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Analysis of Nominations for the 2002 CIC/Heuer Awards for Outstanding
Achievement in Undergraduate Science Education
Overview
In 2001, the Council of Independent Colleges (CIC) with funding provided
by The Russell Pearce and Elizabeth Crimian Heuer Foundation made two
$10,000 awards to recognize institutions that have demonstrated noteworthy
recent achievement in undergraduate science education. The first recipients
of the Heuer Awards for Outstanding Achievement in Undergraduate Science
Education were Benedictine College (KS) for its extensive student-faculty
research program in biology, and Nebraska Wesleyan University (NE), which
was selected as an outstanding example of the successful complete transformation
of undergraduate science education. The two award winners were selected
from nominations submitted by 34 CIC member institutions. Although only
two awards were made in 2001, the selection committee was so impressed
by the quality of nominations that five institutions were selected for
honorable mention: Drury University (MO), Seton Hill University (PA),
Millikin University (IL), Mount Saint Mary’s College (CA), and Taylor
University (IN). After announcing the winners, CIC received requests for
follow-up information about the awards process from many institutions
that had submitted nominations, but which had not been awarded a prize,
as well as calls from institutions interested in making nominations for
future awards.
In 2002, four Heuer prizes were awarded from a pool of 60 nominations,
from which the following information draws. The awards were made to Bethel
College (MN) for its physics department, Calvin College (MI) for its elementary
science education program, Drury University (MO) for its “science
perspectives” program, and John Carroll University (OH) in recognition
of its chemistry department.
Institutional information
The 60 nominations were submitted from institutions in 27 states. Twenty-four
nominations were received from institutions located in the Midwest, 17
from institutions in the Northeast, 16 from Southern institutions, and
three from colleges and universities in the West. The largest number of
nominations from a single state came from Pennsylvania, with eight nominations,
half from women’s colleges. Institutions in New York submitted five
nominations, and institutions in both Virginia and Illinois submitted
four nominations each.
Although Rust College (MI) was the only HBCU to submit a nomination for
the award, five nominations were received from all-women’s institutions:
Carlow College (PA), Cedar Crest College (PA), Salem College (NC), Seton
Hill University (PA), and Wilson College (PA). Five nominations were also
received from Hispanic-serving institutions: College of Mount Saint Vincent
(NY), Our Lady of the Lake University (TX), Saint Edward’s University
(TX), Saint Peter’s College (NJ), and the University of Saint Thomas
(TX).
Only five institutions submitting nominations for the Heuer Awards have
enrollment over 3,000 students (8%). Ninety-two percent (92%) of the colleges
and universities that submitted nominations for the awards enroll fewer
than 3,000 students: 14 (23%) enroll between 2,000 and 3,000 students,
28 (47%) enroll between 1,000 and 2,000, and 13 (22%) enroll fewer than
1,000.
The nominations
Sixty percent (36/60) of the nominations that CIC received for the 2002
Heuer Awards were for specific departments: ten institutions nominated
their biology departments, nine institutions nominated their chemistry
departments, seven nominated their joined chemistry and biology departments,
five nominated departments associated with mathematics, and there were
five nominations for physics departments. Twenty-four institutions nominated
specific projects and programs such the Watershed Institute of Central
Virginia at Lynchburg College (VA), and the Stonehill Undergraduate Research
Experience (SURE) program at Stonehill College (MA). Three institutions
nominated their science programs in more sweeping terms: Central Methodist
College (MO) nominated its entire science division, Hampshire College
(MA) nominated its science curriculum, and Wilmington College (OH) nominated
its science faculty members. A complete list of nominations is provided
in Appendix A. Research programs, teacher education programs, K-12 outreach,
and environmental studies programs were well represented in the 2002 nominations.
Internships
Many of the nominations included lengthy and detailed information about
the success their students are experiencing at internships, as well as
acceptance into graduate and professional schools, and in securing employment
after graduation. Alverno College (WI), for example, requires every student
to complete at least one internship, and mentors’ comments show
that Alverno’s interns excel in communication and social interaction
skills. Alverno College students have served as interns in a variety of
organizations such as the microbiology and molecular genetics department
at the Medical College of Wisconsin, the Milwaukee Zoo, and the Miller
Brewing Company.
