Emory Center for Science Education

SURE Summer Research Program Applications Due Feb 10

2012-01-10T14:03:00.000-08:00

Applications are now available for the Summer Undergraduate Research Program at Emory (SURE). Open to undergraduate students from colleges across the world, SURE offers a supervised research experience in one of our many laboratories. Students receive training in the research methods applicable to their research plan, analyze their data and create written and oral presentations of their results. At the end of the summer, each participant takes part in a formal research symposium.

Panels of faculty and graduate students help explore mentoring issues, and make recommendations on how to choose a graduate program and how to balance work and family responsibilities. Speakers address their own involvement in science careers and the requirements for success in their fields. Weekly ethics discussions allow students to explore the ethical aspects of research careers. Awards for scientific posters are made at the end of the program. Approved posters and essays will be published through our program web site.

Join us this summer at Emory University!

Teaching Scientists to Teach

2011-09-21T12:30:00.000-07:00

In case you missed it, ECCSE Director, Pat Marsteller, got some press this summer about incorporating teaching and communication practices into graduate student education.

Her Communicating Science course for graduate students and post-docs, co-taught with Dr. Meisa Salaita of the Center for Chemical Evolution, was featured in The New York Times. The course helped students learn and practice various ways to communicate with non-scientists, from elevator speeches and blogs about their research, to formal presentations and lesson plans.

Also, Dr. Marsteller co-authored an article in Science responding to NSF funding cuts for graduate education. These cuts affect programs under NSF's GK-12 program, which has funded ECCSE's PRISM program for 9 years.

Summer In Sum: 117 Student Researchers!

2011-08-25T11:43:00.000-07:00

As we welcome the beginning of a new school year, the next few posts will highlight our summer programs. Here's what you missed as far as student research this summer at CSE:

The Summer Undergraduate Research Experience (SURE) program supported 111 research fellows in 35 different departments or research units. Students from Emory and Oxford Colleges and 23 other schools shared their research with the Emory community at the program's capstone poster session. SURE is primarily funded by our Howard Hughes Medical Institute award but draws additional support from a variety of sources. Rising senior Wen Zhang, whose work was supported by the Center for Chemical Evolution, celebrates a summer well spent (see photo).

Another CSE-supported program, the International Research Experience in Science (IRES), supported six Emory undergraduates for 10+ weeks of full-time research and cultural immersion in England, Canada, Finland, New Zealand, Ireland and Ecuador. Learn more about their experiences and see some great pictures at the IRES blog.

Coming up next time on the CSE blog: hear about our PREP, HUES Summer Institute, and teacher programs!

Reflections on PRISM's Demo Day

2011-06-24T08:51:00.000-07:00

By Kelsi Jackson, Emory College Class of 2014

I recently had the unique opportunity of attending PRISM Demo Day 2011. Problems and Research to Integrate Science and Mathematics (PRISM) is an NSF-funded program aimed at improving scientific and mathematic learning in K-12 school children. The program pairs graduate students in the sciences and mathematics with middle and high school teachers in Georgia who collaborate to create engaging problem-based learning (PBL) lesson plans for classroom implementation. During Demo Day, the PRISM fellows from the previous year present their experiences with the PBL they used in their classrooms throughout the year.

I should mention that I am neither a graduate student nor a K-12 teacher. In fact, I’m barely a year out of high school and currently preparing to venture into my second year as an undergraduate at Emory. Though I don't fit the target audience member for such presentations, I still found them very interesting and worth sharing my perspective.

Like many of my peers, I definitely felt like a product of a formulaic educational system which became predictable and boring around the seventh grade—especially in math and science (I feared math, but still maintained some interest in science). I didn’t begin having "fun" learning those subjects again until the 11th and 12th grade!

What was missing during those years? Cases that come out of programs like PRISM: engaging lesson plans that are applicable to real life - a shift in the educational paradigm.

