Bob Mathieu is an astronomy professor from the University of Wisconsin-Madison. He describes the journey he embarked on to change the way he taught his astronomy course; how he succeeded in developing his computer-enhanced course and the technology he created and uses; and eloquently articulates the learning goals he has for his students. Summary Full Story:
Sam Donovan, a visiting professor at Beloit College, finds ways to take the tools biologists use in the real world and fits them into the classroom. Summary Full Story:
Rick Peifer, Assistant Director of the General Biology Program at the University of Minnesota, uses visualization technology to assist students to learn complex concepts that involve processes at the molecular level such as protein synthesis.
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Muriel Poston, associate professor at Howard University, wanted to bring evolution alive for her students by using computer simulations to solve problems in a laboratory-like setting. Summary Full Story:
Gabriele Wienhausen, a biology professor at the University of California, San Diego along with Barbara Sawrey developed a web-based chemistry lab instruction manual. They've also developed an on-line course with enriched digitalized lectures, and now use some lecture time for student collaborative work. Summary Full Story:
Cathy Middlecamp teaches an introductory chemistry course for nonmajors in a contextual approach where the students learn chemistry along the way on a "need to know" basis. She uses Chemistry in Context and entensively integrates real-world date from the web.
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Ron Rusay, an instructor at Diablo Valley Community College, describes the path he's followed to bring technology into his organic course. He reveals some of the collaborations he's formed with other institutions, and describes some of the software his students use to help them visualize 3D objects in 2D space. Summary Full Story:
Nick Turro, professor of chemistry at Columbia University, describes how went from helping struggling chemistry students, to using technology, to training faculty to incorporate technology in their classes. Summary Full Story:
Frank Lee, an engineering professor from Bellevue Community College, uses Working Model 2D as a tool in class to visually verify with simulations the calculations the students are doing by hand. Summary Full Story:
Greg Miller has developed a series of computer programs for his Mechanics of Materials course, some of which is available for free download. The software allows, among other things, the students to manipulate beam bending behavior, and to visualize and manipulate second-order tensors in three dimensions.
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Robert Mott, an engineering professor at the University of Dayton, has his students work with MDSolids® several different engineering courses.
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Chris Rogers, an engineering professor at Tufts University, has his students use LEGOs® in their Mechanical Engineering courses to build and program devices that have real world applications. Summary Full Story:
Manoochehr Zoghi, an enginner from the University of Dayton, describes how he uses MDSolids® in his Strengths of Materials and Statics courses. Summary Full Story:
Jim Kaput, a mathematics professor at the University of Massachusetts-Dartmouth, with his SimCalc Project, has developed software simulations and curricular activities for students from the third grade through college calculus with an emphasis towards students typically without access to these tools. Summary Full Story:
Robert Olin, a professor at Virginia Polytechnic Institute and State University, first describes how his department started to introduce technology and computer software into their mathematics course, and how this lead to the establishment of the Math Emporium. Summary Full Story:
James White describes the New Mathwright Library, how Mathwright can help students succeed in mathematics, and some example books created by this authoring program he developed. Summary Full Story:
Frederick Moore, a physics professor at Whitman College, uses Workshop Physics: an activity-based learning approach to teach introductory physics in which everything takes place in the lab.
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Ronald Thornton, Director of the Center for Science and Mathematics Teaching (CSMT) and physics professor at Tufts University, have develop and use an activity-based Microcomputer-Based Laboratory (MBL) set of tools that allow students in labs to control their own explorations with real-time measurements and analysis.
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Alan Arbour, a mechanical engineering professor at Lambton College, uses MDSolids® to reinforce the basic concepts by providing an interactive visual representations in his classroom.
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