Interactive Problem Solving in Genetics

Basic and Applied Sciences
Rebecca Seipelt

The purpose of this proposal is further renovate a technology-delivered section of the general genetics course to provide additional feedback related to outside of class problem-solving activities. 


Developing Topics in Biology Online Course

Basic and Applied Science
Nicole Welch

The time supported by this Instructional Technology Development Fellowship will be used to program the CD-ROM that students will use in BIOL 1030 Topics in Biology Online. The CD will contain Powerpoint lectures complete will supporting text and audio files.

The time supported by this Instructional Technology Development Fellowship will be used to program the CD-ROM that students will use in BIOL 1030 Topics in Biology Online. The CD will contain Powerpoint lectures complete will supporting text and audio files.


A Web-based Visual Library of Images of Active Microorganism

Basic and Applied Science
Sandra Johnson

This project will produce a CD-ROM containing a library of images of the live, active organisms studied in an existing course – Biology 1110, General Biology. The availability of these images and video clips for in-class instruction and for exploration by individual students via WebCT will enrich students' laboratory experiences by increasing their access to specimens for study and analysis. The biology department has both a compound microscope and a stereomicroscope, each fitted with a camera, that can be used to generate images and videos of organisms studied in the laboratories. 


Interactive Online Quizzing for MTSU Anatomy & Physiology Students

Basic and Applied Science
Amy E. Jetton

The objective is to turn an existing bank of multiple choice and matching exam questions into interactive online quizzes for the MTSU Anatomy & Physiology web site.


Digital Image Technology for BIOL 3010/5010, Embryology

Basic and Applied Science
Max Gore Ervin

The objective is to develop a library of digital images from our existing Embryology microscope slide collection. This library will be made available to students for independent study, review and exploration via departmental computers.


Biology 1030 On-Line

Basic and Applied Science
Nicole Turrill Welch

The release time provided by this grant will be used to develop lectures and an WebCT interface for a new, online version of BIOL 1030 Topics in Biology.

The goal of this grant project was to adapt Biology 1030 Topics in Biology for use as an online course. Microsoft Powerpoint lectures were developed from my lectures and the WebCt interface for my regular classes was altered to include components that would be necessary for the online version of the course. Approval was granted by the Internal Revue Board to make a study of the effectiveness of traditional and online lectures in Topics in Biology.

The first data for this study were collected in the fall of 2002. Text files will be added to my Powerpoint lectures during the spring 03 semester. During the summer, the course specific lectures and assignments will be completed. After this is done, the powerpoint visuals, text and audio will be used together to teach this class. This array of teaching tools should address most of the learning styles of my students.


Integration of Electronic Textbook and Supplementary CD in Biology 1030 Coursework

Basic and Applied Science
Sarah F. Barlow

The purpose of the project is to develop a supplementary CD of student activities to be used with Thinkwell's Biology, an electronic textbook comprised of six CDs. The material will be integrated into an existing course, "Topics in Biology" (Biology 1030).

During the summer of 2002, supplementary exercises were written. In addition to providing these exercises on CD, the project has been extended to include incorporating these materials within WebCT course management. The project was presented at the recent ShareFair sponsored by the Faculty Instructional Technology Center, Information Technology Division. Use of the electronic test book will be evaluated by students and faculty at the end of Fall 2002


Course Web Pages for Student-Student, Student-Faculty, and Faculty-Student Communication in Anatomy and Physiology

Basic and Applied Science
Alice Mills


Integration of Technology in Biology 100 Coursework

Basic and Applied Science
Sarah Barlow

Barlow will be developing technology-based activities and assignments for the Biology 100 course. Elements of this project include designing Internet assignments for student research, locating appropriate web sites for group projects, locating ListServs for class subscription and establishing a local ListServ for class discussions.

The Internet provides an exceptional opportunity for students to research topics for individual and group projects. This grant project expands the scope, frequency, and diversity of these opportunities for both Biology 100 Honors and Biology 100 students.

Utilization of ListServs as discussion groups encourage student thought and participation and enhance development of problem-solving skills. Issues related to science such as the social impact of genetic technology provide sources for these discussions. Local ListServs for intraclass and interclass discussions are being established. A search for appropriate ListServs to which students can subscribe is being conducted.

Incorporating internet technology in a course brings a world of opportunities and knowledge to students. Ability to evaluate and utilize web sites as research sources becomes as important as traditional library research skills. Skills developed may be used throughout a lifetime.