Each PRISM presentation reminded me of the necessity for PBLs to be implemented at such a critical stage in students' personal and educational development. I've seen too many peers become so jaded by their formulaic primary/secondary education that by the time they’re in college they’ve sworn off anything science- or math-related. They automatically deem the subjects as "boring" or of little use. The PRISM fellows testified to the positive student reception to their creative lessons, which speaks to the pedagogy’s effectiveness. Plus, even if the students didn’t leave with a burning passion for science or math, at least they gained thinking skills applicable to other subjects and to life in general.

The fellows' results illustrate that sometimes it takes a short theatrical introduction to chemicals like toxins or relating a fundamental biological concept like meiosis to a pop-culture hit like the Twilight series to enliven the inanimate scientific/mathematic portion of the student’s mind—unlocking the potential of the next generation of thinkers who have the power to impact every aspect of our society.

PRISM 2011: The Last Hurrah!

2011-05-03T12:00:00.000-07:00

This summer marks the final year of our long-standing PRISM program, funded by NSF and various Emory sources.

CSE Director Promoted to Professor of Practice

2010-04-26T13:38:00.000-07:00

CSE Director, Dr. Patricia Marsteller has been promoted to Professor of Practice by the Emory College of Arts and Sciences.

Five Emory College faculty members received the honor today of being the first five in the history of Emory College to be promoted to the new academic ranks of Professor of Practice, Professor of Pedagogy or Professor of Performance. These promotions aim to "recognize faculty members who build new models of learning engagement, redefine the role of pedagogy at the University and contribute to the national conversation in their respective fields."

Dr. Marsteller is the director of the Emory College Center for Science Education and a faculty member with the Department of Biology and the Neuroscience and Behavioral Biology program.

To read more about Dr. Marsteller and the Center for Science Education, and to read the announcement in the April 26, 2010 issue of the Emory Report, follow the links below.

Important Links
Dr. Patricia Marsteller
Emory Center for Science Education
Emory Report Article, posted April 26, 2010

Discover College Life at Emory

2010-03-29T10:15:00.000-07:00

Emory University's Pre-College Program for High School Students Now Accepting Applications for Summer 2010

Emory’s summer Pre-College Program allows talented rising high school juniors and seniors to experience Emory’s distinctive academic and residential community.

The Pre-College experience can be transformational: both fun and academically focused. Students may enhance their academic portfolio and earn college credit in six-week undergraduate courses or enroll in two-week, non-credit courses for personal enrichment without the pressures of a grade. All classes are taught by committed Emory faculty who enjoy teaching and guiding prospective college students. The topics and courses allow for self-discovery, the chance to explore a possible major or career field, or enjoy that heightened level of creative expression and exposure that's not always available in the high school curriculum.

Six-week credit courses are offered in disciplines including Biology, Economics, Mathematics, Film Studies, Languages, Theater Studies, Social Sciences and Visual Arts.

Two-week non-credit courses span similar subject areas and include classes such as “Globalization: The Sociology of a Shrinking World”, “Lawyer as Advocate and Advisor”, “Spectacular Soundtracks: Music in Movies,” “Public Health Career Opportunities and Practices”, “Medicines for Mental Health”, “Ethics and Bioethics” and the Science of Sustainability Institute.

Courses run from May 18 to August 6.

For a full course listing, admission requirements and an online application to this exciting summer program visit http://www.college.emory.edu/pre-college.

Email the Pre-College Program at summerprograms@emory.edu, or call 404-727-0671 to request a brochure.

The application deadline is May 1, 2010.

Fact Check: What are we teaching in our introductory courses?

2010-03-25T09:29:00.000-07:00

Sponsored by the ECCSE, Diane Ebert-May visits Emory to reveal results of her research on effective teaching practices for intro-level undergraduate Biology courses.

