Chautauqua Courses for Teachers
Every year, the Harvard Summer School hosts a series of Chautauqua Short Courses for Teachers. Funded by the National Science Foundation, these three-day seminars are rejuvenating sessions for faculty from community and other small teaching colleges. These short courses provide an opportunity for invited scholars to communicate new knowledge, concepts, and techniques directly to college teachers in ways that are immediately beneficial to their teaching. The primary aim is to enable undergraduate teachers in the natural and social sciences to keep their teaching current with respect to both content and pedagogy.
May 15–17: Chemistry for Non-Science Majors: The American Chemical Society’s Curriculum: Chemistry in Context
May 23–25: Radio Astronomy in the Undergraduate Classroom
May 31–June 2: Circadian Biology: From Clock Genes and Cellular Rhythms to Sleep Regulation
May 31–June 2: Effective Teaching Methods for Biology and Environmental Studies
June 10–12: Using Research Based Curricula and Tools to Promote Active Learning in Introductory Courses II
July 12–14: Psychoactive Drugs and the Molecular Biology of the Neuron
August 16–18: Experimental Economics
For the most up-to-date information about the NSF Chautauqua Program, including eligibility requirements, continuing education unit (CEU) credits, and application fees, see the 2006 Chautauqua website.
Harvard Chautauqua Courses
Chemistry for Non-Science Majors: The American Chemical Society’s Curriculum: Chemistry in Context
Conrad Stanitski, University of Central Arkansas and Cathy
Middlecamp, University of Wisconsin, Madison
May 15–17 in Cambridge, Massachusetts
Apply (Course
53)
Nonscience majors have long been a neglected population in the teaching of chemistry. Many courses for non-majors tend to be simpler versions of the major course. Both the chemistry content and approach used for this population has long ignored the special characteristics and wealth of scientific knowledge that these students bring to the study of chemistry. Chemistry in Context: Applying Chemistry to Society, the American Chemical Society’s college chemistry curriculum for non-science majors, attempts to tap this knowledge by imbedding chemistry in a cultural, societal, economic and political context. Here chemistry is introduced on a need-to-know basis that provides students with an informed understanding of critical science based contemporary issues.
In this workshop, participants will have an opportunity to work with two of the authors of Chemistry in Context. The unique philosophy of the curricular approach, along with an overview of the chemistry content, sample activities, and evaluation techniques, will be presented. Participants will be able to experience several of the laboratory and decision-making activities that characterize Chemistry in Context. Discussions in the workshop will focus on the “nuts and bolts” of implementing the curriculum in both large and small classes. Participants will be encouraged to share their own innovations in teaching chemistry to nonscience majors. The workshop leaders are particularly eager to elicit ideas for new kinds of homework assignments, testing strategies, lab and writing assignments, and grading practices. Time will be provided for discussion of these topics.
For college teachers of undergraduate science, math, and technology courses, and graduate students in the sciences interested in an eventual teaching career. Prerequisites: None.
Faculty. Dr.’s Stanitski, and Middlecamp are two of the co-authors of the third edition of Chemistry in Context. Dr. Stanitski is Professor of Chemistry at the University of Central Arkansas and Department Chair. He has also co-authored textbooks for science and allied health majors. Dr. Middlecamp is the Director of the Chemistry Learning Center at the University of Wisconsin-Madison and teaches both chemistry for liberal arts students and a graduate seminar entitled, The Teaching of Chemistry. Over the past 20 years, she has designed, supervised and taught in a number of programs for students under-represented in the sciences.
Radio Astronomy in the Undergraduate Classroom
Preethi Pratap, Massachusetts Institute of Technology (MIT)
and the MIT Haystack Observatory Staff
May 23–25 at MIT Haystack Observatory, Cambridge, Massachusetts
Apply (Course
33)
Radio waves provide a wealth of information on objects in our universe, ranging from the molecular constituents in the material from which stars form to the energetic processes that power galaxies. This course will give an overview of the kinds of radio emission from the universe and introduce radio wave detection and instrumentation techniques. The course will also provide opportunities for practical experiences in radio astronomical observing that can be applied to undergraduate curricula with the purpose of strengthening the link between education and research. Radio astronomy is a powerful multidisciplinary approach to the integrative learning of basic concepts in physics, chemistry, and engineering. Radio observations can be made in the daytime with minimal sensitivity to weather conditions, thus providing a practical tool for application to research experiences for undergraduates as part of their courses.