At Cumberland College (KY), students have held recent internships at
the National Institutes of Health’s Institute of Aging, as well
as at the Natural History Museum in London. Huntingdon College (AL) undergraduates
have held National Science Foundation (NSF) summer fellowships at places
such as the Carnegie Institute for Geophysical Sciences, the Institute
for Ecosystem Research, and at the Los Alamos National Laboratory. Taylor
University (IN) has sent students to internships at NASA’s Goddard
Space Flight Center and the Mayo Clinic. These examples are typical of
the diverse range and nature of internships to which students at CIC institutions
have access. After graduation, these students are discovering that their
broader educational background, writing skills, and the oral presentation
skills fostered by a liberal arts education are in high demand, and that
they are often hired before those with more narrowly focused degrees.
Physics
Nominations for physics departments are filled with examples of academic
and career achievement following graduation. For more than two decades,
the Augsburg College (MN) physics department has sent over 60% of its
majors immediately onto graduate or professional schools.
The Bethel College (MN) physics department currently averages 12 graduates
per year. This number has grown steadily over the past decade while national
trends saw physics graduates sharply decreasing. Two-thirds of these students
go on to graduate work in engineering, optics, medicine, or into industrial
positions that use their physics skills. Physics department alumni have
gone on to receive 16 PhDs and two MDs during the past ten years at schools
such as the Massachusetts Institute of Technology, Cal Tech, and Princeton
University.
Taylor University (IN) has also seen an increase in the number of physics
majors from 12 to 53, just in the last seven years. Taylor graduates are
accepted to graduate programs such as Michigan, Purdue, Illinois, Rice,
Cornell, Rutgers, Ohio State, and Oregon. Two-thirds of this year’s
graduates will begin graduate studies (one for K-12 studies), while one-third
will enter employment in research-related institutions.
Other physics graduates from nominating institutions have found employment
as high school teachers, in positions at the Los Alamos National Laboratory,
as staff scientists at the Johns Hopkins University Applied Physics Laboratory
involved in NASA research satellite missions, and in the private sector
at places such as General Electric’s lighting division in Cleveland,
OH, among other occupations.
Chemistry and biology
The 26 chemistry and biology departments nominated for the Heuer Awards
also show an increase in the number of majors and in the success of graduates.
Several nominations are for new or newly reinstated programs, such as
Carlow College’s (PA) chemistry program that had withered during
the 1970s until it was finally no longer offered. In 1996 a proposal to
reinstate the chemistry major was approved, and one student entered the
program in the fall of 1998. Five students entered in 1999. With four
students scheduled to graduate in May 2002, 11 will have graduated from
the program in the past five years.
Chowan College (NC) admitted its first junior class in 1992, after having
been a junior college for 65 years. In 1996, the biology program was added,
and is now the third largest major on campus. Ninety-six percent (96%)
of graduates from the biology program are placed in jobs or the graduate
school of their choice within three months of graduation.
Huntingdon College (AL) initiated an undergraduate research program during
the 1998-99 academic year, and since then the total number of chemistry
majors has increased from 18 in 1998, to 32 in 2002. During the same period,
the number of chemistry graduates has also increased. The number of students
being accepted into graduate and professional schools after graduation
is another example of the work CIC institutions are doing in the area
of chemistry. For example, Cumberland College’s (KY) chemistry department
has, over the past 20 years, sent more than 90% of its chemistry graduates
onto either professional degrees in medicine or graduate degrees in related
fields.
At George Fox University (OR), the rate of acceptance of graduates into
medical school has increased to approximately 75% in the last five years.
