Heuer Awards Archives

Heuer Awards Archives and Past Recipients

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2004 Heuer Awards Press Release

2003 Heuer Awards Press Release

2002 Heuer Awards Press Release

2002 CIC Heuer Awards Nomination Analysis

2004 Heuer Award Recipients

Allegheny College (PA) – Neuroscience major. The biology and psychology departments have cooperated to create a major in neuroscience. Established in 1996, the major has grown from one graduate in 1997 to 35 in 2003, while the numbers of majors in biology and psychology have also remained strong. Undergraduates are actively involved in collaborative research, both on and off campus, and have given an impressive number of presentations of their work. Graduates have gone on to graduate programs in neuroscience and health-related fields and most of the recent graduates are employed in related fields. The interdisciplinary program also allows non-science majors the opportunity for research experiences in neuroscience, while making it possible for neuroscience majors to find new ways of understanding their own discipline. For the past five years, faculty members from the neuroscience program have conducted a two-week neuroscience summer camp for high school juniors, and have participated in a program that allows gifted high school students to visit the campus every other week during the school year. Neuroscience faculty members and students additionally participate in “Brain Awareness Week,” visiting middle schools and high schools to give presentations and demonstrations.

Columbia College Chicago (IL) – Science Institute. The Institute for Science Education and Science Communication (“Science Institute”) introduces science to undergraduate non-science majors. A significant number of students at Columbia College are majoring in the fields of communications, media, and the arts, and an important feature of the program is the incorporation of the student’s interests and skills into unconventional modes of communication for assessment, such as using multimedia tools and group evaluation to create and evaluate lab reports. By making science understandable, accessible, and enjoyable to students who otherwise may not have taken science classes, these non-majors increasingly combine science with their chosen professional fields, such as journalism, in ways they would never have considered if not for Science Institute courses taken. The Institute has also conducted a range of outreach efforts, including the creation of Math, Science and Technology Academies at local high schools and the holding of weekly science labs for K-12 students on campus. The Institute was recently selected by the Chicago Board of Education to conduct workshops for all Chicago high school science and mathematics teachers.

2003 Heuer Award Recipients

Hendrix College (AR) – undergraduate research in chemistry and physics: Hendrix science faculty members have been national leaders in the development of the Council on Undergraduate Research as a major influence in small colleges. The two departments of chemistry and physics have impressive records of increasing student/faculty research collaboration, recognized by the publication of numerous papers and the acceptance of many students into graduate programs. A recent NSF study ranks Hendrix College 24th in the number of graduates per total enrollment who had received PhDs in chemistry, 33rd in physics, and 41st in engineering. In addition, the emphasis on student research in the two departments has stimulated similar opportunities to be offered in other disciplines.

Roanoke College (VA) – introduction of “real world” science into the chemistry major: The chemistry major has been revamped to prepare students for the work chemists do in both academic and industrial settings, through a series of seminars, field trips, service activities, and intensive communications training, as well as increased use of advanced laboratory instrumentation and research experiences. Of particular note is the emphasis on communication skills, with two courses required. Also of significance is the growth of participation in the Enrichment Program in Chemistry (EPIC) seminar series, which has increased student interest, alumni involvement in on-campus activities, acceptance of students’ work for off-campus presentations, and a doubling of the number of students who go on to graduate study. The number of declared majors has risen significantly from an average of 15 during the years 1995-2000 to a new high of 25 this year. Just 10-15 years ago only 30-40 percent of chemistry students went on to postgraduate study; now that percentage is 75 percent.

Whitworth College (WA) – undergraduate physics: The physics curriculum has undergone revision and enhancement over ten years, resulting in a fourfold increase in majors in the last five years (from 11 majors in 1997 to 41 in 2002), and the addition of an applied physics major for those interested in engineering. Undergraduate research has beenstrengthened through participation in NASA’s electronic propulsion program, and collaboration with Pacific Northwest National Labs. Outreach activities by the department to in-service K-12 teachers have been accompanied by an increase in the number of physics students pursuing K-12 certification.

2002 Heuer Award Recipients

Bethel College (MN) - Physics Department: Over the past decade, the department's program has concentrated on breaking down barriers that separate physics in a liberal arts context from support and cooperation by business and industry, on curricular reform and service for K-12 education, and on mentoring undergraduate research. Work in applied physics has proven to be a particularly innovative means to attract students to the field. The result has been an increase in the number of physics majors, more students involved in undergraduate research, established relationships with area industries, and recognition by national organizations including the American Physical Society. Additionally, the department has been active in outreach to area K-12 schools and has strongly supported the entire science education program at the college.

Calvin College - Elementary Science Education Program: A four-course science sequence prepares pre-service elementary education teachers in physical and earth sciences, life sciences, scientific inquiry, and science teaching methods. In the methods course, students tutor, assess the learning of elementary students, prepare science materials, and develop and teach science units. There is a particular focus on meeting the needs of schools with high minority enrollment. The college itself has made substantial investments in elementary science education by providing expanded laboratory and research space for the program and by providing funds to enhance the outreach program to local schools.

Drury University - Science Perspectives Program: An integrated three course sequence is offered to non-science majors as part of the university's general education program. The courses-Mathematics and Inquiry, Science and Inquiry, and Undergraduate Research Experience-bring together the essential tools of scientific inquiry and require students to apply these tools to specific problems. Results are presented in a public forum. Substantial improvements in student performance on standardized assessment tests in science have been recognized by off-campus organizations as particularly significant. In addition, the program has documented that students who did not originally like science have emerged with understanding, self-confidence, and appreciation for science.

John Carroll University - Chemistry Department: Since 1990, the department has incorporated undergraduate research as the capstone experience for nearly every chemistry major. Student projects have been presented at regional and national meetings of several professional organizations. Graduating seniors have been awarded national scholarships and have had excellent success in graduate programs. As a reflection of the institutional commitment to service, the department has been active in support of science programs for area K-12 students and teachers by offering workshops and chemistry camps, and by providing lab space for an area high school damaged by fire. The department activities have been focused on the university's mission of educating students to serve others.

2001 Heuer Awards Recipients

Benedictine College (KS) - Biology Department. The biology department of Benedictine College was recognized for its outstanding achievement in developing and implementing an extensive student-faculty research program in biology and ecology which is fully integrated throughout its curriculum. The research study of the ecology of a Missouri River mitigation site involves all biology faculty and students and has led to extensive cooperation efforts with federal and state agencies. Student success in the presentation of research papers and reports at state and national meetings and in postgraduate study has been particularly impressive.

Nebraska Wesleyan University - Science Program. The science program of Nebraska Wesleyan University was selected as an outstanding example of the successful complete transformation of undergraduate science education. Included has been a curricular revision that integrates research and education and the innovative use of instructional technology. Particularly noteworthy are a student research fellowship program which finances research by undergraduates at sites throughout the world and a community outreach program that includes an intensive summer residential program for science teachers in Nebraska's small rural high schools.