Who: Diane Ebert-May, Department of Plant Biology, Michigan State University

When: Friday, March 26th @ 1:00pm

Where: Emory University, James B. Williams Medical Education Building, Room 130 [map]

Abstract:
Science in the 21st century is driven by cross‐cutting questions that involve many disciplines. Successful scientists are able to integrate information that traverses temporal and spatial scales to evaluate problems and synthesize solutions. Undergraduate introductory science courses are widely criticized for overemphasizing details and rote memorization at the expense of helping students develop higher‐level cognitive skills. Indeed, numerous calls for reform of STEM education reflect a wide disjunction between what is taught in the undergraduate biology classroom and the skills needed by scientists, science teachers, and informed citizens. Data to support such claims, however, are surprisingly scarce. As part of a research study of faculty teaching practice, we quantified the level of learning targeted by faculty in introductory‐level biology courses and documented their teaching practices through direct classroom observations that were analyzed using the Reformed Teaching Observation Protocol. We used the results to inform the design and implementation of FIRST IV, a national professional development program in teaching and lea rning targeted for postdoctoral scholars in the biological sciences.

Summer School of Behavioral Endocrinology:

2010-03-08T09:50:00.000-08:00

One week course at Emory University and travel to SBN meeting

The Summer School of Behavioral Neuroendocrinology, an intensive one-week course in the basic principles of behavioral neuroendocrinology, is planned (pending funding) for July 10-17, 2010 on the campus of Emory University in Atlanta, GA. Leaders in the field will be brought to Emory from all over the U.S. to discuss topics such as sex differences in behavior and the nervous system, the effects of hormones on brain structures and processes, and the neuroendocrinology of stress. In addition to these discussions there will be workshops on bioinformatics and the analysis of hormone-dependent behaviors. The course is intended for undergraduates (or recent graduates) who are contemplating applying to graduate school. The aim is to give trainees an appreciation for behavioral neuroendocrinology as a discipline, as well as a sense of what it is like to have a career in science.

Following the one-week course, trainees will attend the annual meeting of the Society for Behavioral Neuroendocrinology (SBN) in Toronto, Canada, July 18-22, 2010. Attending the SBN meeting is an excellent way for trainees to find graduate programs and faculty mentors with matching interests.

All travel expenses, room, and board in Atlanta and Toronto will be paid by the program. Students wishing to participate must commit to attending the entire course and SBN meeting (July 10-21, 2010). Note that travel to Canada requires a passport or a driver’s license AND birth certificate.

To apply, please visit www.ssbne.org. Application materials include the online application form, a cv, college transcript (unofficial is sufficient), and a 1-2 page statement of career goals and scientific interests. Applicants should arrange for 1-3 letters of recommendation to be sent directly to ssbne@emory.edu. Members of underrepresented minority groups are especially encouraged to apply.

Spotlight on SURE: Stepping Ahead with Research

2010-02-19T14:09:00.000-08:00

As a member of the SURE 2007 cohort, Valerie Owolo did her research project on autism spectrum disorders with Emory University Autism Center expert, Michael J. Morrier. Our intern at the time, Pearl Young, sat down with Valerie that summer to gain a timeless perspective on undergraduate research.

by Pearl J. Young

“I am the biggest fan in the world. I would definitely recommend research. Not only is it good to be involved in research and to hear and see all the latest research, but it also provides you with a lot of networking opportunities, mentors who can be a source of encouragement and information, and great experiences like the SURE program.”

Laughing, Valerie Owolo reveals why she is drawn to research after three years of studying Asperger’s Syndrome, a type of autism. A senior psychology major at Texas Women’s University, Owolo discovered the SURE program at Emory to be the perfect opportunity to expand her research experience while working with Michael Morrier at the Emory Autism Center.

“There’s been some evidence to support that a family history of depressive illness like bipolar disorder is associated with autism, Asperger’s Syndrome, and other autism spectrum disorders (ASD,)” Owolo says. “What my summer research is looking at is just the behavioral characteristics. Specifically, we’re considering the differences in the behavioral characteristics of people with an ASD that have a family history of depressive illness compared to those of persons with an ASD without such a family history. I’ve also got to experience working at the Center and actually interacting with the population one on one and on a group level.”