This rate reaches nearly 100% when applied to students who are involved
in scientific research as undergraduates. Students from George Fox University
are currently attending graduate schools including Oregon Health and Sciences
University, Brown University, and Stanford University. External evidence
of improved student outcomes at Roanoke College (VA) is clear: there are
currently four Roanoke College graduates in medical school at the University
of Virginia, in contrast to ten years ago, when no Roanoke College graduates
were accepted into this program. Ten years ago, only 30-40% of graduates
from Roanoke College’s chemistry program entered postgraduate study.
This percentage has increased to 75%, with students going onto study at
Stanford University, the University of Illinois, the University of Wisconsin,
and the University of North Carolina, among others.
Prior to the implementation of the pre-veterinary program in 1997, the
biology department at Virginia Intermont College (VA) had 21 majors. Over
the following years, the numbers entering the program have increased every
year, to 47 in fall 2001, an increase of 124%. Most of the increase can
be attributed to the recruitment of pre-veterinary students (23, or 49%
of the majors in fall 2001). To date, three students have graduated from
the pre-veterinary concentration, and all three have been accepted into
veterinary school. One of these students, currently at the University
of Minnesota, achieved a 4.0 GPA during her first semester there.
Chemistry and biology majors at nominating institutions have found employment
at the Monterey Bay Aquarium, as junior high school and high school teachers,
as a vice president at Merck, and at the Nature Conservancy, Public Interest
Research Group, Clean Water Action, Chesapeake Bay Foundation, and the
Environmental Protection Agency. Two graduates of John Carroll University’s
(OH) chemistry department have been included in a list of 100 New Voices
in Chemistry in the March 26, 2001 issue of Chemical and Engineering News.
Research
Thirty-seven of the 60 nominations (61%) were for programs or departments
that involved research. These nominations provide significant evidence
of the strides many small and mid-sized private institutions are making
in providing better research opportunities for students. As J. Michael
Miller, CSB, president of the University of Saint Thomas (TX) stated in
his letter of support for the university’s biology department: “Like
many small liberal arts colleges with fewer than 2,000 undergraduates,
the University of Saint Thomas for too long failed to recognize and support
serious research in the sciences. We mistakenly thought that we could
not compete in this area. This is no longer the case.” Support for
the university’s research efforts has come in the form of two curriculum-based
grants from NSF: one for major research instrumentation, and another for
instrumentation and laboratory improvement. But expanding resources into
research need not come at the expense of the small, teaching-oriented
nature of CIC institutions. In the case of the University of Saint Thomas,
the new appreciation for research has raised campus awareness “…about
the role and delight of undergraduate research as a distinctive mark of
our community of learners, where teacher-student collaboration is honored
and prized.”
At Hampshire College (MA) approximately 55% of faculty members have jointly
published or presented research with students, with the students frequently
taking the leads on new findings. Sixty-seven percent (67%) of students
in natural science engage in some form of off-campus research, typically
taking the form of fieldwork, apprenticeships at research labs, or internships
at hospitals or other service facilities.
Ithaca College (NY) was a founding member of the Council for Undergraduate
Research, the national organization advocating the centrality of research
experience for undergraduate science education. Every biology major at
Ithaca is required to complete at least one semester of independent research,
although many students complete a number of semesters and summers.
Since 1990 the chemistry department at John Carroll University (OH) has
made a concerted effort to have undergraduate students involved in research
experiences both on and off campus. They were successful in obtaining
funding for equipment as well as for salary support for faculty and students
involved in research during the summer months. The work begun in the 1990s
has blossomed and the new Dolan Science Center is scheduled for completion
for the fall 2003 semester.
In 1999, Our Lady of the Lake University (TX) received funds from the
Navy to start the Quantitative Research Skills Project (QRSP). A major
component of this program was undergraduate research. Since a research
lab was absent at the university, students conducted their research at
off-campus sites, and it was observed how powerful an undergraduate research
experience could be to motivate students, not only to attain their degrees,
but also to continue their education in graduate and professional schools.
Thanks to a grant from the U.S. Department of Education, the university
designed and constructed a research laboratory space and was able to purchase
instrumentation. In 2001 two undergraduate students applied for and were
granted summer research experiences at NASA’s Marshall Space Flight
Center in Alabama. The research performed by the students was very productive
for NASA, resulting in NASA financing a shipment of instrumentation and
equipment to the university for the continuation of research.
