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Previously Approved Summer Projects (2002)
Below are selected examples of previous summer projects
Jeanne C. Arquette
Phoenix College
History of Scientific Thought
The purpose of my project was to increase my knowledge of history and philosophy as it relates to the development of science, modern chemistry and technology. The project involved reading a variety of writings: ones that surveyed the general development of scientific and intellectual ideas; works by
philosophers Plato, Aristotle, Ficino, Bacon, Pascal, Locke, and Voltaire; and works by and about the eighteenth century scientist Antoine Lavoisier, the most important developer of modern chemistry and chemical engineering.
I teach in the Chemistry Department at Phoenix College. My responsibilities include teaching chemistry to students in the Classical Studies Program and in the Honors Program. Both involve historical explorations of scientific thought as well as the study of current environmental and chemistry concerns. My research provided a great deal of material to draw upon for a more detailed exploration with my students of the connections of philosophy and history of the past to modern science. I deepened my understanding not only of the history of intellectual and scientific ideas, but also of how the development of experimental methods led to practical technologies in world economies. By research into the stirring and fundamental ideas of matter, from the smallest known particles to the whole universe, and by the comparison of these discoveries and ideas, I increased my ability to share a more comprhensive view of the world of chemistry
John Dassinger
Chander-Gilbert Community College
Comparative Vertaebrate Paleontology Experience
This project was designed to expand my scientific understanding of fossil vertebrates through field exploration and on site training. In addition, I was to acquire museum curation skills to implement and foster a CGCC fossil collection. Due to a car accident on May 30, I was unable to complete the main portion of the project which was a 10 day field program in Montana. However, I had completed some of the Arizona experience associated with it. My first visit to the Mesa SW Museum was conducted before the accident and the second visit was after I had time to recover. The visits pertained to both the administrative procedures to running such a museum and the scientific protocol of fossil preparations and exhibits.
I managed to do my research and field prep work along with my observational studies and interviews. My exposure to the inner politics involved with the running of a city municipality (museum) was an eye opener. I had no idea how bad the museums budget restraints were until the museum curator went over it with me.
Hopefully, I'll be able to resubmit for my Montana dinosaur dig experience in the future. But next time I will not need to do as much preliminary work for the experience.
Carole Drachler
Mesa Community College
Educational Trip to Art Historical Sites in Europe
My nineteen day summer travel project consisted of educational experiences in Italy, France, Spain, Portugal, Holland and Scandinavia As an Art Historian, first handexposure to cultural European sites is an invaluable experience. Historical sites, churches, museums and public sculpture were researched, visited and photographed. I purchased a great number of academic materials (books and brochures) at each site. I was able to access so many sites in this concentrated period because I was on a cruise ship for two thirds of the project and travel took place at night.
Chris Ferguson
Scottsdale Community College
A Study of Magazine Publication in Arizona
The purpose of this project was to examine three magazines and gather information on the writing/research, composing process, and print/distribution process. Each magazine had a slightly different submission process for articles all of which involved electronic submission. Each magazine required documented research and interview material. At one of the magazines, writers were asked to make substantive changes to articles before copy editing took place. Composing at each magazine was accomplished through Quark and was completed in-house. Graphics and advertisements were laid in during the composing process. Printing took place at outside locations and the distribution process involved subcontracted individuals and magazine distribution companies. I was also able to gather information on internet resources useful to writers in the interview process.
Nancy A. Hellner
Mesa Community College
Sources for Women and Film
I physically visited Elsner Library, Hayden Library, and the Film Studies booth at a conference in Las Vegas, Nevada, but I did most of my work "virtually" by using the Internet at the MCC campus and at my residence.
Because no actual Women and Film text for undergraduates exists, I used my grant time to become familiar with new feminist film scholarship, appropriate films, criticism, and developments. To do this, I researched libraries, websites, articles, and interlibrary loan books, and I will incorporate these sources in my course. Using the Internet, I compiled a list of reference books, joined a Women's Studies listserv, and researched articles pertaining to women and film. I also purchased two books and attended the National Women's Studies Conference in Las Vegas where I met with the film series sponsors and saw a wonderful film called STRIPPED AND TEASED: WOMEN OF LAS VEGAS.
I found and summarized the new Laura Mulvey article to accompany her 1970 article on psychoanalysis and the female gaze. Four books that will be most valuable include Sova's WOMEN IN HOLLYWOOD, which is out of print, Mellencamp's FINE ROMANCE: FIVE AGES OF FILM FEMINISMS, Thornham's two latest books, FEMINIST FILM THEORY: A CLASSICAL READER and PASSIONATE DETACHMENTS: AN INTRODUCTION TO FEMINIST FILM THEORY.
I worked extensively on compiling information for the informal bibliography which is very slow work. Two of my most important discoveries were the websites from Foster's course entitled "Women Filmmakers" from the University of Nebraska and the "Core Lists in Women's Studies-Film" by Broidy from the University of Wisconsin. I will include these as part of my next syllabus.