Owolo first was introduced to research when she was recruited by a multi-ethnic research support program at her home university. “As I began to get deeper into my research, it was really interesting to me,” she recalls, “to see these kids and help interview them and administer tests to them. Exposure to the field sparked my curiosity. It was really cool to be able to sit there and do my research and then see people come in and behave in a way that I had read about. I really like to be able to connect what I learn in class with the research I do with people.”

Research can be frustrating Owolo admits. “At first I thought it’s psychology. I can get it to work. I won’t get frustrated. I won’t hit dead-ends. Now, I’m realizing that research can be very frustrating and that it’s not always a cut and dry study. You have to work hard at it for a long time. Even then, you don’t always get the results that you want.”

“The best part for me is getting to hear and see all the cutting-edge research before everyone else does,” Owolo confides enthusiastically. “I get to hear about all the latest things that are happening. It’s really exciting for me to be able to sit in class, and when people are talking about a study, it’s familiar to me. I can contribute to the conversation with my classmates or my professor. That’s just a good feeling to me: to be able to know what’s going on. I feel like I’m a step ahead.”

Besides, research work is complemented by great mentors. Michael “has a lot of insight into stuff that I wouldn’t even think of yet,” Owolo says. “It’s really nice to have someone that knows more about the field or about the topic in general or for my case, about the population. He can comment, ‘Well, that’s not really what’s happening.’ For example, if I’m thinking, ‘They’re displaying this behavior because they got hit by another kid,’ he can say, ‘No, it’s because of this other factor’ and then explain the reasoning or research behind that. I like having a mentor that is knowledgeable in the field.”

Owolo plans to continue studying psychology in graduate school, either doing research or becoming an industrial organizational psychologist. In the latter field, Owolo would work with a business to increase job satisfaction and reduce friction in the workplace.

Links:
Pearl Young is currently a senior at Emory University, placing the finishing touches on degrees in both physics and history.

Read more about our Spotlight on SURE series.

Spotlight on SURE: A Great Time for Questions

2010-01-12T12:44:00.000-08:00

As a member of the SURE 2007 cohort, Keon-young Park did her research project on molecular rotational dynamics with Emory University physics professor, Dr. Keith Berland. Our intern at the time, Pearl Young, sat down with Keon-young that summer for some timeless advice on doing undergraduate research, how to choose a research mentor and the value in asking lots of questions.

by Pearl J. Young

A physics major, music minor, from Korea, lived in Paris, studying for the MCAT, doing research… as we chatted and laughed over lunch I realized what makes Keon-young Park a fantastic friend and a wonderful lab partner – she simply must take advantage of the best life has to offer her. Always willing to sacrifice petty concerns for lofty goals, she has dedicated herself to maximizing her potential in every arena. Yet she’s not too absorbed to take a moment to smile or share her story.

“Right after high school,” Keon-young recalls, “I did research in cardiovascular pharmacology at the University of Michigan Medical School. That was totally random. I just thought I would try research over the summer.” Keon-young was already interested in cardiology, especially since her father is a cardiologist in Korea. While at the University of Michigan, Keon-young heard about the MD/PhD programs and realized that it might be the right combination for her. It would offer her the opportunity to combine research and medicine in one career.

Now at Emory as a rising senior, Keon-young has continued doing research for the past two years with Dr. Keith Berland in the Department of Physics. “I am doing biophysics research, specifically studying the molecular dynamics of fluorescent molecules using a fluorescent correlation spectroscope or FCS. What I’m trying to do is to excite fluorescent molecules using polarized light,” Keon-young explains. “Polarized light is oriented in only one direction. It only excited molecules that are oriented in the same direction. It’s important to deliver the polarization that you want to the sample so that you know how many molecules are oriented in a particular direction.”