With the support of the National Science foundation, Haystack Observatory has developed a program to bring radio astronomy research to undergraduate students. Materials for faculty interested in exploring and teaching radio astronomy as part of their course, including laboratory exercises have been prepared. A low-cost small radio telescope kit consisting of a 2-m antenna that provides a hands-on introduction to radio astronomy is available, and can be constructed for use by faculty and students at their colleges. The SRT has also now been designed to work as an interferometer for higher spatial resolution observations. The Haystack 37-m telescope is currently undergoing a major upgrade and the course will include a description of the projects that will be available with the new system.
In addition to the overview introduction to radio astronomy, the course will include an observing session with the small radio telescope and information on the kit. Observations will also be conducted with the SRT interferometer and tutorials will be provided on data handling and analysis of the interferometer output. Approaches to the integration of radio astronomy experiences in the undergraduate science curriculum will be discussed.
For college teachers of all disciplines. Prerequisites: None.
Faculty. Dr. Pratap is the Education Officer of the MIT Haystack Observatory and coordinates the undergraduate education program. Her research interests are in star formation studies and interstellar matter, with concentration on the physics and chemistry of dark clouds and maser emission. The staff of the Observatory include astronomers and system engineers with special expertise in radio astronomical observing and interferometry techniques and instrumentation.
Circadian Biology: From Clock Genes and Cellular Rhythms to Sleep Regulation
J. Woodland Hastings, Charles A. Czeisler, and Steven W. Lockley, Harvard University
May 31–June 2 in Cambridge, Massachusetts
Apply (Course
55)
Note: This course will be held on the campus of Harvard University, with sessions both in Cambridge and at the Brigham and Women’s Hospital at the Harvard Medical School. Cosponsored by the TUCC Field Center.
Living organisms possess an internal biological timing mechanism called the circadian clock. Its most fundamental functions are to control the time of day at which different processes occur and to "measure" the day-length and regulate processes, notably reproductive, seasonally. Although sleep as such is usually associated with higher organisms, it is a fact that even simple organisms, like Paramecium and amoebae have circadian (about 24 hour) cycles of activity and rest, and exhibit other rhythms with many features that parallel those of higher animals. Moreover, although a brain center is of central importance in the clock of humans and other vertebrates, single isolated neurons from that center exhibit circadian rhythmicity.
This course will consider genes and proteins associated with the biochemical and cellular organization of the core clock in both mammals and lower organisms, the key properties and functional roles of the circadian clock, how the slightly inaccurate biological clock is reset by light and synchronized to the environmental light-dark cycle, and how specific drugs and clock mutants in model organisms have led to an understanding of the mechanism. Clinical uses of circadian rhythmicity will be presented from experimental studies of human rhythms, including control of the sleep-wake cycle and hormone rhythms, circadian rhythm disorders in the blind, measuring and treating jet lag and shift work disorders, the effects of aging and menopause on sleep and circadian rhythms, the problems of trying to sleep in spacecraft, and sleep disorders within the normal population.
For college teachers of all disciplines. Prerequisites: None.
Faculty. Dr. Hastings is Professor of Molecular and Cellular Biology at Harvard University, Dr. Czeisler is Professor of Medicine at Harvard Medical School, and Dr. Lockley is an Assistant Professor at Harvard Medical School.
Effective Teaching Methods for Biology and Environmental Studies
Dan Perlman, Brandeis University
May 31–June 2 in Cambridge, Massachusetts
Apply (Course
70)
This course explores ways in which science teachers, especially those in environmental studies, ecology, and conservation biology, can incorporate fieldwork, case studies, writing, and multimedia teaching tools into their courses. We discuss techniques that I have developed while teaching a variety of courses in these fields over the past decade and a half. These include specific field exercises, methods for developing case studies, and guidelines for helping students write effectively. We also explore a number of web-based exercises and a multimedia teaching tool for conservation biology and environmental science that I developed with E. O. Wilson. Taken together, these techniques enable students to grasp the fundamental issues in these fields in ways that lectures alone cannot.
