computer science, geosciences, mathematics, and environmental science. Scientific research is becoming increasingly multidisciplinary, collaborative, and computational; therefore, it is essential to train our students to develop multi-faceted approaches, which use both traditional laboratory techniques and computational methods, to problem solving. This project will introduce an important scientific problem, metals in the environment, ask students to collect and analyze data, and to make interpretations using different disciplinary perspectives in both coursework and independent research projects with faculty.  We believe this idea of collaborative multidisciplinary learning will transform our undergraduate curriculum in the sciences and provide a model for programs among the sciences at other liberal arts colleges.
 
  
 
=2.  Unique Aspects:=
 
=2.  Unique Aspects:=
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Describe unique or distinctive aspects of this project.
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Four aspects of our project work together to make it unique and valuable:
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1) emphasizing computational methods in combination with the use of field and laboratory techniques; 2) introducing students to modern multidisciplinary science that utilizes teams of scientists to inform and illuminate different disciplinary perspectives of a problem; 3) involving students in introductory through upper-level science classes; and 4) focusing on a problem of local concern. With the incorporation of research modules into courses and further development of our multidisciplinary research activities, this project will blur the line between modern scientific research and education.
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dcm: This contains the "bridge the gap" sentence used 2x elsewhere.
 
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Four aspects of our project work together to make it powerful and unique: 1) our focus on local problems; 2) the combined use of field, laboratory, and computational methods; 3) the longitudinal involvement of students as they take introductory through upper-level science classes; and 4) showing students how modern science is multidisciplinary with teams of scientists who inform and illuminate the different disciplinary perspectives of a problem.
 
  
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This project will bridge the gap between modern scientific research and science education by incorporating research modules into courses and further developing multidisciplinary summer research activity. These research modules will be integrated into courses beginning with the introductory courses in chemistry, biology, geosciences, statistics, and computer science and will become increasingly complex in upper level courses in these disciples.  Both course modules and summer research projects will focus on a problem of local concern and include laboratory, field, and computational modeling components.
 
  
 
=3.  Key Personnel:=
 
=3.  Key Personnel:=
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Name the key personnel, and describe their credentials, role in the proposed project, and any collaborations/partnerships. 
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Michael Deibel (Assoc. Prof. of Chemistry, Ph.D.) 10 years teaching, 13 publications (6 related to metal analysis), expertise in multiple methods of metal analysis.  Will develop modules for environmental chemistry and instrumental analysis.  
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Corinne Deibel (Assoc. Prof. of Chemistry, Ph.D.) 10 years teaching analytical, extensive experience in metal analysis. Will develop modules in general and analytical chemistry.  
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*Chemistry
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Meg Streepey (Asst. Prof. of Geosciences, Ph.D.) 6 years teaching, experience developing interdisciplinary undergraduate curriculum.  Will create teaching modules in geoscience courses.
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**Michael Deibel (Associate Professor of Chemistry, Ph.D. in Radioanalytical Chemistry, University of Kentucky, The Evaluation of Trace Elements Related to the Oxidative Damage Hypothesis of Alzheimer’s Disease) has been teaching for ten years.  He has 13 publication (6 related to metal analysis) and has expertise in multiple methods of metal analysis (ICP-AES, GFAAS, FAAS, NAA).  As part of this project, Dr. M. Deibel will help develop course modules for environmental chemistry and instrumental analysis.  In addition, he will conduct independent research with students to analyze water, soil and biological samples for various metals.  Currently, he is collaborating with Dr. Gary Van Berkel (ORNL) on the analysis of compounds in herbal extracts.
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David Matlack (Visiting Asst Prof. of Biology, D.V.M.) 14 years as a practicing veterinarian, 8 years teaching. Will develop modules for cell physiology and animal physiology.  
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**Corinne Deibel (Associate Professor of chemistry, Ph.D. Radioanalytical Chemistry, University of Kentucky, 1995).  Dr. C. Deibel has been teaching analytical chemistry since 1997 and has extensive experience in metal analysis, both for class projects and undergraduate summer research projects. She will participate in the development and implementation of the teaching modules in general and analytical chemistry.  
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John Iverson (Prof. of Biology, Ph.D.) 28 years teaching, 150 publications (40 with student co-authors), one of the world's leading herpetologists.  Named 2005 Carnegie Professor of the Year.
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*Geosciences
 
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**Ron Parker
 
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**Meg Streepey (Assistant Professor of Geosciences, Ph.D. University of Michigan, 2001).  Dr. Streepey will be creating and implementing teaching modules in introductory geoscience courses and working on the integration of those modules. She has previous experience working as an interdisciplinary curriculum developer at the undergraduate level.
 
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Biology
 
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**David Matlack
 
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**John Iverson (Professor of Biology, Ph.D. Zoology, University of Florida, 1977).
 
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*Computer Science
 
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**Charlie Peck
 
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Other science faculty: Lori Watson (chem), Mark Stocksdale (chem), Mic Jackson (math)(?) which represents approximately fifty percent of the science faculty .   
 