In developing internet assignments, activities, and projects for students, each of the following aspects of the project have been completed or are in progress:

  1. Conduct a search for websites which can serve as resources for assignments. (completed and ongoing)
  2. Write assignments in which the student compares and evaluates a diversity of websites for biology. (completed)
  3. Write assignments for student research in genetic technology, social issues related to biological advancements, and ecological issues. (completed)
  4. Establish and maintain local ListServ for student interaction and discussion of biological topics. (in progress)

Remodeling and expansion of the Biology 100 Honors webpage has been completed. Several on-campus and off-campus links have been established. The webpage is available at Assignments developed through this project will be available at the above web site after September 1, 1999


Laboratory Curriculum Upgrade and Development for Undergraduate Neurobiology, Ethology, and Physiology Courses

Basic and Applied Science
Alice Mills

Alice will be using her grant time to improve and develop laboratory exercises for various courses partly through the use of equipment purchased with funding from the National Science Foundation. These new exercises combined with the new equipment will improve existing lab courses and establish a new lab course for students in Biology and Psychology.

The main purpose of this grant was to provide time in which to set up a lab for use by students in three biology courses, beginning in Fall 1999; the equipment purchase is funded by a grant of approximately $93,000 from the National Science Foundation. The process was anticipated to include: reviewing the available equipment through reading catalogs, talking with sales representatives and colleagues on the phone and via email, and visiting with nearby sales representatives and colleagues familiar with the lab exercises, either here at MTSU or at the vendor's facility. placing the orders and waiting out the long bid process. receiving and testing the equipment. ordering supplies as necessary to practice and develop the lab exercises that will be assigned to students in the fall. I have not yet accomplished all that I had hoped, but I've made a good start, and plan to submit the completed report at the end of this summer, as I continue to work on the project although the spring semester ended several weeks ago.

A major reason for delays has been that I was unaware how much work needed to be done in simply preparing the room that the lab will be taught in. This room is an auxiliary room off a main lab (116 DSB). For the last decade or so, this room had unfortunately fallen into disuse and become a repository for equipment and supplies that were either obsolete or non-functional. The first order of business was to haul most of this equipment into storage; as we have very little storage space in our building, this was no small task, and as I had to be careful to avoid tossing something that someone cared about, I had to discuss many of the items with other faculty before moving them. Next I had 6 cabinets removed from the walls, because they would have interfered with placement of the new equipment. Then I washed all the remaining drawers and cabinets and vacuumed the room. To complete all these tasks took several weeks. This week the room will be painted and next week (I hope) the computer equipment will be networked by OIT. As our departmental space is woefully inadequate, it was essential that the equipment not arrive until after the room was prepared, i.e., I would have had no safe place to put it.

Prior to preparation of the room, I spent several hours on the phone to vendors, drove out to Pegram, TN, to examine some microscopes, and visited with two microscope vendors on campus. As it is unlikely that I will receive such a large equipment grant again, it is vital that I order the best quality, most durable, and most appropriate equipment available.

As of this writing, all equipment has been ordered and several items have arrived and been checked out for functionality, including 6 computers with monitors and a laser printer. Some items are not kept in stock by the vendors, significantly delaying their arrival. My first priority in the coming weeks will be to set up and check out the new equipment as it arrives, and to get all the remaining supplies ordered and work out a plan for proceeding with practicing the lab exercises. I anticipate that I will spend most of the summer completing this project, in afternoons during the June session after teaching each day, and all day when possible for the rest of the summer


Developed and updating web pages for BIOL 334 - Pathophysiology 

Basic and Applied Sciences
Glenn McCombs

Through the use of images, animation, video, and links to other Pathophysiology web sites McCombs provides greater access to course information in and out of the classroom. First, thank you for the opportunity to devote more of my time to instructional technology. I believe the grant program is an excellent incentive to stimulate faculty incorporation of technology into their academic commitments. I must admit that I have not followed my proposal submission. I had intended to concentrate my attention on my existing website for BIOL 334, Pathophysiology. I have been able to make additions to this site, and as well, establish two home pages related to disease through assigned class projects. I have shared my ideas with Gina about the role of actively involving students through cooperative activities such as these. I would like to think that these were successful endeavors. However, as this is my last semester here, I spent the majority of time improving the departmental site and helping colleagues with various aspects of their technology demands. Basically, anything you see at /~biol/ was written by me or was set up through me. There is a broad spectrum of confidence and interest on the faculty's part in the use of the web as a classroom resource. Those that have an interest in expanding the confines of the traditional classroom find a way to do it. I have enjoyed my interact ion with my colleagues in their pursuits.

I would like to acknowledge several OIT staff members for putting up with me. I could probably name the entire department but special thanks to Gina, Sylvia, Tim, Kendall and Russ. Their expertise, cooperation and assistance kept me from returning to the manual typewriter.