This summer, Keon-young has been doing preliminary work, trying to establish a set-up that will allow her to deliver the proper polarization of light. Because a mirror in the light’s path distorts the polarization, she is trying to adjust for that distortion. “If I know how much it’s going to be distorted after passing through the dichroic mirror, then I can deliver the light with that amount of distortion,” she says. After that, the light’s direction will match what she actually wants.

“It’s fun to be able to discover new things,” Keon-young confides. “Another big thing about research is that you actually can apply what you learn.” Plus, it’s a great opportunity to find out what other people are doing. “There are pretty fascinating things out there that you wouldn’t read about if you weren’t in the research field.”

Learning new things is not the only selling point of undergraduate research. Other perks include having a professor as a mentor and working with more experienced graduate students. “Dr. Berland pushes you in a good way to think harder and do as best you can. So I like working with him,” Keon-young says. “Plus, he’s very supportive. Since my knowledge of physics in general or biophysics or even just FCS is so limited, I can ask my professor or the graduate students questions all the time. Also, I can ask them questions about graduate school and being a graduate student. I like it a lot.”

“When you start research,” Keon-young advises, “don’t be afraid to ask any questions. That’s the best time to ask. If you’re new, you’re not expected to know anything. I think sometimes I feel dumb asking so I try not to ask, but there are things that you might have to spend hours trying to figure out whereas your PI or a graduate student might just know the answer.”

“In terms of finding research mentor, you should read and find out which area you’re interested in. But definitely email a lot of people. When I was looking for research lab in Michigan, I think I emailed ten different people. Only few of them got back to me. If you don’t get answers for a while, then email some more.”

Once you begin, “if the research is really slow, that’s just how it is. So don’t get too discouraged,” Keon-young advises. “Seriously, it never goes as fast as you want. Not only for me, but I think for graduate students, too.”

Atlanta and Emory have provided the perfect environment for Keon-young as she pursues her dreams. “I grew up in the city – a city bigger than New York, so I’m a city-person. I like the city and everything that the city has to offer – nice restaurants, nice coffee shops, a nice symphony, and nice museums. I like going to art museums. For religious reasons, Atlanta has a lot of good Catholic organizations. I also like the fact that if you get away from the center of the city, there are so many trees. There are so many parks and places that you can just walk.”

“I like Emory a lot actually,” she says emphatically. “The reason I was tour guide was because I liked it so much that I wanted to tell people: ‘it’s really good school, so you should come.’”

Links:
Pearl Young is currently a senior at Emory University, placing the finishing touches on degrees in both physics and history.

View Keon-young's SURE 2007 research poster
Investigating Molecular Rotational Dynamics with Fluorescence Fluctuation Spectroscopy

Read more about our Spotlight on SURE series.

Spotlight on SURE: A Fresh Look at an Old Favorite

2009-12-21T08:38:00.000-08:00

Stay tuned for a new series of posts on what life inside the Emory College Center for Science Education’s SURE program is really like, thanks to Emory University undergraduate and science writer Pearl J. Young.

Young is currently a senior at Emory University, placing the finishing touches on degrees in both physics and history. While working as an intern for the ECCSE with SURE director Dr. Cathy Quinones in 2007, Young interviewed SURE participants and mentors and authored several articles that we’ve been itching to publish. Thanks to the flexibility of the blogosphere, her works will finally see daylight here in a series we’ll be calling “Spotlight on SURE.”

Learn more about Young and check out her writing samples at:
http://signedp.googlepages.com

2010 PRISM Graduate Teaching Fellowship Applications Available Online

2009-12-03T13:12:00.000-08:00

Attention graduate students in Anthropology, Behavioral Sciences and Health Education, Biomedical Engineering, Biostatistics, Chemistry, Epidemiology, Mathematics, Physics, Psychology and Emory University Graduate Division of Biological and Biomedical Sciences programs.