  
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For examples of how we collaborate see URL. Merck, HHMI.
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Charlie Peck (Asst. Prof. of Computer Science, Ph.D. expected 2006). 14 years teaching, instrumental in development of the computer science department, instructor for NCSI 's summer workshops, develops computational tools and curriculum modules for NSDL and BCCD.  
  
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=4.  Budget:=  Describe how funds requested from WMKF will be allocated among capital, personnel and equipment.  Percentage for each area.
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Other science faculty: Lori Watson and Mark Stocksdale (Chemistry), Mic Jackson (Mathematics), Ron Parker (Geosciences); which in total represents approximately 50% of the science faculty.
  
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The $360,713 requested from WMKF will be allocated in the following manner:
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=4.Budget=
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56% Personnel (faculty, administrative assistant, and student stipends) 27% equipment; 17% operations.
 
  
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=5.  Justification for WMKF support:=  Explain why support from the W. M. Keck  Foundation is essential for this project.
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The $358,877 requested from WMKF will be allocated in the following manner:
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56% Personnel (student, faculty, and admin. asst. stipends) 27% Equipment and 17% Operations.
  
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Funding for undergraduate research at small, liberal arts colleges is limited.  The WMKF is known and respected throughout the scientific community as a Foundation that supports innovative science programs at high-quality undergraduate institutions.  WMKF funding would allow Earlham to launch its multidisciplinary science project. Keck support for Earlham's project would raise the visibility of the sciences within the College and with external audiences regionally and nationally.
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=5.  Justification for WMKF support:= 
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Funding for collaborative projects involving such a breadth of disciplines at small, liberal arts colleges is limited.  The WMKF is known and respected throughout the scientific community for supporting innovative science programs at high-quality undergraduate institutions.

Latest revision as of 18:37, 24 May 2006

1. Abstract [150 words]:

Earlham College requests $358,877 to develop multidisciplinary science curriculum modules and student/faculty research projects focusing on a common core problem: metals in the environment. This project will emphasize collaboration among our natural science departments, including biology, chemistry, computer science, geosciences, mathematics, and environmental science. Scientific research is becoming increasingly multidisciplinary, collaborative, and computational. Therefore, it is essential to train our students to develop multi-faceted approaches to problem solving that use both traditional laboratory techniques and computational methods. This project will introduce an important scientific problem (metals in the environment), ask students to collect and analyze data, and to make interpretations using different disciplinary perspectives. This idea of collaborative multidisciplinary learning will transform our undergraduate curriculum in the sciences and provide a model for programs among the sciences at other liberal arts colleges.

2. Unique Aspects:

Four aspects of our project work together to make it unique and valuable: 1) emphasizing computational methods in combination with the use of field and laboratory techniques; 2) introducing students to modern multidisciplinary science that utilizes teams of scientists to inform and illuminate different disciplinary perspectives of a problem; 3) involving students in introductory through upper-level science classes; and 4) focusing on a problem of local concern. With the incorporation of research modules into courses and further development of our multidisciplinary research activities, this project will blur the line between modern scientific research and education.


3. Key Personnel:

Michael Deibel (Assoc. Prof. of Chemistry, Ph.D.) 10 years teaching, 13 publications (6 related to metal analysis), expertise in multiple methods of metal analysis. Will develop modules for environmental chemistry and instrumental analysis. Corinne Deibel (Assoc. Prof. of Chemistry, Ph.D.) 10 years teaching analytical, extensive experience in metal analysis. Will develop modules in general and analytical chemistry. Meg Streepey (Asst. Prof. of Geosciences, Ph.D.) 6 years teaching, experience developing interdisciplinary undergraduate curriculum. Will create teaching modules in geoscience courses. David Matlack (Visiting Asst Prof. of Biology, D.V.M.) 14 years as a practicing veterinarian, 8 years teaching. Will develop modules for cell physiology and animal physiology. John Iverson (Prof. of Biology, Ph.D.) 28 years teaching, 150 publications (40 with student co-authors), one of the world's leading herpetologists. Named 2005 Carnegie Professor of the Year.

Charlie Peck (Asst. Prof. of Computer Science, Ph.D. expected 2006). 14 years teaching, instrumental in development of the computer science department, instructor for NCSI 's summer workshops, develops computational tools and curriculum modules for NSDL and BCCD.

Other science faculty: Lori Watson and Mark Stocksdale (Chemistry), Mic Jackson (Mathematics), Ron Parker (Geosciences); which in total represents approximately 50% of the science faculty.

4.Budget

The $358,877 requested from WMKF will be allocated in the following manner: 56% Personnel (student, faculty, and admin. asst. stipends) 27% Equipment and 17% Operations.

5. Justification for WMKF support:

Funding for collaborative projects involving such a breadth of disciplines at small, liberal arts colleges is limited. The WMKF is known and respected throughout the scientific community for supporting innovative science programs at high-quality undergraduate institutions.

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