NS&B 360: Neuroscience and Behavior

This course is designed for Biology, Psychology, and Neuroscience and Behavior Majors and the first half is writing intensive. In the second half of the semester, students engage in projects that include a service learning module in which they teach middle or high school students. The teaching projects focus on one of the course modules in which student learn about how experience shapes the brain. The topics include the effects of the fetal environment and exposure to drugs, alcohol, or environmental toxins; how visual or auditory experiences or deprivation shapes our ability to see and hear, and the effects of stress, depression, or exercise on learning and memory. Working in teams, students prepare an educational module on one of these topics, practice it in class, and then teach it to local high school students. Students will be responsible for creating demonstrations and models, writing and recording a podcast, and measuring how well their class of high school students master the concepts. In addition, students will keep a journal of their service learning experiences.

 

MB&B 109: Light, Energy, Life

Light is the basis for many important processes on Earth, and this course is designed to introduce students to many of these fundamental processes. The first third of the course focuses on the nature of light and its interaction with matter. We then turn to the process of vision and how light is detected by humans and animals. The second third focuses on light as an important energy source. We discuss the natural process of photosynthesis and the role that it plays in the global carbon cycle. The role that sunlight plays in the phenomenon of global warming and the effects of global warming will also be explored. We also discuss the artificial capture and harnessing of light energy, as in solar energy. The last part of the course will explore how light interacts with humans directly. Topics to be discussed include how light affects our moods and seasonal affective disorder and the role of light in the onset of melanoma and other UV- light-related health problems. This course provides an introduction to the importance of light in the living world for basic biological processes. Final project for the course will be the generation of a podcast or a Web site on a topic or related topic from the class.

 

LANG 291: ASL

Through this service-learning course, students will continue their language training in American Sign Language (ASL) while focusing on research and applications primarily outside of the deaf community. Combining the works of Oliver Sacks (cognitive changes from sign language acquisition), Howard Gardner (multiple intelligence theory), and Marilyn Daniels (signing for hearing children’s literacy), students will participate in adding this visual and kinesthetic modality to elementary school language arts programming. The use of sign language for children with a variety of learning disabilities will also be examined and applied through the course service component.

This course focuses on developing proficiency in American Sign Language by addressing all skills of language learning, including both expressive and receptive skills. Students will gain an understanding of the unique cultural concepts and values of the Deaf community in the United States and work with children in a local elementary school.

FILM 150: Documentary Advocacy

This film production course is aimed at serving non-film studies majors who wish to make a documentary in support of a cause or an organization. Students will learn the fundamentals of documentary film production while studying examples in which documentary films have been used to advocate on behalf of groups and individuals seeking to make social change. Production lessons include shooting verité footage, lighting interviews, the use of wireless lavalier microphones, and documentary editing techniques. This course is especially designed for seniors with specific interests in social issues that can be addressed by shooting in the immediate Middletown area and is also open to seniors with a more general interest in advocacy filmmaking.

Watch previews of some of the documentaries completed in the course:

 

FILM 140: Science Documentary

This course is designed to introduce students to topics in environmental science and the basics of documentary filmmaking, in order to teach students the art of communicating science-related issues through visual media. This semester we will be focusing on the many environmental science issues related to the growing and distribution of food. Possible topics for films made in the class include local food movements, the externalization of environmental costs in the large-scale industrial agriculture, food waste, and profiles of local organizations with a stake in the growing and distributing of food. No prior filmmaking experience is required.

ENGL 274: Portland Quarries

This course will investigate the form of the oral narrative. Students will work with Portland, Connecticut, residents who have been involved with the brownstone quarry there and know the history of this cultural, economic, and aesthetic feature of our community. Brownstone from Portland was important from the 1700s through the 1800s; it was the material that built many of the famous brownstones of New York and Boston and was even used in San Francisco. The quarry remained productive until the 1930s, when flooding made the stone unavailable. The 1990s saw a renewed interest in it; there is now a limited amount of quarrying and the site is developed as a recreational area, with hiking, canoeing, and camping facilities. In 2000, the quarry was listed as a National Historic Landmark and placed on the National Register of Historic Places. Students will interview residents and transcribe accounts and memories as oral histories of the quarries, choosing the medium of transcription–print, voice only (CD or audiotape), video (TV or DVD)–and producing final documents that will be offered to Portland and Middletown for the local history collections and to Wesleyan University for Special Collections.

Oral histories collected by Wesleyan students were provided by:

Jeanne Dilworth, collected by Shayna Bauchner and Rhea Sen

Jeanne Dilworth has lived in Connecticut her entire life. She grew up in Manchester during the Great Depression, and moved to Portland with her husband almost 60 years ago. Her interest in the town’s community and natural resources has led her to a career in teaching, and later to a position as president of the Brownstone Quorum

Bill Barrows, collected by Arielle Berrick and Rachel Miller-Howard

Bill Barrows is a professional antiques dealer. He was born and raised in Portland, CT, where he resides today. He is a fourth generation Portlander. Bill’s father started the antiques business, Thomas Barrows & Son. Bill lives in a historic house on Main Street, Middletown with his wife Ann.