For college teachers of all disciplines. Prerequisites: None.
Faculty. Dr. Perlman is Chair of Environmental Studies at Brandeis University in Waltham, Massachusetts, where he teaches conservation biology, ecology, and field biology. Previously, he taught conservation biology for nine years at Harvard University. He co-developed Conserving Earth's Biodiversity, a CD-ROM on conservation biology, with E.O. Wilson, and has co-authored two textbooks: Practical Ecology for Planners, Developers, and Citizens and Biodiversity: Exploring Values and Priorities in Conservation. He also teaches classes in nature photography, and was a computer programmer before getting a Ph.D. in behavioral ecology.
Using Research Based Curricula and Tools to Promote Active Learning in Introductory Courses II
Priscilla W. Laws, Dickinson College, David R. Sokoloff, University of Oregon, and Ronald K. Thornton, Tufts University
June 10–12, 2006 in Medford, Massachusetts
Apply (Course
26)
Note: This is the second of a two-part series. Course I will be held at Vernier Software and Technology in Beaverton, Oregon (near Portland), and Course II will be held at Tufts University, Medford, Massachusetts (near Boston). (Participants do not need to have completed Course I to enroll in Course II.) Reasonably priced accommodations will be arranged for these courses.
Widespread physics education research has shown that a majority of students have difficulty learning essential physics concepts in the best of traditional introductory courses. These Chautauqua courses are designed for those interested in making learning in their introductory course more active either within the traditional course structure of lectures, labs, and recitation hours, or by re-structuring their course (e.g., into a workshop or studio course). Also see the course website for more information.
Participants in these hands-on courses will be introduced to physics education research-based strategies for each component of the introductory course: Interactive Lecture Demonstration (ILDs)s, Web-Based ILDs, real-time physics labs, activity based tutorials, collaborative problem-solving tutorials and workshop physics, as well as modeling and video analysis tools. The tools and software used in this workshop are available for Macintosh and Windows computers. Results of studies on the effectiveness of these curricula will also be presented. Those interested in making major changes in their introductory physics programs are especially encouraged to attend.
Participants will receive current versions of the curricula, along with Teaching Physics with the Physics Suite, a comprehensive book by E.F. Redish (University of Maryland) on strategies for implementing physics education research-based curricula.
We will discuss the design of introductory physics courses adapted to the needs of institutional settings ranging from small colleges to large universities. We will also explore effective methods for evaluation of the learning of physics concepts and quantitative reasoning skills. Studies have demonstrated substantial and persistent learning by students who have used the materials presented in this course.
Course I will focus on first semester topics: mechanics, heat and thermodynamics. Use of computers will include data collection and analysis with microcomputer-based laboratory (MBL) tools, basic mathematical modeling using MBL software and spreadsheets, and basic interactive video analysis.
Course II will focus on second semester topics: electricity and magnetism, oscillations and waves, and light and optics. In addition to use of computers for data collection and analysis (using MBL tools) this course will explore more advanced mathematical modeling and more advanced video analysis.
For college teachers of introductory physics and other introductory science and mathematics disciplines. Prerequisites: None.
Faculty. Dr. Laws is a Research Professor of Physics at Dickinson College where she and her colleagues developed a workshop method for teaching physics without lectures. Students in workshop physics courses use several related computer applications including spreadsheets linked dynamically to graphs for modeling, microcomputer interfacing for real-time data collection, and video analysis software. She is also co-author of the new text, Understanding Physics.
Dr. Sokoloff is Professor of Physics at the University of Oregon where he integrates classroom testing on research-based curricula with the assessment of conceptual learning in introductory courses with large enrollments. He is the principal author (along with Ronald Thornton and Priscilla Laws) of Real-Time Physics, computer-supported active learning laboratories for use in traditional university settings. He is also co-author (along with Ronald Thornton) of Interactive Lecture Demonstrations (ILDs), which are used to create an active learning environment in lecture classes.
