NABT/ADInstruments Technology Innovation Grant recipient announced

Interview with Dr. Virginia Lehmkhul-Dakhwe

1. What is your state of affairs relating to biology lab curriculum without computer based DAQ in the classroom?

It is important that Columbia College Chicago’s nonscience major students experience science courses with labs that are engaging, high-impact, and that promote a sense of project ownership and enthusiasm for the subject matter, ultimately illustrating to students the importance and relevance of science to their wellbeing and careers. Our existing Physiology curricula have been deficient because laboratory topics are not always directly related to the lecture materials and labs provide students with limited opportunities to apply the scientific method and to develop their own investigations.

2. Why did you apply for this grant?

I was initially encouraged by Dr. Elizabeth Davis-Berg, a faculty member in the Department of Science and Mathematics, to apply for this grant. After reading about the opportunity, I became very interested in the work of Evan Morgan titled Measuring Performance Anxiety with PowerLab showcased on the ADInstruments website. Columbia College Chicago serves a large and diverse student population in performance majors including Dance, Film and Video, Interactive Arts and Media, Music, Radio, Television, Theatre, and others. It has become my mission to illustrate the relevance of physiology to nonscience major students through investigations based on the physiology of performance. With the acquisition of this equipment, I am much closer to fulfilling my mission.

Another program that is very close to my heart is the Science Institute’s Junior Research Scientists program (described further in response to question #4). I was also motivated to apply for this grant for the benefits that the equipment will bring to Chicago public high school students participating in our science enrichment programs.

3. What are your immediate and long term plans for this equipment (specific to your student courses)?

With input from Dr. Davis-Berg, I will spend the summer developing and refining existing laboratories for the Fall 2011 physiology course, integrating the use of the equipment. A strength of the existing physiology curriculum is an assignment where students integrate skills of their own majors of study into the presentation of a topic relevant to the physiology course material. I plan to integrate the use of the PTB4152 PowerLab Teaching system into both the formal lab component of the physiology courses, as well as into the final, independent projects. During the first ten weeks of a Physiology course, students will learn to use the PTB4152 PowerLab Teaching system through guided laboratory exercises that complement the lecture material. A major advantage of this will be the ability to illustrate the lecture topics in real life situations. Throughout the semester, students will be encouraged to discuss and develop investigations that they will carry out in small groups for their final project investigations. Students will be encouraged to investigate physiological responses associated with performance or performing another task related to their major field of study. Longer-term plans include continued development and refining of laboratory sessions, acquisition of additional sets of equipment, and integration of the use of the equipment into other Columbia College courses.

4. What if any plans do you have outside of your laboratory course load for the PowerLab system? Any K-12 science outreach? Community outreach?

For the past eight years, CCC’s Science Institute has offered the Junior Research Scientists (JRS) program which provides Chicago area high school students with opportunities to participate in collaborative, scientific investigations combined with training in computer animation techniques. Most of these participants are members of underserved and underrepresented communities in the city of Chicago. I have been the director of this program for the past two years. The goal of the JRS program is to promote Chicago's urban high school students to be aware of, engaged in, and develop skills related to science and technology so they are inspired and better prepared to pursue careers in science and technology. In 2010, eight of 24 program participants conducted independent projects outside of formal program time and have advanced to the Chicago City-wide Science Fair. In 2011, the JRS program is expanding to offer opportunities for upwards of 60 Chicago public high school students.

The JRS program currently offers opportunities for youth participants to conduct investigations in molecular biology or alternative energy technologies. Acquisition of PTB4152 PowerLab Teaching system will allow the program to expand to offer experiences for youth in investigations in physiology, providing invaluable experience for youth, particularly those interested in pursuing careers in the medical fields.

5. What are your general feelings about this type of equipment award offered through the society?

I believe that science educators have the great responsibility of preparing the future generations of scientists, engineers, policy-makers, innovators, and informed citizens. Opportunities like this equipment award are paramount for educators to provide first rate instruction and up-to-the minute experiences for their students.