1. Connecting Undergraduates to the Work of Minority Scientists Stephen Wagner, Ron Havner, Josephine Taylor, Stephen F. Austin State University

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. Quest for an Education At age 12, George moves from Diamond Grove, Missouri to Neosho, Missouri to attend school for black children.

9. Jessup Wagon His wagon to bring information and services to Alabama farmers becomes basis of USDA Extension Service

10. 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.

11. 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.

12. 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.

13. Overall Scores

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

15. 61 – 85 point improvement

16. Pre- And Post-test Results For Basic Concepts Of George Washington Carver’s Life and Discoveries 54-69 point improvement

17. Pre- And Post-test Results For Basic Concepts Of George Washington Carver’s Life and Discoveries 39-54 point improvement

18. 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.

19. Thank You