The Emory College Center for Science Education invites you to submit your application to join the 2010-2011 cohort of PRISM, a National Science Foundation Graduate Teaching Fellow in K-12 Education program. Become part of the ongoing transformation of science education in Metro Atlanta public schools as you gain valuable, hands-on teaching experience, become a mentor and role model to local students, write and publish inquiry-based curriculum, improve your communications and teamwork skills and more.

For more information about the program and how to apply visit the PRISM website or attend one of two upcoming information sessions.

2010 PRISM INFORMATION SESSIONS
January 21 and January 25, 2010
4:30 pm
Emory College Center for Science Education
1399 Oxford Road
Atlanta, GA 30322

Important Links:
PRISM
2010 PRISM Application
PRISM Program Flyer (pdf)

2010 SURE Applications Available Online

2009-11-19T17:29:00.000-08:00

Applications for SURE (the Summer Undergraduate Research Program at Emory) 2010 are now available online.

The Emory College Center for Science Education's SURE program seeks high-quality undergraduate science students in search of a real-world, hands-on summer research experience. The competitive ten-week summer program (June 1 - August 6, 2010) pairs participants with research mentors from Emory University and affiliated research institutions such as the Centers for Disease Control and Prevention and Yerkes National Primate Research Center.

From Anthropology research to Vaccine development and many points in between, ongoing SURE research projects span more than a dozen scientific disciplines. And in addition to learning the latest research and data analysis methods from top scientists, SURE participants attend seminars on graduate school admissions, the ethics of scientific research, and how to create written and oral presentations of their research results. A formal undergraduate research symposium and awards banquet caps the summer experience.

For more information and links to the SURE 2010 application materials, visit the SURE program pages at the ECCSE's ScienceNET website.

Important Links:
SURE 2010 Application Materials
ScienceNET

Applications are due February 11, 2010.

Attention Undergrads: Who's Your Mentor?

2009-11-04T11:35:00.000-08:00

Making the most of your undergraduate research experience starts with finding the right research mentor. And starting early can be key.

The good news is that there's no shortage of opportunity to get high-quality, real-world research experience as an undergraduate. Summer undergraduate research programs can be found across the world and in every major scholarly discipline. At Emory, there's SURE, SIRE and IRES, just to name a few.

Whether you plan on going abroad, cross country, or spending your summer at Emory, you'll be working closely with a research mentor. And finding a research mentor that is a good fit for you is one of the most critical components in assuring a successful summer experience.

Visit the Finding a Research Mentor page on the ECCSE's ScienceNET site for some directed tips for how to select a research mentor that is right for you. It's aimed at prospective applicants to our SURE (Summer Undergraduate Research at Emory) program, but has general application to all undergrads in search of a good mentor. You'll also find advice on interviewing with prospective mentors and for writing research proposals.

More Information:
Undergraduate Science Research at Emory University
ScienceNET: Finding a Research Mentor
SIRE (Scholarly Inquiry and Research at Emory)
IRES (International Research Experience for Science Students)
Summer opportunities from HHMI (Howard Hughes Medical Institute)
Summer opportunities from NSF (National Science Foundation)
ECCSE

Applications for PREP due October 31st

2009-10-27T11:01:00.000-07:00

Time for Trick-or-Treating, admiring fall foliage and firming up those summer plans.

Once again it's time for rising juniors and seniors in the Atlanta Public School system to put the finishing touches on their applications for the Emory College Center for Science Education's PREP program.

The Preparatory Research Education Program (PREP) is a six-week summer residential program on the main campus of Emory University that aims to prepare students from the Atlanta Public School System for success in college and life beyond. The program is not only designed to introduce students to campus living, but also to prepare them for the academic rigor of college life.