The College of Mount Saint Vincent’s (NY) joined biology department
with Manhattan College is an arrangement that allows for a greater base
of faculty members, a curriculum of unusual depth and diversity, and research
opportunities not typically experienced at liberal arts institutions.
At the University of Dubuque (IA) with fewer than 1,000 students, the
science faculty is small, teaching loads are full, and research facilities
modest. However, a programmatic commitment to undergraduate research,
as part of mentoring relationships with faculty members allows students
the opportunity for research and personal growth.
Environmental programs
Fifteen percent (9/60) of the nominations made note of work being done
in environmental studies, and much of this work has impact beyond the
academic, in many cases resulting in findings being used by state and
local governments.
Dickinson College’s (PA) Alliance for Aquatic Resources Monitoring
(ALLARM) program is a partnership with the US Geological Survey, Canaan
Valley Institute, Delaware Riverkeeper, Stroud Water Research Center,
and the Resource Conservation and Development Agencies to provide coordinated
scientific assistance to watershed organizations. Research has been used
by the Pennsylvania Fish & Boat Commission in designating streams
vulnerable to further acidification, and by the Pennsylvania Department
of Transportation in assessing the status of streams and wetlands that
may require disturbance during their projects.
One group of students in Shenandoah University’s (VA) Environmental
Studies program measured water quality and habitat characteristics along
the mile-long Abram’s Creek-White’s Pond Wetlands for 18 months
during 1997-98. This senior research project, a follow-up to studies by
the Virginia Division of Natural Heritage, documented two endangered habitat
types and ten rare plant species. The students presented these findings
in a widely distributed report and advocated protection of the wetlands
surrounding open spaces to meetings of the Winchester City Council, the
Frederick Board of Supervisors, and Virginia Academy of Science. The Environmental
Studies program is now regularly consulted on open-space protection.
Nominations involving interdisciplinary work
Twenty percent (12/60) of the nominated programs involved interdisciplinary
cooperation. Recently, The Chronicle of Higher Education (9/11/2002) reported
that “Undergraduate biology education has not kept pace with research
advances, according to a report released Tuesday, which recommends that
colleges re-evaluate their curriculums and teaching approaches.…
The report, issued by the National Academies’ National Research
Council at a news briefing here on Tuesday, concludes that biology majors
should have a stronger grounding in other disciplines, such as mathematics
and engineering.” The interdisciplinary work already under way at
a number of CIC institutions is evidence of the creative approach to science
education that small department size encourages. This sort of interdisciplinary
work can also have the effect of encouraging interest in the sciences
among non-majors. The impact of the integration of mathematics and sciences
in Hartwick College’s (NY) Science of the Environment courses was
recently summarized by an outside evaluator:
“It was like, Wow! I understand this now.”
This exclamation of delight captures the impact of Hartwick’s Science
of the Environment course. By February, students who had entered the course
apprehensive and uninterested in mathematics and science had mastered
material and acquired valuable data gathering and analytical skills. More
importantly, they had come to appreciate that science was not only something
they could do, it was interesting and important to their lives.
The environmental studies program at Illinois Wesleyan University (IL)
grounds students’ education in scientific knowledge and methodology,
but then pushes them to study and understand the political, social, and
historical issues that have not only created the environmental problems
being studied, but that also can give shape to the policies and actions
currently affecting the environment. This program is a collaboration between
the departments of biology and political science, with contributions from
the departments of anthropology, chemistry, economics, educational studies,
English, history, physics, psychology, and sociology. As a result of this
program, Illinois Wesleyan University was named as a Leading School by
the National Wildlife Federation in its 2001 “State of the Campus”
report.
Other interdisciplinary work is being done at Lynchburg College (VA).
Its Watershed Institute of Central Virginia (WICVA) project is a collaboration
among the chemistry, biology, and environmental science departments.
