Vol 31, Part I - forums.sou.edu • Index page - Southern Oregon ...

ABSTRACTS – Contributed Posters
EDUCATION
183 Who is Teaching with Electronic Books and Why
A Survey of Oregon State University Faculty, LAUREL
KRISTICK* and MARGARET MELLINGER (Oregon
State University, 121 The Valley Library, Corvallis, OR,
97311; laurel.kristick@oregonstate.edu).
Oregon State University (OSU) Libraries owns over
29,000 electronic books (e-books) ranging from handbooks
and encyclopedias to scholarly monographs. Several years
ago, the Libraries chose to convert most journals to electronic
format, and there is now a similar movement for books. To
better understand the choices involved, information about how
faculty currently use e-books in teaching and research was
needed. The authors recently surveyed a sample of OSU faculty
to determine their awareness of the Libraries’ collections, their
use of the collections for teaching and research, and their
reasons for using or not using electronic books.
The authors will present findings from the survey related
to faculty use of electronic books in teaching. The presentation
will include how faculty responses varied by college and by
length of time teaching at the institution, as well as the reasons
given for using or not using e-books in teaching.
184 AMOEBA: Authentic Mentoring of Engaged Biologists
Alliance at Idaho State University, JEFFREY P HILL*,
BRUCE P FINNEY, and CAROLYN F WEBER
(Department of Biological Sciences, Idaho State University,
921 South 8th Avenue, Stop 8007, Pocatello, ID 83209-
8007; hilljeff@isu.edu).
This pilot project fuses teaching and research
activities within a newly established mentored learning
community (AMOEBA) with levels of expertise that
span from undergraduate freshmen to life science PhDs.
Incoming students are first invited to become “scientific
learners” (i.e., to adopt the best learning practices based
on data-driven evidence available in the science education
literature). AMOEBA embraces a central National Science
Foundation tenet that biology is a discovery science
by providing students at the threshold of their higher
education direct experiences in research. Student-centered
learning accomplished through research-focused activities
is expected to yield genuine primary data for professional
dissemination in contexts where early career students can
legitimately realize creative and intellectual ownership
of their work. A goal for the project is to attract researchactive
biology faculty members, graduate students and
advanced undergraduates as experienced mentors in an
alliance that includes lower division biology students.
Research modules link faculty expertise and interests
directly with experiential learning opportunities to enhance
students’ understanding of core concepts and competencies
that ultimately contribute to the development of lifelong
biological literacy.
102
HISTORY and PHILOSOPHY of SCIENCE
185 Rediscovering Emilie du Chatelet: A Scientist and
Pholosophe of the French Enlightenment, NICHOLE
SNYDER (Department of History, Boise State University,
1910 University Drive – MS 1925, Boise, ID 83725;
nicholesnyder@u.boisestate.edu).
Known primarily throughout history as the lover of
Voltaire, scholars over the last decade have rediscovered
the significance of Emilie du Chatelet as a contributor
to scientific development in the French Enlightenment.
As one of the earliest female scientists, her life illustrates
that although it was difficult, it was possible for a woman
to be defined by the complexity and the success of her
own scientific accomplishments such as her impressive
translation of Newton’s Principia that is still in use today.
Historically significant female scientists are little known
prior to the twentieth century, but through comparing the
way scholars have treated Emilie du Chatelet in the past and
the work of historians today of the significance of her life, it
is clear her image is changing. Emilie du Chatelet deserves
recognition not only for her role as a philosophe in the French
Enlightenment but a scientist in her own right.
ANTHROPOLOGY and ARCHAEOLOGY
186 Investigation of Histomorphometric Values in an
East Arctic Foraging Group, the Sadlermiut, JOSEPH
PURCELL 1 *, MARGARET STREETER 1 , EMILINE
RAGUIN 2 , BRIDGET DENNY 1 , MICHELLE
DRAPEAU 2 , and RICHARD LAZENBY 3 ( 1 Department
of Anthropology, Boise State University, 1910 University
Drive, HWSC Room 115, Boise, ID 83725; 2 Departement d’
anthropologie, Universite de Montreal, PO Box 6128, Station
Centre-Ville, Montreal Canada, H3C 3J7, m.drapeau@
umontreal.ca; 3 Department of Anthropology, University of
Northern British Columbia, 3333 University Way, Prince
George BC, Canada V2N 4Z9; Lazenby@unbc.ca).
A sample of second metacarpals (n=78) obtained
from the Sadlermiut, Inuit (1285-1903 A.D.), a genetically
isolated East Arctic foraging group, was analyzed in this
study. The Sadlermiut subsisted nearly exclusively on small
marine mammals and fowl. Based on known adaptations to
a cold environment, a high level of physical activity and a
diet high in protein, it was predicted that Inuit bones would
show elevated levels of cellular activity. The size and density
of secondary osteons in the Sadlermiut are used in this study
to compare their bone metabolic processes with known data
from a sample of Euro-Canadian metacarpals (n=63) from
an historic cemetery in Ontario, Canada. Exact ages were
known for the Euro-Canadian group, while the individuals
in the Inuit sample are only known as young, middle and
old. Student’s t-tests were used to investigate variation