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Summer 1999
Robert Bosch, associate professor of mathematics, developed a course that will teach students how to create, use, and analyze output from simulation models, optimization models, and decision-theoretic models through the use of high-tech software. This semester, students in Bosch's class will gain insight into mathematical problems and questions that exist outside the classroom.
Sam Carrier, associate professor of psychology, used the AIRE grant to broaden the scope of Psychology 108, Psychology and the Arts. Carrier trained upper-level psychology majors to help groups of students examine the biological and psychological processes involved in the experience and creation of art. The assistants help students in Carrier's class explore many areas of study, including brightness discrimination, color discrimination, size constancy, and facial symmetry.
Patricia deWinstanley, associate professor of psychology, developed a course that combines hands-on-learning with more traditional teaching methods. Students in the first-year colloquia are designing experiments, collecting and analyzing data, and presenting results to their peers. "The primary goal of applied psychological science is to increase basic scientific literacy early in education," says deWinstanley. "This course targets first-year students, and strengthens their knowledge of science through a variety of research experiences."
Luis Fernandez and Robert Piron, professors of economics, developed ways to increase the use of laboratory experiments in undergraduate economics instruction. Fernandez and Piron expanded the economics-department curriculum to include the growing field of experimental economics. During the next few semesters, students will use computer technology to create a web page that allows them to examine experimental components of economics.
Susan Kane, associate professor of art, is introducing her students to scientific techniques used in the archaeometrical analysis of archaeological materials and art objects. Archaeometry is the interdisciplinary collaboration of archaeologists, art historians, curators, and scientists who collectively apply scientific methods to problems such as conserving museum objects and historical monuments, dating artifacts, and detecting art forgeries. The analyses will help students reconstruct the history of objects and the people who created them.
Stephen Sheppard, associate professor of economics, has introduced new techniques of data analysis into four pre-existing courses. The techniques allow students to evaluate data and estimate the impact of environmental factors on house and property prices. Sheppard's students also learn to identify research questions that are relevant to the course.
Bruce Simonson, professor of geology, assessed the availability of ground water near the Clark Farms--the future site of the Oberlin Sustainable Agriculture Project (OSAP). Kari Moshenberg '99 helped Simonson by gathering information about local wells and constructing cross-sections of the geological deposits in the fields. The data allowed Simonson and Moshenberg to pinpoint the location of water and plot the layout of wells on the property. Simonson will drill the wells next summer and purchase equipment for students to run pump tests and other related exercises on the property.
Dennison Smith, professor of neuroscience and psychology, developed several laboratory demonstrations to supplement classroom presentations. The demonstrations, which will be used during this semester, reveal how brain computations result in conscious awareness, and focus on the processing of visual images, skin and body sensations, and time. "The experiments show that our conscious perceptions are frequently distorted in ways that reveal how the brain processes information and the limitations of these processes," says Smith.
Please send comments, questions, and suggestions about Oberlin Online news and feature articles to Linda.Grashoff@oberlin.edu.