All prospective PREP participants must be nominated by their high school guidance counselor and must meet the minimum application requirements (see link below for more details and contact information)

More Information:
PREP

Emory to Host 5th Annual Family Access Weekend

2009-10-06T10:38:00.000-07:00

Bringing students and parents together for college readiness
OCTOBER 24 - 25

The Emory College Center for Science Education and Project GRAD-Atlanta will host the fifth annual Family Access Weekend for College Readiness at the Emory University Conference Center on October 24-25, 2009. Students and their families from Project GRAD high schools in the Atlanta Public School system are invited to attend to receive important information about how to prepare for life after graduation.

Senior Program Associate Andrea Neal and her team at the ECCSE are working hard to prepare for this year's Family Access Weekend for College Readiness. "We invite students and parents to spend the weekend at the Emory Conference Center Hotel, to engage in a series of workshops and seminars and learn about their collective roles in the college admissions process," says Neal. Everyone participates in interactive learning sessions on competitive coursework for college admissions, SAT preparation and securing affordable and practical financial aid options.

This year’s conference theme “Increasing College Enrollment,” is aimed at equipping students with the necessary tools to graduate high school and gain admission into an institution of higher learning.

“We do this for the kids,” says Neal, who is also director of the ECCSE's Preparatory Research Education Program (PREP), which will host many of the students at Emory during the summer, for an intensive pre-college preparatory experience. “A lot of these kids just don’t get the exposure that they deserve to these crucial topics,” she says.

Panel topics include: “Competitive Coursework for College Admissions”, “What it Takes to Go To College and Graduate” and “What Parents Need to Know”.

Current Emory University undergraduate students will also conduct an informative session on adjusting to college life and how to create a successful undergraduate experience.

Each year, the ECCSE and Project GRAD-Atlanta also receive generous support from Emory's offices of the Dean of Undergraduate Education, Senior Vice Provost for Diversity and Senior Vice Provost for Community Partnerships to make Family Access Weekend for College Readiness a continued success.

To Learn more visit:

PREP

Project GRAD-Atlanta

Emory Center for Science Education

CSE Director Highlights Benefits of Undergraduate Research

2009-09-04T10:19:00.000-07:00

From:
eScienceCommons – by Carol Clark
September 4, 2009: UNDERGRADS BRING NEW IDEAS TO LABS
“It’s almost like being immersed in a different country,” says Zach Rahm, a biology major who is working in an HIV lab, in conjunction with the Emory Vaccine Center. “You’re being immersed in the science that’s being taught in the classroom. It’s very hands-on, and a very different environment.”
“If you have an interest, and there’s somebody here studying that interest, you can get involved,” says Pat Marsteller, director of Emory’s Center for Science Education.
Click for full article

HUES Summer Institute Kick Off: August 16th

2009-08-10T10:14:00.000-07:00

Once again, as new students converge on campus for freshman orientation, the Center for Science Education’s HUES Summer Institute is giving underrepresented science majors a head start toward success at Emory. The institute, which begins on Sunday and ends with a Barbecue social on August, 21st, aims to introduce incoming students to the college experience, while assisting with the development of a personal action plan for success at Emory. Workshops and seminars help to familiarize students with the teaching styles and demands of freshman science courses, as well as other core concepts. In addition, each student is paired with a faculty mentor during the summer program. Mentors and students meet regularly throughout the academic year.

For more information about the HUES Summer Institute or the ongoing HUES (Hughes Undergraduates Excelling in Science) program, contact Ms. Andrea Neal, 404.727.0954. Opportunities are available for both students and mentors.

CSE Presents: February 4th, 2009

2009-02-01T10:07:00.000-08:00

"Blazing Trails: A Discussion with Marshalyn Yeargin-Allsopp, MD."

On February 4th, 2009, at 6:30 p.m., Emory University, White Hall, Room 207. Emory School of Medicine’s first female African American enrollee , Marshalyn Yeargen-Allsopop, MD. will share her unique story. Today Dr. Yeargin-Allsopp is a leader in developmental disabilities research at the Centers for Disease Control and Prevention. Learn more about Dr. Yeargin-Allsopp here Limited seating. No tickets required.