connecting undergraduates to the work of minority scientists

Connecting Undergraduates to the Work of Minority Scientists

Stephen Wagner, Ron Havner, Josephine Taylor, Stephen F. Austin State University

Challenges

• History of science often neglected in favor of covering important material

• Looking at historical contributions can help students learn concepts and content

• Process of science vs. just the facts.

Challenges

• Lessons should reflect increasing diversity• Both minorities and non-minorities benefit

from learning about contributions of minorities

• Minority scientists overcame many obstacles to make discoveries.

Objectives

• Increase students’ knowledge of George Washington Carver’s life and times.

• Increase students’ experience of George Washington Carver contributions to improve the lives of southern farmers

• Improve students’ comprehension of the legume-Rhizobium/Bradyrhizobium symbiosis and biological nitrogen fixation in general.

Planetary and Space Biology

• 4th Leg of 4-8 Advanced Activity Courses

• Inquiry-Based Course• Seamless Course• Content & Application• Students work in

cooperative groups to solve problems

• 20-24 students.

General Microbiology

• Biology and related science majors

• Lecture/lab format• Application in lab• Students work in cooperative

groups to learn content and techniques

• 50-55 students.

Exercise 1

• Teams of 3 or 4 students given 20 placards describing a Carver milestone or world event

• Used them to construct timeline of Carver’s career and life.

• Compared their results to actual timeline.

Quest for an Education

At age 12, George moves from Diamond Grove, Missouri to Neosho, Missouri to attend school

for black children.

Jessup WagonHis wagon to bring information and services to

Alabama farmers becomes basis of USDA Extension Service

Exercise 2• Each team given box containing 10-

15 Items (or empty packages for items) such as dried milk, toy livestock animals, mayonnaise, toy automobiles, plastic balls, and paper.

• Items either peanut products or require product introduced by Carver.

• Each group ranked items in terms of their importance and explained their choices.

Exercise 3• Each team planted peanut seeds in soil in plastic cups• Seeds were either inoculated or non-inoculated with

Bradyrhizobium.• Plants grown in greenhouse for 4-6 weeks; growth parameters

measured during growing period.

Pre-/Post- Test• Given before exercises undertaken and immediately after they

were completed• Measured growth in content learning of four major areas:

– Milestones in Carver’s Life– Peanut utilization– Role of legumes in agriculture– Principles of nitrogen fixation.

Class Pre-Test Score Post-Test Score

Non-Majors 18.5 73

Majors 7.6 77.5

Overall Scores

Pre- And Post-test Results For Basic Concepts Of George Washington Carver’s Life and Discoveries

Carver Milestones Uses of Peanuts Role of Legumes Nitrogen Fixation0

20

40

60

80

100

Non-Majors PreNon-Majors Post Majors PreMajors Post



20

40

60

80

100


61 – 85 point improvement



20

40

60

80

100


54-69 point improvement



20

40

60

80

100


39-54 point improvement

Summary• Students demonstrated marked improvement in

their knowledge of Carver’s life and contributions and the role of legumes and N fixation

• Highest gains seen in knowledge about his life and contributions

• Activity viable alternative to traditional lecture style presentations.

Thank You

connecting undergraduates to the work of minority scientists

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