Joe Seiferman, collected by Samuel Cohen and Rosa McElheny

Joe Seiferman is a lifelong Portland resident and proprietor of the Riverdale Motel in Portland, CT.

Alison Guinness, collected by Laura Heath and Chalmers Hamill

Allison Guinness is an archaeologist for a Cultural Resource Management firm and continues to study and educate people about the brownstone quarries. Alison Guinness has been instrumental in shaping the way we understand the Portland brownstone quarries. Her roles as a researcher, educator, and activist for preservation have helped the Portland community understand its history and resources.

Christoph Henning, collected by Laura Heath and Chalmers Hamill

Christoph Henning is a stone carver and cutter working in Portland, Connecticut. He does stone fabrication work for the brownstone quarry operated by Mike Meehan in Portland, along with brownstone and other stone restoration work around the state and country. He was born and grew up in Erfurt, East Germany, eventually relocating to the United States after the reunification of Germany and meeting his future wife. He now lives with his wife and son in Berlin, Connecticut, a few towns west of Portland. His house has a brownstone foundation.

Bob McDougall, collected by Emmy Levitas, Michelle Garcia, and Sarah Tracy-Wanck

Bob McDougall is a lifelong resident of Portland. He was born in 1961 and attended Portland public schools until leaving for college, after which he decided to return to Portland. He is a charter member of the Portland Historical Society (established in 1973), and is currently the Museum Director of the Ruth Callander House Museum of Portland history. Bob’s contributions to local history include “PORTLAND,” a book commissioned by the Images of America project. He is also employed as a Computer Systems Engineer.

Anna Fairbank, collected by Julia Marroquin-Ceron and William Levitt

Anna Fairbank was born in Portland and has remained here all here life. She grew up “under the bridge” in a community composed mostly of new immigrants. Anna Fairbank provides a fascinating social history of the town of Portland, CT. Able to view the town from many perspectives (both “under the bridge” and “uptown”), her stories reveal a fascinating, true-to-life account of Portland shortly after the quarries closed.

Jack Dillon, collected by Julia Marroquin-Ceron and William Levitt

Jack Dillon has been a life long resident of Portland, CT. He has had been interested in the history of the quarries for his whole life, and his family history goes back many generations with the quarries. His children and he and his wife still live in Portland today.

Mike Meehan, collected by Gus Seixas and Eleni Healy

Mike Meehan was born in 1949 on a dairy farm in Southwestern Pennsylvania. His grandfather was an engineer, and the farm was worked by a local farmer. Mike grew up traversing the property and observing the coal mining operations on his grandfather’s land and in the surrounding areas. He started his career as a science teacher, but soon got a master’s in geology and began working in the coal industry. After a successful career in coal exploration, Mike and his wife moved to Connecticut, where he opened up the Portland brownstone quarries for small scale restoration and repair. Mike has been working at the quarries since 1993.

Click here to listen to recordings and view transcripts on WesScholar.

E&ES 322: Introduction to GIS

Geographical information systems (GIS) are powerful tools for organizing, analyzing, and displaying spatial data. GIS has applications in a wide variety of fields including the natural sciences, public policy, business, and the humanities; literally any field that uses spatially distributed information. In this course we will explore the fundamentals of GIS with an emphasis on practical application of GIS to problems from a range of disciplines. The course will cover the basic theory of GIS, data collection and input, data management, spatial analysis, visualization, and map preparation. Coursework will include lecture, hands-on activities, and Service Learning projects allowing students to put their new GIS skills to use solving community problems. Small groups of students will work closely with community groups to design a GIS, collect and analyze data, and draft a professional quality report to the community.

 

View Wesleyan GIS Service Learning Projects in a larger map

E&ES 121: Science on the Radio

Exciting science and environmental projects are under way at Wesleyan and around Wesleyan. These include classroom research projects, senior theses, graduate research, and faculty publications. Translating science into understandable language takes practice. By listening to science radio shows and reading the stories, we will learn how the translation is done and do it with our own materials. Participants will be expected to produce a weekly half-hour radio show on WESU, “Science on the Radio.” All shows will be podcast and stored on WESU. Class members will critique each other’s shows to improve the speaking voice, style of presentation, and content. Extensive out-of-class time will be needed to produce the show.

 

BIOL 131: CT Valley Hospital

Students are introduced to the psychiatric rehabilitation plan that is patterned after the Psychiatric Rehab Consultants (PRC) program of Dr. Robert Liberman, MD, of UCLA. They learn to administer the diagnostics tool developed by PRC called clients’ assessment of strengths, interests, and goals (CASIG). Then each student administers the CASIG to one or more CVH patients. The results of the CASIG are reported to the patient’s treatment team.

 

ASTR 430: Astronomical Pedagogy

This course investigates methods for effectively teaching astronomy. All levels from general public outreach to college level are discussed. Students critically assess astronomy education articles and lead seminar discussions on topics in astronomical pedagogy.