Alan Jacobs
Scottsdale Community College
Student Experience in Math II
This summer project involved observing, coding, and summarizing about 30 hours of videotape of a College Algebra classroom from Fall 2001. Gene Schmidt, Psychology at SCC, and I worked collaboratively on this project. We focused on the ways students interacted in small group work in the classroom. We divided each session into beats, defined by distinct shifts in focus or change in topic. Using a grounded theory approach, we identified patterns of group talk. On the basis of our analysis, we propose a framework of "math talk."
- Check results (student asks, "what did you get for the answer?")
- Discuss meaning (student asks, "Why did we add?")
- Confirm process (student asks, "How did you figure that?")
- Practice vocabulary (student says, "Is the root the same as the zero?")
- Summarize (student says, "How will we remember this?")
- Collaborate (students share in the developing of the solution)
- Social banter (student asks, "What movie did you see?")
- Affect (student remarks, "I get it; now I feel better.")
We worked in late July and early August, meeting at SCC to compare notes, plan the next steps in analysis, and summarize. We worked separately to do the actual coding and analysis.
This summer project was an extension of the project began last summer. We were able to build on last summer's work; we already had experience with dividing the transcripts into beats and with the analysis. In this project, we confirmed the framework items developed last summer and were glad to see two new items emerge from this College Algebra course: Summarize and Collaborate.
The CD of classroom vignette videos will nicely illustrate each of the items in the framework.
Katherine Atwell Herbert
Scottsdale Community College
Motion Picture Television Study
The object of this project was to update my knowledge and understanding of the operation, conventions, and methods of the motion picture and entertainment television industries. Over a three week period I met with representatives from the Writers Guild Foundation, Millinium Pictures and several other companies as well as touring Tribrune Entertainment.
Linda C. Hicks
Scottsdale Community College
Aboriginal & Maori Cultural Experiences
Our summer project was a three week cultural exploration of the indiginous (Aboriginal and Maori) cultures of Australia and New Zealand. Because we were completing a four week Faculty Exchange Program with Riverina TAFE Institute in Albury, New South Wales, we would already be in Sydney, Australia on June 12, 2002. Maricopa gave us permission to delay our return to the US, so were free to travel for another month on our Visas. This proved to be both cost and time efficient.
Our project spanned the three weeks of June 12-July 5. We spent ten days exploring Sydney (New South Wales), Melbourne (Victoria), Alice Springs, Uluru/Ayers Rock, Kings Canyon and the Olgas in the Outback (Northern Territory) of Australia. The next fourteen days were spent exploring Maori settlements, museums, cultural centers and spiritual centers around the North Island of New Zealand. We immersed ourselves in the respective cultures, bought books, art work, musical instruments, handmade folk items and took hours of digital video as well as photographs.
Already these experiences have been shared in International Exchange workshops, in the classroom, and with our Fine Arts colleagues. We have shared stories and experiences with our digital storytelling students and are working on a digital story of our project. We have found many significan connections between our Native Peoples and the indiginous peoples of Australia and New Zealand and are anxious to continue our studies.
Margaret (Peg) Johnson
Mesa Community College
Summer Inst. Teaching, Learning & Technology
I attended the Portland State University Summer Institute Faculty Development for Teaching, Learning & Technology June 17-20,2002. I presented one of the sessions using Powerpoint slides I developed to describe MCC's award-winning Student Technology Assistants program. Students with computer skills are hired by MCC to work on faculty projects. This results in marketable portfolios for students while advancing MCC's resources. I also described the Distance Learning Mentoring Group I lead at MCC. This group of faculty are instructed in how to develop an online course for the first time. I listened to faculty from diverse institutions describe their programs for getting more faculty to incorporate technology into instruction, develop online courses, and advance technology in their institutions. I also participated in a demonstration of using a two-way interactive television course that PSU offers.
Robin McCord
Chandler-Gilbert Community College
Mauna Kea Observatory
Work this summer at the University of Hawaii (U of H) Observatories focused on several new activities in addition to those outlined in the proposal. In addition to collecting data on solar proxima and its effects on satelites and dark matter detection (both parts of on-going BlackBoard sites) I also had an opportunitty to visit the Jaggar Observatory at Volcano National Park during the current Kilauea eruption. I have collected video tape, slides and photos which have been donated to the geology and physical geography department. The Mees Observatory was able to do more volcano and environmental monitoring than anticipated because of the eruption too. Data on the Kilauea eruption (110 miles away) is being processed and will be made available next month. In addition I have secured copies of the underwater environmnetal survey of the Volcano Coast where the lava is currently benching. I was also invited to a presentation of Hakubi University of Japan in Hilo, and have developed some contacts with them and with the University of Beijing scholars visiting the observatories in hopes of a teaching invitation for next summer. I also spent three extra days (at my own expense) to participate in a new U of H Reef Watch program on the Big Island. I have also donated copies of the maps, and photos of the fish, sea turtles and corals to the CGCC Biology Dept.