At Mount Saint Mary College (NY), faculty members from the division of
science and the division of mathematics and computer science are working
together and have developed a new integrated math, science, and technology
(MST) sequence of courses, with NSF funding. These courses are designed
to model best practices of teaching and learning in the classroom so that
pre-service elementary teachers who participate in the program are exposed
not only to the integration of many disciplines, but also to pedagogies
such as inquiry and problem-based learning.
Teacher education
Twelve nominations (20%) mentioned significant teacher education elements
associated with the nominated program or department, including two of
the four award winners: Bethel College (MN) and Calvin College (MI). Eight
of these institutions referred to their own established teacher education
programs: Bethel College (MN), Calvin College (MI), College of Saint Rose
(NY), George Fox University (OR), Madonna University (MI), Mount Saint
Mary College (NY), Saint Peter’s College (NJ), and Wilmington College
(OH). Two of the four institutions without teacher education programs,
Central Methodist College (MO) and St. Edward’s University (TX),
nominated their Teaching Scholar Partnerships (TSP) programs that place
undergraduate science students, the Teaching Scholars, in K-12 classrooms
as assistant teachers. As a result of this program, a number of students
who had not previously considered teaching as a career option, have become
K-12 teachers. [Millikin University (IL) was also selected by CIC as one
of its 10 grantees for the TSP program, but did not make mention of this
in their nomination for the Heuer Award]. It is clear that science departments
at institutions without teacher education programs play an integral part
in creating opportunities for students to explore the possibility of teaching
as a profession, through TSP and other science outreach programs. Silver
Lake College (WI), for example, has no teacher education program of its
own, but since 1955 has co-sponsored an annual workshop in environmental
education for educators and the public. The workshop curriculum is approved
by the Department of Public Instruction of Wisconsin for teaching the
standards of Environmental Education required in Teacher Education. Hampshire
College (MA) is in the process of developing a teacher education program
as a direct result of community outreach work being done by the science
department.
K-12 outreach
CIC institutions produce a significant proportion of future teachers,
so it is not surprising that 56% of the nominations (34/60) noted involvement
with K-12 outreach and education. CIC institutions do considerable work
with elementary, high school, and home-schooled children, and with scout
troops, as well as assisting in the professional development of area K-12
teachers
One way this is accomplished is through programs that take science into
the community such as Juniata College’s (PA) Science in Motion program.
Using specially designed vans, science teachers deliver modern instrumentation,
curricula, in-service instruction, and ongoing background support to local
high schools in this outreach effort. This program currently serves 75
high school teachers, and 15,916 students annually, and has spread to
other institutions, including Gannon University (PA), which nominated
its Science in Motion program for a Heuer Award as well.
Columbia College Chicago (IL) is an example of an institution that opens
its doors to K-12 students and invites them to use campus resources. The
Science Institute makes its labs available for students from more than
300 Chicago area schools every Friday. Over 18,000 students have gone
through this program in the past ten years.
John Carroll University (OH) offers Chemistry Camp for Kids, a weeklong
summer program where 5th-7th graders come to campus and perform experiments.
Furthermore, when a local Cleveland Public School’s biology and
chemistry labs were destroyed by fire, a faculty member arranged to have
the school’s lab courses conducted at the university.
At the University of Saint Francis (IN), the biology and chemistry departments
collaborate to hold two-day intensive learning experiences for high school
students, called the Three Rivers Science Symposia. This has occurred
twice a year for the past 22 years. Since the inception of the program,
over 3,600 students have participated in workshops, and now 25% of incoming
science classes have been symposia participants.
Bethel College’s (KS) Science Collaboratory allows college students
to conduct online experiments in biology, chemistry, and psychology with
high school students and teachers at remote sites.
Calvin College’s (MI) Elementary Science Education program has
created an extensive outreach program in science teaching, materials,
and curriculum developed specifically for local elementary schools. Over
the next four years these outreach programs will impact approximately
320 pre-service teachers, 100 in-service teachers, and 2,500 elementary
school children, in addition to chemistry summer camps that serve 150
students each summer.