Dr. Thornton is director of the Center for Science and Mathematics Teaching of the Physics and Education Departments at Tufts University where he directs the development of software for microcomputer-based laboratory (MBL) tools for real-time collection and analysis of data, for modeling and for vector visualization, and curricula designed to be used with these. The center conducts research on student learning in physics. The MBL software has won awards from EDUCOM, Computers in Physics, and the Dana Foundation. He is currently working (with David Sokoloff) on web-based delivery of ILDs, and the development of ILDs in other science disciplines. (RealTime Physics, Interactive Lecture Demonstrations, Workshop Physics, Understanding Physics, Activity Based Tutorials, and Teaching Physics with the Physics Suite are all published by John Wiley and Sons.)
Psychoactive Drugs and the Molecular Biology of the Neuron
David Dressler, Oxford University
July 12–14, 2006 in Cambridge, Massachusetts
Apply (Course
60)
This course will deal with the molecular biology of signal transmission in the nervous system in terms of the specific proteins—enzymes, receptors, ion channels, and signaling molecules. Particular emphasis will be placed on neurotransmitters—the signaling agents that carry the nerve impulse from one neuron to another. The biological, medical, social, and legal consequences of psychoactive compounds and other neurotoxic substances that exert their influences by disrupting the manufacture, release, binding, or degradation of neurotransmitters will form a framework for discussion. Morphine, heroin, and the body’s natural painkiller, enkephalin, will be traced through the experimental elucidation of their biological activity. The effects of Prozac, Valium, and cocaine on specific neurotransmiters (the monoamines) will be correlated with the molecular changes that underlie depression, anxiety, schizophrenia, and addiction. The biological activity of various natural and synthetic poisons, toxins, and nerve gases will be used to elucidate both normal and blocked neuronal function. Diseases that result from the loss of neurotransmitter systems, such as Parkinson's disease, as well as present and future therapies, will also be discussed.
Film, possible laboratory demonstration, discussion, and reading will supplement lectures in this course. Participants will be actively engaged in panel discussions that will explore such timely events and issues as the Tokyo subway attack, Gulf War syndrome, the law, substance abuse, and addiction.
For college teachers of biological sciences, chemistry, and biochemistry. Prerequisites: None.
Faculty. Dr. Dressler is a lecturer on Biochemistry at Oxford University. He is a researcher and author in the field of molecular biology, with current interest in Alzheimer's disease. He is the originator of the major undergraduate course in molecular biology at Harvard College, and a recipient of the Camille and Henry Drefus Award and the Guggenheim Fellowship. Upon completing his Ph.D. thesis at Harvard in 1970 on the mechanism of DNA replication, Dr. Dressler joined the university's Department of Biochemistry and Molecular Biology. His research in molecular biology led to a series of scientific papers on DNA replication, DNA recombination, and the structure of viral chromosomes.
Experimental Economics
David Laibson, and Robert Neuguboren,
Harvard University
August 16–18 in Cambridge, Massachusetts
Apply (Course
96)
Over the past several decades, experimental methods have made their way into the study and teaching of economics. Game theory has proven very useful in this context, providing a catalog of well-defined experiments that can be reproduced in laboratories and classrooms and shared among economists, psychologist, political scientists, and others. In the classroom, experiments can be a very effective way to help students gain insight into fundamental economic phenomena. Lecture and textbook presentations can be complemented by classroom exercises, in which students make decisions and interact. This can reduce skepticism and increase excitement about economic theory as well as expose interesting questions that invite interdisciplinary and creative thinking.
In this short-course, we will play a series of games that demonstrate some phenomena of broad interest in the behavioral and social sciences including: prisoner's dilemma and public goods problems; coordination problems; bargaining and fairness; adverse selection; and the winner's curse. We will compare our own with published results and discuss what they tell us about actual human behavior, as well as the theoretical models we use to study it.
For college teachers of social and behavioral sciences. Prerequisites: None.
Faculty. David Laibson is Professor of Economics at Harvard University, where he teaches a course on psychology and economics. Robert Neugeboren is Lecturer on Social Studies at Harvard University, where he teaches a course on strategy, conflict, and cooperation.