Philip Pepe
Phoenix College
Biology Teachers Workshop in Australia
I attended a workshop from May 27 to June 1, 2002 in Townsville and Cannonvale Australia that developed my teaching skills in tropical and environmental biology and conservation. The workshop provided us with over 40 hours of meetings, presentations and hands-on experiences. We had many opportunities to network with Australian officials acting in professional capacities. In Townsville we met with personnel from CRC Reef Research Centre, the Great Barrier Reef Marine Park Authority (GBRMPA), the Museum of Tropical Queensland (MTQ), the Queensland Fisheries Service (QFS), James Cook University (JCU), and the Australian Institute of Marine Science (AIMS). In Cannonvale we met with faculty and administration of the Barrier Reef Institute of TAFE. Our activities included seminars, information gathering, behind the scenes tours, field trips to the Magnetic Island research area and the Hichinbrook Island wilderness area, and a full day dive trip to the Great Barrier Reef. CRC Reef officials informed us of their community consultations to engage indigenous and other Australians in monitoring resource utilization on the Great Barrier Reef. GBRMPA officials described educational opportunities for live satellite links to divers. MTQ personel guided us in an examination of their extensive coral and archeological collections. QFS described their efforts at monitoring and protecting seagrass beds which are the feeding grounds of endangered dugongs. JCU faculty described their marine biology programs and gave us a guided tour of their aquaculture facilities. AIMS staff gave us a tour of their state of the art science and engineering facilities. TAFE personnel showed us how their programs interface with the sailing and diving industries and with community conservation groups.
Ann Roselle
Phoenix College
Learning About Library Online Tutorials and WebCT
My summer project took place from July 8 to July 25, 2002. I worked on my project from my home office and campus office. During these three weeks, I read scholarly articles in the field of librarianship and education on strategies for developing interactive web tutorials. In addition, I read quality information from professional association websites about online tutorials and quizzes. During this time, I also examined numerous examples of library tutorials on the web and reviewed a variety of freeware that could be utilized for interactive quizzes.
Based on this new knowledge, I evaluated the applicability of WebCT for presenting library tutorials and came to the conclusion that I could create equally effective web tutorials for the library without WebCT. By the end of my summer project, I had designed a Library Catalog tutorial with a corresponding interactive "test your knowledge" quiz using MOSST, freeware for self-paced tutorials created at Simon Fraser University.
Marsha Segerberg
Chandler-Gilbert Community College
Research at Barrow Neurological Institute
My 10 week project at Barrow Neurological Institute (BNI) in the lab of Dr. R. Lukas, Ph.D., allowed me to carry out experiments which continued a project from previous years studying the effects of various drugs on receptors in the brain. Specifically, I examined nicotinic acetylcholine receptor using patch clamp electrophysiology designed to examine phenomena related to receptor desensitization and inactivation by a variety of cholinergic drugs. In addition, we made significant progress in testing the drug perfusion system currently in use in the lab and in improving instrument design which will lead to better control and faster application of drugs for kinetic analysis.
Steve Thorpe
Phoenix College
Mastering Dreamweaver and WebCT
I am a faculty member in the Liberal Arts Department at Phoenix College. I teach principles of economics courses using a variety of pedogogical methods including lectures, in-class activities, and group exercises. I promote active, cooperative learning as often as possible. Through this project I have developed the skills neccesary to facilitate web-enhanced learning. Specifically, I have mastered three software programs: Macromedia's Dreamweaver for creating and managing web files; WebCT for creating and managing a course web site; and Respondus for writing and managing online quizzes. Using the web in addition to other pedogogical tools I can now create stimulating web (html) documents which have proven to increase student motivation, I can offer online quizzes with immediate feedback to enhance and enforce quality learning and to free up valuable class time, and I can manage student records and provide them to students online. Students can access course information 24 hours a day--I can deliver course materials and information to students whenever it is most convenient for them. Also, students can track their own progress while maintaining the privacy of their scores.
David Weaver
Chandler-Gilbert Community College
Summer Remodeling Project (part deux)
ASU once again conducted a three week workshop entitled Remodeling University Physics (RUP). I participated during the summer of 2001 and found that it had a significant impact on my classroom management strategies as well as on some of the pedagogies I used during the 2001/2002 school year. This summer there was to a mix of first timers and returning RUP-ers, so I got to spend part of each day mentoring the new faculty. I also got plenty of practice managing classroom discourse in a classroom environment (something we didn't get to do enough of last summer) as well as getting additional practice using a system of representational tools. I have already noticed a significant increase in my comfort level in managing inter-student dialog without feeling (as much of) a need to jump in and rescue the conversations.
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