Appendix A
Nominations by Department or Program
Biology
- California Lutheran University (CA): program of field studies in
marine biology
- Cedar Crest College (PA): biology department
- Chowan College (NC): environmental biology program
- College of Mount Saint Vincent (NY): department of biology
- H astings College (NE): program in biology field education
Ithaca College (NY): biology department
- Silver Lake College (WI): environmental education program and initiatives
of biology department faculty members
- University of Saint Thomas (TX): biology department
- Virginia Intermont College (VI): pre-veterinary concentration of the
biology department
- Widener University (PA): biology program
Chemistry
- Carlow College (PA): department of chemistry
- College of Saint Benedict (MN): chemistry department
- John Carroll University (OH): chemistry department
- LaGrange College (GA): chemistry department
- Millikin University (IL): department of chemistry
- Our Lady of the Lake University (TX): chemical undergraduate research
program
- Roanoke College (VA): department of chemistry
- Seton Hill University (PA): department of chemistry’s Women
in Science K-12 outreach program
- York College (PA): chemistry program
Chemistry and Biology
- Cumberland College (KY): departments of chemistry and biology
- George Fox University (OR): department of biology and chemistry
- Huntingdon College (AL): chemistry program in the department of biology
and chemistry
- Saint Peter’s College (NJ): departments of biology and chemistry
- Spring Arbor University (MI): chemistry/biology department
- Wilson College (PA): departments of biology and chemistry
Mathematics
- Alverno College (WI): natural sciences, mathematics & technology
division
- Dominican University of California (CA): department of natural science
and mathematics
- Jacksonville University (FL): department of mathematics
- Madonna University (MI): college of science and mathematics
- Mount Saint Mary College (NY): division of natural science and the
division of mathematics and computer science
Physics
- Augsburg College (MN): physics department
- Bethel College (MN): department of physics
- Greenville College (IL): physics department
- Taylor University (IN): physics department
- Union University (TN): department of chemistry and physics
Projects and Programs
- Bethel College (KS): science collaboratory (with faculty from psychology,
chemistry, and biology
- Calvin College (MI): elementary science education program
- Central Methodist College (MO): science division
- College of Saint Rose (NY): science teacher education program
- Columbia College Chicago (IL): Institute for Education and Science
Communication
- Dickinson College (PA): The Alliance for Aquatic Resources Monitoring
project of the environmental studies department
- Drury University (MO): Scientific Perspectives program
- Gannon University (PA): Science in Motion project
- Hampshire College (MA): science curriculum
- Hartwick College (NY): interdisciplinary work being done by faculty
in the biology, chemistry, and geology departments
- Hiram College (OH): new curriculum in biomedical humanities
- Illinois Wesleyan University (IL): environmental studies program
- Juniata College (PA): Science in Motion project
- Lynchburg College (VA): Watershed Institute of Central Virginia, a
project of the environmental studies program
- Manchester College (IN): Koinonia Environmental and Retreat Center
- Newman University (KS): Investigative Summer Science Program; Hispanic
Scholar Program;
Project ChemKits
- Rust College (MI): NASA summer enrichment program
- Saint Edward’s University (TX): Teaching Scholar Partnerships
program
- Salem College (NC): Women in Science and Mathematics program
- Stonehill College (MA): undergaduate research experience program
- University of Charleston (WV): environmental science program
- University of Dubuque (IA): undergraduate science education
- University of Saint Francis (IN): Three Rivers Science Symposia
- Wilmington College (OH): mathematics, physics, biology, and education
department faculty members
Appendix B
Outside funding
- Augsburg College (MN): Support for physics department comes from NASA
and NSF
- Carlow College (PA): A grant from the Eden Hall Foundation enabled
the expansion of instrument capability in their chemistry and physics
departments
- College of Mount Saint Vincent (NY): NSF, Howard Hughes Medical Institute
- College of Saint Benedict (MN): Merck/American Association for the
Advancement of Science (AAAS) grant to support students who are continuing
research through the summer
- Columbia College Chicago (IL): Over $5 million in funding and awards
such as the Presidential Award from President Clinton, and the International
Cultural Council’s award in Education for being a “pioneer
in the current renaissance of instruction in science, now used worldwide.
The college has also received a grant from the Chicago Board of Education
to enhance the knowledge of high school teachers in science and mathematics
and build a Science, Mathematics, and Technology Academy at Paul Robeson
High School. The college has also received grants from NSF
- Dominican University of California (CA): a workshop was funded by
Genetech, Applied Biosystem, Labcon North America, and the Fair Isaac
Fund of the Marin County Foundation
- Gannon University (PA): grants for equipment from the American Honda
Foundation
- George Fox University (OR): The departments of biology and chemistry
are supported by an endowment fund set up by the late Jack Holman that
allows faculty members and students to pursue summer research. A $189,000
grant from the M.J. Murdoch Charitable Trust and $51,000 matched by
the university allowed the undergraduate scientific research program
to double in size from 1989 to 2999. A $97,000 grant to establish the
Richters Scholars program provides funds for independent student research
projects in all disciplines. Awards have been given to several biology
and chemical majors
- Hampshire College (MA): NSF, Howard Hughes Medical Institute, Sherman
Fairchild Foundation, Kresge Foundation, Arthur Vining Davis Foundations,
William and Flora Hewlett Foundation, and others including grants to
purchase research-grade equipment and for extensive lab renovations
- Hartwick College (NY): NSF funding
- Hiram College (OH): Recently received a $1 million gift from a board
member to endow a a professorship in biomedical humanities
- Huntingdon College (AL): The department of biology and chemistry has
received four NSF grants to obtain state of the art instrumentation
for student student use in chemistry courses and laboratories. This
instrumentation, worth over $500,000, has allowed students to have “hands-on”
experience with equipment normally found only in large
research universities.
- Ithaca College (NY): Over $1 million in funding since 1997, primarily
from NSF
- John Carroll University (OH): Starting in 1990 over $2.5 million in
grants has been obtained to support faculty and student research stipends
and to purchase state of the art instrumentation including: 300 MHz
NMR, GC/MS, and Autosampling GCs. Funding sources include BP Chemical,
Kresge and Huntingdon Foundations, NSF, Research Corporation, Exxon
Foundation for Education, Ohio Board of Regents, NASA, Ferro Corporation,
and the Dreyfus Foundation
- Madonna University (MI): college of math and science received an Innovative
Curriculum Development Program grant from the Michigan Department of
Education
- Manchester College (IN): Kiononia Environmental and Retreat Center
received support from NiSource Environmental Challenge Fund, as well
as a grant from National Association for Polythylene Terephthalate Container
Resources, which provides funding for an interactive recycling education
display called Recycle Town.
- Millikin University (IL): interdisciplinary introduction science course
supported by NSF.
- Mount Saint Mary College (NY): Funding from NSF for its integrated
math, science, and technology sequence of courses
- Newman University (KS): Investigative Summer Science Program and Newman
Hispanic Scholar Program supported by Vulcan Chemical Company, Koch
Industries, Sisters Adorers of Blood of Christ, and the Wichita Community
Foundation. Project ChemKits supported by NSF, Camille and Henry Dreyfus
Foundation, and Arthur Vining Davis Foundations
- Rust College (MI): Funding from United Negro College Fund/NASA Curriculum
Improvement Partnership grant
- Salem Academy and College (NC): William R. Kenan Jr. Charitable Trust;
Kenan Fund for Engineering, Science, and Technology, Alden Trust, Cannon
Foundation, Cobb Foundation, Duke Energy Foundation, Lovette Foundation,
RJ Reynolds III and MM Reynolds Foundations
- Seton Hill University (PA): American Chemical Society (ACS) Higher
Education Department grant to make a presentation at a national ACS
meeting
- University of Saint Thomas (TX): Two grants from NSF
- Wilmington College (OH): Has received several Title II grants
- Wilson College (PA): The biology and chemistry departments have received
grants from the Pennsylvania Academy of Science and Whitaker Foundations
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